Kindergarten Language Arts B
This course is designed in a way to support the diverse population of kindergarten writers. Kindergarteners learn that writing carries meaning and the words they write convey thoughts, ideas and feelings. This course teaches children to become independent with the writing process (generating ideas, drafting, revising and editing) as well as the application of this process to their daily writing. This course takes this knowledge of the writing process and demonstrates how it can support writing across the three text types: narrative, informational and opinion writing.
The Michigan Academic Standards (Common Core State Standards) emphasize that children should spend large amounts of time writing across the three text types: narrative, informational and opinion. In addition, as children progress through the grade levels they should be able to demonstrate an increase in sophistication with using language, vocabulary and syntax to develop and organize their ideas within the three text types. Children advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
Scope and Sequence
Careful thought has been given to the order in which the kindergarten units are presented. The yearlong course is designed to build writing skills and strategies as well as habits of mind and experiences for future success in writing. As a result, certain scaffolds have been created based on this order and schools should take care in moving units from their intended placement in the curriculum. For example, the first unit Oral Language was designed to support childrens’ oral language and generating of ideas. If you have a class that is strong with oral language this unit may be skipped. It is also important that Unit 3 and 4 stay in the recommended order. Unit 3 is meant to support hearing and recoding sounds and Unit 4 supports the building of letters and sounds to create words.
This Kindergarten course is designed to meet the Michigan Academic Standards for Writing. The work done in this course is primarily designed to meet the Michigan Academic Standards in writing however, some of the speaking and listening standards as well as the foundational skills standards are delivered in this course. The work done throughout this kindergarten course not only aligns with the Michigan Academic Standards but is designed to prepare kindergarteners for the work ahead in first grade.
|Course Title (District):||Kindergarten Language Arts B|
|Course Title (NCES SCED) :||Language Arts (kindergarten)|
|Course Provider :||Novi Community School District|
|Content Provided By :||Novi Community School District|
|Online Instructor Provided By :||Novi Community School District|
|Standards Addressed :|
|Academic Terms :||Semester|
|NCES SCED Code :||
How To Enroll:
|Email :||[email protected]|
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: 248-675-3159
- How do readers learn what strategies are and begin to use them?
- How do readers use numerous strategies all at once?
- How do readers practice to perform powerful reading?
- How do readers work hard to read informational text?
- How do readers problem solve when they encounter domain specific vocabulary?
- How do readers read, process and think about informational text?
- How do readers compare and contrast more than one book about a topic
- How do readers use strategies to get to know their characters?
- How do readers work with partners to imagine their characters?
- How do readers become experts about their characters?
- How do writers use mentor text to study characteristics of small moment stories and generate story ideas?
- How do writers think, rehearse, and write small moment stories?
- How do writers try writing more?
- How do writers include details, thoughts, and feelings?
- How do writers use mentor text to form opinions about books?
- How do writers form and support their opinions about books?
- How do writers write to express an opinion?
- How do writers revise and edit to make a piece more effective and ready to share with an audience?
- How do writers use mentor text to study characteristics of procedural how-to books and generated procedural how-to topics?
- How do writers think of topics, rehearsing and writing lots of books?
- How do writers write so that readers can read our writing?
- How do writers revise their how-to books and prepare for publication?
- How do writers select things they know all about so they can teach others?
- How do writers plan and write information in an organized way?
- How do writers elaborate by rereading and revising to add text features?
- How do writers select and "fancy up" a piece to share with others?
- A device with camera and microphone enabled
- Access to Google Chrome
- Access to web based learning management platform
NSQ National Standards for Quality Online Courses
|A1. A course overview and syllabus are included in the online course||Fully Met|
|A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.*||Fully Met|
|A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders.||Fully Met|
|A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course.||Fully Met|
|A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.*||Fully Met|
|A6. Grading policies and practices are clearly defined in accordance with course content learning expectations.||Fully Met|
|A7. The online course provides a clear description or link to the technical support offered and how to obtain it.*||Fully Met|
|A8. Learners are offered an orientation prior to the start of the online course.||Fully Met|
|B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.*||Fully Met|
|B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated.||Fully Met|
|B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.*||Fully Met|
|B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.*||Fully Met|
|B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.*||Fully Met|
|B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.*||Fully Met|
|B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current.||Fully Met|
|B8. The online course is free of adult content and avoids unnecessary advertisements.*||Fully Met|
|B9. Copyright and licensing status for any third-party content is appropriately cited and easily found.||Fully Met|
|B10. Documentation and other support materials are available to support effective online course facilitation.*||Fully Met|
|C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring.||Fully Met|
|C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies.||Fully Met|
|C3. The online course is organized by units and lessons that fall into a logical sequence.||Fully Met|
|C4. The online course content is appropriate to the reading level of the intended learners.*||Fully Met|
|C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course.||Fully Met|
|C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways.||Fully Met|
|C7. The online course provides regular opportunities for learner-learner interaction.||Fully Met|
|C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.*||Fully Met|
|C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.*||Fully Met|
|D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies.||Fully Met|
|D2. Valid course assessments measure learner progress toward mastery of content.||Fully Met|
|D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.*||Fully Met|
|D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.*||Fully Met|
|D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.*||Fully Met|
|E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.*||Fully Met|
|E2. The online course design facilitates readability.*||Fully Met|
|E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.*||Fully Met|
|E4. Course multimedia facilitate ease of use.*||Fully Met|
|E5. Vendor accessibility statements are provided for all technologies required in the course.*||Fully Met|
|F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data.||Fully Met|
|F2. The online course tools support the learning objectives or competencies.*||Fully Met|
|F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.*||Fully Met|
|F4. The course allows instructors to control the release of content.*||Fully Met|
|F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.*||Fully Met|
|G1. The online course uses multiple methods and sources of input for assessing course effectiveness.||Fully Met|
|G2. The online course is reviewed to ensure that the course is current.||Fully Met|
|G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews.||Fully Met|
Review Conducted By: Novi Community School District
Date of Review: 05/26/2022
*Unit 4R: Readers Use Strategies to Read
*Unit 5R: Reading Informational
*Unit 6R: Readers Get to Know Characters
*Unit 5W: Growing as Small Moment Writers
*Unit 6W: Opinion Letter
*Unit 7W: Writing a Sequence of Instructions (How-To)
*Unit 8W: Informational Writing Personal Expertise
|Term Type||Enrollment Opens||Enrollment Ends||Random Draw Date||Enrollment Drop Date||Course Starts||Course Ends||# of Seats||Course Fee||Potential Additional Costs|
|Drop Policy||Completion Policy||Term Type||Enrollment Opens||Enrollment Ends|
|Per District Policy||Per District Policy||Semester||05/26/2022|
Students will need the following: