Bridgette Buhlman

CIE 685
Curriculum Paper
Specific school and population demographics
*91% of student population eligible for free or reduced lunch
*76% Hispanic
*Pre-k to 5th grade
*Approximately 700 students and 50 teachers
*115 students in kindergarten (5 teachers)
*Full day kindergarten program
*School Dress Code: Uniforms
*Population demographics: High Hispanic population/renters/low-income
Analysis of student needs, needs of society, and subject matter
The primary need of the students serviced at Jack Dailey, particularly in primary grades,
is oral English language development. Because a high percentage of our students are Second
Language Learners, ensuring that all instruction is rich with language and vocabulary is critical
in order for students to accurately understand the content taught and develop literacy skills.
Developing oral language, both expressive and receptive, makes it possible for students to
convey personal understanding while allowing teachers to assess students accuracy and ability
to apply the intended skills and concepts.
Furthermore, each grade level, within the school system, is responsible for producing
students who have mastered grade level standards and are able to apply learned skills with
accuracy and fluency. As students progress from grade to grade, they must build upon the
foundation set the preceding year. Society will ultimately reap the benefits of high-level
instruction when adults entering the workforce are well equipped with necessary reading and
writing skills. English Language Learners (ELLs) need explicit and rigorous instruction that
guides them to discovering the interwoven relationship among the four domains of language:

listening, speaking, reading and writing. The read-aloud unit I am critiquing uses thematic
literature to include all four domains of language. It gives ample emphasis to listening and
speaking, which is often overlooked in instruction. Fisher, Rothenbery, and Frey (2008) describe
this further:
Clearly, students must reach high levels of proficiency in reading and writing in order to
be successful in school, at a university, and in virtually any career they may choose. We
know that it takes time to reach those levels. We know that opportunities for students to
talk in class also take time. So, given the little instructional time we have with them, how
can we justify devoting a significant amount of that time to talk? We would argue, How
can we not provide that time to talk? Telling students what you want them to know is
certainly a faster way of addressing standards. But telling does not necessarily equate to
learning. If indeed "reading and writing float on a sea of talk," then the time students
spend engaged in academic conversations with their classmates is time well spent in
developing not only oracy but precisely the high level of literacy that is our goal. (p. 9)
Therefore, the oral language unit I am critiquing (Whats on the Menu?) services the needs of all
kindergarten aged students, but most importantly the high level of ELLs.
Curricular and instructional goals and objectives
The instructional goals of the unit, Whats on the Menu, are based around oral language
and vocabulary development. Each unit is two weeks long, consists of eight read aloud lessons,
and is based on a theme relevant to the students. Students learn thematic vocabulary through
theme related stories and are offered frequent opportunities to orally express thoughts, retell
stories, and use vocabulary in sentences. Students are also presented with numerous high-level
questions that generate engaging conversation with peer partners and the class as a whole. The
daily thematic lessons focus on the following:

Our bodies need healthy good for energy, to make us grow, and to keep us well.

Grains are needed for nutrition.

Fruits and vegetables are needed for nutrition.

Dairy foods and protein are needed for nutrition.

Eating too many fats, sweets, and oils is unhealthy.

Food is sold in markets.

Foods are sorted into categories at the market.

Markets are in every country in the world.

There are many jobs to do in the market.

There are many types of markets. (KinderCorner, 2012, p. 2)

The specific objectives related to the Language and Literacy domain, that are taught within the
read aloud unit, are: students will: participate in collaborative group conversations, identify
book conventions, make inferences and draw conclusions from stories, retell stories, use
increasingly complex vocabulary, use thematic vocabulary in conversations, demonstrate an
awareness of the function of writing (KinderCorner, 2012, p. 2). These objectives challenge
students to actively engage in conversation, cooperative learning, and application of language
opposed to passively interacting with the lesson.
Relevant sayings and curriculum concepts addressed in this course
In Chapter 3, Foundations of Curriculum Planning, Wiles and Bondi (2015) explain the
importance and effectiveness of cooperative learning activities and describe how cooperative
learning activities teach students useful skills that will positively impact them as individuals and
society as a whole. Wiles and Bondi (2015) state, Interacting with others cooperatively is an
obviously needed skill in the present century. Work, communication, travel, and education all
demand various forms of cooperation (p. 77). Furthermore, there are many skills that are taught
through cooperative learning projects, for example, joint planning, decision making, deferring

