Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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1 - Participate (In collaborative conversations)
1 - Follow (Agreed-upon rules for discussions)
2 - Continue (Conversation)
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1 - I can participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
1 - I can follow agreed-upon rules for discussions. [a]
1 - I can continue a conversation through multiple exchanges. [b]
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A. Discussion requires agreed-upon rules and continued sharing, building on contributions of all participants.
B. Rules keep groups focused on goals for the topics.
C. Varied people spark conversation with varied perspectives, experiences, values and interests; discussion helps participants learn more about selves.
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A.1 How do conversations keep on going?
B.1 Why are there rules for group conversation?
C.1 How might I benefit from conversing with diverse groups?
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Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Text or oral presentation understanding
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1 - Confirm (oral reading or text understanding of key details, clarification)
1 - Confirm (understanding of a text read aloud by requesting clarification if something is not understood)
1 - Confirm (understanding of information presented orally by asking and answering questions about key details)
1 - Confirm (understanding of information presented orally by requesting clarification if something is not understood)
1 - Confirm (understanding through other media by asking and answering questions about key details)
1 - Confirm (understanding through other media by requesting clarification if something is not understood)
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1 - I can confirm understanding of a text read aloud by and answering questions about key details.
1 - I can confirm understanding of a text read aloud by requesting clarification if something is not understood.
1 - I can confirm understanding of information presented orally by asking and answering questions about key details.
1 - I can confirm understanding of information presented orally by requesting clarification if something is not understood.
1 - I can confirm understanding through other media by asking and answering questions about key details.
1 - I can confirm understanding through other media by requesting clarification if something is not understood.
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A. Conversation is better understood if questions are asked.
B. Questioning about details aids in information gathering and clarification for understanding.
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A.1 How do listeners confirm understanding?
B.1 Why do we ask questions about presentations?
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Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
3 - Ask (Questions)
3 - Answer (Questions)
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3 - I can ask questions in order to seek help.
3 - I can answer questions in order to seek help
3 - I can ask questions in order to get information.
3 - I can answer questions in order to get information.
3 - I can ask questions in order to clarify something that is not understood.
3 - I can answer questions in order to clarify something that is not understood.
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A. Asking for help or information guides understanding.
B. Without questioning, the audience may not grasp what the presenter intended.
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A.1 How do I best understand a speech?
B.1 Why do we ask questions?
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Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Description
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2 - Describe (Familiar people, places, things, events)
1 - Provide (Additional detail)
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2 - I can describe familiar people, places, things and events.
1 - I can provide additional details through prompting and support.
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A. With detail prompts, description can be expanded.
B. I can begin with what I know and have experience with and build on that as I describe less familiar.
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A.1 How do speakers produce more description details?
B.1 Why do I describe familiar people, places, things, and events?
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Add drawings or other visual displays to descriptions as desired to provide additional detail.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Descriptions
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3 - Add (Drawings)
3 - Add (Visual displays)
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3 - I can add drawings and visual displays to descriptions to add detail.
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A. Visuals can provide or support details to aid audience in forming a picture in their minds.
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A.1 Why do speakers use visuals in presentations?
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Speak audibly and express thoughts, feelings, and ideas clearly.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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1 - Speak (Audibly)
1 - Express (Thoughts)
1 - Express (Feelings)
1 - Express (Ideas)
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1 - I can speak audibly to express thoughts.
1 - I can speak audibly to express feelings.
1 - I can speak audibly to express ideas clearly.
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A. Speakers must speak clearly and include ideas, feelings and thoughts when relating to others.
B. We communicate to exchange our thoughts, feelings and ideas with others.
C. Sometimes clarity of message is lost when speakers do not present audibly.
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A.1 How does a speaker share ideas?
B.1 Why do we communicate?
C.1 How might a speaker be misunderstood?
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