english language arts 1st nine weeks kindergarten kindergarten q1.pdfjourneys emerging literacy...

English Language Arts 1st Nine Weeks Kindergarten

Shelby County Schools 2015/2016

of 28 Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.

Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

● 80% of our students will graduate from high school college or career ready ● 90% of students will graduate on time ● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps. Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials. A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricu-lar sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.




How to Use the Literacy Curriculum Maps Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you




in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The TNCore Literacy Standards

The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards): http://www.tncore.org/english_language_arts.aspx

Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection: http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Work Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources: http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction




Student Achievement Partners Text Set Projects Sequenced: http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

Curriculum Maps, Grades K-2

● Begin by examining the text(s) selected for the week and the target Reading Foundational Skills. Read them carefully and become familiar with both the text(s) and the target foundational skills for the week. At this grade band, decoding and language comprehension are of equal importance and need to be addressed fully every day.

● Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to a learning target in the center column. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text:

○ CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

○ CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently. ● Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction. ● Plan your weekly and daily objectives, using the learning target statements to help. ● Study the suggested performance assessments in the right-hand column, and match them to your objectives. ● When planning for the reading of a text, plan the questions you will ask each day using these three types of questions: those that derive

general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments. Remember that at this grade band complex text will probably need to be addressed through a read aloud or shared reading, as students have not fully mastered decoding skills well enough to tackle complex text on their own.

● Examine the other standards and skills you will need to address—writing, language skills, and speaking and listening skills. ● Using your Journeys TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember

to include differentiated activities for small group instruction and literacy stations




TN DOE Curriculum Standards Learning Outcomes Content & Tasks Week 1 Reading Selections

● Teacher selected read alouds Staggered Entry Performance Assessments (Teacher Choice)

● Journeys Emerging Literacy Survey ● Journeys Benchmark Assessment ● SCS Kindergarten Report Card Assessment Book ● Teacher-created

Week 2 Reading Selections Nursery Rhymes ● Jack and Jill ● One, Two, Three, Four, Five ● Pease Porridge Hot ● Colors ● To Market, To Market ● Teacher selected read alouds Reading Foundational Skills RF.K.1b-Recognize that spoken words are represented in written language by specific sequences of letters. RF.K.1d-Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2a-Recognize and produce rhyming words. RF.K.2b-Count, pronounce, blend, and segment syllables in spoken words.

Strategies and Skills ● Recognize own name in print ● Distinguish letters and numbers ● Recognize rhyming words ● Count, pronounce, and blend syllables in words ● Discuss environmental print ● Demonstrate book handling skills Learning Targets (I Can…) ● Name upper- and lower-case letters of the alphabet (Aa,

Bb, Cc, Dd, Ee). ● Identify rhyming words. ● Blend and segment syllables in words spoken aloud. Fluency ● Listen to fluent reading.

Print Concepts, Phonemic Awareness, Phonics, Fluency ● Rhyming Words – Teacher’s Edition pp. WTK 4, 8 ● Blend Syllables – Teacher’s Edition pp. WTK 6, 10, 11 ● Letter names: Aa, Bb, Cc, Dd, Ee ● Model Fluency ● Echo Reading Performance Assessments ● Journeys Benchmark Assessment ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created




TN DOE Curriculum Standards Learning Outcomes Content & Tasks Reading Literature and Informational Text 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).

Strategies and Skills Comprehension Skill ● Listen to a rhyme

Comprehension Strategy ● Build oral vocabulary through read alouds and nursery rhymes Learning Targets (I Can…) ● Ask and answer questions about key details. ● Use phrases and picture clues to define unknown words. ● Name and describe common types of texts.

Performance Assessments ● Journeys Progress Monitoring (every two weeks) ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created

Writing/Research 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…).

Strategies and Skills ● Letter formation ● Draw, dictate, and label

Learning Targets (I Can…) ● State my opinion about a book.

