curriculum & pacing guide - martinsville city public … guide martinsville city ... the reading...

Curriculum & Pacing Guide

Martinsville City Public Schools

Revised Summer 2011 by Linda O’Neal

and Linda Littlejohn

modified Summer 2012 PDH

Grade K: English

Martinsville City Public Schools Curriculum & Pacing Guide Kindergarten: English / Reading

Refer to the Curriculum Framework for actual lesson planning. Modified Summer 2012 PDH Page 1

Martinsville City Public Schools’ Instructional Plan of Action The Martinsville City Public Schools Curriculum Guide was developed using the Standards of Learning for Virginia Public Schools and the State Curriculum Framework. Also, an emphasis was placed on the integration of 21st Century Skills into all areas of K-12 education. Martinsville City Public Schools believes that to compete in a global community, all children must develop lifelong independent skills that demonstrate initiative, self direction, and the ability to problem-solve, innovate and create, and communicate by writing and speaking effectively. To provide an avenue for students to develop these important qualifications and provide a more rigorous learning environment, Martinsville City Public Schools encourages problem-based learning in all classrooms. The collaboration between students in this type of learning environment develops skills in leadership, accountability, social, and cross-cultural understanding as they communicate and think critically to problem-solve real world applications of the curriculum. Martinsville City Public Schools’ Core curriculum prepares students to achieve these 21st

Century skills through competent cross- curricular activities that apply knowledge of concepts learned in other areas of study and in the community.

Standard benchmark assessments along with project-based assessments and end of year SOL tests are administered to ensure mastery of the concepts. PALS assessments are used to ensure proficiency in Reading for grades Pre-K through Eight. To further ensure that all students learn to the best of their abilities, a Response to Intervention (RtI) system, using STAR Math, STAR Reading, and ARDT (Algebra Readiness Diagnostic test) is in place to guide classroom instruction, screen and progress monitor students so that intervention and enrichment activities are scheduled based on the students individual needs throughout the year.

The Martinsville City Public Schools’ Curriculum Guide is designed to provide a reference document for each subject and grade level that indicates The Curriculum’s Big Ideas, Instructional Strategies, Model lessons,& Assessment Instruments and suggested time frames to be used as a Guide for classroom instruction. In addition, Learning Targets at a Glance contains an overview of the curriculum taught for each grading period for each subject and grade level. 21

Curriculum Guide OVERVIEW

st

This symbol is used through to denote a 21

Century Internet Safety procedures are listed, and for Grades Three through Twelve, an SOL Testing Blueprint Target is included to give insight to the strands that will receive the most focus on the SOL Assessments. Two symbols will be used to denote the 21st Century Focus:

st

This symbol is used throughout to denote a 21

Century skill. st

Century Global Connection.



Curriculum Big Ideas

The organizing topics, big ideas, or strands under which student learning is organized and the Essential Understandings, Knowledge and Skills students must develop in order to master these concepts (typically from the standards found in the VDOE curriculum framework). Essential Understandings—what we want students to understand about this idea, topic, or concept Essential Knowledge—What students must know in order to develop this understanding Essential Skills

—What students must be able to do in order to demonstrate that understanding

Standards of Learning that meet the criteria for 21st Century Skills will be identified by this symbol

Standards of Learning that meet the criteria for 21st Century Learning of Global Connections will be identified this symbol

Instructional Strategies & Model Lessons

Resources, strategies, and models for delivery of the curriculum. Includes suggested teaching strategies, links to model lesson plans links to frequently referenced online sites, and suggested teacher resources and where to find them (online and hard copy, such as texts, primary source documents, etc.)

Assessment Items

Examples of formative and summative assessments for measuring student mastery of the curriculum. Includes essential questions, writing prompts, sample test items, benchmark test links, model performance-based assessments, and other assessment resources.



Suggested Time allocation for a 90 minute Reading Block

10

25

45

10

Reading Block

bell ringer 10 minutes

Whole group 25 minutes

Differentiatedinstruction 45 minutes

Checking for understanding 10 minutes



Learning Targets at a Glance –Kindergarten Reading

Learning Overview: The kindergarten student will be immersed in a print-rich environment to develop oral language skills, phonological awareness, print awareness, vocabulary, comprehension, and an appreciation for literature. The reading of fiction and nonfiction texts will enable students to develop an awareness of print materials

as sources of information and enjoyment. The kindergarten student will have the opportunity to use words that describe people, places, and events. The student will recognize and print letters of the alphabet, use the basic phonetic principles of identifying and writing beginning sounds, identify story elements, and communicate ideas through pictures and writing.. First Quarter 8/13-10/15

Second Quarter 10/16-12/21

Third Quarter 1/8-3/13

Fourth Quarter 3/14-5/22

K.1 a-d Oral language K.2 a-e Oral language-Vocabulary K.3 a-h Oral Communication K.4 a,b, e Speech sounds K.5a-e Reading K.6a-d Understand Print K.7 a, b, d Apply phonetic principles K.8 a-b Expand vocabulary K.9a-e Comprehension of Fictional texts K.10 a Comprehension of nonfictional texts K.11 a-b Print in manuscript

K.12 a -d Writing K.13 Technology use

Ongoing Fluency Practice & Vocabulary Review:

K.1 a-e Oral language

Reading at Independent Reading level & Dolch word practice

K.2 a-g Oral language-Vocabulary K.3 a-h Oral Communication K.4 a- e Speech sounds K.5a-e Reading K.6a-d Understand Print K.7 a-d Apply phonetic principles K.8 a-b Expand vocabulary K.9a-g Comprehension of Fictional texts K.10 a-b Comprehension of nonfictional texts K.11 a-b Print in manuscript


Ongoing Fluency Practice & Vocabulary Review: Reading at Independent Reading level & Dolch word practice

K.1 a-e Oral language K.2 a-g Oral language-Vocabulary K.3 a-h Oral Communication K.4 a- e Speech sounds K.5a-e Reading K.6a-d Understand Print K.7 a-d Apply phonetic principles K.8 a-b Expand vocabulary K.9a-g Comprehension of Fictional texts K.10 a-b Comprehension of nonfictional texts K.11 a-b Print in manuscript



K.1 a-e Oral language K.2 a-g Oral language-Vocabulary K.3 a-h Oral Communication K.4 a- e Speech sounds K.5a-e Reading K.6a-d Understand Print K.7 a-d Apply phonetic principles K.8 a-b Expand vocabulary K.9a-g Comprehension of Fictional texts K.10 a-b Comprehension of nonfictional texts K.11 a-b Print in manuscript





21st Century Internet Safety Procedures

1. Teachers should review all internet sites and links prior to using them in the classroom. During this review, teachers need to ensure the

appropriateness of the content on the site. Checking for broken links and paying attention to inappropriate pop-ups or solicitations of

information.

