Dear Kindergarten ELA teacher, Welcome to the new version of the 2013-2014 BCPS ELA Curriculum Planning Guide. There have been some changes to the guide. Please take a moment to look over these changes. Technology is embedded in the Common Core State Standards (see Technology Curriculum). Work closely with your Media Specialist to ensure that the technology piece is implemented. Please note that this is a living document and will most likely change as we make our way through it this year. Your suggestions, concerns and ideas are always welcome and the document will be adjusted accordingly as we progress through the year. The following changes have been made to the Planning Guide this year: The Curriculum Pacing Guide is aligned to the Common Core State Standards, Skills, and Assessment. Kindergarten is now focusing on a three week unit of study. There will be an overview of the CCSS s your student should know at the beginning of every twelve weeks. Essential questions were added for ELA. A K-3 Dolch Sight Word List will be used district-wide. We have added a district-wide writing timeline for teachers to follow. Additional lessons in narrative, informative/explanatory, and opinion writing are to occur throughout the school year. Research and Writing Projects will be based on content area topics. The district has chosen to identify certain genres that will remain a focus at each grade level. The focus is on the content that is taught based on the CCSS s rather than the resource (Macmillan) that is used. This allows the teacher flexibility to teach the content using materials that best meet the needs of individual students. If you have suggestions, concerns or ideas please email Joan Anderson, andersonj@bcschools.net. These suggestions can be added to future Planning Guides. We hope you have a wonderful 2013-2014 school year! Kindergarten Curriculum Team
At the end of 12 weeks your students will know: Reading Recognize and name all upper- and lowercase letters of the alphabet. Recognize and produce the sounds of letters. Understand the organizations and basic features of books and print. Understand the relationship between illustrations and text in a book. Identify characters, setting, and major events in a story. Retell a story after listening to the story. Writing Print many upper- and lowercase letters. Use drawing and writing to explain or provide information. Write and/or draw pictures about ta specific topic and provide details about the topic. Describe familiar people, places, things, and events. Add drawings to descriptions to provide additional detail. Use drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in order and provide a reaction to what happened. (MAISA Units)
Essential Questions: 1. What do good readers do? 2. Where do I start reading? 3. Can you follow print? 4. How do writers use talk to focus, rehearse, and share their stories? 5. How do writers learn the process for writing? 6. How do writers make their writing ready for the world? RL.K.2 With prompting and support, retell Weeks 1-3 familiar stories, including key details. DiBels Dolch List Weeks 1-3 RL.K.5 Recognize common types of texts Classroom/School Rules (e.g., storybooks, poems). Constitution Day MLPP Macmillan Series RL.K.6 With prompting and support, name Self-help Skills (Smart Start) the author and illustrator of a story and define the role of each in telling the story. Letters: Introduce all for DRA (Unit 1) RL.K.7 With prompting and support, describe exposure the relationship between illustrations and the Word List Daily 5 story in which they appear (e.g., what moment Trade Books in the Genre in a story an illustration depicts). Weeks 4-6 Weeks 4-6 Writing Sample RL.K.10 Actively engage in group reading ( Begin Writing Portfolio) Bookflix activities with purpose and understanding. Listening Comprehension All About Me RI.K.1 With prompting and support, ask and Tumble Books Recognizing Text Structure answer questions about key details in a text. RI.K.2 With prompting and support, identify Making Predictions Orton Gillingham the main topic and retell key details of a text. RI.K.5 Identify the front cover, back cover, Letters: Mm, Aa Raz Kids and title page of a book. Focus Words: I, can, we, RI.K.6 Name the author and illustrator of a the, a, red, on text and define the role of each in presenting MAISA Units of Study the ideas or information in a text. RI.K.7 With prompting and support, describe Launch Writers Workshop 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). Orientation/Procedures
RF.K.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. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. f. Produce and expand complete sentences in shared language activities. L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Essential Questions: 1. Am I clear about what I just read? How do I know? 2. Can I describe the adventures and experiences of characters in a story? 3. How do writers make books just like the ones they read? 4. How do writers live and work like scientists? Weeks 7-9 Weeks 7-9 Weeks 7-9 RL.K.1 With prompting and support, ask Asking Questions DiBels Dolch List and answer questions about key details in Compare and Contrast (MiBLSi schools) Friends a text. Identify Characters Macmillan Series RL.K.2 With prompting and support, MLPP (Unit 2) retell familiar stories, including key details. Letters: Ss, Pp (Optional) RL.K.3 With prompting and support, Daily 5 identify characters, settings, and major Focus Words: like, it, blue, DRA events in a story. one, to, big, get (Optional) Trade Books in the Genre RL.K.5 Recognize common types of texts (e.g., storybooks, poems). Writing: Opinion (ex. My and define the role of each in telling the story. RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RI.K.1 With prompting and support, ask and answer questions about key details in a text. RF.K.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. RL.K.6 With prompting and support, Favorite book is ), name the author and illustrator of a story Informative writing Word List Writing Sample Bookflix Tumble Books Orton Gillingham Raz Kids MAISA Unit of Study
c. Understand that words are separated by spaces in print. d. Recognize and name all upper-and lowercase letters of the alphabet. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is ). W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Weeks 10-13 Transportation RL.K.1 With prompting and support, ask and answer questions about key details in a text. RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RL.K.5 Recognize common types of texts (e.g., storybooks, poems). RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.10 Actively engage in group reading activities with purpose and understanding. RI.K.1 With prompting and support, ask and answer questions about key details in a text. RI.K.10 Actively engage in group reading activities with purpose and understanding. RF.K.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. RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Blend and segment onsets and rimes of single-syllable spoken words. c. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Weeks 10-13 Recognize Story Structure Make and Confirm Predictions Classify and Organize Identify Character and Plot Letters: Tt, Ii Focus Words: see, go, in, and, up, run, new DiBels (MiBLSi schools) MLPP (Optional) DRA (Optional) Word List Writing Sample Dolch List Macmillan Series (Unit 3) Daily 5 Trade Books in the Genre Bookflix Tumble Books Orton Gillingham Raz Kids MAISA Unit of Study
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. See CCSS L.K.5 With guidance and support from adults, explore word relationships and nuances in word meaning. See CCSS L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
At the end of 24 weeks your students will know: Reading Ask and answer questions about key details in a text. Ask and answer questions about unknown words in a text. (Continue first 12 weeks standards along with the following standards.) Compare and contrast the adventures and experiences of characters in familiar stories. Describe the connection between two individuals, events, ideas, or pieces of information in a text. Read sight words. Associate the long and short sounds with common spellings for the five major vowels. Recognize and produce rhyming words, and syllables as well as sounds at the beginning, middle, and end of words. Writing With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Capitalize the first word in a sentence and the pronoun I. Spell simple words, drawing on knowledge of sound letter relationships. Recognize, name, and use end punctuation in writing sentences. How to write a procedural/informational text. (MAISA Unit of Study)
Essential Questions: 1. Can I capitalize the first word in a sentence along with the pronoun I? 2. Can I describe the connection between two individuals, events, ideas, or pieces of information in a text? 3. Can I spell simple words that relate to the picture/drawing I created? 4. How do writers use pattern books to communicate meaning? 5. How do writers finish and publish their pattern books? 6. How do writers write small moments with details, purpose, and feeling? Weeks 14-16 Weeks 14-16 RL.K.1 With prompting and support, ask and DiBels Dolch List Weeks 14-16 answer questions about key details in a text. Recognize Story Structure RL.K.2 With prompting and support, retell Identify Character and Plot MLPP Macmillan Series Senses familiar stories, including key details. Summarizing (Unit 4) RL.K.3 With prompting and support, identify Sequencing DRA characters, settings, and major events in a story. Making Inferences RL.K.5 Recognize common types of texts (e.g., Word List Daily 5 storybooks, poems). RL.K.9. With prompting and support, compare Letters: Nn, Cc and contrast the adventures and experiences of Writing Sample Trade Books in the Genre characters in familiar stories. Focus Words: have, is, play, RL.K.10 Actively engage in group reading yellow, not, at, eat Bookflix activities with purpose and understanding. RI.K.1 With prompting and support, ask and Tumble Books answer questions about key details in a text. RI.K.10 Actively engage in group reading Orton Gillingham activities with purpose and understanding. RF.K.1 Demonstrate understanding of the Raz Kids organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. MAISA Unit of Study 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.
RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words c. Blend and segment onsets and rimes of single-syllable spoken words. e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). e. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provided a reaction to what happened. L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. See CCSS L.K.5 With guidance and support from adults, explore word relationships and nuances in word meaning. See CCSS L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Weeks 17-19 Animals Weeks 17-19 RL.K.1 With prompting and support, ask and answer questions about key details in a text. RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RL.K.4 Ask and answer questions about unknown words in a text. RL.K.5 Recognize common types of texts (e.g., storybooks, poems). RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.10 Actively engage in group reading activities with purpose and understanding. RI.K.1 With prompting and support, ask and answer questions about key details in a text. RI.K.10 Actively engage in group reading activities with purpose and understanding. RF.K.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. Weeks 17-19 Recognize Story Structure Make and Confirm Predictions Classify and Categorize Identify Character and Plot Letters: Ff, oo Focus Words: down, did, no, yes, look, my our DiBels MLPP DRA Word List Writing Sample Dolch List Macmillan Series (Unit 5) Daily 5 Trade Books in the Genre Bookflix Tumble Books Orton Gillingham Raz Kids MAISA Unit of Study
RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. c. Blend and segment onsets and rimes of single-syllable spoken words. e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. See CCSS L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. See CCSS L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Weeks 20-22 Weeks 20-22 Weeks 20-22 DiBels Dolch List Neighborhood RL.K.1 With prompting and support, ask and answer questions about key details in a text. RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RL.K.5 Recognize common types of texts (e.g., storybooks, poems). RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.10 Actively engage in group reading activities with purpose and understanding. RI.K.1 With prompting and support, ask and answer questions about key details in a text. RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K4 With prompting and support, ask and answer questions about unknown words in a text. RI.K.10 Actively engage in group reading activities with purpose and understanding. Summarize Identify Main Idea and Key Details Retell (Comprehension) Letters: Hh, Dd, Rr Focus Words: are, for, you, two, three, all, four MLPP DRA Word List Writing Sample Macmillan Series (Unit 6) Daily 5 Trade Books in the Genre Bookflix Tumble Books Orton Gillingham Raz Kids
RF.K.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. RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. c. Blend and segment onsets and rimes of single-syllable spoken words. e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. See CCSS
L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. See CCSS L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. See CCSS L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Weeks 23-25 Weather Weeks 23-25 RL.K.1 With prompting and support, ask and answer questions about key details in a text. RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RL.K.5 Recognize common types of texts (e.g., storybooks, poems). RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.10 Actively engage in group reading activities with purpose and understanding. Weeks 23-25 Visualize Identify Main Ideas and Details Identify Setting Distinguish between Fantasy and Reality Rhyming Letters: Ee, Bb, Ll Focus Words: am, ate, be, do, black, good, now, came Writing: Adding details to writing DiBels MLPP DRA Word List Writing Sample Dolch List Macmillan Series (Unit 7) Daily 5 Trade Books in the Genre Bookflix Tumble Books Orton Gillingham Raz Kids MAISA Unit of Study
RI.K.1 With prompting and support, ask and answer questions about key details in a text. RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K4 With prompting and support, ask and answer questions about unknown words in a text. RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text. RI.K.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). RI.K.10 Actively engage in group reading activities with purpose and understanding RF.K.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.
RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. c. Blend and segment onsets and rimes of single-syllable spoken words. e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. See CCSS
L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. See CCSS L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. See CCSS L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
At the end of 36 weeks your students will know: Reading (Continue with previous standards along with the following standards.) Ask and answer questions about key details in text. Actively engage in group reading activities. Read sight words. Identify new meanings for familiar words apply them accurately. Use the most frequently occurring affixes the meaning of unknown words. Writing Use a combination of drawing, dictating, and writing to compose opinion pieces in which students tell the topic or the name of a book they are writing about and state an opinion or preference about the topic or book. (MAISA Units) With guidance and support from adults, write to respond to questions from peers to strengthen writing. With guidance and support from adults, use digital tools to produce and publish writing. Use words and phrases acquired through conversations and reading activities. Will know how to compose a research project.
