GOOD HABITS, GREAT READERS 2006 Pearson Learning Group correlated to Ohio State Indicators Kindergarten
Ohio State Kindergarten Indicators Correlation to Pearson Learning s Celebration Press Good Habits Great Readers September 2006 BENCHMARKS Phonemic Awareness, Word Recognition and Fluency Standard: Students in the primary grades learn to recognize and decode printed words, developing the skills that are the foundations for independent reading. They discover the alphabetic principle (sound-symbol match) and learn to use it in figuring out new words. They build a stock of sight words that helps them to read quickly and accurately with comprehension. By the end of the third grade, they demonstrate fluent oral reading, varying their intonation and timing as appropriate for the text. 1 Program Overview: The Key Principals: Provide daily opportunities for students to read onlevel text; Scaffold Instruction for students; Provide explicit models of reading strategy instruction: pages 2-3 The Five Domains of Reading: Phonemic Awareness; Phonics; Fluency; Vocabulary; Comprehension: pages 6-9 The 7 Habits of Great Readers: Great Readers Make Sense of Text: pages 10-11 High-Frequency Words: pages 14-15 Skills Covered in Celebration Press Reading: Phonics; Fluency; Comprehension: pages 16-20 Literacy Centers: Fluency Practice; Word Study; Response Center: pages 26-27 Features of Your Shared Reading 5-Day Planner: Day 3/4 Phonemic Awareness; Vocabulary: pages 34-35 Features of Your Teaching Plan Cover: Focus for Instruction High Frequency Words: page 39 An Overview of a Guided Reading Lesson: Phonics Mini-lesson; After Reading Discuss the Text: pages 40-41 Your Guided Reading Reproducibles: page 44 Kindergarten Sorts: All Activities Relevant Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group? Fluency; Phonics; Vocabulary; Comprehension; Retelling Assessment Handbook: Retelling Rubric: page 33 Story Frame: page 35 Book Frame: page 36 Running Record: page 41 Knowledge About Books and Print Survey: page 45 Early Reading Behaviors Checklist: page 47 Reading Log: page 51 Checklist of Good Habits: page 54 Checklist of Good Habits: page 55 Checklist of Good Habits: page 56
Checklist of Good Habits: page 57 Checklist of Good Habits: page 58 Checklist of Good Habits: page 59 Home Reading Record: page 68 2
By the end of the K-3 program: Benchmark A: Use letter-sound correspondence knowledge and structural analysis to decode words. Benchmark B: Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text. 3 My Shapes: Day 3 Phonemic Awareness: page 28 Farm Day: Phonics Mini-Lesson: Phoneme Segmentation and Phonics: Short a Today is Monday: Day 3 Phonemic Awareness: page 40 Check It Out! Focus for Instruction Additional Activity Fluency: Reader s Theater What s Cooking? Focus for Instruction Additional Activity Fluency: Reader s Theater Kindergarten Indicators 1. Read own first and last name. None found Each Guided Reading lesson has a extension worksheet which requires students to write their name. 2. Identify and complete rhyming words and patterns. 3. Distinguish the number of syllables in words by using rhythmic clapping, snapping or counting. 4. Distinguish and name all upper- and lower-case letters. 5. Recognize, say and write the common sounds of letters. 6. Distinguish letters from words by recognizing that words are separated by spaces Dancing: Center Activity Word Study: page 53 Whose Tracks? Focus for Instruction Additional Activity: Phonemic Awareness: Rhyming Words Noggin and Bobbin: Day 3 Phonemic Awareness: List for Syllables: page 82 A Raindrop: Phonics Mini-lesson Syllable Blending Baby Talk: Day 3 Phonics Letter Recognition Two Turtles: Focus for Instruction Phonics: Initial Consonant /t/ The Snowy Day: Center Activities Word Study Beginning Sounds: page 215 This Desert: Focus for Instruction Phonics: Initial Consonant /d/ The Best Places: Day 2 Concepts of Print: Last Word in a Line and Last Letter in a Word: page 160
7. Hear and say the separate phoneme in words, such as identifying the initial consonant sound in a words, and blend phonemes to say words. Two: Focus for Instruction Additional Activity Concepts of Print: First/Last, Begin/End Fire Engines: Day 3 Phonemic Awareness Phoneme Segmentation: page 310 The Log Hotel: After Reading: Phonics Minilesson: Phoneme Isolation 4
8. Read one-syllable and oftenheard words by sight. 9. Reread stories independently or as a group, modeling patterns of changes in timing, voice and expression. BENCHMARKS Acquisition of Vocabulary Standard: Students acquire vocabulary through exposure to languagerich situations, such as reading books and other texts and conversing with adults and peers. They use context clues, as well as direct explanations provided by others, to gain new words. They learn to apply the word analysis skills to build and extend their own vocabulary. As students progress through the grades, they become more proficient in applying their knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids comprehension. By the end of the K-3 program: Happy s Hat: Teach High-Frequency Words: page 324 Look Closer: Focus for Instruction: High Frequency Words: at, look Mud Monster: Day 1 Guided/Independent Link: page 337 Milk: Before Reading Tell Children that when they read the book on their own Program Overview: The Key Principals: Teaching skills and strategies in the context of real reading: pages 2-3 The Five Domains of Reading: Vocabulary and Comprehension: pages 6-9 Skills Covered in Celebration Press Reading: Vocabulary/Word Study; Comprehension: pages 16-20 Literacy Centers: Fluency Practice; Word Study: pages 26-27 Features of Your Shared Reading 5-Day Planner: Day 4/5 Vocabulary and Retelling: pages 34-35 Features of Your Teaching Plan Cover: Focus for Instruction Vocabulary: page 39 An Overview of a Guided Reading Lesson: Before the Reading Vocabulary; After Reading Discuss the Text: pages 40-41 Your Guided Reading Reproducibles: page 44 Kindergarten Sorts: All Activities Relevant Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group? Vocabulary; Comprehension; Retelling Assessment Handbook: Running Record: page 41 Checklist of Good Habits: page 54 Checklist of Good Habits: page 55 Checklist of Good Habits: page 56 Checklist of Good Habits: page 57 Checklist of Good Habits: page 58 Checklist of Good Habits: page 59 5
Benchmark A: Use context clues to determine the meaning of new vocabulary. Benchmark B: Read accurately high-frequency sight words. Benchmark C: Apply structural analysis skills to build and extend vocabulary and to determine word meaning. Benchmark D: Know the meaning of specialized vocabulary by applying knowledge of word parts, relationships and meaning. Benchmark E: Use resources to determine the meanings and pronunciations of unknown words. Kindergarten Indicators Contextual Understanding 1. Understand new words from the context of conversations or from the use of pictures within a text. Conceptual Understanding 2. Recognize and understand words, signs and symbols seen in everyday life. Conceptual Understanding 3. Identify words in common categories such as color words, number words and directional words. Tools and Resources 4. Determine the meaning of unknown words, with assistance, using a beginner s dictionary. Fire Engines: Day 2 Concepts of Print Context Clues: page 310 How to Make a Hen House: Focus for Instruction: Vocabulary: Farm Animal Names Happy s Hat: Day 1 High Frequency Words: page 324 My Glasses: Focus for Instruction High Frequency Words My Shapes: Day 3 Phonemic Awareness: page 28 None found What is Green? Day 4- Vocabulary Categorizing Jackets: Focus for Instruction Vocabulary: Categorize and Classify None found None found Fire Engines: Day 2 Context Clues: page 310 A Tasty Bug: A Focus for Instruction Additional Activity Vocabulary: Categorize and Classify Fire Engines: Day 4 Concept Web: page 318 Hands, Hands, Hands: Focus for Instruction: Additional Activity Word Study: Based Words Garden Zoo: Day 4 Vocabulary Color Words Catching: Focus for Instruction: Additional Activity Vocabulary: Action Words None found None found 6
BENCHMARKS Reading Process: Concepts of Print, Comprehension Strategies and Self- Monitoring Strategies Standard: Students develop and learn to apply strategies that help them to comprehend and interpret informational and literary texts. Reading and learning to read are problem solving processes that require strategies for the reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts about print (e.g., that print holds meaning) and how books work (e.g., text organization). As strategic readers, students learn to analyze and evaluate texts to demonstrate their understanding of text. Additionally, students learn to self-monitor their own comprehension by asking and answering questions about the text, self-correcting errors and assessing their own understanding. They apply these strategies effectively to assigned and self-selected texts read in and out of the classroom. By the end of the K-3 program: Benchmark A: Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text. Benchmark B: Make predictions from text clues and cite specific examples to support predictions. Benchmark C: Draw conclusions from information in text. Program Overview: The 7 Habits of Great Readers: Great Readers Monitor and Organize Ideas and Information: pages 10-11 Skills Covered in Celebration Press Reading: Concepts of Print: pages 16 Features of Your Shared Reading 5-Day Planner: Day 2 Concepts of Print: pages 34-35 Assessment Handbook: Knowledge About Books and Print Survey: page 45 Then and Now: Day 2 Lesson Objective: page 368 Which Weighs More? Before Reading Focus Attention Noggin and Bobbin: Focus Lesson Checking Your Predictions: page 90 What Animals Say: Focus for Instruction Reading Skills: Activate and Use Prior Knowledge Then and Now: Response Center: page 365 7
Benchmark D: Apply reading skills and strategies to summarize and compare and contrast information in text, between text and across subject areas. Benchmark E: Demonstrate comprehension by responding to questions (e.g., literal, informational and evaluative). Pitty Pitty Pat: Options for Further Instruction: Revisiting the Text Sunflower: Day 1 Objective: practice recalling the order of events in a text: page 120 Roll, Wheels, Roll! After Reading Discuss the Text Compare and Contrast Hey Bug! Day 5 Discussing Plot: page 182 Off to Grandma s House: After Reading Understanding Plot 8
Benchmark F: Apply and adjust self-monitoring strategies to assess understanding of text. Kindergarten Indicators Concepts of Print 1. Demonstrate an understanding that print has meaning by explaining that text provides information or tells a story. 2. Hold book right side up, know that people read pages from front to back and read words from left to right. 3. Know the differences between illustrations and print. Comprehension Strategies 4. Visualize the information in texts, and demonstrate this by drawing pictures, discussing images in texts or dictating simple descriptions. 5. Predict what will happen next, using pictures and content as a guide. 6. Compare information (e.g., recognize similarities) in texts using prior knowledge and experience. 7. Recall information from a story by sequencing pictures and events. Happy s Hat: Asking for Help When You Don t Understand: page 332 My Friends: Reread and Assess Today is Monday: Day 2 Print Conveys Meaning: page 44 Lift Off! Focus for Instruction Reading Skill: Make Inferences Noggin and Bobbin: Day 2 Concepts of Print Tracking Print: page 86 Go Sea It! Focus for Instruction Additional Activity: Concepts of Print: Directionality Hi-De-Hi: Day 2 Concepts of Print: Matching Text to Pictures: page 302 Baseball: Features of This Text: Photographs support the text Mud Monster: Week 4: Visualizing When we create mental images of what we read, we improve our ability to remember and understand text: pages 334-345 Sea Riddles: Worksheet Extension Activity on the Back Cover What is Green? Day 2 use pictures to help predict story words: page 110 At the Museum: Focus for Instruction Reading Skill: Make Predictions Noggin and Bobbin: Week 1: Making Predictions Good readers use the title, pictures, and story words as clues to help them predict what they might read in a book or story: pages 82-93 The Drum Book: Focus for Instruction Reading Skill: Compare and Contrast What Will You Pack? Day 5 practice retelling a story in sequence: page 146 The Tree Stump: After Reading Discuss the Text Understand Sequence of Events 9