Routine Writing ● Journal writing ● Shared writing

Writing Tasks ● Draw, dictate or write to state an opinion about a book ● Practice writing first and last name

Speaking and Listening SL.K.1a-Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.K.3-Ask and answer questions to seek help, get information, or clarify something not understood. SL.K.4-Describe familiar people, places, things, and events/provide details with prompting and support. SL.K.6-Speak audibly and express thoughts, feelings, and ideas clearly. WIDA Standards (ELL) English Language Development Standard 1

Strategies and Skills Opening Routines · Participate in oral language activities with Nursery

Rhymes. Learning Targets (I Can…) · Follow classroom rules for discussions. · Participate appropriately in group discussions. · Ask and answer questions from teacher and classmates. · Describe people, places, things, events. · Speak clearly. Sample Modified Performance Indicators for ELL Levels 1-

Performance Assessments ● Journeys Progress Monitoring ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created Ongoing Class Routines ● Continuation of classroom rules and procedures ● Expectations for Responsive Classroom activities such as

Morning Meeting ● Group behaviors, classroom routines and procedures,

collaborative conversations




TN DOE Curriculum Standards Learning Outcomes Content & Tasks

English language learners communicate for Social and Instructional purposes within the school setting. English Language Development Standard 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

5 (Nursery Rhymes, Speaking) 1. Repeat key words in rhymes from picture cues in a whole group 2. Chant phrases or short sentences in rhymes using gestures from picture cues in a whole group 3. Rehearse short rhymes using gestures from picture cues in whole or small groups 4. Complete short rhymes using gestures from picture cues in whole or small groups 5. Recite rhymes using gestures from memory in small groups

ELL Connections ● WIDA Standards https://www.wida.us/standards/eld.aspx

See WIDA “Can Do” statements in SCS Weebly, http://scsliteracy.weebly.com/kindergarten-curriculum.html

● North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921

o Click on Transformed MPIs/ELAs

Language LK.1a-Print many upper- and lowercase letters. LK.5a-Sort common objects into categories to gain a sense of concepts the categories represent.

Strategies and Skills ● Listen to a rhyme Learning Targets (I Can…) ● Print upper- and lower-case letters (Aa, Bb, Cc, Dd, Ee). ● Print my first name. ● Sort objects into categories by color. ● Use new words in daily conversation.

Vocabulary ● Environmental Print Lesson Vocabulary

● Rhyme, school, principal, cafeteria Language Arts ● Participate in shared writing activities ● Write upper- and lower-case letters Performance Assessments ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created

Week 3 Reading Selections Nursery Rhymes: ● I Went Upstairs




TN DOE Curriculum Standards Learning Outcomes Content & Tasks ● Quack, Quack, Quack ● Mix a Pancake ● Sing a Song of Sixpence ● Little Arabella Stiller ● Teacher selected read alouds Reading Foundational Skills RF.K.1b-Recognize that spoken words are represented in written language by specific sequences of letters. RF.K.1d-Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2a-Recognize and produce rhyming words. RF.K.2b-Count, pronounce, blend, and segment syllables in spoken words.

Strategies and Skills ● Recognize own name in print ● Distinguish letters and numbers ● Recognize rhyming words ● Blend and segment syllables ● Discuss environmental print ● Demonstrate book handling skills Learning Targets (I Can…) ● Name upper- and lower-case letters of the alphabet (Ff,

Gg, Hh, Ii, Jj). ● Identify rhyming words. ● Blend and segment syllables in words spoken aloud. Fluency ● Listen to fluent reading. ● Practice reading fluently.

Print Concepts, Phonemic Awareness, Phonics, Fluency ● Rhyming Words – Teacher’s Edition pp. WTK 14, 18 ● Blend and Segment Syllables – Teacher’s Edition pp.

WTK 16, 20, 22 ● Letter names: Ff, Gg, Hh, Ii, Jj ● Model Fluency ● Echo Reading Performance Assessments ● Journeys Benchmark ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created

Reading Literature and Informational Text 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).

Strategies and Skills Comprehension Skill ● Listen to a rhyme

Comprehension Strategy ● Build oral vocabulary through read alouds and nursery

rhymes Learning Targets (I Can…) ● Ask and answer questions about key details ● Use phrases and picture clues to define unknown words ● Name and describe common types of texts ● Participate in discussions about stories

Performance Assessments ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created






Strategies and Skills ● Draw, dictate, and label

Learning Targets (I Can…) ● State my opinion about a book.

