Kindergarten Planning Guide Phonological Awareness Blend and segment sounds in words. Phonics Use knowledge of letters and sounds to read words. Word Recognition Read 25 most common sight words. DESK Standards Time** Instruction and Resources 5 minutes McGraw- Hill Phonemic Awareness (Incorporate DSD Phonemic Awareness Routines) Fluency Read emergent level text with purpose and understanding. Vocabulary Use strategies to determine the meaning of words or phrases in text. Comprehension Understand With prompting and support, show understanding through questioning and retelling. Analyze With prompting and support, identify how an author s reasons support points. Transfer With prompting and support, compare/contrast texts and characters. Speaking and Listening See Present and Understand Standards Language Use basic skills to write words; produce and expand sentences in shared language experiences. Writing See Knowledge, Communication, and Product Standards Re- teaching / Small Group Instruction 5-10 minutes 8-10 minutes 1 word daily 5 minutes (T- Th) 5 minutes (M- Th) 15 minutes incorporated in writing 15 minutes DSD Letter- a- Day Routine*/McGraw- Hill Digital Handwriting lesson DSD Blending Routine (Begin mid- Term 2) DSD Kindergarten Sight Word Routine* (Tuesdays- Fridays) McGraw- Hill High Frequency Word(s) (Mondays) McGraw- Hill Reading/Writing Workshop Big Book and Little Books (Shared Reading) McGraw- Hill Oral Vocabulary 1 Vocabulary Word a Day using McGraw- Hill and/or DSD Resources Literature Big Book Interactive Read Aloud Use DSD Comprehension Planning Guide Use DSD Writing Planning Guide *This routine is presented as whole class instruction until 80% of the students meet proficiency. At that point, the routine can be presented in small Tier I intervention groups, reteaching as necessary. ** To begin, more instructional time might be needed to establish procedures and routine. 6/17/2014 Davis School District Farmington, UT 2014
McGraw-Hill Index to Teacher s Manual Kindergarten To identify each resource regardless of unit, use the index below to quickly access instructional materials per standard. The indicates the accompanying digital instructional resources available through ConnectEd.McGraw-Hill.com. DESK Standard McGraw Hill Instruction Week 1 Week 2 Week 3 Encompasses Multiple DESK Standards Suggested Lesson Plan T6 T88 T170 Day 1 T10 T92 T174 Day 2 T20 T102 T184 Day 3 T34 T116 T198 Day 4 T42 T124 T206 Day 5 T54 T136 T218 Word Recognition Read 25 most common sight words Vocabulary Use strategies to determine the meaning of words or phrases in grade level text. Comprehension Understand With prompting and support, show understanding through questioning and retelling. Analyze With prompting and support, identify how author s reasons support points. Transfer WIth prompting and support, compare/contrast texts and characters. Speaking and Listening See Presenting and Understanding Standards Writing See Knowledge, Communication, and Product Standards High-Frequency Words Oral Language DSD Vocabulary Routine Oral Vocabulary Unit Opener: The Big Idea Unit Opener Video Introduce the Concept Build Background Visual* Weekly Opener Visual Listening Comprehension Literature Big Book Interactive Read Aloud Paired Text Shared Read Digital Text T17 T99 T181 T10, T34 T92, T116 T174, T198 xii T10 T92 T174 T12, T22 T35 T44 T30, T48 T94, T104 T117 T126 T112, T130 T176, T186, T199 T208 T194, T212 Integrate Ideas T52, T54 T134, T136 T216, T218 Your Turn Integrated into instruction using Your Turn collaborate instruction. Readers to Writers T40 T122 T204 Selectively choose writing instruction based on DSD Writing Instruction template. 6/17/2014 Davis School District Farmington, UT 2013-2014
KINDERGARTEN COMPREHENSION PLANNING Unit: Week: Determine the standards: 1. Do they make sense for our students right now? 2. Where are students in relation to the standards and how much scaffolding is needed? Read all of the texts for the week while considering the standards and these questions: 1. What is the student purpose for reading this text? 2. What is complex about this text for this grade level? 3. Which portions of this text warrant revisiting and for what purpose? 4. What vocabulary is necessary to increase comprehension? 5. What speaking, listening and writing opportunities will increase comprehension? Week Essential Question: Strategy, Skill, Genre: Day 1 Day 2 Day 3 Day 4 Day 5 Main Selection in Literature Big Book: Reread Main Selection in Literature Big Book: Interactive Read Aloud Cards: Paired Text in Literature Big Book: Reread a Text: Plan daily comprehension questions, discussion opportunities, Stop- Think- Write strategies, and think- alouds. 6/17/2014 Davis School District Farmington, UT 2014