8. Answer literal questions to demonstrate comprehension of orally read grade-appropriate texts. Self-Monitoring Strategies 9. Monitor comprehension of orally read texts by asking and answering questions. Independent Reading 10. Identify favorite books and stories and participate in shared oral reading. Baby Talk: Day 4 Focus Lesson Asking Questions as You Read: pages 102-105 Green and Blue, Yellow, Too! After Reading: Ask and Answer Questions Baby Talk: Day 4 Focus Lesson Asking Questions as You Read: pages 102-105 Going Up? During Reading Best Practice Routine: Choral Reading: pages 18-19 Furry: Options for Further Instruction Revisiting the Text 10
BENCHMARKS Reading Applications: Informational, Technical and Persuasive Text Standard: Students gain information from reading for purpose of learning about a subject, doing a job, making decisions and accomplishing a task. Students need to apply the reading process to various types of informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to attend to text features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps and displays in text as sources of additional information. Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, stereotyping and propaganda in informational text sources. By the end of the K-3 program: Benchmark A: Use text features and structures to organize content, draw conclusions and build text knowledge. Benchmark B: Ask clarifying questions concerning essential elements of informational text. Benchmark C: Identify the Program Overview: The 7 Habits of Great Readers: Great Readers Think Critically: pages 10-11 Skills Covered in Celebration Press Reading: Expository Text: pages 16-20 Literacy Centers: Response Center: pages 26-27 Features of Your Teaching Plan Cover: Features of This Text: page 39 Assessment Handbook: Retelling Rubric: page 33 Book Frame: page 36 Checklist of Good Habits: page 57 Checklist of Good Habits: page 58 Checklist of Good Habits: page 59 Hi-De-Hi: Day 2 Concepts of Print Matching Text to Pictures: page 302 Two: Focus for Instruction Reading Skill: Use Nonfiction Features: Photographs Baby Talk: Day 4 Focus Lesson Asking Questions as You Read: pages 102-105 Green and Blue, and Yellow, Too! Focus for Instruction Reading Skill: Ask and Answer Questions 11
central ideas and supporting details of informational text. Benchmark D: Use visual aids as sources to gain additional information from text. Benchmark E: Evaluate twoand three-step directions for proper sequencing and completeness. Baby Talk: Identifying Nonfiction Topics: page 254 On the Road: Focus for Instruction Reading Skill: Determine Main Idea and Details The Best Bug Parade: Day 5 Guided Retelling Mediated Story Retelling: page 236 Two: Focus for Instruction Reading Skill: Use Nonfiction Features: Photographs Strega Nona: Center Activities: Writing Center: page 353 Two Boys: Focus for Instruction Additional Activity: Concept of Print: Kindergarten Indicators 1. Use pictures and illustrations to aid comprehension. 2. Identify and discuss the sequence of events in informational text. 3. Tell the main idea of a selection that has been read aloud. 4. Identify and discuss simple maps, charts and graphs. The Best Bug Parade: Day 5 Guided Retelling Mediated Story Retelling: page 236 A Raindrop: Focus for Instruction Reading Skill: Use Illustrations What Will You Pack? Day 5 Guided Retelling Retell a Story in Sequence: page 146 Hands, Hands, Hands: Focus for Instruction Reading Skill: Determine Main Idea and Details Fire Engines: Using a Concept Web: page 401 On the Road: Focus for Instruction Reading Skill: Main Idea and Details The Best Bug Parade: Day 4 Focus Lesson Using Charts to Understand the Story: page 234 Roll, Wheels, Roll! See page 8 of the book 5. Follow simple directions. All Shared and Guided Reading Lessons have parts which require students to follow simple directions. 12
BENCHMARKS Reading Applications: Literary Text Standard: Students enhance their understanding of the human story by reading literary texts that represent a variety of authors, cultures and eras. They learn to apply the reading process to the various genres of literature, including fables, folk tales, short stories, novels, poetry and drama. They demonstrate their comprehension by describing and discussing the elements of literature (e.g., setting, character and plot), analyzing the author s use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring theme and meaning and responding to text in critical and creative ways. Strategic readers learn to explain, analyze and critique literary text to achieve deep understanding. By the end of the K-3 program: Benchmark A: Compare and contrast plot across literary works. Benchmark B: Use supporting details to identify and describe main ideas, characters and setting. Benchmark C: Recognize the defining characteristics and features of different types of literary forms and genres. Program Overview: The Five Domains of Reading: : pages 6-9 The 7 Habits of Great Readers: : pages 10-11 Skills Covered in Celebration Press Reading: pages 16-20 Supports English Language Learners: page 21 Literacy Centers: pages 26-27 Features of Your Shared Reading 5-Day Planner: pages 34-35 Features of Your Teaching Plan Cover: page 39 An Overview of a Guided Reading Lesson: pages 40-41 Your Guided Reading Reproducibles: page 44 Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group? Comprehension and Retelling Assessment Handbook: Retelling Rubric: page 33 Story Frame: page 35 Checklist of Good Habits: page 54 Checklist of Good Habits: page 55 Checklist of Good Habits: page 56 Happy s Hat: Center Activities Writing Center: page 323 Milk: Focus for Instruction Reading Skill: Understand Plot Strega Nona: Day 1 Lesson Objective identify the main character of a story: page 192 My Glasses: Focus for Instruction Reading Skill: Determine Main Idea and Details Baby Talk: Day 1 Lesson Objective determine if a book if fiction or nonfiction: page 246 Red or Blue? Focus for Instruction Reading Skill: Distinguish Between Reality and Fantasy 13