Routine Writing ● Journal writing ● Shared writing Writing Tasks ● Draw, dictate or write to state an opinion about a book ● Practice writing first and last name

Speaking and Listening SL.K.1a-Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.K.3-Ask and answer questions to seek help, get information, or clarify something not understood. SL.K.4-Describe familiar people, places, things, and events/provide detail. SL.K.6-Speak audibly and express thoughts, feelings, and ideas clearly. WIDA Standards (ELL) English Language Development Standard 1 English language learners communicate for Social and Instructional purposes within the school setting. English Language Development Standard 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

● Strategies and Skills ● Opening Routines ● · Participate in oral language activities with Nursery Rhymes ● ● Learning Targets (I Can…) ● · Follow agreed-upon rules for discussions. ● · Participate in group discussions. ● · Use appropriate listening and speaking skills. ● · Ask and answer questions from teacher and classmates. ● · Describe people, places, things, events, and provide detail. ● · Speak clearly and understandably. ● ● Sample Modified Performance Indicators for ELL Levels 1-5 (Nursery Rhymes, Speaking) ● 1. Repeat key words in rhymes from picture cues in a whole group ● 2. Chant phrases or short sentences in rhymes using gestures from picture cues in a whole group ● 3. Rehearse short rhymes using gestures from picture cues in whole or small groups ● 4. Complete short rhymes using gestures from picture cues in whole or small groups ● 5. Recite rhymes using gestures from memory in

Performance Assessments ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created Ongoing Class Routines ● Continuation of claslsroom rules and procedures ● Expectations for Responsive Classroom activities such as


collaborative conversations ELL Connections ● WIDA Standards https://www.wida.us/standards/eld.aspx








small groups ●

Language LK.1a-Print many upper- and lowercase letters.

Strategies and Skills ● Participate in oral language activities with Nursery

Rhymes Learning Targets (I Can…) ● Print upper- and lower-case letters (Gg, Hh, Ii, Jj). ● Print my first name. ● Use new words in conversations.

Vocabulary ● Environmental Print Lesson Vocabulary

● Rhyme, school, principal, cafeteria, library, support class, computer

Language Arts ● Write upper- and lower-case letters Performance Assessments ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created

Week 4-Lesson 1 Reading Selections ● Big Book: What Makes a Family? ● Read Aloud: Building With Dad Reading Foundational Skills RF.K.1a-Follow words from left to right, top to bottom, and page by page. RF.K.1d-Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2a-Recognize and produce rhyming words. RF.K.2d-Isolate and pronounce sounds in three-phoneme words. RF.K.3c-Read common high-frequency words by sight (e.g., I ).

Learning Targets (I Can…) ● Recognize high frequency words (I). ● Name upper- and lower-case letters of the alphabet (Kk.

Ll, Mm, Nn. Oo). ● Identify beginning sounds in words. ● Point to individual words in print. ● Read from left to right, and top to bottom. ● Identify and produce rhyming words. Fluency ● Listen to fluent reading

Print Concepts, Phonemic Awareness, Phonics, Fluency ● Read and write letters Kk. Ll, Mm, Nn. Oo ● Rhyming Words Performance Assessments ● Journeys Progress Monitoring ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created Literacy Stations (introduce)




TN DOE Curriculum Standards Learning Outcomes Content & Tasks ● Phonemic Awareness/Phonics/Word study station

(choose one only): Journeys flip charts alphabet manipulatives, letter matching, match pictures that rhyme

Reading Literature and Informational Text Literature RI.K.2-With prompting and support, identify the main topic and retell key details of a text. RI.K.5-Identify the front cover, back cover, and title page of a book. RI.K.6-Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Strategies and Skills Comprehension Skill ● Main Idea Comprehension Strategy ● Summarize Learning Targets (I Can…) ● Ask and answer questions about key details. ● Tell what a story is about. ● Identify the front cover, back cover, and title page of a

book. ● Name the author and the illustrator of a book.

Performance Assessments ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created

Writing/Research 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 provide a reaction to what happened.

Strategies and Skills ● Narrative Writing: Names ● Focus Trait: Conventions Learning Targets (I Can…) ● Draw and label pictures of family members. ● Write names.

