1 Weeks 1-6 Aug. 6- Sept. 13 Weeks indicate introduction to standards FOUNDATIONAL SKILLS RFK..1. Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper- and lowercase letters of the alphabet. Recognize that words on a page progress: From left to right and from top to bottom Recognize that spoken words are represented in written language by specific sequences of letters Recognize that words are separated by spaces in print Recognize that sentences are made up of words Recognize and name all upper- and lowercase letters of the alphabet I can read from left to right and from top to bottom. I can tell that spoken words can be written words which are made of letters. I can recognize words are separated by spaces. I can recognize that sentences are made up of words. I can name all upper and lowercase letters of the alphabet. upper and lowercase letters sentence Name all upper- and lowercase letters of the alphabet Follow: words from left to right words top to bottom words page by page I can follow words from left to right, top to bottom and page by page.
2 Foundational Skills Recognize rhyming words. I can recognize rhyming words. rhyming words RFK..2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes) a. Recognize and produce rhyming words. Produce rhyming words I can produce rhyming words. LITERATURE RLK..1. With prompting and support, ask and answer questions about key details in a text. With prompting and support: Identify key details in a text Ask questions about key details I can identify key details in a text. I can ask questions about key details. details Answer questions about key details I can answer questions about key details. LITERATURE RLK.2. With prompting and support, retell familiar stories, including key details. With prompting and support: Identify key details of a story Retell a familiar story including key details I can identify key details of a story. I can retell a familiar story including key details. LITERATURE RLK..3. With prompting and support, identify characters, settings, and major events in a story. With prompting and support: Define: character, setting, major events Identify: character(s), setting, & major events of a story I can define character, setting, and major events. I can identify characters, setting, and major events of a story. * character * setting major events
3 LITERATURE RLK..4. Ask and answer questions about unknown words in a text. Identify unknown words in text Recognize that a question requires an answer I can identify unknown words in text. I can answer a question about the text. text strategy Formulate a question about unknown words in text I can ask a question about words that I do not know. LITERATURE RLK..6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. LITERATURE Use resources/strategies to answer questions about unknown words in text With prompting and support: Name the author Name the illustrator Define what an author does Define what an illustrator does Identify Illustrations I can use many strategies to answer questions about words I do not know. I can name the author. I can name the illustrator. I can define what an author and illustrator does. I can identify illustrations. * author * illustrator define * illustrations RLK..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). 8. (Not applicable to literature) Know how to describe With prompting and support, describe a moment in the story using the illustrations that depict it. (Reasoning) With prompting and support, describe how the illustrations and story are related as they appear. (Reasoning) I can describe the story. I can define what describe means. I can describe a story using illustrations. I can describe how the illustrations and story are related. text define
4 LITERATURE RLK.10. Actively engage in group reading activities with purpose and understanding. Actively engage in group reading activities: Key ideas and details (Ask and answer questions about details; identify the main topic; retell key details; describe connections in text & (Reasoning) Craft and structure: (Ask and answer questions about unknown words; identify front and back cover and title; name the author and illustrator, identify the role of each in presenting the ideas or information in a text) & (Reasoning) I can ask and answer questions about details. I can identify the main topic. I can retell key details. I can describe connections in text. I can ask and answer questions about unknown words. I can identify front and back cover and title. I can name the author and illustrator. I can tell what the author and illustrator do to get ideas and information across to the readers.