2. Teachers should circulate throughout the classroom while students are on the internet to make sure the students are on the appropriate site and are not minimizing other inappropriate sites.

3. Teachers should periodically check and update any web addresses that they have on their MCPS webpage.

4. Teachers should assure that the use of these websites correlate with the objectives of the lesson and provide students with the appropriate challenges.



Pacing / Time

Frame Unit/ Curriculum Big Idea

Instructional Strategies & Model Lessons Assessment items

Essential Vocabulary

Technology& Print Resources

Instructional notes

1Quarter

st

9weeks

Oral Language K.1 The student will demonstrate growth in the use of oral

language. a) Listen to a variety of literary forms, including stories and poems. b) Participate in a variety of oral language activities including choral and echo speaking and recitation of short poems, rhymes, songs, and stories with repeated word order patterns. c) Participate in oral generation of language experience narratives. d) Participate in creative dramatics. Students will be able to:

• understand that oral language entertains and communicates information.

To be successful with this standard, students are expected to

• listen to texts read aloud and ask and answer questions for further understanding.

• participate in choral and echo speaking and recitation of short poems, rhymes, songs, and stories with repeated patterns and refrains.

• generate ideas to develop a group language experience narrative.

Poem Rhyme Song Story

www.vrml.k12.la.us/k/khomework/read/k.htm www.kyrene.org/reading/kinder/index.htm www.hubbardscupboard.org www.carlscorner.us.com www.starfall.com www.storylineonline.net www.readinga-z.com Brain Pop Jr. Enhanced Scope & Sequence pg 4-5, A duck goes a pig goes25-26,

Enhanced Scope and Sequence Pre-Decodable Books Decodable Books Independent Readers Leveled Books Printable Books Waterford Books

PALS PROJECT- BASED ASSESSMENT Division Level Benchmarks Teacher-made Tests Checklists Portfolios Teacher Observations

http://www.vrml.k12.la.us/k/khomework/read/k.htm�



http://www.kyrene.org/reading/kinder/index.htm�



http://www.hubbardscupboard.org/�


http://www.carlscorner.us.com/�


http://www.starfall.com/�

http://www.storylineonline.net/�


http://www.readinga-z.com/�




Pacing / Time





Instructional notes

1Quarter

st

Students will be able to: (cont.) • dictate sentences about a group experience for a group language

experience narrative (e.g., a story about a class field trip).

• dictate an experience or story to create an individual language experience narrative (e.g., a story about a family pet).

• use drama to retell familiar stories, rhymes, and poems (e.g., storytelling with role play or puppets).

• participate in creative dramatics, such as classroom songs, plays, skits, and group activities designed to give students frequent opportunities for listening and speaking.

.


http://willoughby-eastlake.k12.oh.us/classroom/technology/stories.htm#Kindergarten_Anthology www.freereading.net http://pals.virginia.edu United Streaming

• stories

• poems

• rhymes

• songs

Enhanced Scope and Sequence Pre-Decodable Books Decodable Books Independent Readers Leveled Books Printable Books Waterford Books Graphic Organizers

• KWL chart

• Story Map Choral Speaking Echo Reading Experience Charts Role Playing Singing Songs

• Dr. Jean

• Jack Hartman

PALS PROJECT- BASED ASSESSMENT Teacher-made Tests Checklists Portfolios Teacher Observations

http://willoughby-eastlake.k12.oh.us/classroom/technology/stories.htm#Kindergarten_Anthology�







http://www.freereading.net/�


http://pals.virginia.edu/�




Pacing / Time



Essential

Vocabulary Technology&

Print Resources Instructional

notes

1st

Quarter

6 weeks

Oral Language K.2 The student will expand understanding and use of word meanings. a) Increase listening and speaking vocabularies. b) Use number words. c) Use words to describe/name people, places, and things. d) Use words to describe/name location, size, color, and shape. Students will be able to: • understand that learning new words enhances communication.

• understand that word choice makes communication clearer.

• understand that information can be gained by asking about words not understood.


• understand and use number words in conversations, during partner and group activities, and during teacher-directed instruction.

• use words to describe or name people, places, feelings, and things during partner and group activities and during teacher-directed instruction.

Letter Word Number Words Describing Words

• people • places • feelings • things • size • shape • color

Direction/ Location Words

• on/off • in/out • over • under • between • beside

Real Make-believe

www.kyrene.org/reading/kinder/index.htm www.hubbardscupboard.org www.carlscorner.us.com www.starfall.com www.storylineonline.net www.readinga-z.com Brain Pop Jr. (reading/writing) Enhanced Scope & Sequence pg26 It’s round, fuzzy, yellow..

















Pacing / Time



Essential


Print Resources

Instructional notes

1st

Quarter

Students will be able to: (cont.) • use size, shape, color, and spatial words to describe people, places, and

things during group or individual activities and during teacher-directed instruction.

• use words to show direction and location (e.g., on, off, in, out,over, under, between, and beside).





Real Make-believe

http://willoughby-eastlake.k12.oh.us/classroom/technology/stories.htm#Kindergarten_Anthology http://pals.virginia.edu United Streaming

• stories

• poems

• rhymes

• songs















Pacing / Time



Essential



notes

1Quarter

st

9 weeks

Oral Language K.3 The student will build oral communication skills.

a) Express ideas in complete sentences and express needs through direct requests. b) Begin to initiate conversations. c) Begin to follow implicit rules for conversation, including taking turns and staying on topic. d) Listen and speak in informal conversations with peers and adults. e) Participate in group and partner discussions about various texts and topics. f) Begin to use voice level, phrasing, and intonation appropriate for various language situations. g) Follow one- and two-step directions. h) Begin to ask how and why questions. Students will be able to: • understand that conversation is interactive.

• begin to understand that the setting influences rules for communication.

Idea Sentence Conversation Rules Direction Question

• who • what • where • when • why • how

www.kyrene.org/reading/kinder/index.htm www.hubbardscupboard.org www.carlscorner.us.com www.starfall.com www.storylineonline.net www.readinga-z.com Brain Pop Jr. (reading/writing)

















Pacing / Time



Essential



notes

1st

Quarter

Students will be able to: (cont.)

• understandthat information can be gained by generating questions and seeking answers.


• speak audibly in complete sentences, expressing thoughts, feelings and ideas clearly.

• verbally express needs through direct requests.

• participate in a range of collaborative discussions building on others’ ideas and clearly expressing their own (e.g., one-on-one, small group, teacher- led).

• initiate conversations with peers and teachers in a variety of school settings.

• listen attentively to others in a variety of formal and informal settings involving peers and adults.

• participate in partner or group activities, (i.e., conversations, discussions, book chats, retellings of stories, choral speaking, language experience narratives, morning routines, dramatizations and role play).