Routine Writing ● Teacher’s Edition pp. T29, T45, T57, T67, T73 Daily/ Weekly Writing ● Draw, dictate, and label ● Shared Writing Activities Writing Tasks ● Draw and write about your family

Speaking and Listening SL.K.1a-Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.K.1b-Contiune a conversation through multiple exchanges. SL.K.2-Confirm understanding of a text read aloud, information presented orally, or through other media by asking/answering questions and requesting clarification.

Strategies and Skills Opening Routines · Teacher’s Edition pp. T12-13, T30-31, T46-47, T58-59, T68-69 · Dig Deeper: T52-53

Performance Assessments ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created Ongoing Class Routines ● Continuation of classroom rules and procedures ● Introduce procedures for literacy stations





WIDA Standards (ELL) English Language Development Standard 1 English language learners communicate for Social and Instructional purposes within the school setting. English Language Development Standard 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Learning Targets (I Can…) · Follow classroom rules and procedures. · Participate in group discussions. · Ask and answer questions from teacher and classmates. · Speak clearly and understandably. Sample Modified Performance Indicators for ELL Levels 1-5 (Concepts about Print, Listening) 1. Point to features of big books in a large group (e.g., covers, title, author, illustrator) according to oral commands 2. Show directionality of print in various sources in a large group (e.g., left to right, beginning/ending of pages, top/bottom) according to oral commands 3. Identify features of text in context with a partner (e.g., spaces between words, sentences) according to oral directions 4. Sort features of text with a partner (e.g., lower/upper case letters, periods/question marks) according to oral directions 5. Match illustrations to oral reading of related sentences or short stories

● Expectations for Responsive Classroom activities such as Morning Meeting

● Group behaviors, classroom routines and procedures, collaborative conversations ELL Connections ● WIDA Standards https://www.wida.us/standards/eld.aspx




Language L.K.1a-Print many upper- and lowercase letters L.K.1b-Use frequently occurring nouns and verbs L.K.5a-Sort common objects into categories to gain a sense of concepts the categories represent. L.K.5c-Identify real-life connections between words and their use.

Strategies and Skills ● Classify and Categorize Family Words ● Nouns for People Learning Targets (I Can…) ● Print upper- and lower-case letters (Kk. Ll, Mm, Nn. Oo). ● Print my first name. ● Identify nouns as people. ● Identify real-life connections between words and their

use. ● Use new words I have learned from conversations,

reading and being read to.

Vocabulary ● Daily Vocabulary Boost ● Classify/Categorize: Family Words Lesson vocabulary

● Family, rhyme, noun, author, illustrator Language Arts Grammar Focus ● Nouns for People Ongoing Grammar Focus ● Participate in shared writing and group editing activities




TN DOE Curriculum Standards Learning Outcomes Content & Tasks ● Recognize capital letters ● Name all upper- and lower-case letters Performance Assessments ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created

Week 5-Lesson 2 Reading Selections Big Book: How Do Dinosaurs Go to School? Read Aloud: Friends at School Reading Foundational Skills RF.K.1a-Follow words from left to right, top to bottom, and page by page. RF.K.1d-Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2d-Isolate and pronounce sounds in three-phoneme words. RF.K.3c-Read common high-frequency words by sight (e.g., I, like).

Learning Targets (I Can…) ● Recognize high frequency words (I, like). ● Name upper- and lower-case letters of the alphabet. ● Identify beginning sounds in words. ● Read from left to right, and top to bottom. ● Identify and produce rhyming words. ● Read and write letters (Pp, Qq, Rr, Ss, Tt). Fluency ● Listen to fluent reading. ● Read along with the teacher and pause when he/she

does.

Print Concepts, Phonemic Awareness, Phonics, Fluency ● Read and write letters Pp, Qq, Rr, Ss, Tt ● Beginning Sounds ● Pause for Punctuation Ongoing Class Routines ● Focus on accuracy and purpose ● Echo reading, choral reading, independent oral reading ● Practice reading “like talking” (e.g., smooth, expressive) Performance Assessments ● Journeys Progress Monitoring ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created Literacy Stations (introduce) ● Phonemic Awareness/Phonics/Word study station

(choose one only): Journeys flip charts, alphabet manipulatives, letter matching, match pictures with the same beginning sound

Reading Literature and Informational Text Strategies and Skills Performance Assessments




TN DOE Curriculum Standards Learning Outcomes Content & Tasks Literature RL.K.3-With prompting and support, identify characters, settings, and major events in a story. RL.K. 6-With prompting and support, name the author and illustrator and define the role of each. Informational Text RI.K.5-Identify the front cover, back cover, and title page of a book. RI.K.6-Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Comprehension Skill ● Understanding Character Comprehension Strategy ● Infer/Predict Learning Targets (I Can…) ● Identify the character and understand characters can be

animals or people. ● Name the characters from a story and discuss what they

did. ● Name the author and illustrator and tell what each one

did. ● Identify the major events in a story.