5 LITERATURE RLK.10. (continued) Integration of knowledge and ideas: (Describe the relationship between illustrations and the text; identify the reasons an author gives to support points; identify basic similarities in and differences between two texts on the same topic) at appropriate text complexity (Qualitative, Quantitative, Reader and Task) as seen in standards 1-9 & (Reasoning) I can describe how the illustrations and the text compliment each other. I can identify the reasons an author gives to support points. I can identify basic similarities and differences between two topics. Understand activities that reflect purpose and understanding of text Apply activities that reflect purpose and understanding of text (Reasoning) I can participate in activities that show understanding of what I have read. I can participate in activities that show an understanding of what I have read. INFORMATIONAL TEXT RIK..1. With prompting and support, ask and answer questions about key details in a text. With prompting and support: Identify key details in informational text Knowledge) Ask questions about key details in informational text Answer questions about key ideas in informational text I can identify key details in a story. I can ask questions about key details in a story. I can answer questions about key ideas in a story. key details *questions
6 INFORMATIONAL TEXT RIK..2. With prompting and support, identify the main topic and retell key details of a text. With prompting and support: Identify the main topic Identify key details of a text I can identify the main topic. I can identify key details of a story. * main topic key details Retell key details of a text I can retell key details of a story. INFORMATIONAL TEXT RIK..4. With prompting and support, ask and answer questions about unknown words in a text. Identify unknown words in text Recognize that a question requires an answer Formulate a question about unknown words in a text, with prompting and support (Reasoning) Answer questions about unknown words in a text, with prompting and support (Reasoning) I can identify unknown words in a story. I can recognize that a question requires an answer. I can ask a question about unknown words in a story. I can answer questions about unknown words in a story. * questions INFORMATIONAL TEXT RIK..5. Identify the front cover, back cover, and title page of a book. Identify: Front cover Back cover Title page I can identify the front cover. I can identify the back cover. I can identify the title page. * title
7 INFORMATIONAL TEXT RIK..6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. Name the author Name the illustrator Define what an author does Define what an illustrator does I can name the author. I can name the illustrator. I can define what an author and illustrator does. * author * illustrator * define INFORMATIONAL TEXT Identify illustrations I can identify illustrations. * illustrations RIK..7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). Identify text Define describe With prompting and support: Describe: people, places, things, and ideas that illustrations depict (Reasoning) I can identify stories. I can define what describe means. I can describe people, places and things within an illustration. * define With prompting and support: Describe the relationships between illustrations and text (Reasoning) I can describe how illustrations and the text are alike.
8 INFORMATIONAL TEXT RIK..10. Actively engage in group reading activities with purpose and understanding. Actively engage in group reading activities: Key Ideas and Details (Ask and answer questions about details; identify the main topic: retell key details; and describe connections in text) & (Reasoning) I can ask and answer questions about details. I can identify the main topic. I can retell key details. I can identify how information is connected in a story. * main topic * author * illustrator key details Craft and Structure: (Ask and answer questions about unknown words; identify front and back cover; and title; name the author and illustrator; identify the role of each in presenting the ideas or information in a text) & (Reasoning) I can ask and answer questions about words I do not know. I can identify front and back cover. I can identify the title. I can name the author and illustrator. I can tell what the author and illustrator do to get the information across.
9 WRITING WK.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...). Identify the title of a book or topic to write about Recognize what an opinion is Formulate an opinion about a book or topic (Reasoning) Write an opinion piece about a topic or a book; the piece should: Demonstrate a combination of drawing, dictating, and writing Include the topic or title of a book State an opinion or preference about the topic or book. (Product) I can identify the title of a book or topic to write about. I can recognize what an opinion is. I can formulate an opinion about a book or topic. I can write an opinion piece about a topic or book that demonstrates a combination of drawing, speaking, and writing. I can write an opinion piece about a topic or book that includes the topic or title of the book. I can write an opinion piece abut a topic or book that states an opinion about the topic or book. * topic * title *opinion Writing Fundamentals: Launching
10 WRITING WK.5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. With guidance and support from adults, students should recognize: How to respond to questions and suggestions from peers How to add details to strengthen writing as needed I can recognize how to respond to questions and suggestions from peers. I can add details to strengthen writing. * questions *key details With guidance and support from adults students develop writing as needed by: Responding to questions and suggestions from peers Adding details to strengthen writing as needed (Reasoning) I can respond to questions and suggestions from peers to strengthen writing. WRITING WK.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. With guidance and support: Use basic computer skills (e.g. turn on computer, log on, use common software, basic word processing tools) With guidance and support: Choose digital tools for producing and publishing writing (Reasoning) I can use basic computer skills. I can use technology to produce and publish writing individually or whole group with peers. *log on *produce *publish *collaborate *Power Point *Anamoto *Pic Lits *StoryBird *Photo Story With guidance and support: Use technology to produce and publish writing individually or whole group with peers
11 WRITING WK.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). Identify sources and tools for shared research (e.g. Dictionary, Informational books, Library, Technology) Determine and apply appropriate sources and tools to conduct shared research (Reasoning) Participate in shared research and writing projects I can identify tools for research. I can use tools with peers to do research. I can work with peers in doing research and writing projects. *Research *Opinion *Dictionary *Informational Book *Library *Technology Tools Writing Fundamentals: Author Study Donald Crews (Q2,3) *Kindergarten Kove-Reading Street Suggested Webites for teachers and students http://www.scsk12.org/scs/subje ct-areas/kindergarten- Kove/Welcome.html WRITING WK.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Identify: experience and source Gather information from a provided source to answer a question (Reasoning) I can identify an experience and source. I can gather information from different sources and tools to answer a question. *question *personal narritive Writing Fundamentals-Personal Narritive K-1 W9. (Begins in grade 4) W10. (Begins in grade 3) With guidance and support: Answer a question using information from experience I can answer a question using information from background experience. Answer a question using information from a provided source I can answer a question using information from a provided source.