• stories

• poems

• rhymes

• songs
















Pacing / Time



Essential



notes

1Quarter

st

Students will be able to: (cont.) • listen to and discussa variety of texts that reflect the Virginia Standards of

Learning in English, history and social science, science, and mathematics.

• wait for their turn to speak, allowing others to speak without unnecessary interruptions.

• maintain conversation on topic through multiple exchanges.

• in group and partner discussions clearly state a thought related to the book or topic being discussed.

• begin to use voice level, phrasing, and intonation appropriate for the language situation.

• match language to the purpose, situation, environment, and audience.

• repeat and follow one- and two-step oral directions.

• ask who, what, where, when, why, and how questions to obtain information, seek help, or clarify something not understood.



http://willoughby-eastlake.k12.oh.us/classroom/technology/stories.htm#Kindergarten_Anthology

www.storylineonline.net

www.starfall.com United Streaming

• stories

• poems

• rhymes

• songs















Pacing / Time





Instructional notes

1Quarter

st

9 weeks

Oral Language K.4 The student will identify, say, segment, and blend various units of speech sounds. a) Begin to discriminate between spoken sentences, words, and syllables. b) Identify and produce words that rhyme. e) Identify words according to shared beginning and/or ending sounds. Students will be able to: • understand that words are made up of small units of sound and that these

sounds can be blended to make a word.

• understand that words are made up of syllables.

• understand that a spoken sentence is made up of individual words.


• focus on speech sounds.

• demonstrate the concept of word by segmenting spoken sentences into individual words.

• segment a word into individual syllables by clapping hands or snapping fingers.

Letter Sound

• beginning • ending

Word Syllable Sentence Rhyme Blend Segment

United Streaming

• rhymes www.vrml.k12.la.us/k/khomework/read/k.htm www.freereading.net http://pals.virginia.edu Brain Pop Jr. (reading/writing) Enhanced Scope & Sequence pg 51-60, Push it say it 106, Elkonian boxes 107,-108, Syllabication 109,












Pacing / Time



Essential


Print Resources

Instructional notes

1Quarter

st

Students will be able to: (cont.) • discriminate between large phonological units of running speech,

sentences, words, and syllables.

• identify a word that rhymes with a spoken word.

• supply a word that rhymes with a spoken word.

• produce rhyming words and recognize pairs of rhyming words presented orally.

• generate rhyming words based on a given rhyming pattern.

• supply an appropriate rhyming word to complete a familiar nursery rhyme or a predictable text with rhyming lines.

• recognize how phonemes sound when spoken in isolation.

• recognize similarities and differences in beginning and ending sounds of words.

• determine the order of speech sounds in a given word by answering the following questions: ° What is the beginning sound you hear? ° What is the ending sound you hear?

Letter Sound



United Streaming

• rhymes www.vrml.k12.la.us/k/khomework/read/k.htm www.freereading.net http://pals.virginia.edu Brain Pop Jr. (reading / Writing)

Enhanced Scope and Sequence

Words Their Way

Word Sorts and More

Word Family Wheels

Teacher’s Helper Mailbox












Pacing / Time




Technology& Print

Resources

Instructional notes

1Quarter

st

Students will be able to: (cont.) • produce a word that has the same beginning or ending sound as a spoken

word (e.g., /sock/- /sun/ and /hot/- /rat/).

• identify pictures of objects whose names share the same beginning or ending sound.

• sort pictures or objects whose names share the same beginning or ending sound.

• blend three spoken phonemes to make words (e.g., the teacher says /c/ /a/ /t/, and the student blends the phonemes to say the word cat).

• substitute the beginning consonant to make a new word (e.g., the teacher asks the student to say cat, but in the place of /c/ she asks them to say /b/, and the student responds with bat).

Letter Sound



United Streaming

• rhymes www.vrml.k12.la.us/k/khomework/read/k.htm www.freereading.net http://pals.virginia.edu Brain Pop Jr. (reading/writing) Enhanced Scope & Sequence What sounds do I hear? Pg 145,Syllables pg 146, Sorting Consonants pg 147-151


Words Their Way

Word Sorts and More

Word Family Wheels


PALS PROJECT- BASED ASSESSMENT T eacher-made Tests Checklists Portfolios Teacher Observations











Pacing / Time



Essential



notes

1st

Quarter

6 weeks

Reading K.5 The student will understand how print is organized and read. a) Hold print materials in the correct position. b) Identify the front cover, back cover, and title page of a book. c) Distinguish between print and pictures. d) Follow words from left to right and from top to bottom on a printed page. e) Match voice with print. (concept of word). Students will be able to: • understand that all print materials in English follow similar patterns.

• understand that there is a one-to-one correspondence between the spoken and written word.


• hold printed material the correct way.

• identify the front and back covers of a book.

• distinguish the title page from all the other pages in a book.

• turn pages appropriately.

Print Picture Front Cover Back Cover Title Page Left/Right Top/Bottom Point Period Question Mark Exclamation Point

www.kyrene.org/reading/kinder/index.htm www.hubbardscupboard.org www.carlscorner.us.com www.starfall.com www.storylineonline.net www.readinga-z.com

Enhanced Scope and Sequence Pre-Decodable Books Decodable Books Independent Readers Leveled Books Printable Books Waterford Books Library Books Class-made Books
















Pacing / Time





Instructional notes

1Quarter

st

Students will be able to: (cont.) • distinguish print from pictures.

• follow text with a finger, pointing to each word as it is read from left to right and top to bottom.

• locate lines of text, words, letters, and spaces.

• match voice with print in syllables, words, and phrases.

• locate and nameperiods, question marks, and exclamation points.



• stories

• poems

• rhymes

• songs

Enhanced Scope and Sequence Pre-Decodable Books Decodable Books Independent Readers Leveled Books Printable Books Waterford Books Library Books Class-made Books Modeling Tracking Finger pointing Punctuation















Pacing / Time



Essential


Print Resources

Instructional notes

1st

Quarter

7 weeks

Reading K.6 The student will demonstrate an understanding that print conveys meaning. a) Identify common signs and logos. b) Explain that printed materials provide information. c) Read and explain own writing and drawings. d) Read his/her name and read fifteen meaningful, concrete words. Students will be able to: • understand that print conveys meaning. • apply knowledge that print conveys meaning.

• recognize and identify common signs, logos, and labels.

• explain that printed material provides information.

• read and explain their own drawings and writings.

• locate commonly used words and phrases in familiar text.

• recognize a selection of high-frequency and sight words as well as read fifteen meaningful, concrete words. (Each student may know a different set of words.)

• recognize and identify their own first and last names.

Print Sign Logo Label Information Word

• High-Frequency

• Dolch • Sight • Concrete

Phrase Sentence

http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/52/52b005f2-ec01-47d9-aa32-f2a1021ad359/Community%20Signs.notebook# Brain Pop Jr. Enhanced Scope & Sequence Today is pg 150, Poem puzzle pg 151

Pre-Decodable Books Decodable Books Independent Readers Leveled Books Waterford Books Library Books Environmental Print Word Wall


http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/52/52b005f2-ec01-47d9-aa32-f2a1021ad359/Community%20Signs.notebook�
















Pacing / Time



Essential



notes

1Quarter

st

9 weeks

K.7 The student will develop an understanding of basic phonetic principles. a) Identify and name the uppercase and lowercase letters of the alphabet. b) Match consonant, short vowel, and initial consonant digraph sounds to appropriate letters. d) Identify beginning consonant sounds in single-syllable words. Students will be able to: • understand that there is a one-to-one correspondence between spoken and

written words.

• understand that written words are composed of letters that represent specific sounds.


• recognize and name rapidly and with ease uppercase and lowercase letters in sequence and in random order.

• match uppercase and lowercase letter pairs.

Uppercase Letter Lowercase Letter Consonant Vowel

• Short • Long

Digraph

www.vrml.k12.la.us/k/khomework/read/k.htm www.hubbardscupboard.org www.carlscorner.us.com www.starfall.com www.readinga-z.com www.freereading.net http://pals.virginia.edu


Words Their Way

Making Alphabet Books

Pocket Pals



















Pacing / Time



Essential



notes

1st

Quarter

Students will be able to: (cont.) • produce the usual sounds of consonants, short vowels and initial

consonant digraphs.

• write the grapheme (letter) that represents a spoken sound.

• use basic knowledge of one-to-one letter-sound correspondences by producing sounds for each consonant.

• isolate initial consonants in single-syllable words (e.g., /t/ is the first sound in top).

• identify long and short sounds with common spellings for the five major vowels.

• distinguish between similarly spelled words by identifying sounds of the letters that differ.

• segment onsets and rimes and begin to blend to form the words.


• Short • Long

Digraph

United Streaming Brain Pop Jr. (reading/writing)


Words Their Way


Pocket Pals





Pacing / Time





Instructional notes

1Quarter

st

9 weeks

Reading K.8 The student will expand vocabulary: a) Discuss meanings of words. b) Develop vocabulary by listening to a variety of texts read aloud. Students will be able to: • understand that vocabulary is made up of words and that words have

meaning.


• discuss meanings of specific words including synonyms and antonyms in partner, group and teacher-guided settings.

• identify new meanings for familiar words and apply them accurately (e.g., knowing wateras a drink and learning the verb water the flowers).

• sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

• use common adjectives to distinguish objects (e.g., the small redsquare; the shy white cat). (Students are not required to know the term adjective at this level.)

Vocabulary Meaning Synonym Antonyms

www.vrml.k12.la.us/k/khomework/read/k.htm www.kyrene.org/reading/kinder/index.htm www.hubbardscupboard.org www.carlscorner.us.com www.starfall.com www.storylineonline.net www.readinga-z.com Enhanced Scope & Sequence Read Aloud pg 118, Telling & retelling 152, Mystery bag 153

Enhanced Scope and Sequence Pre-Decodable Books Independent Readers Leveled Books Printable Books Waterford Books Library Books Class-made Books



















Pacing / Time



Essential



notes

1st

Quarter

Students will be able to: (cont.) • ask and respond to questions about unknown words in a text.

• identify real-life connections between words and their use (e.g., places that are loud).

• use newly learned words in literacy tasks.


www.freereading.net http://pals.virginia.edu United Streaming Brain Pop Jr.

Enhanced Scope and Sequence Pre-Decodable Books Independent Readers Leveled Books Printable Books Waterford Books Library Books Class-made Books Concept Sorts Common Objects Sorts Word Webs








Pacing / Time



Essential



notes

1Quarter

st

9 weeks

Reading K.9 The student will demonstrate comprehension of fictional texts. a) Identify what an author does and what an illustrator does. b) Relate previous experiences to what is read. c) Use pictures to make predictions. d) Begin to ask and answer questions about what is read. e) Use story language in discussions and retellings. Students will be able to: • understand that fictional texts tell a story.

• understand that authors tell stories through words and illustrators tell stories with pictures.


• identify the roles of theauthor and theillustrator of selected texts.

• make ongoing predictions based on illustrations and text.

• describe the relationship between illustration and the story (e.g., what moment in the story does the illustration depict).

Prediction Characters Setting Events Fiction Author Illustrator Retell Beginning Middle End

www.vrml.k12.la.us/k/khomework/read/k.htm www.kyrene.org/reading/kinder/index.htm www.hubbardscupboard.org www.carlscorner.us.com www.starfall.com www.storylineonline.net www.readinga-z.com




















Pacing / Time



Essential



notes

1st

Quarter

Students will be able to: (cont.) • link knowledge from their own experiences to make sense of and talk

about a text.

• give evidence that they understand the meaning of what is being read aloud, including the who, what, when, where, why, and how.

• ask and respond to simple questions about the content of a book.

• use vocabulary from a story in discussions and retellings.

• produce artwork or a written response (letters or phonetically spelled words) that demonstrates comprehension of a story that they have heard read aloud.

• recognize various types of fictional texts (e.g., storybooks, poems).



Enhanced Scope and Sequence Pre-Decodable Books Independent Readers Leveled Books Printable Books Waterford Books Library Books Class-made Books Predicting Retelling Discussing








Pacing / Time



Essential



notes

1Quarter

st

5 weeks

Reading K.10 The student will demonstrate comprehension of nonfiction texts. a) Use pictures to identify topic and make predictions. Students will be able to: • understand that nonfictional texts provide information.


• make ongoing predictions based on graphics and text.

• relate pictures and illustrations to the text in which they appear.

• link knowledge from their own experiences to make sense of and talk about a text.

• identify the topic of a nonfiction selection.


• discuss simple facts and information relevant to the topic.

Prediction Characters Setting Events Nonfiction Author Illustrator Topic Title Heading





















Pacing / Time



Essential


Print Resources

Instructional notes

1st

Quarter

9 weeks

Writing K.11 The student will print in manuscript. a) Print uppercase and lowercase letters of the alphabet independently. b) Print his/her first and last names. Students will be able to: • understand that there are correct ways to write the manuscript

• understand that their written name provides identification.

letters of the alphabet.

• understand that printing properly formed letters makes manuscript writing legible.


• use appropriate pencil grip.

• print upper- and lower-case letters of the alphabet legibly and independently.

• use manuscript letter formation

• use manuscript number formation.

Print Uppercase Letter Lowercase Letter Name

• first • last

Capitalize

• first word

• pronoun “I”

www.handwritingworksheets.com/cgi-bin/all-hwprtk.cgi www.writinga-z.com http://pals.virginia.edu United Streaming Brain Pop Jr.



