2018 2019 Scope & Sequence Kindergarten ELA TEKS Across All Concepts These Standards Should Be Embedded Throughout The School Year: eading/beginning eading Skills/Print TEKS K.1(A) ecognize that spoken words can be represented by print for communication. TEKS K.1(B) Identify upper and lower case letters. TEKS K.1(C) Demonstrate the one to one correspondence between a spoken word and a printed word in text. TEKS K.1(D) ecognize the difference between a letter and a printed word. TEKS K.1(E) ecognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping). TEKS K.1(F) Hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right. TEKS K.1(G) Identify different parts of a book (e.g., front and back covers, title page). eading/ TEKS K.2(A) Identify a sentence made up of a group of words. TEKS K.2(B) Identify syllables in spoken words. TEKS K.2(C) Orally generate rhymes in response to spoken words (e.g., "What rhymes with hat?"). TEKS K.2(D) Distinguish orally presented rhyming pairs of words from non rhyming pairs. TEKS K.2(E) ecognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound (e.g., "baby boy bounces the ball"). TEKS K.2(F)Blend spoken onsets and rimes to form simple words (e.g., onset/c/ and rime/at/ make cat). TEKS K.2(G) Blend spoken phonemes to form one syllable words (e.g.,/m/./a/./n/ says man). TEKS K.2(H) Isolate the initial sound in one syllable spoken words. TEKS K.2(I) Segment spoken one syllable words into two to three phonemes (e.g., dog:/d/./o/./g/) eading/ TEKS K.3(A) Identify the common sounds that letters represent. TEKS K.3(B) Use knowledge of letter sound relationships to decode regular words in text and independent of content (e.g., vc, CvC, CCvC, and CvCC words). TEKS K.3(C) ecognize that new words are created when letters are changed, added, or deleted. TEKS K.3(D) Identify and read at least 25 high frequency. eading/beginning eading/strategies TEKS K.4(A) Predict what might happen next in text based on the cover, title, and illustrations. TEKS K.4(B) Ask and respond to questions about texts read aloud.
eading Vocabulary TEKS K.5(A) Identify and use words that name actions, directions, positions, sequences, and locations; TEKS K.5(B) ecognize that compound words are made up of shorter words TEKS K.5(C) Identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures); and TEKS K.5(D) Use a picture dictionary to find words. Oral and Written Conventions TEKS K.16(A) Understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance): (i) past and future tenses when speaking; (ii) nouns (singular/plural); (iii) descriptive words; (iv) prepositions and simple prepositional phrases appropriately when speaking or writing (e.g., in, on, under, over); and (v) pronouns (e.g., I, me). TEKS K.16(B) Speak in complete sentences to communicate. TEKS K.16(C) Use complete simple sentences. Handwriting/Capitalization/Punctuation: TEKS K.17(A) Form upper and lower case letters legibly using the basic conventions of print (left to right and top to bottom progression). TEKS K.17(B) Capitalize the first letter in a sentence. TEKS K.17(C) Use punctuation at the end of a sentence. Spelling: TEKS K.18(A) Use phonological knowledge to match sounds to letters. TEKS K.18(B) Use letter sound correspondences to spell consonant vowel consonant (CVC) words (e.g., "cut"); and TEKS K.18(C) Write one's own name. TEKS 2.23(B) spell words with common orthographic patterns and rules: (i) complex consonants (e.g., hard and soft c and g, ck); (ii) r