● Journeys Progress Monitoring ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created

Writing/Research 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 provide a reaction to what happened.

Strategies and Skills ● Narrative Writing ● Focus Trait: Word Choice

Learning Targets (I Can…) ● Write about how I get to school

Routine Writing ● Teacher’s Edition pp. T123, T139, T151, T161, T167 Daily/ Weekly writing ● Draw, dictate and label ● Daily Journal ● Shared Writing Activities Writing Tasks ● Students will write/dictate and illustrate how they get to

school

Speaking and Listening SL.K.1a-Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.K.1b-Contiune a conversation through multiple exchanges. SL.K. 2-Confirm understanding of a text read aloud, information presented orally, or through other media by

Strategies and Skills Opening Routines ● Teacher’s Edition pp. T106-107, T124-125, 140-141,

T152-153, T162-163 ● Dig Deeper: T146-147 Learning Targets (I Can…)

Performance Assessments ● Journeys Progress Monitoring ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created Ongoing Class Routines




TN DOE Curriculum Standards Learning Outcomes Content & Tasks asking/answering questions and requesting clarification. SL.K.4-Describe familiar people, places, things, and events/provide detail. WIDA Standards (ELL) English Language Development Standard 1 English language learners communicate for Social and Instructional purposes within the school setting. English Language Development Standard 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

● Follow classroom rules and procedures. ● Participate in group discussions. ● Ask and answer questions from teacher and classmates. ● Speak clearly and understandably.

● Continuation of classroom rules and procedures, including procedures for literacy stations

● Expectations for Responsive Classroom activities such as Morning Meeting

● Group behaviors, classroom routines and procedures, collaborative conversations





Language L.K.1b-Use frequently occurring nouns and verbs. L.K.1f -Produce and expand complete sentences in shared language activities. L.K.5b- Demonstrate understanding of verbs and adjectives by relating them to their opposites. L.K.5c-Identify real-life connections between words and their use.

Strategies and Skills ● Antonyms ● Nouns for Places Learning Targets (I Can…) ● Print upper- and lower-case letters Pp, Qq, Rr, Ss, Tt). ● Print my first name. ● Identify nouns as places. ● Recognize opposites. ● Use real-life words in sentences. ● Speak in complete sentences.

Vocabulary ● Daily Vocabulary Boost ● Antonyms Language Arts Grammar Focus ● Nouns for Animals and Things Lesson Vocabulary

● Antonym, character, infer, predict, rules Ongoing Grammar Focus ● Participate in shared writing and group editing activities ● Recognize capital letters ● Name all upper- and lower-case letters




TN DOE Curriculum Standards Learning Outcomes Content & Tasks Performance Assessments ● Journeys Progress Monitoring ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created

Week 6-Lesson 3 Reading Selection(s) ● Big Book: Please Puppy Please ● Read Aloud: I Have a Pet! Reading Foundational Skills RF.K.1c-Understand that words are separated by spaces in print. RF.K.1d-Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2d-Isolate and pronounce sounds in three-phoneme words. RF.K.3c-Read common high-frequency words by sight (e.g., I, like, the).

Learning Targets (I Can…) ● Recognize high frequency words (I, like, the). ● Name upper- and lower-case letters of the alphabet (Uu,

Vv, Ww, Xx, Yy, Zz). ● Identify beginning sounds in words. ● Point to individual words in print. ● Identify and produce rhyming words. Fluency ● Listen to fluent reading. ● Practice reading along while the teacher reads..

