Skip to Main Content
  Menu   Menu
Maryland.gov Home
Agency Logo
  • Facebook
  • Twitter
  • YouTube
  • Flickr
  • Social Media Directory
Search Maryland
  • HOME
  • INSTRUCTION
    • Mathematics
    • English Language Arts
    • Social Studies
    • Science
    • Curricular Support Materials (CSM)
    • STEM
    • Health
    • Physical Education
    • Technology Education
    • MD Technology Literacy for Students
    • English for Speakers of Other Languages
    • Fine Arts
    • World Languages
    • Personal Financial Literacy
    • Disciplinary Literacy
    • Early Ed
    • Special Education
    • MD College and Career-Ready Standards Framework
    • Professional Learning
  • ASSESSMENT
    • Maryland Integrated Science Assessment (MISA)
    • Maryland State Alternative Assessment (MSAA)
    • ACCESS 2.0 WIDA (ESL)
    • Monitoring Student Progress
    • Examining Student Work
  • SCHOOL IMPROVEMENT
    • Improving Student Achievement
    • Classroom-Focused Improvement Process
    • School Improvement Planning
  • USER GUIDES
    • Students' Guide
    • ES Teachers' Guide
    • MS Teachers' Guide
    • HS Teachers' Guide
Home > INSTRUCTION > State Standards and Frameworks > English Language Arts > grk_goinghere_goingthere_unitoverview

 Gr. K Unit: Going Here, Going There, Going Everywhere!


Unit Overview

Essential Question

How do people use transportation to live, work, and play?

Lesson Calendar

Week 1 Day 1 - Seed 1

Week 1 Day 2 - Seed 2

Week 1 Day 3 - Seed 3

Week 1 Day 4-5 - Plan 1

Week 2 Day 1-2 - Seed 4

Week 2 Day 3 - Seed 5

Week 2 Day 4 - Seed 6

Week 2 Day 5 - Seed 7

Week 3 Day 1 - Seed 8

Week 3 Day 2-3 - Plan 2

Week 3 Day 4-5 - Plan 3

Week 4 Day 1 - Seed 9

Week 4 Day 2 - Seed 10

Week 4 Day 3 - Seed 11

Week 4 Day 4-5 - Seed 12


Download Seeds, Plans, and Resources (zip)

Unit Overview

CCSS Standards for this Unit

Monitoring Templates

Send Feedback to MSDE’s Reading Team

Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.



Unit Overview

GoHereGoThere_img.gif


This is a trans disciplinary unit that integrates most supporting Grade K Literature and Informational Text Standards, as well as, Vocabulary Acquisition and Use Standards. Students work towards mastery of multiple Social Studies standards in the areas of Economics (Standard 4), Geography (Standard 3) and Social Studies Skills and Processes. Additionally, students will engage in STEM practices to explore how people use vehicles to live, work, and play. In the area of Economics students will learn how people make choices related to good and services, how technology affects living, working, and playing, and how goods are acquired. In Geography, students will explore maps and globes to locate places and describe how transportation and communication link people and places. Students will utilize reading standards, understand, interpret, synthesize, and express social studies knowledge in Social Studies Skills and Processes.

The unit is divided into different modes of transportation: bicycle, train, boat, and plane, moving students from self to less familiar modes of transportation. In this unit students will explore different ways individuals use transportation to live, work, and play. Students build an understanding and evaluate the effectiveness of how different modes of transportation depending on the purpose and intent. Students will synthesize information learned through literary and informational texts/media to design a specific type of boat. The unit will culminate with students developing a travel plan using a mode of transport to present to an agreed upon audience. Lessons build with the expectation that students will learn reading, writing, and social studies concepts through whole group read alouds, close readings, and multiple exposures to a text and/or multiple exposures to a concept through various texts. The Paperboy by Dav Pilkey, Henry Hikes to Fitchburg by D.B. Johnson, Boat Book by Gail Gibbons, and The Toy Boat by Randall de Seve, serve as anchor texts, as well as other seed lessons, to teach not only the language standards but many reading, writing, and speaking and listening standards.

These lessons and seeds can be adjusted to meet the needs and interests of individual students. The sequence of lessons and seeds, as well as the lesson design, were developed with gradual release of responsibility with an emphasis on collaborative student groups. Utilizing a multi-sensory and multi-media approach incorporates multiple components of UDL.

This unit was written with the intention of using it towards the latter part of Kindergarten. If using this unit if the first part of Kindergarten, consider adding Foundational Skills and Conventions of Standard English (CCSS) to support beginning learners needs.


STUDENT OUTCOMES


TEXT MODELS FOR LESSONS AND LESSON SEEDS


Consider the need for Accessible Instructional Materials (AIM) and/or for captioned/described video when selecting texts, novels, video and/or other media for this unit. See “Sources for Accessible Media” for suggestions at here.

Video: People Gotta Move on Discovery Education Click to Watch

This is the Way We Go to School by Edith Baer
The World’s Fastest Machine by Marcie Aboff
Hide and Seek: Things That Go by DK Publishing
Bicycle Safety by Lisa Herrington
The Paperboy by Dav Pilkey
Henry Hikes to Fitchburg by D.B. Johnson
Clickety Clack by Rob and Amy Spence
The Little Engine that Could by Watty Piper
Freight Trains by Darlene R. Stille
Little Bear’s Little Boat by Eve Bunting
Boat Book by Gail Gibbons
Toy Boat by Randall de Seve
Flying by Donald Crews
Planes by Anne Rockwell
Website: America on the Move  Click to Watch

Interdisciplinary Connections

This is a trans disciplinary unit that integrates most supporting Grade K Literature and Informational Text Standards, as well as, Vocabulary Acquisition and Use Standards. Students work towards mastery of multiple Social Studies standards in the areas of Economics (Standard 4), Geography (Standard 3) and Social Studies Skills and Processes. Additionally, students will engage in STEM practices to explore how people use vehicles to live, work, and play. In the area of Economics students will learn how people make choices related to good and services, how technology affects living, working, and playing, and how goods are acquired. In Geography, students will explore maps and globes to locate places and describe how transportation and communication link people and places. Students will utilize reading standards, understand, interpret, synthesize, and express social studies knowledge in Social Studies Skills and Processes.

 ​
  • Contact Us 
  • Privacy 
  • Terms of Use 
  • Non-Discrimination Statement 
  • Accessibility 
  • siteMap

  • 200 W. Baltimore St., Baltimore, MD 21201-2595
    Phone:(410) 767.0600
  • Facebook
  • Twitter
  • YouTube
  • Flickr
  • MD Social Media Directory

  Last Updated 3/17/2020 1:13 PM