controlled eading/media Literacy TEKS K.12(A) Identify different forms of media (e.g., advertisements, newspapers, radio programs TEKS K.12(B) Identify techniques used in media (e.g., sound, movement) esearch TEKS K.19A Ask questions about topics of class wide interest. TEKS K.19(B) Decide what sources or people in the classroom, school, library, or home can answer these questions. TEKS K.20(A) Gather evidence from provided text sources TEKS K.20(B) Use pictures in conjunction with writing when documenting research TEKS K.21(A) Listen attentively by facing speakers and asking questions to clarify information; and TEKS K.21(B) Follow oral directions that involve a short related sequence of actions. TEKS K.22 Share information and ideas by speaking audibly and clearly using the conventions of language. TEKS K.23 Follow agreed upon rules for discussion, including taking turns and speaking one at a time Comprehension Skills
TEKS Fig. 19A Discuss the purposes for reading and listening to various texts (e.g., to become involved in real and imagined events, settings, actions, and to enjoy language). TEKS Fig.19B Ask and respond to questions about text. TEKS Fig.19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud), TEKS Fig19(D) Make inferences based on the cover, title, illustrations, and plot. TEKS Fig19(E) etell or act out important events in stories. TEKS Fig.19F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence. Processes TEKS K.13(A) Plan a first draft by generating ideas for writing through class discussion; TEKS K.13(B) Develop drafts by sequencing the action or details in the story; TEKS K.13(C) evise drafts by adding details or sentences; TEKS K.13(D) Edit drafts by leaving spaces between letters and words; and TEKS K.13(E) Share writing with others. Cycle # Concept: Focus/Foci Descriptors Concept TEKS Cycle 1 1 Genre: Literary Text Fiction & Poetry Identify elements of a story including setting, character, and key events Discuss the big idea (theme) of a well known folktale or fable and connect it to personal experience etell a main event from a story read aloud Predict What Might Happen, Ask And espond To Questions, Infer, etell, Make Connections Beginning eading Skills/Print K.1A, K.1B, K.1C, K.1D, K.1E, K.1F, K.1G K. 2A, K.2B, K.2C K.3A, K.3D K.5A, K.5C K.4A, K.4B, K.6A, K.6B, K.7A, K.8A, K.8B, K.8Fig19D, K.8Fig19E, K.Fig19F K.21A, K.21B, K.23 # of Days Calendar Dates 11 days Aug. 15 Aug. 29
W Narrative Unit 1, Launching the Workshop: We are Writers (Bend 1), Teaching Books (Bend 2), Stories (Bend 3) K.16A, K.16A (ii), K.16B, K.16C, K.17A, K.18A, K.18C Pre On Demand Narrative Assessment 8/22/18 Cycle 1 2 Genre: Literary Text Fiction & Poetry Identify elements of a story including setting, character, and key events etell a main event from a story read aloud Infer W Narrative Unit 1, Launching the Workshop: Stories (Bend 3) Beginning eading Skills/Print K.1A, K.1B, K.1C, K.1D, K.1E, K.1F, K.1G K. 2A, K.2B, K.2C K.3A, K.3D K.5A, K.5C K.6A, K.7A, K.8A K. Fig19A, K. Fig19B K.7Fig19D, K.7Fig19F K.8Fig 19D K.21A, K.21B, K.23 K.16A. (ii), K.16B, K.16C, K.17A,K.17B, K.17C, K.18A, K.18C 7 days Aug. 30 Sept. 10 Cycle 1 3 Genre: Literary Text Fiction (Fairytales, Folktales, and Fables) Identify elements of a story including setting, character, and key events Discuss the big idea (theme) of a well known folktale or fable and connect it to personal experience etell a main event from a story read aloud Infer Beginning eading Skills/Print K.1A, K.1B, K.1C, K.1D, K.1E, K.1F, K.1G K.2 A, K.2B, K.2C K.3A, K.3D K.5A, K.5C K.6A, K.6B, K.8A, K.8Fig 19D 8 days Sept. 11 Sept 20
K.21A, K.21B, K.23 Cycle 1 W Narrative Unit 1, Launching the Workshop: Preparing for Publication (Bend 4) 4 Genre: Inventive Spelling Unit, Show and Tell From Labels to Pattern Books: (New TCWP Unit) (Bend 1) (Bend 2) Literary Text Fiction Infer K.16A. (i), K.16B, K.16C, K.17A, K.17B, K.17C, K.18A, K.18B Beginning eading Skills/Print K.1A, K.1B, K.1C, K.1D, K.1E, K.1F, K.1G K.2 A, K.2B, K.2C K.3A, K.3D K.5A, K.5C K.4A, K.4B, K.6A, K.6B, K.8A, K.8B, K.8Fig19D, K.8Fig19E, K.Fig19F 7 days Sept. 24 Oct. 2 K.21A, K.21B, K.22, K.23 W Inventive Spelling Unit, Show and Tell From Labels to Pattern Books: (New TCWP Unit) (Bend 3) (Bend 4) K.16A. (i), K.16A. (iii), K.16B, K.16C, K.17A, K.17B, K.17C, K.18A, K.18B, K.18C Cycle 1 Beginning eading Skills/Print 5 Making Connections Across Literary Text 12 days Oct. 3 Oct. 19 K.1B, K.1C, K.2E K.2B, K.2C, K.2D, K.2E, K.2F Identify elements of a story including setting, character, and key events K.3A, K.3B, K.3D Discuss the big idea (theme) of a well known folktale or fable and connect it to personal K.5B, K.5C experience Infer, etell K.6A, K.6B, K.6C, K.6D, K.6Fig19D
K.21A, K.21B, K.23 Cycle 2 W Inventive Spelling Unit, Show and Tell From Labels to Pattern Books: (New TCWP Unit) (Bend 3) (Bend 4) 6 Genre Informational Text Expository Analyze, make inferences and draw conclusions about the author s purpose in cultural, historical, and contemporary contexts and provide evidence from text to support their understanding Identify the topic of an informational text heard Discuss the ways authors group information in text Use titles and illustrations to make predictions about text Infer, etell, Make Connections Narrative Unit 2 for eaders: Stories That People Can eally ead (Bend 1), Tools Give Writers Extra Power (Bend 2) Partnering for evision: Making Stories More Fun to ead (Bend 3) Preparing for Publication (Bend 4) K.16A. (iii), K.16A. (v) K.16B, K.16C, K.17A, K.17B, K.17C, K.18A, K.18B Beginning eading Skills/Print K.1B, K.1C, K.2E K.2B, K.2C, K.2D, K.2E, K.2F K.3A, K.3B, K.3D K.5B, K.5C K.9, K.9A, K.10C, K.10D, K.9Fig19D, K.9Fig19E K.21A, K.21B, K.23 K.16A. (iii), K.16A. (iv), K.16B, K.16C, K.17A, K.17B, K.17C, K.18A, K.18B, K.22C, K.22E 10 days Oct. 22 Nov. 1
Cycle 2 7 W Informational Text Expository Analyze, make inferences and draw conclusions about the author s purpose in cultural, historical, and contemporary contexts and provide evidence from text to support their understanding Identify the topic and details in expository text heard or read, referring to the words and/or illustrations etell important facts in a text, heard or read Discuss the ways authors group information in text Use titles and illustrations to make predictions about text Infer, etell, Make Connections Narrative Unit 2 for eaders: Tools Preparing for Publication (Bend 4) Beginning eading Skills/Print K.1B, K.1C, K.2E K.2B, K.2C, K.2D, K.2E, K.2F K.3A, K.3B, K.3D K.5B, K.5C K.9, K.10A, K.10B, K.10C, K.10D, K.10Fig19D, K.10Fig19E, K.Fig19F K.21A, K.21B, K.23 K.16A. (i), K.16A. (ii), K.16.A (iii), K.16A. (iv), K.16B, K.16C, K.17A, K.17B, K.17C, K.18A, K.18B Post On Demand Narrative Assessment 11/12/18 5 days Nov. 5 Nov. 12 Cycle 2 8 Informational Text Expository Identify and use words that name actions, directions, positions, sequences, and locations Identify the topic and details in expository text heard or read, referring to the words and/or illustrations etell important facts in a text, heard or read Discuss the ways authors group information in text Use titles and illustrations to make predictions about text Infer, etell, Make Connections Beginning eading Skills/Print K.1C K.2F, K.2G, K.2H, K.2I K.3A, K.3B, K.3D K.5B, K.5D K.10A, K.10B, K.10C, K.10D, K.10Fig19D, K.10Fig19E, K.Fig19F K.22, K.23 10 days Nov. 13 Dec. 3
W Informational Unit 3 How To Books: Step by Step (Bend 1), Using Mentor Text for Inspiration (Bend 2) K.16A. (iv), K.16A. (v), K.16B, K.16C, K.17A, K.17B, K.17C,K.18A, K.18B Pre On Demand Information Assessment 11/13/18 Cycle 2 9 Across Informational Text Expository Identify and use words that name actions, directions, positions, sequences, and locations Identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures) Follow pictorial directions (e.g., recipes, science experiments) Identify the meaning of specific signs (e.g., traffic signs, warning signs) Beginning eading Skills/Print K.1C K.2F, K.2G, K.2H, K.2I K.5A. K.5D K.10 A, K.10 B, K.10C, K.10D, K.11A, K.11B K.11Fig19D, K.11Fig19E, K.22, K.23 8 days Dec. 4 Dec 13
Cycle 2 10 W Informational Unit 3 How To Books: Keeping eaders in Mind(Bend 3), Giving How To Books As Gifts (Bend 4) Across Informational Text (Persuasive with Media Literacy) words from a commonly used list etell important facts in a text, heard or read Discuss the ways authors group information in text Identify different forms of media (e.g., advertisements, newspapers, radio programs) [with adult assistance] Identify techniques used in media (e.g., sound, movement) (with adult assistance) Infer, etell K.16A. (i), K.16.A. (ii), K.16A (iii), K.16A. (iv), K.16B, K.16C, K.17A, K.17B, K.17C,K.18A, K.18B Beginning eading Skills/Print K.1C K.2F, K.2G, K.2H, K.2I K.5A. K.5D K.12A, K.12B, K.12Fig19D K.22, K.23 7 days Dec. 14 Jan. 11 W Persuasive Unit 4 Persuasive of All Kinds Using Words To Make A Change: Exploring Opinion : Making Our School a Better Place (Bend 1), Sending Our Words Out Into The World (Bend 2), Persuasive Projects (Bend 3) K.16A. (i), K.16A. (ii), K.16A (iii), K.16A. (iv), K.16B, K.16C, K.17A, K.17B, K.17C,K.18A, K.18B Post On Demand Information Assessment 12/18/18 Cycle 3 11 Beginning eading Skills/Print Making Connections Across Genres 13 days Jan. 14 Jan. 31 K.1B, K.1C Discuss the big idea (theme) of a well known K.2B, K.2D, K.2G, K.2H, K.2I folktale or fable and connect it to personal experience etell a main event from a story read aloud Describe characters in a story and the reasons for K.5A, K.5C their actions Infer, etell, Make Connections K.6A, K.6B, K.6C, K.6D, K.6Fig19D, K.8A, K.8B K.8Fig19D, K.8Fig19E,
K.Fig19F K.22, K.23 W Persuasive Unit 4 Persuasive of All Kinds Using Words To Make A Change: Exploring Opinion : Making Our School a Better Place (Bend 1), Sending Our Words Out Into The World (Bend 2), Persuasive Projects (Bend 3 K.16A. (i), K.16A. (ii), K.16A (iii), K.16.A (iv), K.16A (v), K.16B, K.16C, K.17A, K.17B, K.17C,K.18A, K.18B Pre On Demand Opinion Assessment 01/09/19 Post On Demand Opinion Assessment 01/31/19 Cycle 3 12 Literary Text Fiction & Poetry K.2G, K.2H, K.2I K.3B, K.3C Discuss the big idea (theme) of a well known folktale or fable and connect it to personal K.5A, K.5C experience espond to rhythm and rhyme in poetry through K.6A, K.6C, K.7A, K.8A, K. Fig19A, K. Fig19B identifying a regular beat and similarities in word K.7Fig19D, K.7Fig19F K.8Fig 19E sounds Infer, etell, Make Connections K.21A, K.22 14 days Feb. 1 Feb. 21 W Poetry If Then Curriculum Music in Our Hearts: Songs and Poetry: Immersion in Songwriting and Poetry (Bend 1), Studying the hythm and Voice of Songs to Help Us Write Our Own (Bend 2) K.14A. K.14B, K.16A. (ii), K.16A. (iii), K.16A (iv), K.16A. (v), K.16B, K.16C, K.17A, K.17B, K.17C,K.18A, K.18B
Cycle 3 13 Making Connections Across Genres Identify elements of a story including setting, character, and key events Identify the topic of an informational text heard Use titles and illustrations to make predictions about text Infer, etell, Make Connections K.2D, K.2G, K.2H, K.2I K.5B, K.5C, K.5D K.6A, K.6C, K.7A, K.8A, K.10B, K.10C, K.11A, K.Fig19D, K.11Fig19D K.7ig19E, K.Fig19F K.21A, K.22 16 days Feb. 22 Mar. 22 Cycle 4 14 W Poetry If Then Curriculum Music in Our Hearts: Songs and Poetry: Studying the hythm and Voice of Songs to Help Us Write Our Own (Bend 2) Songwriters and Poets Write from the Heart (Bend 3) Songwriters and Poets evise and Write New Songs and Poems (Bend 4) Literary Text Drama: Identify elements of a story including setting, character, and key events Infer, etell, Make Connections K.14A. K.14B, K.16A, K.16B, K.16C, K.17A, K.17B, K.17C,K.18A, K.18B K.2G, K.2H, K.2I K.5B, K.5C, K.5D K.6A, K.6Fig19D K.21A, K.22 6 Days Mar. 25 Apr. 1
Cycle 4 15 W Across Genres If Then Curriculum Independent Projects Across Genres: Generating Ideas, Planning, and Drafting (Bend 1), Lifting the Quality of (Bend 2) Literary Text Across Genres Including Drama: Discuss the big idea (theme) of a well known folktale or fable and connect it to personal experience Infer, etell, Make Connections W Across Genres If Then Curriculum Independent Projects Across Genres: Using Mentor Text as Our Personal Teachers (Bend 3), Preparing for Publication(Bend 4) K.13A, K.13B, K.13C, K.13D, K.13E, K.14A, K.15A K.2G, K.2H, K.2I K.5B, K.5C, K.5D K.6A, K.6Fig19D K.21A, K.22 K.13A, K.13B, K.13C, K.13D, K.13E, K.14A, K.15A 9 Days Apr. 2 Apr. 15 Cycle 4 16 Making Connections Across Genres K.2G, K.2H, K.2I K.5B, K.5C, K.5D K.6A, K.6C, K.7A, K.8A, K.10B, K.10C, K.11A, K.Fig19D, K.11Fig19D K.7ig19E, K.Fig19F 11 days Apr. 16 May 1
Cycle 4 17 Cycle 4 18 W Across Genres If Then Curriculum Independent Projects Across Genres: Using Mentor Text as Our Personal Teachers (Bend 3), Preparing for Publication(Bend 4) Informational Text Informational/esearch: Ask questions about topics of class wide interest. Decide what sources or people in the classroom, school, library, or home can answer these questions. Gather evidence from provided text sources W Informational If Then Curriculum Independent Projects Across Genres: Living Like Writers, Living Like Scientist(Bend 1), Making Book Just Like the Ones We ead (Bend 2) Informational Text Informational/esearch: Gather evidence from provided text sources Use pictures in conjunction with writing when documenting research K.13A, K.13B, K.13C, K.13D, K.13E, K.14A, K.15A K.2G, K.2H, K.2I K.5B, K.5C, K.5D K.Fig19A, K.Fig19B, K.Fig19C, K.Fig19D, K.Fig19E, K.Fig19F esearch K.19A, K.19B, K.20A K.16A, K.16B, K.16C, K.17A, K.17B, K.17C,K.18A, K.18B K.2G, K.2H, K.2I K.3B, K.3C K.5C K.Fig19D, K.Fig19E, K.Fig19F esearch K19A, K,19B, K.20A, K.20B 9 days May 2 May 14 11 days May 15 May 30
W Informational If Then Curriculum Independent Projects Across Genres: More, Adding Details (Bend 3) Becoming esearchers (Bend 4) K.16A, K.16B, K.16C, K.17A, K.17B, K.17C,K.18A, K.18B