Essential Questions: 1. Am I actively engaging in group reading activities? 2. Can I read and write high frequency words? 3. How do writers write to express an opinion? 4. How do writers generate How To books? 5. How do writers plan and write information in an organized way? Weeks 26-28 Weeks 26-28 RL.K.1 With prompting and support, ask and Recognize Text Structure DiBels Dolch List answer questions about key details in a text. Sequence of Events Plants RL.K.2 With prompting and support, retell Retelling MLPP Macmillan Series familiar stories, including key details. Drawing Conclusions (Unit 8) RL.K.3 With prompting and support, identify Rhyming DRA characters, settings, and major events in a story. Letters: Kk, Uu Word List Daily 5 RL.K.5 Recognize common types of texts (e.g., storybooks, poems). Focus Words: little, said, Writing Sample Trade Books in the Genre RL.K.9. With prompting and support, compare here, brown, me, help, into, and contrast the adventures and experiences of must Bookflix characters in familiar stories. RL.K.10 Actively engage in group reading Tumble Books activities with purpose and understanding. RI.K.1 With prompting and support, ask and Orton Gillingham answer questions about key details in a text. RI.K.3 With prompting and support, describe Raz Kids the connection between two individuals, events, ideas, or pieces of information in a text. MAISA Unit of Study RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text. RI.K.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). Weeks 26-28
RI.K.10 Actively engage in group reading activities with purpose and understanding RF.K.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. RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. c. Blend and segment onsets and rimes of single-syllable spoken words. e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. RF.K.4 Read emergent-reader texts with purpose and understanding.
L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. See CCSS. L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. See CCSS L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. See CCSS L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Weeks 29-31 Insects Weeks 29-31 RL.K.1 With prompting and support, ask and answer questions about key details in a text. RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RL.K.5 Recognize common types of texts (e.g., storybooks, poems). RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.10 Actively engage in group reading activities with purpose and understanding. RI.K.1 With prompting and support, ask and answer questions about key details in a text. RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Weeks 29-31 Classify and Categorize Ask Questions Compare and Contrast Distinguish between Fantasy and Reality Letters: Vv, Xx, Gg, Ww Focus Words: he, but, where, come, funny, jump, make, with DiBels MLPP DRA Word List Writing Sample Dolch List Macmillan Series (Unit 9) Daily 5 Trade Books in the Genre Bookflix Tumble Books Orton Gillingham Raz Kids MAISA Unit of Study
RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text. RI.K.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). RI.K.10 Actively engage in group reading activities with purpose and understanding RF.K.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. RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. c. Blend and segment onsets and rimes of single-syllable spoken words. e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. RF.K.4 Read emergent-reader texts with purpose and understanding. L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. See CCSS. L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. See CCSS L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. See CCSS. L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. See CCSS L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Weeks 32-36 End of Year Weeks 32-26 RL.K.1 With prompting and support, ask and answer questions about key details in a text. RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RL.K.5 Recognize common types of texts (e.g., storybooks, poems). RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.10 Actively engage in group reading activities with purpose and understanding. RI.K.1 With prompting and support, ask and answer questions about key details in a text. RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text. RI.K.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). RI.K.10 Actively engage in group reading activities with purpose and understanding RF.K.1 Demonstrate understanding of the organization and basic features of print. Weeks 32-36 Monitor Comprehension Reread Identify Cause and Effect Identify Setting Poetry (narrative, dramatic, lyrical) Letters: Jj, Qq, Yy, Zz Focus Words: review previous words or add additional Primer words Dibels MLPP DRA Word List Writing Sample Dolch List Macmillan Series (Unit 10) Daily 5 Trade Books in the Genre Bookflix Tumble Books Orton Gillingham Raz Kids MAISA Unit of Study
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. RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowelconsonant, or CVC) words. * (This does not include CVCs ending with /l/,/r/, or /x/.) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. RF.K.4 Read emergent-reader texts with purpose and understanding.
W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. See CCSS. L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. See CCSS L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. See CCSS. L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. See CCSS L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. *Note some assessments are mandatory and some are suggested.