Print Concepts, Phonemic Awareness, Phonics, Fluency ● Read and write letters Uu, Vv, Ww, Xx, Yy, Zz ● Beginning Sounds ● Words in Oral Sentences ● Pause for Punctuation ● Reading Rate Ongoing Class Routines ● Focus on accuracy and purpose ● Echo reading, choral reading, independent oral reading

Practice reading “like talking” (e.g., smooth, expressive) Performance Assessments ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created Literacy Station Activities ● Phonemic Awareness/Phonics/Word study station:

Journeys flip charts, alphabet manipulatives, letter matching, match pictures with the same beginning sound

Reading Literature and Informational Text Literature

Strategies and Skills Comprehension Skill

Performance Assessments ● Journeys Grab-and-Go Assessments




TN DOE Curriculum Standards Learning Outcomes Content & Tasks 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.

● Story Structure Comprehension Strategy ● Monitor/Clarify Learning Targets (I Can…) ● Ask and answer questions about key details. ● Describe what happened in a story. ● Use pictures to retell a story.

● SCS Kindergarten Report Card Assessment Book ● Teacher-created Literacy Station (introduce) ● Comprehension station: Journeys flip chart, listening

station/audio book, illustrate a story

Writing/Research 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.

Strategies and Skills ● Informative Writing: Caption ● Focus Trait: Ideas Learning Targets (I Can…) ● Draw a picture and label it.

Routine Writing ● Teacher’s Edition pp. T217, T233, T245, T255, T261 Daily/ Weekly writing ● Draw, dictate and label ● Daily Journal ● Shared Writing Activities Writing Tasks ● Draw and write about a pet you would like to have

Speaking and Listening SL.K.1b-Contiune a conversation through multiple exchanges. SL.K.4-Describe familiar people, places, things, and events/provide detail. WIDA Standards (ELL) English Language Development Standard 1 English language learners communicate for Social and Instructional purposes within the school setting. English Language Development Standard 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Strategies and Skills Opening Routines ● Teacher’s Edition pp. T200-201, T218-219, T234-235,

T246-247, T256-257 ● Dig Deeper: T240-241 Learning Targets (I Can…) ● Follow classroom rules and procedures. ● Participate in group discussions. ● Use appropriate listening and speaking skills.

Performance Assessments ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created Ongoing Class Routines ● Continuation of classroom rules and procedures,

including procedures for literacy stations ● Expectations for Responsive Classroom activities such as


collaborative conversations









Language L.K.1b-Use frequently occurring nouns and verbs. L.K.5d-Distinguish shades of meaning among verbs describing the same general action by acting out the meanings.

Strategies and Skills ● Synonyms Learning Targets (I Can…) ● Print upper- and lower-case letters (Uu, Vv, Ww, Xx, Yy,

Zz). ● Print my first name. ● Identify nouns as animals and things. ● Recognize that two words mean the same thing or almost

the same thing.

Vocabulary ● Daily Vocabulary Boost ● Synonyms Lesson Vocabulary

● Synonym, infer, predict, pet Language Arts Grammar Focus ● Nouns for Animals and Things Ongoing Grammar Focus ● Participate in shared writing and group editing activities ● Recognize capital letters ● Name all upper- and lower-case letters Performance Assessments ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created

Week 7-Lesson 4 Reading Selection(s) ● Big Book: Everybody Works ● Read Aloud: Pizza at Sally’s




TN DOE Curriculum Standards Learning Outcomes Content & Tasks Reading Foundational Skills RF.K.1c-Understand that words are separated by spaces in print. RF.K.1d-Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2d-Isolate and pronounce sounds in three-phoneme words. RF.K.3a-Demonstrate knowledge of letter-sound correspondences by producing the most frequent sound of each consonant. RF.K.3c-Read common high-frequency words by sight (e.g., see, at, green, I, am, little).

Learning Targets (I Can…) ● Recognize high frequency words (the). ● Point to individual words in sentences. ● Name upper- and lower-case letters of the alphabet. ● Identify beginning sounds in words (/m/). Fluency ● Listen to fluent reading. ● Practice reading fluently.