judgment, consensus building, listening, formulating good questions, learning to ask for help or
give assistance, giving and receiving directions, and sharing materials. All these skills are
needed in the everyday work world (Wiles & Bondi, 2015, p. 77).
Additionally, in Chapter 5, Curriculum Development in Schools, Wiles discusses multilingual and multi-cultural concerns, which are both relevant to the demographics of my school as
well as the students who are impacted by this unit. Wiles and Bondi (2015) point out:
Not only are schoolchildren inherently unequal upon arrival at school, but their progress
is also often defined by factors beyond their control. Students become less equal, not
more equal, as they progress through school. The specialty of curriculum development
has been working for half a century to level the playing field for students who have
special disabilities, adverse social factors, or inadequate childhood experiences prior to
attending school. Only at the classroom level can these realities be addressed under the
new Common Core State Standards. (p.157)
For this reason, it is important to have substantial and effective oral language and vocabulary
instruction so students may have an opportunity to overcome language barriers and inadequate
childhood experiences that may be a result of living in an underprivileged home. Consequently,
the unit, Whats on the Menu?, takes these concerns into account and structures the lessons to
specifically target the diverse needs of learners.
Instructional strategies used to teach the unit

Active listening

Questioning

Think-Pair-Share

Two day lessons: allow for students to form deeper understanding

Cooperative learning

Oral response

Apply vocabulary in conversation and writing

Explicit vocabulary instruction

Connecting vocabulary to text through a relevant thematic story

Multiple retelling strategies: puppets, acting out, summarization, sequencing etc.

Evaluation
This is one, of many, oral language and literacy development units taught throughout the
school year. My team has found each unit to be highly effective in teaching vocabulary,
listening, speaking, and overall language development. The consistent growth our students
demonstrate is undeniable. Students are able to apply learned vocabulary both in and out of the
classroom while also learning about important themes, such as nutrition and markets.
Additionally, the formal assessments of oral-language and vocabulary development have
consistently revealed substantial growth occurring in our students, both ELLs and students who
speak English as their first language.
Reflection: Are you beliefs and practices consistent?
As stated in my educational philosophy paper, as well as my curriculum critique paper,
my educational views closely align with Progressivism. Progressivism acknowledges that
learning is rooted in the learners questions that arise through experiencing the world and that the
learning is active, not passive (Diehl, 2006). The learner is a problem solver and thinker who
creates meaning through his or her individual experiences in the physical and cultural context.
Effective teachers provide activities and experiences so that students can learn by doing (Diehl,
2006). It is clear that my educational practices align with my beliefs. One of the educational
sayings I connected with early in my teaching career, and apply to my planning and teaching
consistently is, learning by doing. Kohn (2011) states, The point is not merely to challenge
students after all, harder is not necessarily better but to invite them to think deeply about
issues that matter and help them understand ideas from the inside out (p. 23). It is my belief

students learn best through doing and are better equipped to apply the learned skills in the
future.

Unit Plan
Related CCSS for All Lessons in the Unit:
RL.K.1- With prompting and support, ask and answer questions about key details in a text.
RL.K.2- With prompting and support, retell familiar stories, including key details.
RL.K.6- With prompting and support, name the author and illustrator of a story and define the
role of each in telling the story.
RL.K.10- Actively engage in group reading activities with purpose and understanding.
SL.K.1- Participate in collaborative conversations with diverse partners about kindergarten
topics and texts with peers and adults in small and larger groups.
SL.K.1a- Follow agreed-upon rules for discussions (e.g., listening to others and taking turns
speaking about the topics and texts under discussion).
SL.K.1b- Continue a conversation through multiple exchanges.
SL.K.6- Speak audibly and express thoughts, feelings, and ideas clearly.
L.K.1- Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
L.K.1f- Produce and expand complete sentences in shared language activities.
L.K.5c- Identify real-life connections between words and their use.
L.K.6- Use words and phrases acquired through conversations, reading and being read to, and
responding to texts.
Unit Student Objectives:
I can ask and answer questions about the story.
I can retell a story.
I know the author is the person who wrote the story.

I know the illustrator is the person who made the pictures.

I know the title tells me the name of the book.
I can talk with my peers about the book.
I can listen to a story that is read to me quietly.
I can listen when others are talking.
I can express my ideas orally.
I can speak in complete sentence.
I can learn new vocabulary words.
I can use and understand real-life words in a sentence when speaking, listening or writing.
I can develop new words through conversation with teachers and other adults.
I can expand my vocabulary skills through reading and having adults read to me.
I can learn new words and phrases through conversations with my classmates.
I can answer questions about stories.
Lesson 1
Book: Gregory, the Terrible Eater
Good Reader Skill: Purpose for reading
Unit Vocabulary: Lesson vocab is highlighted
ached
develop
disguised
grocer
guarding
journey
list
revolting
stack

terrible
Before Reading:
Introduce the title, author, and illustrator.
T-P-S: What does the title of the book tell us?
T-P-S: What does the author do?
T-P-S: What does the illustrator do?
T-P-S to make predictions: Display book cover and ask, What do you think the story will be
about from the clues in this illustration?
Introduce and define story vocabulary: terrible, revolting
T-P-S: What does it mean if someone is a terrible/bad eater? Tell your partner something you
think is revolting.
Introduce the good reader skill. Say, Good readers have a purpose for reading. They know why
they want to read something. Maybe its to learn something, or maybe its just to relax and have
fun. Why do you think we are going to read this book today?
During Reading:
T-P-S or Whole-Group Response to engage students in an ongoing discussion about the story.
Ask, Why do Mother and Father Goat want Gregory to eat a tin can, a box, a rug, and a bottle
cap?
Ask, How are Gregorys food choices similar to your food choices? How are they different?
Say, I heard our new word revolting in this part of the story. Father Goat thinks it is disgusting.
Father and Mother Goat think that Gregory is making bad food choices. What do you think
about Gregorys food choices?
Why are Mother Goat and Father Goats things missing?
What do you think Mother Goat and Father Goat will do so Gregory doesnt eat their things?
Why does Gregory have a stomachache?
What other character did we read about who had a stomachache after he ate too much food?

After Reading:
T-P-S: How would your family feel if you chose these foods?
Make summative statements about the story that reinforce the vocabulary. Guide students to
make sentences with the words.
Write the sentences on the board in front of students, saying each word as you write it. Materials:
Story
Grouping: Whole Group and Partners
Intervention: SW receive comprehension and oral language intervention in small groups, during
centers/learning labs. SW also receive differentiated literacy intervention through Reading Eggs
and Istation computer programs.
Assessment: TW observe students as they participate throughout the lesson. TW record students
ability to create vocabulary sentences and respond to T-P-S questions by indicating the type of
response they produce (no response, phrase, complete sentence, complete sentence with details).
Lesson 2
Book: Gregory, the Terrible Eater
Good Reader Skill: Retelling the story
Unit Vocabulary: Lesson vocab is highlighted
ached
develop
disguised
grocer
guarding
journey
list
revolting
stack

terrible
Before Reading:
Review the title, author, and illustrator.
T-P-S: What does the title of the book tell us?
T-P-S: What does the author do?
T-P-S: What does the illustrator do?
Review story vocabulary and sentences created in previous lesson.
Story Retell:
Retell with puppets: Place students in groups of four and designate one puppet to each student in
the group (Gregory, Mother Goat, Father Goat, Doctor).
Students dramatize their characters parts as the teacher reads the story.
After Reading:
T-P-S: Tell your partner which of the things Mother and Father Goat want Gregory to try that
you would choose if you were Gregory. Why?
Materials: Story and Puppets
Grouping: Whole Group, Partners, and Small Collaborative Groups
Intervention: SW receive comprehension and oral language intervention in small groups during
centers/learning labs. SW also receive differentiated literacy intervention through Reading Eggs
and Istation computer programs.
Assessment: TW observe students as they participate throughout the lesson. TW observe
students ability to use puppets correctly.
Lesson 3
Book: The Little Mouse, the Red Ripe Strawberry, and the Big Hungry Bear
Good Reader Skill: Make predictions
Unit Vocabulary: Lesson vocab is highlighted
ached