12 LANGUAGE LK.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters. f. Produce and expand complete sentences in shared language activities. Recognize many of the letters of the alphabet Recognize that letters can be both upper- and lowercase Recognize and produce a complete sentence Demonstrate command of the conventions of grammar and usage when writing: *Expand sentences *Distinguish between upper- and lowercase letters (Reasoning) Speak in complete sentences Expand complete sentences I can recognize that letters can be upper and lower case. I recognize and print all of the letters of the alphabet. I can speak in complete sentences. I can expand complete sentences. * nouns * verbs * consonants * vowels *capital letter *lower case *big line *little line *big curve *little curve *horrizontal *diagnal *vertical *prepositions *interrogatives (question words) *Handwriting Without Tears *Handwriting Without Tears- Sentence Writing *Daily Fix It *Daily Oral Language *Fundamentals of Grammer and Conventions LANGUAGE LK.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. Apply correct capitalization, punctuation, and spelling when writing Capitalize first word in a sentence and the pronoun I Recognize and name end punctuation I can use correct capitalization, punctuation, and spelling when writing. I can capitalize the first word in a sentence and the pronoun I. I can recognize and name end punctuation. * capitalization * punctuation *period *exclamation mark *question mark *Handwriting Without Tears *Handwriting Without Tears- Sentence Writing *Daily Fix It *Daily Oral Language *Fundamentals of Grammer and Conventions *Reading Street-Grammer 3. (Begins in grade 2)
13 LANGUAGE LK.5. With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). With guidance and support from adults: Identify common objects Identify categories Identify real life connections Knowledge) With guidance and support from adults: Sort common objects into categories Identify real life connections between words and their use (Reasoning) With support, I can identify common objects. With support, I can identify categories. With support, I can identify real life connections. With support, I can sort common objects into categories. * verbs *adjectives *antonyms *symonyms *Daily Oral Language *Drops in a Bucket *Handwriting Without Tears- Sentence School *Fundamentals of Grammer and Conventions LANGUAGE LK.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. With guidance and support from adults: Act out meanings of verbs Obtain words and phrases acquired through: conversations, reading, being read to, responding to text Distinguish if a word or phrase should be used when responding (Reasoning) With support, I can identify real life connections between words and their use. I can learn new words and phrases through conversations, reading, being read to, and responding to text. I can distinguish if a word or phrase should be used when responding. *word *phrase *TumbleBooks Use words and phrases accurately acquired through: conversations, reading, being read to, responding to text I can use words and phrases accurately through conversations, reading, being read to, and responding to text.