Handwriting Without Tears Name Tag Word Wall Environmental Print Modeled Writing Morning Message Interactive Writing Guided Writing Shared Writing Posting The Writing Process Punctuation Capitalization


http://www.handwritingworksheets.com/cgi-bin/all-hwprtk.cgi�




http://www.writinga-z.com/�






Pacing / Time



Essential



notes

1Quarter

st

Students will be able to: (cont.) • form the letters of and space their first and last names.

• write their first and last names for a variety of purposes.

• capitalize the first word in a sentence and the pronoun I.


• first • last

Capitalize

• first word

• pronoun “I”




Handwriting Without Tears Name Tag Word Wall Environmental Print Modeled Writing Morning Message Interactive Writing Guided Writing Shared Writing Posting The Writing Process Punctuation C it li ti












Pacing / Time





Instructional notes

1st

Quarter

9 weeks

Writing K.12 The student will write to communicate ideas for a variety of

purposes. a) Differentiate pictures from writing. b) Draw pictures and/or use letters and phonetically spelled words to write about experiences. c) Use letters and beginning consonant sounds to spell phonetically words to describe pictures or write about experiences. d) Write left to right and top to bottom. Students will be able to: • understand that their writing serves a variety of purposes.


• distinguish print from pictures.

• write daily for a variety of purposes (e.g., practicing formation of alphabet letters, labeling, and journal writing).

• write on assigned and/or self-selected topics.

Print/Writing Picture/Drawing Alphabet Label Word Sentence Topic Left/Right Top/Bottom

www.writinga-z.com United Streaming Brain Pop Jr. http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/lesson_plans/k-2_prewriting_using_pictures.pdf Enhanced Scope & Sequence Modeled Writing pg 234, Shared Writing 235, Interactive Writing, 236, Guided Writing, 237, Morning Message 238

Enhanced Scope and Sequence Handwriting Without Tears Name Tag Word Wall Environmental Print Practice Formation of Letters Writing Prompt Test Morning Message Journal Writing Four Square Labeling Portfolios Teacher Observations




http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/lesson_plans/k-2_prewriting_using_pictures.pdf�











Pacing / Time



Essential



notes

1st

Quarter

Students will be able to: (cont.) • use writing, dictation, and drawing to compose informative/explanatory

texts that introduce a topic (what they are writing about), state an opinion or some facts and provide some information (e.g., My favorite book is …).

• use writing, dictation, and drawing to narrate an event.

• generate text to communicate and make meaning by creating drawings, letter strings, scribbles, letter approximations, or other graphic representations, as well as phonetically spelled words.

• write left to right and top to bottom.


www.writinga-z.com United Streaming Brain Pop Jr.

Enhanced Scope and Sequence Handwriting Without Tears Name Tag Word Wall Environmental Print Practice Formation of Letters Writing Prompt Test Morning Message Journal Writing Four Square Labeling Portfolios Teacher Observations






Pacing / Time



Essential



notes

1st

Quarter

9 weeks

Writing K.13 The student will use available technology for reading and

writing. Students will be able to: • understand that technology provides a way to interact with print.


• use available digital tools for reading and writing.

• ask and respond to questions about material presented through various media formats.

• share their writing with others.

Technology Computer iPod

Waterford Smartboard iPod Leap Frog www.starfall.com

Enhanced Scope and Sequence Sharing

• asking

• discussing Teacher Observations




Pacing / Time



Essential



notes

2nd

Quarter

9 weeks


language. a) Listen to a variety of literary forms, including stories and poems. b) Participate in a variety of oral language activities including choral and echo speaking and recitation of short poems, rhymes, songs, and stories with repeated word order patterns. c) Participate in oral generation of language experience narratives. d) Participate in creative dramatics. e) Use complete sentences that include subject, verb, and object Students will be able to: • understand that oral language entertains and communicates information.






www.vrml.k12.la.us/k/khomework/read/k.htm www.kyrene.org/reading/kinder/index.htm www.hubbardscupboard.org www.carlscorner.us.com www.starfall.com www.storylineonline.net www.readinga-z.com Brain Pop Jr.


PROJECT- BASED ASSESSMENT Division Level Benchmarks Teacher-made Tests Checklists Portfolios Teacher Observations


















Pacing /

Time Frame

Unit/ Curriculum Big Idea Instructional Strategies & Model Lessons Assessment

items Essential



notes

2Quarter

nd






• use complete sentences that include subject, verb, and object when speaking.



• stories

• poems

• rhymes

• songs Enhanced Scope & Sequence pg 4-5, A duck goes a pig goes25-26,

Pre-Decodable Books Decodable Books Independent Readers Leveled Books Printable Books Waterford Books Graphic Organizers

• KWL chart


• Dr. Jean

• Jack Hartman















Pacing / Time



Essential



notes

2nd

Quarter

6 weeks

Oral Language K.2 The student will expand understanding and use of word meanings. a) Increase listening and speaking vocabularies. b) Use number words. c) Use words to describe/name people, places, and things. d) Use words to describe/name location, size, color, and shape. f) Ask about words not understood.. g) Use vocabulary from other content areas. Students will be able to: • understand that learning new words enhances communication.










Real Make-believe

www.kyrene.org/reading/kinder/index.htm www.hubbardscupboard.org www.carlscorner.us.com www.starfall.com www.storylineonline.net www.readinga-z.com Brain Pop Jr. (reading/writing) Enhanced Scope & Sequence pg 4-5, A duck goes a pig goes25-26,

Pre-Decodable Books Decodable Books Independent Readers Leveled Books Printable Books Waterford Books
















Pacing / Time



Essential


Print Resources

Instructional notes

2nd

Quarter




• recognize when they do not understand a word or phrase and seek clarification by asking a peer or an adult.

• use vocabulary from content areas during partner or group activities and during teacher-directed instruction.





Real Make-believe


• stories

• poems

• rhymes

• songs


PROJECT- BASED ASSESSMENT Division Level Benchmarks Teacher-made Tests Checklists Portfolios Teacher Observations ns













Pacing / Time



Essential



notes

2Quarter

nd

9 weeks























Pacing / Time



Essential



notes

2nd

Quarter

Students will be able to: (cont.) • understand that information can be gained by generating questions and

seeking answers.