Benchmark D: Explain how an author s word choice and use of methods influences the reader. Benchmark E: Identify the theme of a literary text. In the Tub: Day 3 Using Words to Create Pictures: page 340 My Room: Focus for Instruction Reading Skill: Understand Roles of Author and Illustrator Happy s Hat: Center Activities Writing Center: page 323 Hands, Hands, Hands: Focus for Reading Reading Skill: Determine Main Idea and Details 14
Kindergarten Indicators 1. Identify favorite books and stories. 2. Identify the characters and setting in a story. 3. Retell or re-enact a story that has been heard. 4. Distinguish between fantasy and reality. 5. Recognize predictable patterns in stories. Today is Monday: Choosing Books Carefully choosing what we read helps us find books that we ll enjoy: pages 40-51 Choosing Books and Knowing Yourself as a Reader: page 23 Happy s Feet: Day 5 Independent Oral Reading Retell the Story to a Classmate: page 332 The Tree Stump: After Reading Discuss the Text: Analyze Character Happy Feet: Day 5 Lesson Objective practice asking for help when they don t understand something they read: page 332 Panda Babies: Focus for Instruction Reading Skill: Retell Baby Talk: Day 1 Lesson Objective determine if a book is fiction or nonfiction: page 246 Red or Blue? Focus for Instruction Reading Skill: Distinguish Between Reality and Fantasy Noggin and Bobbin: Day 5 Lesson Objective use story patterns to predict: page 92 Guided Reading Examples: All of the Guided Reading selections in the Kindergarten program use repetitive text. This feature just needs to be brought to the attention of the students. 15
BENCHMARKS Writing Process Standard: Students writing develops when they regularly engage in the major phases of the writing process. The writing process includes the phases of prewriting, drafting, revising and editing and publishing. They learn to plan their writing for different purposes and audiences. They learn to apply their writing skills in increasingly sophisticated ways to create and produce compositions that reflect effective word and grammatical choices. Students develop revision strategies to improve the content, organization and language of their writing. Students also develop editing skills to improve writing conventions. By the end of the 3-4 program: Benchmark A: Generate ideas and determine a topic suitable for writing. Benchmark B: Determine audience and purpose for selfselected and assigned writing tasks. Benchmark C: Apply knowledge of graphics or other organizers to clarify ideas of writing assessments. Benchmark D: Spend the necessary amount of time to revisit, rework and refine pieces of writing. Benchmark E: Use revision strategies to improve the coherence of ideas, clarity of sentence structure and effectiveness of word choices. Program Overview: Literacy Centers: Writing Center: pages 26-27 Features of Your Teaching Plan Cover: Additional Activities Writing: page 39 An Overview of a Guided Reading Lesson: Writing: pages 40-41 Correlator s Note: The writing activities suggested in the lessons, do not directly suggest the major phases of the writing process be used, but they do provide the opportunity to address these benchmarks and indicators. Noggin and Bobbin: Center Activities Writing Center: page 377 Why Do Mosquitoes Buzz in People s Ears: Center Activities Writing Center: page 389 The Snowy Day: Center Activities Writing Center: page 215 Strega Nona: Center Activities Writing Center: page 353 See Graphic Organizers on pages 400, 401, 402 to be used with some of the Shared Reading lessons. Happy s Hat: Center Activities Writing Center: page 323 Two Friends: Center Activities Writing Center: page 173 A Friend: Center Activities Writing Center: page 173 The Best Place: Center Activities Writing Center: page 161 16
Benchmark F: Use a variety of resources and reference materials to select more effective vocabulary when editing. Benchmark G: Edit to improve sentence fluency, grammar and usage. Benchmark H: Apply tools to judge the quality of writing. Water: Center Activities Writing Center: page 149 Push and Pull: Center Activities Writing Center: page 269 My Shapes: Center Activities Writing Center: This writing activity could be done on a computer with teacher assistance: page 29 The Snowy Day: Center Activities Writing Center: page 215 No Evidence Found 17
Kindergarten Indicators Prewriting 1. Generate writing ideas through discussions with others. Baby Talk: Center Activities Writing Center: page 95 A Friend: Center Activities Writing Center: page 173 2. Choose a topic for writing. What is Green? Center Activities Writing Center: page 107 The Best Places: Center Activities Writing Center: page 161 3. Determine audience. Water: Center Activities Writing Center: page 149 The Best Place: Center Activities Writing Center: page 161 Drafting, Revising and Editing 4. Organize and group related ideas. 5. Write from left to right and top to bottom. 6. Use correct sentence structures when expressing thoughts and ideas. What Will You Pack? Center Activities Writing Center: page 137 Hiding: Center Activities Writing Center: page 173 What is Green? Center Activities Writing Center: page 107 What Will You Pack? Center Activates Writing Center: page 137 Baby Talk: Center Activities Writing Center: page 95 The Snowy Day: Center Activities Writing Center: page 215 7. Reread own writing. Today is Monday: Center Activities Writing Center: page 41 Push and Pull: Center Activities Writing Center: page 269 8. Use resources (e.g., a word wall) to enhance vocabulary. Publishing 9. Rewrite and illustrate writing samples for display and for sharing with others. None found Happy s Hat: Center Activities Writing Center: page 323 Strega Nona: Center Activities Writing Center: page 353 18
BENCHMARKS Writing Applications Standard: Students need to understand that various types of writing require different language, formatting and special vocabulary. Writing serves many purposes across the curriculum and takes various forms. Beginning writers learn about the various purposes of writing; they attempt and use a small range of familiar forms (e.g., letters). Developing writers are able to select text forms to suit purpose and audience. They can explain why some text forms are more suited to a purpose and audience. They can explain why some text forms are more suited to a purpose than others and begin to use content-specific vocabulary to achieve their communication goals. Proficient writers control effectively the language and structural features of a large repertoire of text forms. They deliberately choose vocabulary to enhance text and structure their writing according to audience and purpose. Program Overview: Literacy Centers: Writing Center: pages 26-27 Features of Your Teaching Plan Cover: Additional Activities Writing: page 39 An Overview of a Guided Reading Lesson: Writng: pages 40-41 Correlator s Note: The writing activities suggested in the lessons, do not directly suggest the major phases of the writing process be used, but they do provide the opportunity to address this benchmark. By the end of the K-3 program: Benchmark A: Compose writings that convey a clear message and include well-chose details. Baby Talk: Center Activities Writing Center: page 95 Seeds: Center Activities Writing Center: page 335 Benchmark B: Write responses to literature that demonstrate an understanding of a literary work. Center: page 323 Benchmark C: Write friendly None found letters and invitations complete with date, salutation, body, closing and signature. Kindergarten Indicators 1. Dictate or write simple 19 What is Green? Center Activities Writing Center: page 107 Happy s Hat: Center Activities Writing
stories, using letters, words or pictures. 2. Name or label objects or places. 3. Write from left to right and from top to bottom. 4. Dictate or write informal writings for various purposes. The Best Places: Center Activities Writing Center: page 161 The Snowy Day: Center Activities Writing Center: page 215 My Shapes: Center Activities Writing Center: page 29 What Will Happen? Center Activities Writing Center: page 137 What is Green? Center Activities Writing Center: page 107 Water: Center Activities Writing Center: page 149 I found many writing activity suggestions. These activities include: Make a Shape Book; Make a Book Cover; Write a New Page to a Story; Make a Color Book; Write About Friendship; Respond to a Story; Write an Additional Chapter; 20
BENCHMARKS Writing Conventions Standard: Students learn to master writing conventions through exposure to good models and opportunities for practice. Writing conventions include spelling, punctuation, grammar and other conventions associated with forms of written text. They learn the purpose of punctuation: to clarify sentence meaning and help readers know how writing might sound aloud. They develop and extend their understanding of the spelling system, using a range of strategies for spelling words correctly and using newly learned vocabulary in their writing. They grow more skillful at using the grammatical structures of English to effectively communicate ideas in writing and to express themselves. By the end of the K-3 program: Benchmark A: Print legibly using appropriate spacing. Benchmark B: Spell gradeappropriate words correctly. Benchmark C: Use conventions of punctuation and capitalization in written work. Benchmark D: Use grammatical structures in written work. Program Overview: Literacy Centers: Writing Center: pages 26-27 Features of Your Teaching Plan Cover: Additional Activities Writing: page 39 An Overview of a Guided Reading Lesson: Writing: pages 40-41 Correlator s Note: The writing activities suggested in the lessons, do not directly suggest students use writing conventions, but they do provide the opportunity to address these benchmarks and indicators. Water: Center Activities Writing Center: page 149 Let s Move: After Reading Make Connections The Snowy Day: Center Activities Writing Center: page 215 Max s Box: After Reading Make Connections Push and Pull: Center Activities Writing Center: page 269 On the Road: After Reading Determine Cause and Effect Why Do Mosquitoes Buzz in People s Ears: Center Activities Writing Center: page 389 Noggin and Bobbin: Center Activities: 21
Kindergarten Indicators Handwriting 1. Print capital and lowercase letters, correctly spacing the letters. 2. Leave spaces between words when writing. Spelling 3. Show characteristics of early letter name-alphabetic spelling. 4. Use some end consonant sounds when writing. Punctuation and Capitalization 5. Place punctuation marks at the end of sentences. Writing Center: page 377 Push and Pull: Center Activities Writing Center: page 269 Which Weighs More? Digging Deeper Vocabulary: Descriptive Words What is Green? Center Activities Writing Center: page 107 The Way Things Were: Writing Extension Activity on Back Cover Baby Talk: Center Activities Writing Center: page 95 Tick Tock World Clocks: Writing Extension Activity on Back Cover The Best Places: Center Activities Writing Center: page 161 Small and Large: Digging Deeper: Vocabulary: Synonyms A Friend: Center Activities Writing Center: page 173 Happy s Hat: Center Activities - Writing Center: page 323 22
BENCHMARKS Standard: Research Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological sources. Students use an appropriate form to communicate their findings. By the end of the K-3 program: Benchmark A: Generate questions for investigation and gather information from a variety of sources. Benchmark B: Retell important details and findings. Kindergarten Indicators 1. Ask questions about a topic being studied or an area of interest. 2. Use books or observations to gather information, with teacher assistance, to explain a topic or unit of study. 3. Recall information about a topic, with teacher assistance. 4. Share findings visually or orally. Program Overview: An Overview of a Guided Reading Lesson: Additional Activities: pages 40-41 Assessment Handbook: Checklist of Good Habits: page 58 Correlator s Note: Extension activities suggested in the lessons, do not directly suggest students do research, but they do provide the opportunity to address this benchmark. Then and Now: Introduce the Book: Use What You Know: page 258 Panda Babies: Before Reading Focus Attention What Will You Pack? Day 5 practice retelling a story in sequence: page 146 Furry: Focus for Instruction Reading Skill: Retell Water: Day 4 Lesson Objectives: talk with other about what they know: page 156 Panda Babies: Before Reading Focus Attention Baby Talk: Learning Information From Nonfiction Nonfiction books open doors to information about the world. Great readers use reading strategies as keys to accessing that information: page 244 Panda Babies: Before Reading Focus Attention Looking at Cities: Day 1 Lesson Objective identify ways nonfiction books present information: page 282 Furry: Focus for Instruction Reading Skill: Retell Water: Center Activities Writing Center: 23
page 149 Panda Babies: Before Reading Focus Attention 24
BENCHMARKS Communications: Oral and Visual Standard: Students learn to communicate effectively through exposure to good models and opportunities for practice. By speaking, listening and providing and interpreting visual images, they learn to apply their communication skills in increasingly sophisticated ways. Students learn to deliver presentations that effectively convey information and persuade or entertain audiences. Proficient speakers control language and deliberately choose vocabulary to clarify points and adjust presentations according to audience and purpose. By the end of the K-3 program: Benchmark A: Use active listening strategies to identify the main idea and to gain information from oral presentations. Benchmark B: Connect prior experiences, insights and ideas to those of a speaker. Benchmark C: Follow multi-step directions. Benchmark D: Speak clearly and at an appropriate pace and volume. Program Overview: The Key Principals: Provide opportunities for students to collaborate and talk about their learning: pages 2-3 The 7 Habits of Great Readers: Great Readers Think Critically About Books: pages 10-11 Literacy Centers: Response Center: pages 26-27 Features of Your Shared Reading 5-Day Planner: Day 5 Retelling: pages 34-35 Features of Your Teaching Plan Cover: Additional Activites: page 39 Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group? Comprehension and Retelling Assessment Handbook: Retelling Rubric: page 33 Oral Language Behaviors Checklist: page 49 Correlator s Note: Extension activities suggested in the lessons, do not directly address these benchmarks and indicators, but they do provide the opportunity to address them. Strega Nona: Day 5 Lesson Objective retell story in sequential order using a story map: page 362 My Glasses: Focus for Instruction Reading Skill: Main Idea and Details Then and Now: Day 2 Lesson Objective: make text-to-self connections to what they read: page 260 Recess: Focus for Instruction Make Connections: Text-to-Self Fire Engines: Day 2 Lesson Objective mark a favorite page in a book: page 314 Red or Blue? Digging Deeper Concepts of Print: First Letter of a Word Elephants: Day 5 Oral Pre-telling Thinking Sequentially: page 62 25
Benchmark E: Deliver a variety of presentations that include relevant information and a clear sense of purpose. Shoes: Before Reading Focus Attention Then and Now: Center Activities Response Center: page 365 Cycles: Center Activities: Response Center: page 53 26
Kindergarten Indicators Listening and Viewing 1. Listen attentively to speakers, stories, poems and songs. 2. Connect what is heard with prior knowledge and experience. 3. Follow simple oral directions. Speaking Skills and Strategies 4. Speak clearly and understandably. Speaking Applications 5. Deliver informal descriptive or informational presentations about ideas or experiences in logical order beginning with a beginning, middle and end. 6. Recite short poems, songs and nursery rhymes. Dancing: Introduce the Poem Use What You Know: page 54 Stop! Before Reading Focus Attention Push and Pull: Day 5 Lesson Objective Children will discuss what they already know about pushing and pulling and what they learned: page 278 Catching: Focus for Instruction Reading Skill: Make Connections: Text-to-Self Sunflower: Center Activities Audio Center; Vocabulary Builder: page 119 Dig Down: Digging Deeper Vocabulary: Opposites Push and Pull: Day 5 Lesson Objective discuss what they already know about pushing and pulling and what they learned: page 278 Little House: Before Reading Discussion Strega Nona: Day 5 Lesson Objective retell a story in sequential order using a story map: page 362 The Tree Stump: After Reading Understand Sequence of Events Sand: Day 5 -Introduce the Poem Use What You Know: page 344 Elephants: Day 5 Support retelling a story in sequence: page 53 27
A Correlation of the Five Essential Components of Effective Reading Instruction with Celebration Press Reading: Good Habits, Great Readers Kindergarten Phonemic Awareness: The ability to hear and manipulate the sound structure of language. It is a strong predictor of reading success. Phonemic Awareness is an auditory skill and consists of multiple components. What Students Need to Learn: Spoken words consist of individual sounds (phonemes). Words can be segmented into sounds and these sounds can be blended and manipulated. Phonemic awareness skills are used to blend sounds to read words and to segment sounds to spell words. Key Research Findings: Phonemic awareness can be taught and learned. Phonemic awareness instruction helps children learn to read. Phonemic awareness instruction helps children learn to spell. Phonemic awareness instruction is most effective when children are taught to manipulate phonemes by using the letters of the alphabet. Phonemic awareness instruction is most effective when it focuses on only one or two types of phoneme manipulation, rather than several types. Program Overview: The Shared Reading weekly plan includes daily mini-lessons on phonemic awareness: page 4 Literacy Centers and Independent Work are routines which extend and reinforce aspects of reading taught in whole-class or small-group lessons: page 5 The Five Domains of Reading: Phonemic Awareness: page 6-7 Skills Covered in Celebration Press Reading: Phonemic Awareness: page 16 Literacy Centers: Word Study: page 27 Assessment Handbook (K/1) Setting Benchmark Expectations: page 16 Running Record: page 41 Early Reading Behaviors Checklist: page 47 Checklist of Good Habits: page 54 Shared Reading: Day 3 Phonemic Awareness/Phonics: Each weekly lesson addresses gradeappropriate, text-based phonemic awareness and phonics instruction gives children opportunities to practice skills appropriate to the Shared Reading selection. Skills include; Word Segmentation, Recognize Rhyme, Discriminate Rhyme, Listen for Syllables, Blending Syllables, Rhyme, Phoneme Categorization, Phoneme Identity, Phoneme Isolation, Onset and Rime Blending, Oral Blending, Phoneme Deletion, Phoneme Segmentation, Phoneme Addition, Phoneme Substitution. Center Activities Word Study: The Word Study center allows students to practice independently what they have learned about making and reading words. In this center, students apply and reinforce strategies for lettersound correspondence, phonemic awareness, spelling, and phonics and word 28
recognition. When possible, this center with magnetic or other letters, dry-erase boards, markers, erasers, pictures for word or letter sorts, letter trays, letter tiles, and word or letter games. Best Practice Routines: Blending: page 16-17 29
Guided Reading Examples: Guiding the Reading: After Reading: The Guided Reading lesson plans address the following Phonemic Awareness skills; Rhyme, Isolation, Syllable Blending, Phoneme Categorization, Phoneme Identity, Phoneme Segmentation, Onset/Rhyme Blending, Oral Blending, Phoneme Substitution, Kindergarten High Priority Items Phonemic Awareness Instruction Criterion Shared Reading Examples: Today is Monday: Day 3: Mini-lesson Phonemic Awareness: Word Segmentation: page 46 Strega Nona: Day 3: Mini-lesson Phonemic Awareness: Blending Syllables: page 196 The Snowy Day: Day 3: Mini-lesson Phonemic Awareness: Phoneme Isolation: page 220 1. Progresses from the Guided Reading Examples: easier phonemic awareness The Bath: After Reading: Phonics Mini-lesson activities to the more Phonemic Awareness: Phoneme Isolation difficult (e.g., isolation, A Rain Drop: After Reading: Phonics Mini-lesson blending, segmentation, and Phonemic Awareness: Syllable Blending manipulation). Homes Around the World: After Reading: Phonics Mini-lesson Phonemic Awareness: Phoneme Segmentation Words Their Way - Kindergarten Sorts: Sort 3: Rhyming Sorts at, -an: pages 9-12 Sort 4: Rhyming Sorts ad, -ap, -ag: pages 13-16 Sort 5: Rhyming Sorts op, -ot, -og: pages 17-20 Sort 6: Rhyming Sorts et, -eg, -en: pages 21-24 Sort 7: Rhyming Sorts ug, -ut, -un: pages 25-28 Shared Reading Examples: Noggin and Bobbin: Day 3: Mini-lesson Phonemic Awareness: Listen for Syllables: page 88 The Best Bug Parade: Day 3: Mini-lesson Phonemic Awareness: Phoneme Identity: page 232 Happy s Hat: Center Activities Word Study Days 1-5: page 262 2. Teaches skills explicitly Guided Reading Examples: and systematically. Catching: After Reading: Phonics Mini-lesson Phonemic Awareness: Rhyme Which Weighs More: After Reading: Phonics Minilesson Phonemic Awareness: Oral Blending Signs: After Reading: Phonics Mini-lesson Phonemic Awareness: Phoneme Isolation Correlator s Note: Each Phonemic Awareness lesson in every Guided Reading title, systematically addresses the ability to hear and manipulate the sound structure of language, which can be found in the After Reading Phonics Mini-lesson. Words Their Way - Kindergarten Sorts: The activities in this component of the program provide students the opportunity to practice phonemic awareness skills through explicit and systematic instruction. Phonemic Awareness skills addressed include; Rhyming, letter recognition, Beginning Sounds, Ending Sounds, Word Families, 30
Sort Vowels, 31
3. Models phonemic awareness tasks and responses orally and follows with students production of the task. 4. Integrates letter-sound correspondence instruction to phonological awareness. 5. Focuses on segmentation or the combination of blending and segmenting for greatest transfer. Shared Reading Examples: Sunflower: Day 3: Mini-lesson Phonemic Awareness: Phoneme Categorization: page 124 Happy s Hat: Day 3: Mini-lesson Phonemic Awareness: Oral Blending: page 328 Strega Nona: Center Activities Word Study Days 1-5: page 353 Guided Reading Examples: Dig Down: After Reading Phonics Mini-lesson: Phonemic Awareness: Phoneme Categorization Growing: After Reading Phonics Mini-lesson: Phonemic Awareness: Phoneme Identity All About Me: After Reading Phonics Minilesson: Phonemic Awareness: Oral Blending Words Their Way - Kindergarten Sorts: Most of the activities in this component of the program models phonemic awareness skills, they include; letter recognition, rhyming, beginning sounds, word families, and short vowels. Shared Reading Examples: What Will You Pack? Center Activities Word Study Days 4 and 5: page 137 Why Mosquitoes Buzz in People s Ears: Center Activities Word Study Days 4 and 5: page 204 The Best Bug Parade: Center Activities Word Study Day 1-5: page 227 Guided Reading: Recess: After Reading Phonics Mini-lesson: Phonics: Initial Consonant /j/. How to Make a Hen House: After Reading Phonics Mini-lesson: Phonics: Word Family en. The Drum Book: After Reading Phonics Minilesson: Phonics: Final Consonant m. Words Their Way Kindergarten Sorts: Sort 3: Rhyming Sort at, -an: pages 9-12 Sort 8: Letter Recognition a, b, t: pages 29-35 Sort 17: Beginning Sounds b, m: pages 92-95 Sort 27: Word Families at, -et: pages 134-138 Sort 33: Short Vowels a, i :pages 166-169 Shared Reading Examples: Happpy s Hat: Day 3 Phonemic Awareness Oral Blending: page 328 Strega Nona: Day 3 Phonemic Awareness Phonemic Awareness: Phoneme Segmentation: page 358 Baby Talk: Day 3 Phonemic Awareness Blending Syllables: page 100 Guided Reading Examples: Who Reads: After Reading Phonics Mini-lesson: Phonemic Awareness: Syllable Blending Machines: After Reading Phonics Mini-lesson: Phonemic Awareness: Phoneme Segmentation Make a Pinata: After Reading Phonics Minilesson: Phonemic Awareness: Onset/Rhyme Blending 32
Kindergarten Discretionary Items Shared Reading Examples: Today is Monday: Center Activities Word Study: Sort 3: Rhyming Sort at, -an: page 41 What Will You Pack: Center Activities Word Study: Sort 28: Word Families an, -en: page 137 The Best Place: After Reading Mini-lesson: Phonics: Word Family et: page 166 1. Focuses beginning Guided Reading Examples: instruction on the phonemic Baseball: After Reading Phonics Mini-lesson: level of phonological units Phonemic Awareness: Rhyme with short words. (two and Stop: After Reading Phonics Mini-lesson: three phonemes; e.g., at, Phonemic Awareness: Phoneme Isolation mud, run). At the Museum: After Reading Phonics Minilesson: Phonemic Awareness: Phoneme Isolation Words Their Way Kindergarten Sorts: Sort 27: Word Families at, -et: pages 134-138 Sort 28: Word Families an, -en: pages 139-143 Sort 29: Word Families ig, -og: pages 144-148 Sort 30: Word Families -in, -un: pages 149-153 Sort 31: Word Families at, -et, -ut: pages 154-160 Sort 32: Word Families an, -en, -in, -un: pages 161-165 Shared Reading Examples: The Best Place: Center Activities Word Study: Sort 27: Word Families at, -et: page 161 Strega Nona: Center Activities Word Study: Sort 5: Rhyming Sort op, -ot, -og: page 191 2. Makes students cognitive Guided Reading Examples: manipulations of sounds Recess: Options for Further Instruction Digging overt by using auditory cues Deeper: Concepts of Print: Know the Difference or manipulatives that signal Between Individual Letters and Words the movement of one sound to Homes Around the World: After Reading Phonics the next. Mini-lesson: Phonemic Awareness: Phoneme Segmentation Make a Pinata: After Reading Phonics Minilesson: Phonemic Awareness: Onset/Rhyme Blending Shared Reading Examples: Strega Nona: Day 3 Phonemic Awareness: Blending Syllables: page 196 3. Focuses first on the The Snowy Day: Day 3 Phonemic Awareness: initial sound (sat), then on Phoneme Isolation: page 220 the final sound (sat), and Correlator s Note: lastly on the medial sound Many of the Guided Reading lessons focus on the (sat) in words. initial, final, and short vowel sounds within the phonics part of the lesson. Thirty- seven titles address the initial sounds in short words, most appearing early in the program. Ten titles address the final sound in short words, most appearing in the middle and at the end of the program. Twenty- seven titles address the short vowel sounds, most appearing at the end of the program. Words Their Way Kindergarten Sorts: 33
Sort 18: Beginning Sounds r, s: pages 96-99 Sort 36: Short Vowels a, e, i, o, u: pages 179-185 34
4. Provides brief instructional sessions. (Significant gains in phonemic awareness are often made in 15 to 20 minutes of daily instruction and practice over a period of 9 to 12 weeks.) Shared Reading: Each weekly Shared Reading lesson focuses on Phonemic Awareness skills on Day 3 and the Word Study activities from the Kindergarten Sorts from Words Their Way, take just a few minutes to execute. Guided Reading Examples: Each of the Guided Reading titles addresses brief instructional sessions in phonemic awareness skills, which require 15-20 minutes of daily instruction. However, the time period exceeds the suggested period of 9-12 weeks. All 85 of the Guided Reading titles incorporate phonemic awareness lessons. Words Their Way Kindergarten Sorts: The activities in the Kindergarten Sorts are designed to be brief and focus on phonemic awareness skills. These activities are addressed in Shared Reading lessons through the Center Activities. 35
Phonics: The ability to recognize words accurately, fluently, and independently is fundamental to reading in an alphabetic writing system. For kindergarten students, critical skills include learning to associate sounds with letter, using those associations to decode and read simple words, and learning to recognize important non-decodable words. What Students Need to Learn: Accurate and rapid identification of the letters of the alphabet The alphabetic principle Phonics elements The application of phonics elements to reading and writing. Key Research Findings: More effective than non-systematic or no phonics instruction Significantly improves kindergarten and first grade children s word recognition and spelling Significantly improves children s reading comprehension Effective for children from various social and economic levels Particularly beneficial for children who are having difficulty learning to read and who are at risk for developing future reading problems Most effective when introduced early Not an entire reading program for beginning readers Program Overview: The Shared Reading weekly plan includes daily mini-lessons on phonics/word study: page 4 Literacy Centers and Independent Work are routines which extend and reinforce aspects of reading taught in whole-class or small-group lessons: page 5 The Five Domains of Reading: Phonics: page 6-7 Skills Covered in Celebration Press Reading: Phonics: page 16 Literacy Centers: Word Study: page 27 Assessment Handbook (K/1) Setting Benchmark Expectations: page 16 Running Record: page 41 Early Reading Behaviors Checklist: page 47 Checklist of Good Habits: page 54 Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group? Phonics: Front Cover Shared Reading: Day 2 and 3 Phonemic Awareness/Phonics: Each weekly lesson addresses grade-appropriate, text-based phonemic awareness and phonics instruction gives children opportunities to practice skills appropriate to the Shared Reading selection. Skills include; Letter Recognition, Word Families, Initial Consonants, Short Vowels, Final Consonants. Center Activities Word Study: The Word Study center allows students to practice independently what they have learned about making and reading words. In this center, students apply and reinforce strategies for lettersound correspondence, phonemic awareness, spelling, and phonics and word recognition. When possible, this center with magnetic or other letters, dry-erase boards, markers, erasers, pictures for word or letter sorts, letter trays, letter tiles, and word or letter games. Best Practice Routines: Blending: page 16-17 Guided Reading Examples: Guiding the Reading: After Reading - Phonics: The Guided Reading lesson plans address the following Phonics skills; Initial Consonants, Final 36