14 SPEAKING AND LISTENING SLK.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). Identify ideas from kindergarten topics and texts Identify agreed-upon rules for discussion Participate in conversations about kindergarten topics and texts I can identify rules for classroom discussion. I can observe if agreed upon discussion rules are being followed. I can participate in conversations about texts * topics * questions *rules *procedures *listen Follow agreed-upon rules for discussion Listen while others are speaking I can follow rules for discussion. I can listen while others are speaking SPEAKING AND LISTENING SLK.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. Identify key ideas from text Read aloud Presented orally through media formats (drawing, pictures, ect.) Ask and answer questions about key details Read aloud or Presented orally through media formats I can identify key ideas from a text read aloud. I can identify key ideas from a text presented aloud through media formats. I can ask and answer questions about key details read aloud. I can ask and answer questions about key details presented aloud using media formats. * questions *key details
15 SPEAKING AND LISTENING SLK.2. Standard (continued) Ask for clarification of key details that are not understood from: Text read aloud information or Presented through media (Reasoning) Answer questions about key details from information presented orally Ask questions about key details from information presented orally Ask for clarification if something is not understood I can ask for explanation of key details that are not understood from text read aloud, information, or presented through media. I can answer questions about key details from information presented aloud. I can ask questions about key details from information presented aloud. I can ask for explanation if something is not understood.
16 SPEAKING AND LISTENING 3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Recognize that asking questions is an appropriate strategy to further understanding. Identify questions Identify answers Identify situations in which: 1. Help is needed 2. Information is needed 3. Clarification is necessary Formulate appropriate questions to seek: Help, Information, Clarification (Reasoning) Ask questions to: Seek help, Get information Clarify something that is not understood Answer questions in order to: Seek help, Get information, Clarify something that is not understood I can recognize that asking questions is an appropriate strategy to help me understand. I can identify questions. I can identify answers. I can identify situations when help, information, or an explanation is needed. I can formulate questions for help, information, or more explanation. I can ask questions to seek help, get information, or seek further explanation of something I do not understand. I can answer questions to seek help, get information, or seek further explanation of something I do not understand. * questions *answers
17 SPEAKING AND LISTENING SLK.5. Add drawings or other visual displays to descriptions as desired to provide additional detail. Know what visual displays are Identify details Add drawings or visual displays to provide details to descriptions (Reasoning) I know what visual displays are. I can identify details in visual displays. I can add drawings or visual details to provide details to descriptions. *visual display SPEAKING AND LISTENING SLK.6. Speak audibly and express thoughts, feelings, and ideas clearly. Identify different voice volumes used for different situations Speak using appropriate voice volume for situation I can identify different voice volumes used for different situations. I can speak using appropriate voice volume for different situations. Speak to communicate thoughts, feelings, and ideas clearly I can speak to communicate my thoughts, feelings, and ideas clearly.
18 Weeks 7-12 Sept. 16 - Nov. 8 Foundational Skills RFK..2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes) b. Count, pronounce, blend and segment syllables in spoken words. c. Blend and segment onset and rimes of single-syllable spoken words. Count syllables in spoken words Pronounce syllables in spoken words Blend syllables in spoken words Segment syllables in spoken words Blend onsets and rimes of singlesyllable spoken words Segment onsets and rimes of single syllable spoken words I can count syllables in spoken words. I can pronounce syllables in spoken words. I can blend syllables in spoken words. I can segment syllables in spoken words. I can blend onsets and rimes of single syllable spoken words. I can separate onsets and rimes of single syllable spoken words. rhyming words consonant vowel short vowel sounds ending sounds onset and rime syllables Foundational Skills RFK..3 Know and apply grade level phonics and workd analysis skills in decoding words. a.demonstrate basic knowledge of one-toone letter sound correspondences by producing the primary or many of the most frequent sounds for each consonant. c. Read common high-frequency words by sight. (I, the little, to, am) Recognize one-to-one letter correspondence for each consonant Recognize high frequency sight words Read high frequency words I can match consonants that are alike for spoken words. I can recognize high frequency sight words. I can read high frequency sight words.