Print Concepts, Phonemic Awareness, Phonics, Fluency ● Read and write letter/sound Mm, /m/ ● Beginning sounds ● Words in oral sentences ● Pause for punctuation Ongoing Class Routines ● Focus on accuracy and purpose ● Echo reading, choral reading, independent oral reading ● Practice reading “like talking” (e.g., smooth, expressive) Performance Assessments ● Journeys Progress Monitoring ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created Literacy Station Activities ● Phonemic Awareness/Phonics/Word study station(s):

Journeys flip charts, alphabet manipulatives, letter matching, match pictures with the same beginning sound (focus on the letter Mm and sound /m/)

Reading Literature and Informational Text Literature RL.K.5-Recognize common types of texts (e.g., storybooks, poems) RL.K.6-Name the author and illustrator and define the role of each Informational Text RI.K.6-Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text RI.K.7-With prompting and support, describe the relationship between illustrations and the text in which they appear

Strategies and Skills Comprehension Skill ● Text and Graphic Features Comprehension Strategy ● Analyze/Evaluate Learning Targets (I Can…) ● Name and describe common types of texts. ● Name the author and illustrator and define the role of

each. ● Ask and answer questions citing evidence from the text.

Performance Assessments ● Journeys Progress Monitoring ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created Literacy Station Activities ● Comprehension station: Journeys flip chart, listening

station/audio book, illustrate a story





● Use illustrations to understand what I am reading.

Writing/Research 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 provide a reaction to what happened. W.K.8-With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Strategies and Skills ● Narrative Writing: Story Sentences ● Focus Trait: Ideas Learning Targets (I Can…) ● Write about a job I would like to have. ● Work with others to gather information from books,

pictures, and objects. ● Collaborate with others during shared writing activities.

Routine Writing ● Teacher Edition pp. T311, T327, T339, T349, T355 Daily/ Weekly writing ● Draw and label ● Daily Journal ● Shared Writing Activities Writing Tasks ● Draw and write about a job you would like to do

Speaking and Listening SL.K.1a-Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.K.6-Speak audibly and express thoughts, feelings, and ideas clearly. WIDA Standards (ELL) English Language Development Standard 1 English language learners communicate for Social and Instructional purposes within the school setting.


T340-341, 350-351 ● Dig Deeper: T334-335 Learning Targets (I Can…) ● Follow classroom rules for conversation and discussion. ● Ask and answer questions from teacher and classmates. ● Speak clearly and understandably.

Performance Assessments ● Journeys Progress Monitoring ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created Ongoing Class Routines ● Continuation of classroom rules and procedures ● Expectations for Responsive Classroom activities such as

Morning Meeting Group behaviors, classroom routines and procedures, collaborative conversations




o Click on Transformed MPIs/ELAs Language L.K.1a-Print many upper- and lowercase letters.

Strategies and Skills ● Classify and Categorize

Vocabulary ● Daily Vocabulary Boost




TN DOE Curriculum Standards Learning Outcomes Content & Tasks L.K.1b-Use frequently occurring nouns and verbs. L.K.1f-Produce and expand complete sentences in shared language activities. L.K.4b-Use frequently occurring inflections and affixes as a clue to the meaning of an unknown word.

Learning Targets (I Can…) ● Print upper- and lower-case letters. ● Print my first name. ● Use verbs in the present tense. ● Use verbs with –ed and –ing. ● With support, write a simple sentence.

● Words for Jobs ● Words with –ed and -ing Language Arts Grammar Focus ● Action Verbs in the Present ● Narrative Writing Lesson Vocabulary

● work, job Ongoing Grammar Focus ● Participate in shared writing and group editing activities ● Recognize capital letters ● Label my drawings using inventive spelling ● Recognize punctuation marks ● Name all upper- and lower-case letters ● Begin to use invented spelling when writing Performance Assessments ● Journeys Progress Monitoring ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created

Week 8-Lesson 5 Reading Selection(s) ● Big Book: The Handiest Things in the World ● Read Aloud: The Little Red Hen Reading Foundational Skills RF.K.1d-Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2d-Isolate and pronounce sounds in three-phoneme

Learning Targets (I Can…) ● Recognize high frequency words (I, like, the, and). ● Understand that words are separated by spaces in print. ● Name upper- and lower-case letters of the alphabet.

Print Concepts, Phonemic Awareness, Phonics, Fluency ● Read and write letter/sound Ss, /s/ ● Beginning sounds ● Words in oral sentences




TN DOE Curriculum Standards Learning Outcomes Content & Tasks words. RF.K.3a-Demonstrate knowledge of letter-sound correspondences by producing the most frequent sound of each constant. RF.K.3c-Read common high-frequency words by sight (e.g., see at green, I, am, little).

