EDUCATOR’S GUIDE

Kindergarten

Table of Contents

Letter to Educators, Parents, and Caregivers i

ArtsPower’s Musical, Chicken Dance 1 Watch the Show! - Discussion Questions and Answers 3 Chicken Dance Book 6 Writing Responses 7 Vocabulary Words 9 Learn to Sing and Dance “The Chicken Dance” 12 Art Activities 14 Common Core Standards 15

EDUCATOR’S GUIDE

Kindergarten

Fall 2020 Dear Educators, Parents, and Caregivers, Welcome to ArtsPower Theatre On Demand’s Study Buddy, a learning and activity guide for ArtsPower’s musical, Chicken Dance. This guide has been carefully crafted to provide meaningful information and enjoyable activities designed to pique your student’s interest in learning about the musical and the book upon which it is based. We also invite them to participate in singing and dancing workshops and art activities. For your convince student printable activity pages can be found in two locations: on the corresponding artspowerondemand.teachable.com page and in the Student Study Buddy Packet. We have created this Study Buddy to meet Core Curriculum Standards, which appear at the end of each lesson. You can find more information about these Standards online at http://www.corestandards.org. Please note that the activities in this Study Buddy are simply suggestions. You may alter or expand upon them to suit your own needs and expectations. We hope you will encourage your students to submit their work to us, only with your written approval to ondemand@artspower.org, so that we may post it on the artspowerondemand.teachable.com website. It is our hope that students from around the country will be able to see what their peers are thinking and experiencing. Please feel free to share your comments and suggestions with us at ondemand@artspower.org. Thank you for using this Study Buddy! We are grateful for your continued commitment to sharing your skills and guidance with young people! Yours for the Arts, Mark A. Blackman Isabel Blatt Founding Co-Director Curriculum Coordinator

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ArtsPower’s Musical, Chicken Dance Lesson Plan Objective: To introduce students to ArtsPower’s musical, Chicken Dance. Educator Instructions: You can read the “Musical Summary for Students” on the following page to your students and show them the playbill which will introduce them to the cast. If you would like your students to watch the show as one 55-minute video, proceed to “Watch the Full Show! – Single Video.” We recommend the show be watched in parts with discussion questions. Musical Summary for Educators ArtsPower National Touring Theatre’s Chicken Dance musical, based on the book by Tammi Sauer with illustrations by the 2015 Caldecott Award winning artist Dan Santat, portrays the story of Marge and Lola, two friendly and determined chickens who set out to win the Barnyard Talent Show and its first prize: two tickets to see the famous rooster Elvis Poultry in concert. There is only one problem: Marge and Lola are unable to figure out their act for the talent show. Marge and Lola are not the only act vying for the first prize. Mac the Duck, the barnyard bully, is entered in the show and continually reminds his chicken friends that they have no chance of winning the contest.

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Elsie, the barnyard’s sweetest cow, decides that she, too, will compete in the talent show, even though she is painfully shy and struggles to summon the courage to compete in the contest. Entertaining scenes of Marge, Lola, their fellow talent show competitors, and the amazing Elvis Poultry, all in eye-catching costumes and singing a rich musical score, are played out in front of a colorful barnyard set. Chicken Dance celebrates the power of perseverance to overcome insurmountable odds – and the local bully – in Marge and Lola’s long-shot attempt to win the talent show. Musical Summary to Read to Students We will be watching a performance, also known as a musical because it has songs and singing in it, based on the book “Chicken Dance.” This musical was recorded on video by ArtsPower National Touring Theatre, a theatre company that creates and tours shows that are usually performed on stages for children around the country. Because ArtsPower cannot travel with their shows because of the pandemic, they created a video of their musical, called Chicken Dance, for us to watch online. The main characters in the show are Marge and Lola, two friendly chickens who enter the Barnyard Talent Show with the hope of winning the first prize: two tickets to see the famous rooster Elvis Poultry in concert. There is only one problem: Marge and Lola just cannot figure out what their talent is. Marge and Lola are not the only ones trying to win the first prize. Mac the Duck, the barnyard bully, is also entered in the talent show. He likes to remind his chicken friends that they have no chance of winning the contest. Elsie, the barnyard’s sweetest cow, decides that she, too, will enter the talent show, even though she is very, very shy and scared to perform in the show. Chicken Dance has four actors in it and lots of music they sing and dance to. Watch the show carefully to see if you can figure who will win the Barnyard Talent Show! Common Core Standards Met Speaking and Listening - CCSS.ELA-LITERACY.SL.K.1a-1b; CCSS.ELA-LITERACY.SL.K.2; CCSS.ELA-LITERACY.SL.K.3; CCSS.ELA-LITERACY.SL.K.6 Language - CCSS.ELA-LITERACY.L.K.1a-1e; CCSS.ELA-LITERACY.L.K.2a-2d; CCSS.ELA-LITERACY.L.K.4a-4b; CCSS.ELA-LITERACY.L.K.5a-5d; CCSS.ELA-LITERACY.L.K.6