KINDERGARTEN WRITING PLANNING Unit: Week: Unit Big Idea: Week s Essential Question: This Week s Readings: Choose one essential text type: Narrative Opinion / Argumentation Informative DESK Standards: items targeted for this week s writing: Grammar Focus: Use the week s texts (this might mean writing focused on one text or two or more) to focus on the Essential Question, genre of writing, and/or content of the texts. The week may involve one or more pieces of writing. Consider whether to use the district structures to help plan and organize teacher directed and/or student writing. 5 min. Teacher Directed Day 1 Day 2 Day 3 Day 4 Day 5 Modeled/Shared writing Interactive writing (new piece or continue from day 1) Use Day 1/Day 2 writing or student writing to model/guide revising, explore the grammar focus, and/or model editing for a specific skill. 10 min. Student Writing on Essential Question/Genre/Content and Sharing Day 1 Day 2 Day 3 Day 4 Day 5 Could be one piece of writing that students add to all week or could be multiple pieces of writing. Sharing with a partner, in a small group, or under the document camera every day is essential to student growth in writing. 6/17/2014 Davis School District Farmington, UT 2014
Stages of Kindergarten Writing We accept all stages of kindergarten writing and help our students stretch toward the next stage. Options: o Writing lessons and models in MH* o Other (teacher designed) Ongoing Considerations: Stop, Think and Write techniques to develop writing, reflect on readings and connect ongoing learning to Essential Questions (*See Notes page) Teacher Reflection o How much of our writing is focused on the essential text types; informative, narrative, opinion/argumentation? o How am I integrating grammar, mechanics and conventions (DESK Language standards) within real writing contexts? Notes for Kindergarten Writing Planning Sharing: Sharing is specifically indicated in McGraw-Hill on Day 5. It is important that sharing occurs for different purposes every day. Capitalize on students motivation to share whether it s with a partner, group or the whole class, before, during and after shorter STW pieces or longer compositions. Balance in topic choice: Even when writing is assigned, seek to include choices for your writers. For example, if the class assignment is to compose a compare and contrast piece of informative writing about regions of the Earth, could students choose which regions to write about? Further, allow time for students to work on writing of their own choosing. Student Writing: Examine it. What are they doing well? (Celebrate these points on the document camera to push all your writers forward.) What are they struggling with? (Explicitly teach to these points using the DESK standards and resources as a guide.) Keep samples from year-to-year to have student models of examples and non-examples you can use in instruction. Integrating grammar, mechanics and conventions within writing contexts: To best understand and apply these skills, they should be studied within writing contexts. For example, they can be examined in teacher writing, student writing, or found within texts. To encourage application within everyday writing, students should be reminded to use what they are learning and self- or peerassess to check the week s focus area(s). When completing more formalized writing, self- and teacher-assessment/conference are appropriate to produce the most polished piece possible. *The following chart may help you plan for STW techniques, cooperative learning, and discussion during the week: Knowing what I want my students to write, what questions can I ask to support building that knowledge through the text(s)? How can the text(s) support their understanding of the Essential Question(s)? Questions Stop, Think & Write Techniques, Pair-Share, Discussion, etc. 6/17/2014 Davis School District Farmington, UT 2014
Reading Actively engage in group reading activities with purpose and understanding. Phonological Awareness: Blend and segment sounds in words. Recognize and produce rhyming words. Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in threephoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Access-Phonics: Use knowledge of letters and sounds to read words. Recognize and name all upper- and lowercase letters of the alphabet. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Access-Word Recognition: Read 25 most common sight words. Read common high-frequency words by sight. o For example: the, of, to, you, she, my, is, are, do, does Access-Fluency and Print Concepts: Read emergent level texts with purpose and understanding. Follow words from left to right, top to bottom, and page by page. Recognize that spoken words are represented in written language by specific sequences of letters. Understand that words are separated by spaces in print. Recognize common types of texts. For example: storybooks, poems Identify the front cover, back cover, and title page of a book.
Reading Fluency and Print Concepts (cont.): Read emergent level texts with purpose and understanding. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. Read emergent-reader texts with purpose and understanding. Vocabulary: Use strategies to determine the meaning of words or phrases in text. Identify new meanings for familiar words and apply them accurately. For example: knowing duck is a bird and learning the verb to duck Use the most frequently occurring inflections and affixes as a clue to the meaning of an unknown word. For example: -ed, -s, re-, un-, pre-, -ful, -less With guidance and support from adults, sort common objects into categories to gain a sense of the concepts the categories represent. For example: shapes, foods With guidance and support from adults, demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). With guidance and support from adults, identify real-life connections between words and their use. For example: note places at school that are colorful With guidance and support from adults, distinguish shades of meaning among verbs describing the same general action by acting out the meanings. For example: walk, march, strut, prance Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Understand: With prompting and support, show understanding through questioning and retelling. Literature: With prompting and support, ask and answer questions about key details in a text. With prompting and support, retell familiar stories, including key details. With prompting and support, identify characters, settings, and major events in a story. With prompting and support, ask and answer questions about unknown words in a text.
Reading Understand (cont.): With prompting and support, show understanding through questioning and retelling. Literature (cont.): With prompting and support, describe the relationship between illustrations and the story in which they appear. For example: what moment in a story an illustration depicts Informational: With prompting and support, ask and answer questions about key details in a text. With prompting and support, identify the main topic and retell key details of a text. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. With prompting and support, ask and answer questions about unknown words in a text. With prompting and support, describe the relationship between illustrations and the text in which they appear. For example: what person, place, thing, or idea in the text an illustration depicts Analyze: With prompting and support, identify how author s reasons support points. Informational: With prompting and support, identify the reasons an author gives to support points in a text. Transfer: With prompting and support, compare/contrast texts and characters. Literature: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Informational: With prompting and support, identify basic similarities in and differences between two texts on the same topic. For example: in illustrations, descriptions, or procedures
Writing and Language Apply the processes of writing: write numerous pieces over short and extended time frames. Write daily Write many pieces over short time frames Write some pieces over extended time frames Knowledge: With guidance, answer a question with information from experiences/ shared research. Participate in shared research and writing projects. For example: explore a number of books by a favorite author and express opinions about them Recall information from experiences to answer a question. Gather information from shared research to answer a question. Communication: With adult guidance write simple sentences and add details in response to peers. With guidance and support from adults: Respond to questions and suggestions from peers. Add details to strengthen writing as needed. Explore a variety of digital tools to produce writing. Explore a variety of digital tools to publish writing. Collaborate with peers to produce and publish writing. Product: Draw, dictate, or write about a topic to represent detailed knowledge and thinking. Opinion/Argumentative: Use combinations of drawing, dictating, and writing to compose opinion pieces. State the topic or the name of the book. State an opinion or preference about the topic or book. For example: My favorite book is...
Writing and Language Product (cont.): Draw, dictate, or write about a topic to represent detailed knowledge and thinking. Informative/Explanatory: Use combinations of drawing, dictating, and writing to compose informative/explanatory texts. State the topic. Supply some information about the topic. Narrative: Use combinations of drawing, dictating, and writing to narrate a single event or several loosely linked events. Write about the events in the order in which they occurred. Provide a reaction to what happened. Language: Use basic skills to write words; produce and expand sentences in shared language experiences. Penmanship: Communicate thinking through printing many uppercase and lowercase letters. Spelling: Write a letter or letters for most consonant and short-vowel sounds (phonemes). Spell simple words phonetically. Grammar: Use frequently occurring nouns and verbs. Form regular plural nouns orally by adding /s/ or /es/. For example: dog/dogs, wish/wishes Understand and use question words (interrogatives). For example: who, what, where, when, why, how Use the most frequently occurring prepositions. For example: to, from, in, out, on, off, for, of, by, with Produce a complete sentence in shared language activities. Expand complete sentences in shared language activities. Punctuation/Capitalization: Capitalize the first word in a sentence and the pronoun I. Recognize and name end punctuation (.,?,!).
Speaking and Listening Understand: Contribute to/confirm understanding of texts and topics through participation in conversations. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions. For example: listening to others and taking turns speaking about the topics and texts under discussion Continue a conversation through multiple exchanges. 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. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Present: Describe familiar topics by speaking audibly and clearly, using visual displays to add detail. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Add drawings or other visual displays to descriptions as desired to provide additional detail. Speak audibly and express thoughts, feelings, and ideas clearly.