Kindergarten: Listening & Learning Domain 8 Anthology "Seasons and Weather"

This Tell It Again! Read-Aloud Anthology for Seasons and Weather contains background information and resources that the teacher will need to implement Domain 8, 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; 8 lessons including 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 unit, students will be able to:

1. Demonstrate understanding of the following units of time and their relationship to one another: day, week, month, year;
2. Name the four seasons in cyclical order, as experienced in the United States, and correctly name a few characteristics of each season;
3. Characterize winter as generally the coldest season, summer as generally the warmest season, and spring and autumn as transitional seasons;
4. Draw pictures that show an understanding of each season;
5. Characterize the North and South Poles as always cold in temperature, the middle section of the earth as usually warm, and most of the United States as having four seasons;
6. Describe daily weather conditions of their own locality in terms of temperature (hot, warm, cool, cold), cloud cover (sunny, cloudy), and precipitation (rain, snow, or sleet);
7. Name at least one holiday in a specific season;
8. Describe any unique seasonal differences that are characteristic of their own locality (change of color and dropping of leaves in autumn; snow or ice in winter; increased rain and/or flooding in spring, etc.);
9. Identify ways in which weather affects daily routines, such as dress, activities, etc.;
10. Identify a thermometer as an instrument used to measure temperature and describe how it works: when it is hotter outside, the liquid in the thermometer rises; when it is cooler, the liquid descends;
11. Explain the lesson the grasshopper learns at the end of the fable “The Grasshopper and the Ants”;
12. Identify the following characteristics of thunderstorms: heavy rain, thunder, lightning, and strong winds;
13. Describe safe and unsafe behaviors during thunderstorms;
14. Explain why weather prediction is important in their daily lives;
15. 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 fiction read-aloud;
16. Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a fiction read-aloud, including answering why questions that require recognizing cause/effect relationships;
17. With prompting and support, ask and answer questions about unknown words in fiction read-alouds and discussions;
18. Listen to, understand, and recognize a variety of texts, including fictional stories, fairy tales, fables, nursery rhymes, and poems;
19. With prompting and support, describe illustrations from a fiction read-aloud, using the illustrations to check and support comprehension of the read-aloud;
20. Actively engage in fiction read-alouds;
21. 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;
22. 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;
23. With prompting and support, identify the main topic and retell key details of 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 illustrations from a nonfiction/informational read-aloud, using the illustrations to check and support comprehension of the read-aloud;
26. 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;
27. Actively engage in nonfiction/informational read-alouds;
28. Use a combination of drawing, dictating, and writing to present information from a nonfiction/informational read-aloud, naming the topic and supplying some details;
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. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including collaboration with peers;
31. Participate in shared research and writing projects (e.g., group scientific research and writing);
32. With assistance, categorize and organize facts and information within a given domain to answer questions;
33. 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.);
34. Carry on and participate in a conversation over four to five turns, staying on topic, initiating comments or responding to a partner’s comments, with either an adult or another child of the same age;
35. Add drawings or other visual displays to descriptions as desired to provide additional detail;
36. Speak audibly and express thoughts, feelings, and ideas clearly;
37. Use frequently occurring nouns and verbs in oral language;
38. Ask questions beginning with who, what, where, when, why, or how;
39. Answer questions orally in complete sentences;
40. Produce and expand complete sentences in shared language;
41. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck);
42. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms);
43. Identify real-life connections between words and their use (e.g., note places at school that are colorful);
44. Use words and phrases acquired through conversations, being read to, and responding to texts;
45. Learn the meaning of common sayings and phrases;
46. Listen to a variety of texts, including informational narratives;
47. Prior to listening to a read-aloud, identify orally what they know and have learned about a given topic;
48. Discuss personal responses to a given topic in a read-aloud;
49. While listening to a read-aloud, orally explain information about a given topic based on text heard thus far; and
50. Explain which elements of a read-aloud are fantasy and which elements of a read-aloud are realistic.

Downloadable Resources

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Common Core Learning Standards

CCLS State Standard
RL.K.1 With prompting and support, ask and answer questions about key details in a text.
RL.K.4 Ask and answer questions about unknown words in a text.
RL.K.5 Recognize common types of texts (e.g., storybooks, poems).

Curriculum Map