Kindergarten: Listening & Learning Domain 5 Anthology "Farms"

This Tell It Again! Read-Aloud Anthology for Farms contains background information and resources that the teacher will need to implement Domain 5, including an alignment chart for the domain to the Common Core State Standards; an introduction to the domain including necessary background information for teachers, a list of domain components, a core vocabulary list for the domain, and planning aids and resources; 9 lessons which include objectives, read-alouds, discussion questions, and extension activities; a Pausing Point; a domain review; a domain assessment; culminating activities; and teacher resources. By the end of this domain, students will be able:

1. Explain what a farm is;
2. Describe a farmer’s and a shepherd’s job;
3. Identify animals found on farms and the sounds animals make;
4. Identify buildings found on farms;
5. Identify machines and tools of farming;
6. Demonstrate familiarity with the songs “Bingo” and “Old MacDonald Had a Farm”;
7. Identify needs of farm animals: food, water, and space to live and grow;
8. Describe how farm animal babies need to be fed and cared for by their parents or people;
9. Explain why farmers raise animals;
10. Identify foods that come from animals;
11. Explain why farmers grow crops;
12. Identify crops as plants grown on farms for use as food;
13. Describe how some food comes from farms as crops;
14. Sequence the seasonal rhythm of planting, growing, and harvesting;
15. Describe how farmers protect their crops from drought and pests;
16. Sequence events of crops from farm to store (planted, harvested, transported, packaged);
17. With prompting and support, retell or dramatize fiction read-alouds, including key details;
18. With prompting and support, use narrative language to describe characters, setting, things, events, actions, a scene, or facts from a fiction read-aloud;
19. Listen to, understand, and recognize a variety of texts, including fictional stories, fairy tales, fables, nursery rhymes, and poems;
20. With prompting and support, ask and answer questions (e.g., who, what, where, when) requiring literal recall and understanding of the details and/or facts of a nonfiction/informational read-aloud;
21. Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a nonfiction/informational read-aloud, including answering why questions that require recognizing cause/effect relationships;
22. With prompting and support, identify the main topic and retell key details of a nonfiction/informational read-aloud;
23. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a nonfiction/informational read-aloud;
24. With prompting and support, ask and answer questions about unknown words in nonfiction/informational read-alouds and discussions;
25. With prompting and support, describe the role of an author and illustrator in a nonfiction/informational text;
26. With prompting and support, describe illustrations from a nonfiction/informational read-aloud, using the illustrations to check and support comprehension of the read-aloud;
27. With prompting and support, compare and contrast similarities and differences within a single nonfiction/informational read-aloud or between two or more nonfiction/informational read-alouds;
28. Actively engage in nonfiction/informational read-alouds;
29. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened;
30. Use agreed-upon rules for group discussions (e.g., look at and listen to the speaker, raise hand to speak, take turns, say “excuse me” or “please,” etc.);
31. Carry on and participate in a conversation over four to five turns, stay on topic, initiate comments or respond to a partner’s comments, with either an adult or another child of the same age;
32. Ask and answer questions to clarify information in a fiction or nonfiction/informational read-aloud; 
33. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail;
34. Speak audibly and express thoughts, feelings, and ideas clearly; 
35. Use frequently occurring nouns and verbs in oral language;
36. Answer questions orally in complete sentences;
37. Produce and expand complete sentences in shared language;
38. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck);
39. Identify real-life connections between words and their use (e.g., note places at school that are colorful);
40. Use words and phrases acquired through conversations, being read to, and responding to texts;
41. Learn the meaning of common sayings and phrases;
42. Listen to a variety of texts, including nonfiction/informational narratives;
43. While listening to a read-aloud, orally predict what will happen in the read-aloud based on pictures and/or text heard thus far, and then compare the actual outcome to the prediction;
44. Discuss personal responses to a given topic and connect those to a character in the folktale; and
45. Explain that certain folktales are fantasy because events couldn’t really happen (e.g., animals cannot talk or bake bread).

Downloadable Resources

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Common Core Learning Standards

CCLS State Standard
RL.K.2 With prompting and support, retell familiar stories, including key details.
RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
RL.K.5 Recognize common types of texts (e.g., storybooks, poems).

Curriculum Map