• stories

• poems

• rhymes

• songs
















Pacing / Time



Essential



notes

2Quarter

nd















• stories

• poems

• rhymes

• songs















Pacing / Time



Essential



notes

2Quarter

nd

9 weeks

Oral Language K.4 The student will identify, say, segment, and blend various units of speech sounds. a) Begin to discriminate between spoken sentences, words, and syllables. b) Identify and produce words that rhyme. c) Blend and segment multisyllabic words at the syllable level. d) Segment one-syllable words into speech sound units including beginning phoneme(s) (onset) and ending (rimes). e) Identify words according to shared beginning and/or ending sounds. Students will be able to: • understand that words are made up of small units of sound and that these






Letter Sound



United Streaming

• rhymes www.vrml.k12.la.us/k/khomework/read/k.htm www.freereading.net http://pals.virginia.edu Brain Pop Jr. (reading/writing) Enhanced Scope & Sequence pg 51-60, Push it say it 106Elkonian boxes 107,-108, Syllabication 109,

Enhanced Scope and Sequence Pre-Decodabe Books Decodable Books Independent Readers Leveled Books Printable Books Waterford Books











Pacing / Time



Essential


Print Resources

Instructional notes

2nd

Quarter

Students will be able to: (cont.) • demonstrate the concept of word by segmenting spoken sentences into

individual words.


• discriminate between large phonological units of running speech, sentences, words, and syllables.






• blend and segment consonants and rimes of spoken words (e.g., /b/- /oat/ = boat, black = /bl/- /ack/).

• blend and segment multisyllabic words into syllables (e.g., the teacher asks students to say robot without the /ro-/ and students respond with /bot/).

Letter Sound



United Streaming



Words Their Way

Word Sorts and More

Teacher’s

Word Family Wheels

Helper Mailbox Waterford Literacy Centers Games Recite rhymes Sing songs

• Dr. Jean

• Jack Hartman

Role play (puppets)












Pacing / Time




Technology& Print

Resources

Instructional notes

2Quarter

nd

Students will be able to: (cont.) • recognize that a word can be segmented into individual speech sound

units.




• produce a word that has the same beginning or ending sound as a spoken word (e.g., /sock/- /sun/ and /hot/- /rat/).




Letter Sound



United Streaming

• rhymes www.vrml.k12.la.us/k/khomework/read/k.htm www.freereading.net http://pals.virginia.edu Brain Pop Jr. (reading / Writing


Words Their Way

Word Sorts and More

Teacher’s

Word Family Wheels


• Dr. Jean

• Jack Hartman

Role play (puppets)












Pacing / Time




Technology& Print

Resources

Instructional notes

2Quarter

nd

Students will be able to: (cont.) • segment one-syllable words into onset and rime (e.g., the teacher says the

word hat and when asked, the student verbally says /h/ for the onset and /-at/ for the rime.) Students are not expected to know the terms onset and rime.

• segment one-syllable words into speech sound units (e.g., the teacher says the word bat, and the student segments the sounds /b/- /a/- /t/).


Letter Sound



United Streaming


Words Their Way

Word Sorts and More

Teacher’s

Word Family Wheels


• Dr. Jean

• Jack Hartman

Role play (puppets)












Pacing / Time



Essential



notes

2Quarter

nd

6 weeks


























Pacing / Time



Essential



notes

2Quarter

nd








• stories

• poems

• rhymes

• songs
















Pacing / Time




Technology& Print

Resources

Instructional notes

2nd

Quarter

7 weeks









• High-Frequency


Phrase Sentence


Enhanced Scope and Sequence Pre-Decodable Books Decodable Books Independent Readers Leveled Books Waterford Books Library Books Environmental Print Word Wall


















Pacing / Time



Essential



notes

2nd

Quarter

9 weeks

K.7 The student will develop an understanding of basic phonetic principles. a) Identify and name the uppercase and lowercase letters of the alphabet. b) Match consonant, short vowel, and initial consonant digraph sounds to appropriate letters. c) Demonstrate a speech-to-print match through accurate finger-point reading in familiar text that includes words with more than one syllable. d) Identify beginning consonant sounds in single-syllable words. Students will be able to: • understand that there is a one-to-one correspondence between spoken and

written words.





• Short • Long

Digraph



Words Their Way


Pocket Pals



















Pacing / Time



Essential



notes

2nd

Quarter

Students will be able to: (cont.) • match uppercase and lowercase letter pairs.

• produce the usual sounds of consonants, short vowels and initial consonant digraphs.

• demonstrate concept of word by: ° tracking familiar print from left to right and top to bottom; and ° matching spoken words to print including words with more than

one syllable.








• Short • Long

Digraph



Words Their Way


Pocket Pals





Pacing / Time



Essential



notes

2nd

Quarter

9 weeks


meaning.



























Pacing / Time



Essential



notes

2nd

Quarter














Pacing / Time



Essential



notes

2nd

Quarter

9 weeks

Reading K.9 The student will demonstrate comprehension of fictional texts. a) Identify what an author does and what an illustrator does. b) Relate previous experiences to what is read. c) Use pictures to make predictions. d) Begin to ask and answer questions about what is read. e) Use story language in discussions and retellings. f) Retell familiar stories, using beginning, middle, and end. g) Discuss characters, setting, and events. Students will be able to: • understand that fictional texts tell a story.



























Pacing / Time



Essential



notes

2nd

Quarter


about a text.




• retell a story from pictures or text in their own words, arranging the events in the correct sequence (beginning, middle, and end).

• use words to sequence events (e.g., before, after, and next).


• use descriptive language to talk about characters, settings, and events of a story.












Pacing / Time



Essential



notes

2nd

Quarter

5 weeks

Reading K.10 The student will demonstrate comprehension of nonfiction texts. a) Use pictures to identify topic and make predictions. b) Identify text features specific to the topic, such as titles, headings, and pictures. Students will be able to: • understand that nonfictional texts provide information.








• identify text features including titles, headings and pictures in text.

• identify the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.






















Pacing / Time



Essential


Print Resources

Instructional notes

2nd

Quarter

9 weeks











• first • last

Capitalize

• first word

• pronoun “I”



Handwriting Without


Tears Name Tag Word Wall Environmental Print Modeled Writing Morning Message Interactive Writing Guided Writing Shared Writing Posting The Writing Process Punctuation Capitalization












Pacing / Time



Essential



notes

2nd

Quarter





• first • last

Capitalize

• first word

• pronoun “I”



Handwriting Without














Pacing / Time





Instructional notes

2nd

Quarter

9 weeks









Enhanced Scope and Sequence Handwriting Without Tears Name Tag Word Wall Environmental Print















Pacing / Time



Essential



notes

2nd

Quarter








Enhanced Scope and Sequence Handwriting Without Tears Name Tag Word Wall Environmental Print Telling Others (Narrative Writing) Informing Others/Making Reports (Informational Writing) Labeling/Making Lists (Functional Writing)






Pacing / Time



Essential



notes

2nd

Quarter

9 weeks










• asking

• discussing Teacher Observations




Pacing / Time



Essential



notes

3rd

Quarter

9 weeks




























Pacing / Time



Essential



notes

3rd

Quarter









• stories

• poems

• rhymes

• songs


• KWL chart


Poems















Pacing / Time



Essential



notes

3rd

Quarter

6 weeks











Real Make-believe


















Pacing / Time



Essential


Print Resources

Instructional notes

3rd

Quarter










Real Make-believe


• stories

• poems

• rhymes

• songs















Pacing / Time



Essential



notes

3rd

Quarter

9 weeks























Pacing / Time



Essential



notes

3rd

Quarter


seeking answers.