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Watch the Show with Discussion Questions

Lesson Plan Objective: To introduce students to ArtsPower’s musical, Chicken Dance. Educator Instructions: You can read the “Musical Summary for Students” on the following page to your students and show them the playbill which will introduce them to the cast. If you would like your students to watch the show as one 55-minute video, proceed to “Watch the Full Show! – Single Video.” We recommend the show be watched in parts with discussion questions. Watch Chicken Dance Part 1 (12:52 minutes) Discussion Questions

1. Who are the characters you met in Chicken Dance? 2. Where does the show take place? 3. What are the prizes for winning the Barnyard Talent Show? 4. What were the chickens wearing that made them look like chickens? 5. What kind of animal is Mac? 6. How does Mac treat the chickens?

Answer Key

1. Ms. Farmer (the Narrator), Marge (a chicken), Lola (a chicken), and Wilbur (a farmhand).

2. In a barnyard. 3. A blue ribbon and two tickets to the Elvis Poultry concert. 4. Yellow costumes with white sleeves, red collars that represent the chicken’s

wattle, and a yellow feathered hat topped with red fabric that represents the chicken’s comb.

5. A duck. 6. Poorly. He is a bully and likes to tease the chickens, Marge and Lola.

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Watch Chicken Dance Part 2 (13:08 minutes) Discussion Questions

1. What kind of animal is Elsie? 2. What kind of animal is Elvis Poultry? 3. Are Marge and Lola good at the talents they try? 4. What talent does Elsie decide to try?

Answer Key

1. A cow. 2. A rooster. 3. No. They are unable to succeed at the talents they attempt. 4. At the end of the second part of the video, Elsie says, “The cow jumped over the

moon. Yeah!” This indicates her intention to choose jumping over the moon as her talent

Watch Chicken Dance Part 3 (10:41 minutes) Discussion Questions

1. Is everyone excited about the talent show? 2. Who are the other animals that compete in the talent show? 3. Did you enjoy Mac the Duck’s performance? If you did, what about it did you

most enjoy? If you did not enjoy the ducks’ performance, describe why. Answer Key

1. All of the animals are excited for the talent show. 2. The animals that compete in the talent show are the chickens, ducks, pigs,

goats, and cow 3. [Student’s opinion with reason why.]

Watch Chicken Dance Part 4 (15:36 minutes) Discussion Questions

1. What did you think about Elsie’s talent? Explain why. 2. Were you surprised when the chickens started to sing and dance? If you were,

why? 3. How does Mac the Duck behave when he realizes that he has not won the talent

show? 4. What would you tell Mac the Duck so that he would be kinder to the other

animals?

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Answer Key 1. [Student’s opinion with reason why.] 2. [Student’s opinion with reason why.] 3. Mac the Duck continues to bully Marge and Lola. When he realizes he has

not won the talent show, he says, “I should be the winner! I should get the first prize! I always win the first prize! Not that cow! Ducks rule! I should be the winner! No fair!”

4. [Student’s opinion with reason why.] Common Core Standards Met Speaking and Listening - CCSS.ELA-LITERACY.SL.K.1a-1b; CCSS.ELA-LITERACY.SL.K.2; CCSS.ELA-LITERACY.SL.K.3; CCSS.ELA-LITERACY.SL.K.4; CCSS.ELA-LITERACY.SL.K.6. Language - CCSS.ELA-LITERACY.L.K.1a-1e; CCSS.ELA-LITERACY.L.K.2a-2d; CCSS.ELA-LITERACY.L.K.4a-4b; CCSS.ELA-LITERACY.L.K.5a-5d; CCSS.ELA-LITERACY.L.K.6

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Chicken Dance Book Lesson Plan Objective: To provide an animated read-along of the “Chicken Dance” book and an interview with the author. Educator Instructions: Have students watch “Animated Read-Along Video” and “Meet Tammi Sauer, Author of Chicken Dance.” If you would like them to practice their reading skills, you can also play the “Animated Read-Along Video” with no sound and have them read the book aloud. After watching the two videos have you students answer the following questions:

1. What was your favorite part of the book? 2. Who are the animals in your favorite part?

If you would like to have your students write their answers, they can print the individual page from the corresponding artspowerondemand.teachable.com page, or it can be found in their Student Study Buddy Packet. Watch Animated Read Along Video (4:49 minutes) Watch “Meet Tammi Sauer, Author of Chicken Dance” (10:42 minutes) Common Core Standards Met Speaking and Listening - CCSS.ELA-LITERACY.SL.K.2; CCSS.ELA-LITERACY.SL.K.3; CCSS.ELA-LITERACY.SL.K.4. Writing - CCSS.ELA-LITERACY.W.K.1; CCSS.ELA-LITERACY.W.K.2; CCSS.ELA-LITERACY.W.K.3. Reading Foundational Skills - CCSS.ELA-LITERACY.RF.K.1a-1d. CCSS.ELA-LITERACY.RF.K.3a-3d. CCSS.ELA-LITERACY.RF.K.4. Reading Literature - CCSS.ELA-LITERACY.RL.K.1; CCSS.ELA-LITERACY.RL.K.2; CCSS.ELA-LITERACY.RL.K.3; CCSS.ELA-LITERACY.RL.K.4; CCSS.ELA-LITERACY.RL.K.5; CCSS.ELA-LITERACY.RL.K.6; CCSS.ELA-LITERACY.RL.K.7; CCSS.ELA-LITERACY.RL.K.9; CCSS.ELA-LITERACY.RL.K.10. Language - CCSS.ELA-LITERACY.L.K.1a-1e; CCSS.ELA-LITERACY.L.K.2a-2d; CCSS.ELA-LITERACY.L.K.4a-4b; CCSS.ELA-LITERACY.L.K.5a-5d; CCSS.ELA-LITERACY.L.K.6

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Writing Responses

Lesson Plan Objective: To practice writing responses to questions asked about the show. Educator Instructions: Have students fill out the “Writing Responses” page in their Student Study Buddy Packet. Questions

1. Who are Marge and Lola? 2. Who is Elvis Poultry? 3. There are many animals that perform at the talent show. Can you remember

what each animal performed at the show? a. The cow b. The ducks c. The goat d. The pigs e. The chickens

4. How do Marge and Lola feel before they perform? 5. Do Marge and Lola win the talent show? If not, who wins? 6. What happens to Marge and Lola after the talent show?

Answers

1. Marge and Lola are best friends who are chickens. 2. Elvis Poultry is a rooster and a popular singer. 3. The cow jumped over the moon. The ducks performed their own song and

dance called “Surf Duckie.” The goats’ talent was eating, and we see a goat with a big wooden spoon. The pigs did an acrobatic show that is mentioned but not seen. The chickens performed their own version of “The Chicken Dance.”

4. They are very nervous because they have not yet figured out their talent. It is only after Lola begins to get angry that she begins to sing and dance.

5. No. Elsie the Cow, who has successfully jumped over the moon, wins the talent show with the top score of 10 points.

6. Elvis Poultry asks them to become backup dancers in his show.

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Common Core Standards Met

Speaking and Listening - CCSS.ELA-LITERACY.SL.K.2; CCSS.ELA-LITERACY.SL.K.3; CCSS.ELA-LITERACY.SL.K.4. Writing - CCSS.ELA-LITERACY.W.K.1; CCSS.ELA-LITERACY.W.K.2; CCSS.ELA-LITERACY.W.K.3. Reading Foundational Skills - CCSS.ELA-LITERACY.RF.K.1a-1d. CCSS.ELA-LITERACY.RF.K.3a-3d. CCSS.ELA-LITERACY.RF.K.4. Reading Literature - CCSS.ELA-LITERACY.RL.K.1; CCSS.ELA-LITERACY.RL.K.2; CCSS.ELA-LITERACY.RL.K.3; CCSS.ELA-LITERACY.RL.K.4; CCSS.ELA-LITERACY.RL.K.5; CCSS.ELA-LITERACY.RL.K.6; CCSS.ELA-LITERACY.RL.K.7; CCSS.ELA-LITERACY.RL.K.9; CCSS.ELA-LITERACY.RL.K.10. Language - CCSS.ELA-LITERACY.L.K.1a-1e; CCSS.ELA-LITERACY.L.K.2a-2d; CCSS.ELA-LITERACY.L.K.4a-4b; CCSS.ELA-LITERACY.L.K.5a-5d; CCSS.ELA-LITERACY.L.K.6

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Vocabulary Words Lesson Plan Objective: To expand students’ vocabulary by learning words used in the show. Educator Instructions: Read your students the list of vocabulary words, providing the definition and using the word in a sentence. Once they have learned the words, have them practice by completing the “Fill in the Sentence” and “Vocabulary Matching” activities found in their packets.