19 FOUNDATIONAL SKILLS RFK.4. Read emergent-reader texts with purpose and understanding Identify and understand foundational skills for Reading #1-3 Recognize that there are different purposes for reading emergent-reader texts Apply foundational skills reflected in #1-3 (Reasoning) Determine the purpose for reading emergent-reader texts (Reasoning) I can sound out letters to read cvc words. I can read high frequency sight words. I can select and read books on my level for different reasons. high frequency words Read emergent-reader texts: with purpose and for understanding LANGUAGE LK.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use frequently occurring nouns and verbs. Recognize nouns and verbs Recognize common prepositions Use frequently occurring prepositions in speaking I can recognize nouns and verbs. I can use common prepositions. I can use prepositions when speaking. * nouns * verbs *prepositions *Handwriting Without Tears *Handwriting Without Tears- Sentence Writing *Daily Fix It *Daily Oral Language *Fundamentals of Grammer and Conventions e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
20 LANGUAGE LK.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. 3. (Begins in grade 2) Apply spelling when writing Match the sound and the letter for most consonant and short-vowel sounds Use sound-letter awareness to spell simple words phonetically Distinguish the letters (Reasoning) Write a letter or letter combinations for most consonant and short vowel sounds (phonemes) I can match the sound and the letter for all consonant and short vowel sounds. I can tell how the letters are different. I can write a letter or letter combinations for most consonant and short vowel sounds. I can use sound-letter awareness to spell simple words. * consonant * vowel sounds * initial sounds * medial sounds * ending sounds * blends *Handwriting Without Tears *Handwriting Without Tears- Sentence Writing *Daily Fix It *Daily Oral Language *Fundamentals of Grammer and Conventions *Reading Street-Grammer LANGUAGE LK.5. With guidance and support from adults, explore word relationships and nuances in word meanings. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). With guidance and support from adults: Understand verb Understand adjectives Understand opposites With support, I can understand verbs. With support, I can understand adjectives. With support, I can understand opposites. * verbs *adjectives *antonyms *symonyms *Daily Oral Language *Drops in a Bucket *Handwriting Without Tears- Sentence School
21 SPEAKING AND LISTENING SLK.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. b. Continue a conversation through multiple exchanges. Recognize how others listen Recognize how others move conversations along Decide comments and questions appropriate to the topic of discussion (Reasoning) Participate in conversations about kindergarten topics and texts Listen while others are speaking Listen and respond to continue conversations with peers and adults I can recognize how others listen. I can recognize how others move conversations along. I can make comments and questions appropriate to the topic. I can participate in conversations about texts I can listen and respond to conversations with peers and adults. * topics * questions *rules *procedures *listen
22 SPEAKING AND LISTENING SLK.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Identify familiar: People, Places, Things, Events, Details Determine relevant details that describe: People, Places, Things, Events with prompting and support (Reasoning) Orally perform a clear presentation that describes: a person, a place, a thing, an event Include relevant details, with prompting and support I can identify people, places, things, events, and details. I can determine important details that describe people, places, things, and events with prompting. I can give a presentation by telling about a person, a place, a thing, and an event that includes important details with prompting and support. * noun
23 Weeks 13-18 Nov. 11 - Jan. 10 Foundational Skills RFK..2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes) d. Isolate and pronounce initial sounds in consonant-vowel-consonant words. Recognizes short vowel sounds, initial sounds, and ending sounds. Isolate and pronounce CVC words to recognize intial sounds. I can recognize initial sounds. I can recognize short vowel sounds. consonant vowel short vowel sounds ending sounds Foundational Skills RFK.3 Know and apply grade level phonics and workd analysis skills in decoding words. d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Recognize one-to-one letter correspondence for each consonant Say the sound that corresponds to the consonant Recognize high frequency sight words I can read words that are spelled alike. Read high frequency words LITERATURE RLK.5. Recognize common types of texts (e.g., storybooks, poems). Recognize common types of text such as: storybooks & poems I can recognize different types of texts.
24 INFORMATIONAL TEXT RIK.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. With prompting and support: Identify key details about an individual discussed in an informational text Identify details about events or ideas in a text I can identify key details about a character in a story. I can identify details about events or ideas in a story. key details * character With prompting and support: Discuss how two individuals, events, ideas, and pieces of information in a text connect (Reasoning) Identify a relationship between elements in informational piece (Reasoning) I can discuss how two individuals, events, ideas, and pieces of information in a story connects. I can identify how information is connected in a story. INFORMATIONAL TEXT RIK.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Identify basic similarities in and differences between two texts on the same topic (e.g.: illustrations, descriptions, procedures) I can identify similarities and differences between two stories on the same topic. similarities differences
25 WRITING WK.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. Identify an informative/ explanatory text Select a topic for an informative/explanatory writing Combine drawing, dictation, and writing to compose informational/explanatory text to supply additional information about the topic (Reasoning) Compose informative/explanatory text using which they: Name the topic about which they are writing Supply some information about the topic (Product) I can identify an informative story. I can select a topic for informative writing. I can combine drawing, speaking, and writing to write an informational story that supplies information about a topic. I can write an informational story which names the topic about which I am writing. I can write an informational story that supplies information about the topic. * topic Writing Fundamentals: Label and List (Q2) Writing Fundamentals: FUNctional Writing (Q4) Reading Street-Writing Centers Define event Choose a single event to discuss I can define an event. I can choose one event to discuss.