• stories

• poems

• rhymes

• songs
















Pacing / Time



Essential



notes

3rd

Quarter















• stories

• poems

• rhymes

• songs















Pacing / Time



Essential



notes

3rd

Quarter

9 weeks







Letter Sound



United Streaming












Pacing / Time




Technology& Print

Resources

Instructional notes

3rd

Quarter


individual words.










Letter Sound



United Streaming

• rhymes www.vrml.k12.la.us/k/khomework/read/k.htm www.freereading.net http://pals.virginia.edu Brain Pop Jr. (reading/writing


Words Their Way

Word Sorts and More

Teacher’s

Word Family Wheels


• Dr. Jean

• Jack Hartman

Role play (puppets)












Pacing / Time



Essential


Print Resources

Instructional notes

3rd

Quarter


units.








Letter Sound



United Streaming


Enhanced Scope and Sequence Words Their Way Word Sorts and More

Teacher’s

Word Family Wheels


• Dr. Jean

• Jack Hartman












Pacing / Time



Essential


Print Resources

Instructional notes

3rd

Quarter





Letter Sound



United Streaming



Teacher’s

Word Family Wheels


• Dr. Jean

• Jack Hartman

Role play (puppets)












Pacing / Time



Essential



notes

3rd

Quarter

6 weeks


























Pacing / Time



Essential



notes

3rd

Quarter








• stories

• poems

• rhymes

• songs


Modeling Tracking Finger pointing Punctuation















Pacing / Time



Essential


Print Resources

Instructional notes

3rd

Quarter

7 weeks









• High-Frequency


Phrase Sentence


Enhanced Scope and Sequence Pre-Decodable Books Decodable Books Independent Readers Leveled Books Waterford Books Library Books Environmental Print Word Wall


















Pacing / Time



Essential



notes

3rd

Quarter

9 weeks

K.7 The student will develop an understanding of basic phonetic principles. a) Identify and name the uppercase and lowercase letters of the alphabet. b) Match consonant, short vowel, and initial consonant digraph sounds to appropriate letters. c) Demonstrate a speech-to-print match through accurate finger-point reading in familiar text that includes words with more than one syllable. d) Identify beginning consonant sounds in single-syllable words. Students will be able to: • understand that there is a one-to-one correspondence between spoken and

written words.





• Short • Long

Digraph



Words Their Way


Pocket Pals



















Pacing / Time



Essential



notes

3rd

Quarter

Students will be able to: (cont.) • match uppercase and lowercase letter pairs.

• produce the usual sounds of consonants, short vowels and initial consonant digraphs.


one syllable.








• Short • Long

Digraph



Words Their Way


Pocket Pals





Pacing / Time



Essential



notes

3rd

Quarter

9 weeks


meaning.



























Pacing / Time



Essential



notes

3rd

Quarter














Pacing / Time



Essential



notes

3rd

Quarter

9 weeks

Reading K.9 The student will demonstrate comprehension of fictional texts. a) Identify what an author does and what an illustrator does. b) Relate previous experiences to what is read. c) Use pictures to make predictions. d) Begin to ask and answer questions about what is read. e) Use story language in discussions and retellings. f) Retell familiar stories, using beginning, middle, and end. g) Discuss characters, setting, and events. Students will be able to: • understand that fictional texts tell a story.



























Pacing / Time





Instructional notes

3rd

Quarter


about a text.



















Pacing / Time



Essential



notes

3rd

Quarter

5 weeks
































Pacing / Time



Essential


Print Resources

Instructional notes

3rd

Quarter

9 weeks











• first • last

Capitalize

• first word

• pronoun “I”



Handwriting Without














Pacing / Time



Essential



notes

3rd

Quarter





• first • last

Capitalize

• first word

• pronoun “I”



Handwriting Without














Pacing / Time





Instructional notes

3rd

Quarter

9 weeks









Enhanced Scope and Sequence Handwriting Without Tears Name Tag Word Wall Environmental Print Practice Formation of Letters Morning Message Journal Writing Four Square Labeling Portfolios















Pacing / Time





Instructional notes

3rd

Quarter














Pacing / Time



Essential



notes

3rd

Quarter

9 weeks









• asking

• discussing




Pacing / Time



Essential



notes

4 Quarter

th

9 weeks



























Pacing / Time



Essential



notes

4Quarter

th

Students will be able to: (cont.) • generate ideas to develop a group language experience narrative.

• dictate sentences about a group experience for a group language experience narrative (e.g., a story about a class field trip).







• stories

• poems

• rhymes

• songs


• KWL chart


• Dr. Jean

• Jack Hartman

Poems















Pacing / Time



Essential



notes

4Quarter

th

6 weeks











Real Make-believe


















Pacing / Time




Technology& Print

Resources

Instructional notes

4Quarter

th










Real Make-believe


• stories

• poems

• rhymes

• songs















Pacing / Time



Essential



notes

4Quarter

th

9 weeks























Pacing / Time



Essential



notes

4Quarter

th


seeking answers.











• stories

• poems

• rhymes

• songs
















Pacing / Time



Essential



notes

4Quarter

th















• stories

• poems

• rhymes

• songs















Pacing / Time



Essential



notes

4Quarter

th

9 weeks







Letter Sound



United Streaming













Pacing / Time




Technology& Print

Resources

Instructional notes

4Quarter

th


individual words.










Letter Sound



United Streaming

• rhymes www.vrml.k12.la.us/k/khomework/read/k.htm www.freereading.net http://pals.virginia.edu Brain Pop Jr. (reading/writing)


Teacher’s

Word Family Wheels


• Dr. Jean

• Jack Hartman

Role play (puppets)












Pacing / Time



Essential


Print Resources

Instructional notes

4Quarter

th


units.