Vocabulary Words

Barnyard: An area near a barn where farm animals roam Introduce: To present someone or something to another person Rehearse: To practice a skill, like singing and dancing, before a performance Bully: A person who annoys and insults another person with words and/or actions Juggle: To keep several objects, such as balls, in continuous motion in the air by tossing and catching them

Fill in the Sentence

Questions

1. I learned to with 3 small balls. 2. The animals like to roam around in the . 3. When I meet someone for the first time, I like to myself to

him or her by saying my name. 4. Someone who is not nice and makes fun of another person is a . 5. Marge and Lola try to their act many times before

going on stage. 9

Answers

1. Juggle 2. Barnyard 3. Introduce 4. Bully 5. Rehearse

Vocabulary Matching

CONNECT each word below with the correct picture. Draw a line from the word to its picture.

Barnyard Introduce Rehearse Bully Juggle

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Common Core Standards Met

Speaking and Listening - CCSS.ELA-LITERACY.SL.K.2; CCSS.ELA-LITERACY.SL.K.3; CCSS.ELA-LITERACY.SL.K.4. Writing - CCSS.ELA-LITERACY.W.K.2 Reading Foundational Skills - CCSS.ELA-LITERACY.RF.K.1a-1d. CCSS.ELA-LITERACY.RF.K.3a-3d. CCSS.ELA-LITERACY.RF.K.4. Language - CCSS.ELA-LITERACY.L.K.1a-1e; CCSS.ELA-LITERACY.L.K.2a-2d; CCSS.ELA-LITERACY.L.K.4a-4b; CCSS.ELA-LITERACY.L.K.5a-5d; CCSS.ELA-LITERACY.L.K.6.

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Learn to Sing and Dance “The Chicken Dance”

Lesson Plan Objective: To learn how to sing and dance a song from the show. Educator Instructions: Have your students watch the show’s director, Amanda, teach them how to sing “The Chicken Dance.” Then have your students watch the show’s choreographer, Sarah, teach them how to dance “The Chicken Dance.” Lyric sheets are also available to be downloaded. Lean to Sing “The Chicken Dance”

Watch “Learn to Sing Part 1” (6:31 minutes) Watch “Learn to Sing Part 2” (6:45 minutes) Watch “Learn to Sing Part 3” (17: 50 minutes) Watch “Learn to Sing Part 4” (2:00 minutes)

Learn to Dance “The Chicken Dance”

Watch “Learn to Dance Warm-Up” (2:14 minutes) Watch “Learn to Dance Part 1” (7:42 minutes) Watch “Learn to Dance Part 2” (6:37 minutes) Watch “Learn to Dance Part 3” (1:56 minutes) Watch “Learn to Dance Part 4” (1:57 minutes)

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Create a Music Video

Lesson Plan Objective: To create a music video for the song “The Chicken Dance.” Educator Instructions: Now that your students know how to sing and dance “The Chicken Dance,” create a video of your students singing and dancing to the song! You can use the audio files provided, either with or without lyrics, to make your music video. If you would like to submit your students’ video to ArtsPower Theatre On Demand, we will exhibit it in the Student Gallery page of this website. You may email it to ondemand@artspower.org. By emailing your video, you have approved its appearance in the Student Gallery page of this website and on our social media pages. If you would like your students’ names, grade, classroom, and school to appear with the video, please provide them in your email. If you would not like your students’ work to be featured on our social media pages or in our promotional materials, please note that in your email. Common Core Standards Met Speaking and Listening - CCSS.ELA-LITERACY.SL.K.2; CCSS.ELA-LITERACY.SL.K.3; CCSS.ELA-LITERACY.SL.K.6. Language - CCSS.ELA-LITERACY.L.K.1a-1e; CCSS.ELA-LITERACY.L.K.2a-2d; CCSS.ELA-LITERACY.L.K.4a-4b; CCSS.ELA-LITERACY.L.K.5a-5d; CCSS.ELA-LITERACY.L.K.6.

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Art Activities Lesson Plan Objective: To watch the set designer’s drawing process and create posters based on the show. Educator Instructions: Have your students watch “Set Designer Dan Helzer Draws” and complete the two drawing activities. Drawings can be done in crayon or marker and should be done on the worksheets provided on the corresponding artspowerondemand.teachable.com pages and in the Student Study Buddy Packet.

Talent Show Poster

Read the following prompt to your students: “There’s a talent show at the barnyard and the animals are getting ready to perform their special acts. You just found out that the pig had to cancel at the last minute and Ms. Farmer wants YOU to take the pig’s spot! What talent would you choose to perform at the show? Draw a picture below of you performing your special act at the barnyard talent show. You may also use the following page to draw your poster.”