26 LANGUAGE LK.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). Recognize that nouns can be singular and plural Know the meaning of question words (interrogatives) Use question words in speaking I can recognize that nouns can be singular or plural. I know the meaning of question words. I can use question words when speaking. * nouns * verbs *interrogatives (question words) *Handwriting Without Tears *Handwriting Without Tears- Sentence Writing *Daily Fix It *Daily Oral Language *Fundamentals of Grammer and Conventions d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). LANGUAGE LK.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). Understand that some words and phrases have multiple meanings Identify new meanings for familiar words (Reasoning) Apply the appropriate meaning for the word within the context (Reasoning) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content (Reasoning) I can understand that some words and phrases have more than one meaning. I can identify new meanings for familiar words. (a.) I can apply the appropriate meaning for the word by using the text. *prefix *suffix *homograph *Daily Fix It
27 Weeks 19-24 Jan. 13 - Feb. 21 Foundational Skills RFK.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes) Recognizes initial sounds and ending sounds. Isolate and pronounce CVC words to recognize intial sounds. I can add sounds to make a new word. I can substitute sounds to make a new word. short vowel sounds ending sounds syllables e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Foundational Skills RFK.3 Know and apply grade level phonics and workd analysis skills in decoding words. b. Associates the long and short sounds with commoon spellings (graphemes) for the five major vowels. Recognize one-to-one letter correspondence for each consonant Say the sound that corresponds to the consonant Recognize high frequency sight words I can identify the different sounds of consonants. I can name short and long vowel sounds. Read high frequency words
28 LITERATURE RLK.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Recognize characters in familiar stories Determine similarities and differences of adventures and experiences in familiar stories I can name the characters in stories. I can determine similarities and differences of stories. characters compare contrast Compare adventures and experiences (Reasoning) Contrast adventures and experiences (Reasoning) I can compare and contrast adventures and experiences. INFORMATIONAL TEXT RIK.8. With prompting and support, identify the reasons an author gives to support points in a text. With prompting and support: Identify reasons the author gives to support points in the text I can identify reasons the author gives to support ideas in the story. * author
29 Weeks 25-30 Feb. 24 - April 11 WRITING WK.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. Define event Choose a single event to discuss Distinguish between relevant and irrelevant details (Reasoning) I can define an event. I can choose one event to discuss. I can distinguish between important and unimportant details. *sequence of events *personal narrative Writing Fundamentals: Personal Narrative (Q4) Reading Street-Writing Centers Sequence relevant events (Reasoning) I can sequence an order of events. 4. (Begins in grade 3) React to the event (Reasoning) I can respond to an event. Draw, dictate, and/or write a narrative piece which contains relevant details, a logical sequence of events, and a reaction (Product) I can draw, speak, and/or write a narrative piece which contains important details, sequence of events, and a response.
30 LANGUAGE WK.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. 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. Identify frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) Apply knowledge of frequently occurring inflections and affixes to determine the meaning of a word (Reasoning) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content (Reasoning) I can use my knowledge of word endings to determine what a word means. I can define unknown and multiple meaning words and phrases based on kindergarten reading and content. *prefix *suffix *homograph *Daily Fix It LANGUAGE LK.5 With guidance and support from adults, explore word relationships and nuances in word meanings. d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. With guidance and support from adults: Distinguish shades of meaning among verbs describing the same action With support, I can distinguish meaning among words that describe the same action. * verbs *Daily Oral Language *Drops in a Bucket *Handwriting Without Tears- Sentence School *Fundamentals of Grammer and Conventions
31 Weeks 31-36 Apr. 14 - May 22 Work on all standards that still need to be mastered.