Letter Sound



United Streaming



Words Their Way

Word Sorts and More

Teacher’s

Word Family Wheels


• Dr. Jean

• Jack Hartman

Role play (puppet












Pacing / Time



Essential


Print Resources

Instructional notes

4Quarter

th





Letter Sound



United Streaming



Teacher’s

Word Family Wheels


• Dr. Jean

• Jack Hartman

Role play (puppet












Pacing / Time



Essential



notes

4Quarter

th

6 weeks









www.kyrene.org/reading/kinder/index.htm www.hubbardscupboard.org www.carlscorner.us.com www.starfall.com www.storylineonline.net www.readinga-z.com Enhanced Scope & Sequence Today is pg 150, Poem puzzle pg 151

Enhanced Scope and Sequence Pre-Decodable Books Decodable Books Independent Readers Leveled Books Printable Books Waterford Books Library Books Class-made Books AIMS Web PALS Benchmark Tests Harcourt Theme Tests Flannigan Test Teacher-made Tests Checklists Portfolios Teacher Observations
















Pacing / Time



Essential



notes

4Quarter

th








• stories

• poems

• rhymes

• songs

Enhanced Scope and Sequence Pre-Decodable Books Decodable Books Independent Readers Leveled Books Printable Books Waterford Books Library Books Class-made Books Modeling Tracking Finger pointing Punctuation















Pacing / Time



Essential


Print Resources

Instructional notes

4Quarter

th

7 weeks

Reading K.6 The student will demonstrate an understanding that print conveys meaning. b) Explain that printed materials provide information. c) Read and explain own writing and drawings. d) Read his/her name and read fifteen meaningful, concrete words. Students will be able to: • understand that print conveys meaning. • apply knowledge that print conveys meaning.







• High-Frequency


Phrase Sentence

http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/52/52b005f2-ec01-47d9-aa32-f2a1021ad359/Community%20Signs.notebook# Brain Pop Jr.

Enhanced Scope and Sequence Pre-Decodable Books Decodable Books Independent Readers Leveled Books Waterford Books Library Books Environmental Print

















Pacing / Time



Essential



notes

4Quarter

th

9 weeks

K.7 The student will develop an understanding of basic phonetic principles. a) Identify and name the uppercase and lowercase letters of the alphabet. b) Match consonant, short vowel, and initial consonant digraph sounds to appropriate letters. c) Demonstrate a speech-to-print match through accurate finger-point reading in familiar text that includes words with more than one syllable. Students will be able to: • understand that there is a one-to-one correspondence between spoken and

written words.




• match uppercase and lowercase letter pairs.


• Short • Long

Digraph



Words Their Way


Pocket Pals



















Pacing / Time



Essential



notes

4Quarter

th

Students will be able to: (cont.) • produce the usual sounds of consonants, short vowels and initial

consonant digraphs.


one syllable.




• Short • Long

Digraph



Words Their Way


Pocket Pals





Pacing / Time



Essential



notes

4Quarter

th

9 weeks


meaning.



























Pacing / Time





Instructional notes

4Quarter

th














Pacing / Time



Essential



notes

4Quarter

th

9 weeks

Reading K.9 The student will demonstrate comprehension of fictional texts. b) Relate previous experiences to what is read. c) Use pictures to make predictions. d) Begin to ask and answer questions about what is read. e) Use story language in discussions and retellings. f) Retell familiar stories, using beginning, middle, and end. g) Discuss characters, setting, and events. Students will be able to: • understand that fictional texts tell a story.





• link knowledge from their own experiences to make sense of and talk about a text






















Pacing / Time



Essential



notes

4Quarter

th

Students will be able to: (cont.) • give evidence that they understand the meaning of what is being read

aloud, including the who, what, when, where, why, and how.


















Pacing / Time



Essential



notes

4Quarter

th

5 weeks
































Pacing / Time



Essential


Print Resources

Instructional notes

4Quarter

th

9 weeks











• first • last

Capitalize

• first word

• pronoun “I”




Handwriting Without Tears Name Tag Word Wall Environmental Print Modeled Writing Morning Message Interactive Writing Guided Writing Shared Writing Posting The Writing Process Punctuation Capitalization












Pacing / Time





Instructional notes

4Quarter

th





• first • last

Capitalize

• first word

• pronoun “I”


Handwriting Without














Pacing / Time



Essential



notes

4Quarter

th

9 weeks









Enhanced Scope and Sequence Handwriting Without Tears Name Tag Word Wall Environmental Print Practice Formation of Letters Writing Prompt Test Morning Message Journal Writing Four Square Labeling Portfolios















Pacing / Time





Instructional notes

4Quarter

th














Pacing / Time



Essential



notes

4Quarter

th

9 weeks










• asking

• discussing




Kindergarten Pacing Guide 2011-2012

Kindergarten First Nine Weeks

Second Nine Weeks

Third Nine Weeks

Fourth Nine Weeks

K.1 a-d K.2 a-e K.3 a-h K.4 a, b, e K.5 a-e K.6 a-d K.7 a, b, d K.8 a-b K.9 a-e K.10 a K.11 a, b K.12 a-d K.13

K.1 a-e K.2 a-g K.3 a-h K.4 a-e K.5 a-e K.6 a-d K.7 a-d K.8 a-b K.9 a-g K.10 a-b K.11a, b K.12 a-d K.13

K.1a-e K.2a-g K.3 a-h K.4 a-e K.5 a-e K.6 a-d K.7 a-d K.8 a-b K.9 a-g K.10 a-b K.11 a, b K.12 a-d K.13

K.1 a-e K.2 a-g K.3 a-h K.4 a-e K.5 a-e K.6 b-d K.7 a-c K.8 a-b K.9 b-g K.10 a-b K.11a, b K.12 a-d K.13

Web sites



http://www.scholastic.com/clifford/play/roundup/index.htm

http://pbskids.org/lions/games/abcd.html

http://www.learningplanet.com/act/abcorder.asp

http://www.kyrene.org/reading/kinder/kindergarten/theme_1.htm

http://www.pcboe.net/les/elderweb/kindergarten.htm

http://www.kyrene.org/reading/kinder/index.htm

(Harcourt Themes)

http://www.westallegheny.k12.pa.us/mckee/reading_activities/kindergarten/harcourt_kdg.html

http://rces.rocklin.k12.ca.us/parent_student/rc-student-links/kindergarten_student_links.htm

http://www.storylineonline.net/


http://www.pcboe.net/les/elderweb/kindergarten.htm#letterrecognition

http://www.pcboe.net/les/elderweb/kindergarten.htm#interactive

http://www.pcboe.net/les/elderweb/kindergarten.ht

http://www.vrml.k12.la.us/cc/trophy/harcourt_trophies.htm

http://www.ictgames.com/

Smartboard Sites

http://www.scholastic.com/clifford/play/roundup/index.htm�

http://pbskids.org/lions/games/abcd.html�

http://www.learningplanet.com/act/abcorder.asp�

http://www.kyrene.org/reading/kinder/kindergarten/theme_1.htm�

http://www.pcboe.net/les/elderweb/kindergarten.htm�


http://www.westallegheny.k12.pa.us/mckee/reading_activities/kindergarten/harcourt_kdg.html�

http://rces.rocklin.k12.ca.us/parent_student/rc-student-links/kindergarten_student_links.htm�



http://www.pcboe.net/les/elderweb/kindergarten.htm#letterrecognition�

http://www.pcboe.net/les/elderweb/kindergarten.htm#interactive�

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