develop
disguised
grocer
guarding
journey
list
revolting
stack
terrible
Before Reading:
Introduce the title, author, and illustrator.
T-P-S: What does the title of the book tell us?
T-P-S: What does the author do?
T-P-S: What does the illustrator do?
T-P-S to make predictions: Display book cover and ask, What do you think the story will be
about from the clues in this illustration?
Introduce and define story vocabulary: guarding, disguised
T-P-S: If you have something that is important to you and you want to keep it safe, how would
you guard it?
Introduce the good reader skill. Say, To help guess what might happen next, good readers think
about what already happened in the story. As I read the story, think about what happened so far.
We will stop a few times and guess what we think will happen next.
During Reading:
T-P-S or Whole-Group Response to engage students in an ongoing discussion about the story.
How do you think the mouse feels about picking the red ripe strawberry? Why?

What do we know about the Big Hungry Bear? The mouse picks the strawberry, but he is afraid
that the Big Hungry Bear will come and get it. What do you think will happen next?
Say, I hear our new word disguised in this part of the story. Look at the strawberry and the little
mouse. They are wearing glasses and mustaches. They disguised themselves so no one will
recognize them. Sometimes we like to dress up in costumes and pretend to be someone else. We
like to disguise ourselves.
How do you think the little mouse will save the red ripe strawberry from the big hungry bear?
Do you think it is a good idea to cut the strawberry in half and share it? Why or why not?
After Reading:
T-P-S: How do you think the little mouse feels now?
Make summative statements about the story that reinforce the vocabulary. Guide students to
make sentences with the words.
Write the sentences on the board in front of students, saying each word as you write it.
Materials: Story
Grouping: Whole Group and Partners
Intervention: SW receive comprehension and oral language intervention in small groups, during
centers/learning labs. SW also receive differentiated literacy intervention through Reading Eggs
and Istation computer programs.
Assessment: TW observe students participating throughout the lesson. TW record students
ability to create vocabulary sentences and respond to T-P-S questions by indicating the type of
response they produce (no response, phrase, complete sentence, complete sentence w/ details).
Lesson 4
Book: The Little Mouse, the Red Ripe Strawberry, and the Big Hungry Bear
Good Reader Skill: Sequencing
Unit Vocabulary: Lesson vocab is highlighted
ached

develop
disguised
grocer
guarding
journey
list
revolting
stack
terrible
Before Reading:
Review the title, author, and illustrator.
T-P-S: What does the title of the book tell us?
T-P-S: What does the author do?
T-P-S: What does the illustrator do?
Review story vocabulary and sentences created in previous lesson.
Story Retell:
Retell with sequencing cards: Place students in groups of four and give each group a set of
sequencing cards.
Students will work together to sequence the picture cards as the teacher reads the story.
After Reading:
T-P-S: Do you think the mouse is smart to share the strawberry with the person telling the story?
Why or why not?
Materials: Story and sequencing cards
Grouping: Whole Group, Partners, and Small Collaborative Groups

Intervention: SW receive comprehension and oral language intervention in small groups, during
centers/learning labs. SW also receive differentiated literacy intervention through Reading Eggs
and Istation computer programs.
Assessment: TW observe students as they participate throughout the lesson. TW observe
students ability to order sequencing cards correctly.
Lesson 5
Book: Bunny Cakes
Good Reader Skill: Relate story plot to reality
Unit Vocabulary: Lesson vocab is highlighted
ached
develop
disguised
grocer
guarding
journey
list
revolting
stack
terrible
Before Reading:
Introduce the title, author, and illustrator.
T-P-S: What does the title of the book tell us?
T-P-S: What does the author do?
T-P-S: What does the illustrator do?
T-P-S to make predictions: Display book cover and ask, What do you think the story will be
about from the clues in this illustration?

Introduce and define story vocabulary: grocer, list

T-P-S: Tell your partner about a time when you went to a market. What was the grocer doing
when you were there?
Introduce the good reader skill. Say, Good readers think about whether stories could actually
happen in real life. As I read the story today, think about whether or not it could be a true story.
During Reading:
T-P-S or Whole-Group Response to engage students in an ongoing discussion about the story.
During the story, ask, Could that have happened in real life? Why or why not?
Say, I heard the new word list on this page. When you make a list, you write words on paper.
This is the list that Ruby writes for Max. It has one thing written on it. What do you think Ruby
writes on the list for Max to buy at the store?
Say, Grocer is a new word. In this story, the grocer is giving Max the eggs he needs. Why cant
the grocer read Maxs writing for the Red-Hot Marshmallow Squirters?
Why do you think Ruby gets out her pencil?
Why do you think Ruby puts a sign on the door for Max to stay out of the kitchen?
Do you think a sister would tell her brother to stay out of the kitchen in real life?
What does Ruby do to give Max the idea to draw Red-Hot Marshmallow Squirters on the list?
How do you think Max feels now that the grocer can read what Max wrote on the list?
After Reading:
T-P-S: Could this happen in real life?
Make summative statements about the story that reinforce the vocabulary. Guide students to
make sentences with the words.
Write the sentences on the board in front of students, saying each word as you write it.
Materials: Story
Grouping: Whole Group and Partners

Intervention: SW receive comprehension and oral language intervention in small groups, during
centers/learning labs. SW also receive differentiated literacy intervention through Reading Eggs
and Istation computer programs.
Assessment: TW observe students participating throughout the lesson. TW record students
ability to create vocabulary sentences and respond to T-P-S questions by indicating the type of
response produced (no response, phrase, complete sentence, complete sentence with details).
Lesson 6
Book: Bunny Cakes
Good Reader Skill: Relate story to reality
Unit Vocabulary: Lesson vocab is highlighted
ached
develop
disguised
grocer
guarding
journey
list
revolting
stack
terrible
Before Reading:
Review the title, author, and illustrator.
T-P-S: What does the title of the book tell us?
T-P-S: What does the author do?
T-P-S: What does the illustrator do?
Review story vocabulary and sentences created in previous lesson.

Story Retell:
Retell through acting out the story with a partner. Say, Today when I read the story Bunny
Cakes, you will be either Max or Ruby and act out the story with your partner.
Assign roles
Read the story, pausing to allow students to act out the text.
After Reading:
T-P-S: Which cake do you think Grandma will eat first? Why?
Materials: Story
Grouping: Whole Group and Partners
Intervention: SW receive comprehension and oral language intervention in small groups, during
centers/learning labs. SW also receive differentiated literacy intervention through Reading Eggs
and Istation computer programs.
Assessment: TW observe students as they participate throughout the lesson. TW observe
students ability to act out the story.
Lesson 7
Book: Tap-Tap
Good Reader Skill: Summarization
Unit Vocabulary: Lesson vocab is highlighted
ached
develop
disguised
grocer
guarding
journey
list
revolting

stack
terrible
Before Reading:
Introduce the title, author, and illustrator.
T-P-S: What does the title of the book tell us?
T-P-S: What does the author do?
T-P-S: What does the illustrator do?
T-P-S to make predictions: Display book cover and ask, What do you see in the illustrations that
makes you wonder about what will happen next?
Introduce and define story vocabulary: ached, journey, stack
T-P-S: Have you ever taken a journey? Tell your partner about a long trip you took.
Introduce the good reader skill. Say, As they read a story, good readers think about what has
happened so far. We will stop a few times during the story today and think about what has
happened so far.
During Reading:
T-P-S or Whole-Group Response to engage students in an ongoing discussion about the story.
Why does Sasifi want to ride in the tap-tap?
Say, Sasifi sees many things that people sell in the market. One man has a stack of hats for sale.
Stack is one of our new words. The man has pretty straw hats piled up neatly for people to buy.
What else does Sasifi see at the market?
Say, Lets think about what happened in the story so far. Why do Sasifi and her mother go to
the market? What do they do when they get there? Sasifi works hard to help her mother show
her that she thinks Sasifi did a good job selling the oranges?
What does Sasifi decide to do with the money her mother gives her for her hard work?
Say, The first part of the story is about Sasifi and her mother going to the market and what
happens when they get there. Lets think about what happens when Sasifi decides to use her

money to ride the tap-tap home. Why doesnt the tap-tap driver take Sasifi and her mother home
when she says theyre ready? Who else gets on the tap-tap? When does the tap-tap finally
move?
How do the man with the hats, the women with the chickens, and the man with the chairs let the
driver know that they want to get off?
Say, Sasifi tries to tell people on the tap-tap that she lost her hat, but no one hears her. What do
you think Sasifi can do so she can get her hat?
Say, Lets think about what happens at the end of the story. As the tap-tap drives along, people
bang the side of the truck so the driver will stop. What happens when the tap-tap stops? Sasifi
loses her hat. How does she get it back? How does Sasifi feel when she gets off the tap-tap?
After Reading:
T-P-S: Does Sasifis market in Haiti look like the market where you and your family shop? How
is it the same? How is it different?
Make summative statements about the story that reinforce the vocabulary. Guide students to
make sentences with the words.
Write the sentences on the board in front of students, saying each word as you write it.
Materials: Story
Grouping: Whole Group and Partners
Intervention: SW receive comprehension and oral language intervention in small groups, during
centers/learning labs. SW also receive differentiated literacy intervention through Reading Eggs
and Istation computer programs.
Assessment: TW observe students as they participate throughout the lesson. TW record students
ability to create vocabulary sentences and respond to T-P-S questions by indicating the type of
response they produce (no response, phrase, complete sentence, complete sentence with details).
Lesson 8
Book: Tap-Tap

Good Reader Skill: Summarization

Unit Vocabulary: Lesson vocab is highlighted
ached
develop
disguised
grocer
guarding
journey
list
revolting
stack
terrible
Before Reading:
Review the title, author, and illustrator.
T-P-S: What does the title of the book tell us?
T-P-S: What does the author do?
T-P-S: What does the illustrator do?
Review story vocabulary and sentences created in previous lesson.
Story Retell:
Retell through summarization. Say, Today we will look at the story illustrations and tell what
happens on those pages. I will show pages, and you will talk with the friends in your group
about what happens in that part of the story. Then we will use your words to write sentences.
When we finish looking at the illustrations and writing our sentences, we will read what we said
happens.
Create groups of 4-5 students, show several pages from the beginning of the story, have students
discuss events, create sentences as a class, and write them on chart paper.

Continue this process with the middle of the story and the end of the story.
Read each sentence to summarize the story.
Say, You worked hard in your groups to tell about this story. When we read all these sentences
together, we know what the story is about.
After Reading:
T-P-S: If you were Sasifi and had money to spend at the market, what would you buy?
Materials: Story, Chart Paper, and Writing Utensil
Grouping: Whole Group, Partners, and Small Collaborative Groups
Intervention: SW receive comprehension and oral language intervention in small groups, during
centers/learning labs. SW also receive differentiated literacy intervention through Reading Eggs
and Istation computer programs.
Assessment: TW observe students ability to actively participate in the summarization activity.

References
Diehl, D. (2006). Educational philosophies definitions and comparison chart [Pdf].
Fisher, D., Rothenberg, C., & Frey, N. (2008). Why talk is important in classrooms. In Contentarea conversations how to plan discussion-based lessons for diverse language learners.
Alexandria, Va.: Association for Supervision and Curriculum Development.
Kohn, A. (2011). Progressive education: Why it's hard to beat, but also hard to find. In Feel-bad
education: And other contrarian essays on children and schooling (pp. 21-34). Boston:
Beacon Press.
The KinderCorner Curriculum. (2012). In KinderCorner Teacher's Manual (2nd ed., p. 48).
Baltimore: Success for All Foundation.
Wiles, J., & Bondi, J. (2015). Curriculum development: A guide to practice (9th ed.). Boston:
Pearson.