Marge, Lola, and Elvis Poultry Poster

Read the following prompt to your students: “Marge and Lola want you to create a poster for their new act with Elvis Poultry. Draw a poster showing the chickens Marge and Lola dancing with Elvis Poultry. You may follow the tips below on how to draw a chicken, or you can create your own Marge, Lola, and Elvis Poultry.” Common Core Standards Met Speaking and Listening - CCSS.ELA-LITERACY.SL.K.2; CCSS.ELA-LITERACY.SL.K.3; CCSS.ELA-LITERACY.SL.K.5. Writing - CCSS.ELA-LITERACY.W.K.1; CCSS.ELA-LITERACY.W.K.2.

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Common Core State Standards List Kindergarten Standards An annotated list of the Common Core State Standards (CCSS) for kindergarten that are met throughout this Study Buddy, and that appear at the end of each lesson, appear below. For more information about the Common Core State Standards, visit www.corestandards.org.

Speaking and Listening

CCSS.ELA-LITERACY.SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

CCSS.ELA-LITERACY.SL.K.1.A Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

CCSS.ELA-LITERACY.SL.K.1.B Continue a conversation through multiple exchanges.

CCSS.ELA-LITERACY.SL.K.2 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.

CCSS.ELA-LITERACY.SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

CCSS.ELA-LITERACY.SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

CCSS.ELA-LITERACY.SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.

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CCSS.ELA-LITERACY.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

Writing

CCSS.ELA-LITERACY.W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

CCSS.ELA-LITERACY.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

CCSS.ELA-LITERACY.W.K.3 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.

Reading Foundational Skills

CCSS.ELA-LITERACY.RF.K.1 Demonstrate understanding of the organization and basic features of print.

CCSS.ELA-LITERACY.RF.K.1.A Follow words from left to right, top to bottom, and page by page.

CCSS.ELA-LITERACY.RF.K.1.B Recognize that spoken words are represented in written language by specific sequences of letters.

CCSS.ELA-LITERACY.RF.K.1.C Understand that words are separated by spaces in print.

CCSS.ELA-LITERACY.RF.K.1.D Recognize and name all upper- and lowercase letters of the alphabet.

CCSS.ELA-LITERACY.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-LITERACY.RF.K.3.A Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

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CCSS.ELA-LITERACY.RF.K.3.B Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

CCSS.ELA-LITERACY.RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

CCSS.ELA-LITERACY.RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

CCSS.ELA-LITERACY.RF.K.4 Read emergent-reader texts with purpose and understanding.

Reading: Literature

CCSS.ELA-LITERACY.RL.K.1 With prompting and support, ask and answer questions about key details in a text.

CCSS.ELA-LITERACY.RL.K.2 With prompting and support, retell familiar stories, including key details.

CCSS.ELA-LITERACY.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.

CCSS.ELA-LITERACY.RL.K.4 Ask and answer questions about unknown words in a text.

CCSS.ELA-LITERACY.RL.K.5 Recognize common types of texts (e.g., storybooks, poems).

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

CCSS.ELA-LITERACY.RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

CCSS.ELA-LITERACY.RL.K.10 Actively engage in group reading activities with purpose and understanding.

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Language

CCSS.ELA-LITERACY.L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.K.1.A Print many upper- and lowercase letters.

CCSS.ELA-LITERACY.L.K.1.B Use frequently occurring nouns and verbs.

CCSS.ELA-LITERACY.L.K.1.C Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

CCSS.ELA-LITERACY.L.K.1.D Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

CCSS.ELA-LITERACY.L.K.1.E Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

CCSS.ELA-LITERACY.L.K.1.F Produce and expand complete sentences in shared language activities.

CCSS.ELA-LITERACY.L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.L.K.2.A Capitalize the first word in a sentence and the pronoun I

CCSS.ELA-LITERACY.L.K.2.B Recognize and name end punctuation.

CCSS.ELA-LITERACY.L.K.2.C Write a letter or letters for most consonant and short-vowel sounds (phonemes).

CCSS.ELA-LITERACY.L.K.2.D Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

CCSS.ELA-LITERACY.L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

CCSS.ELA-LITERACY.L.K.4.A Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

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CCSS.ELA-LITERACY.L.K.4.B Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

CCSS.ELA-LITERACY.L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings.

CCSS.ELA-LITERACY.L.K.5.A Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

CCSS.ELA-LITERACY.L.K.5.B Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

CCSS.ELA-LITERACY.L.K.5.C Identify real-life connections between words and their use (e.g., note places at school that are colorful).

CCSS.ELA-LITERACY.L.K.5.D Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

CCSS.ELA-LITERACY.L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

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