● Identify beginning sounds in words (/s/). Fluency ● Listen to fluent reading ● Practice reading fluently

● Pause for punctuation Ongoing Class Routines ● Focus on accuracy and purpose ● Echo reading, choral reading, independent oral reading ● Practice reading “like talking” (e.g., smooth, expressive) Performance Assessments ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created Literacy Station Activities ● Phonemic Awareness/Phonics/Word study station:

Journeys flip charts, alphabet manipulatives, letter matching, match pictures with the same beginning sound (focus on Ss, /s/)

Reading Literature and Informational Text Literature RL.K.1-With prompting and support, ask and answer questions about key details in a text. RL.K. 9-With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Informational Text RI.K.1-With prompting and support, ask and answer questions about key details in a text.

Strategies and Skills Comprehension Skill ● Details Comprehension Strategy ● Question Learning Targets (I Can…) ● Ask and answer questions about key details. ● Compare and contrast characters and their actions in a

story. ● Give reasons from the text to support answers to

questions. ● Engage in group reading activities with purpose and

understanding.

Performance Assessments ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created Literacy Station Activities ● Comprehension station: Journeys flip chart, listening

station/audio book, illustrate a story using details

Writing/Research W.K.3-Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell

Strategies and Skills ● Narrative Writing: Class Story ● Focus Trait: Ideas

Routine Writing ● Teacher Edition pp. T405, T423, T435, T445, T451




TN DOE Curriculum Standards Learning Outcomes Content & Tasks about the events in the order in which they occurred, and provide a reaction to what happened. W.K.8-With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Learning Targets (I Can…) ● Use drawing, dictating, and writing to tell a story. ● Gather information from books, pictures, and objects. ● Collaborate with others during shared writing activities.

Daily/ Weekly writing ● Letter formation ● Draw and label ● Daily Journal ● Shared Writing Activities Writing Tasks ● Draw and write about something you use a tool to do

Speaking and Listening SL.K.3-Ask and answer questions to seek help, get information, or clarify something not understood. WIDA Standards (ELL) English Language Development Standard 1 English language learners communicate for Social and Instructional purposes within the school setting. English Language Development Standard 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.


T436-437, T446-447 Learning Targets (I Can…) ● Ask and answer questions from teacher and classmates. ● Speak clearly and understandably.

Performance Assessments ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created Ongoing Class Routines ● Continuation of classroom rules and procedures ● Expectations for Responsive Classroom activities such as





o Click on Transformed MPIs/ELAs Language L.K.1b-Use frequently occurring nouns and verbs. L.K.1d-Understand and use question words. L.K.2a-Capitalize the first word in a sentence and the pronoun I.

Strategies and Skills ● Synonyms ● Action Verbs in the Present Tense Learning Targets (I Can…)

Vocabulary ● Daily Vocabulary Boost ● Synonyms Lesson Vocabulary

● Details, synonyms, tools, cause, effect




TN DOE Curriculum Standards Learning Outcomes Content & Tasks L.K.2b-Recognize and name end punctuation. L.K.5d-Distinguish shades of meaning among verbs by acting out the meanings.

● Print my first name. ● Use verbs in the present tense. ● Recognize verbs that have similar meanings (dig/scoop,

catch/grab). ● Use question words e.g. who, what, where, when, why,

how. ● With support, capitalize the first word in a sentence and

the pronoun I. ● With support, use end punctuation for sentences (. and

?).

Language Arts Grammar Focus ● Action Verbs in the Present Tense ● Narrative Writing Ongoing Grammar Focus ● Participate in shared writing and group editing activities ● Recognize capital letters ● Label my drawings using inventive spelling ● Recognize punctuation marks ● Name all upper- and lower-case letters ● Begin to use invented spelling when writing Performance Assessments ● Journeys Benchmark, Unit 1 ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created

Week 9-Lesson 6 Reading Selections ● Big Book: My Five Senses ● Read Aloud: Listen! Listen! Reading Foundational Skills RF.K.2c-Blend and segment onsets and rimes of single-syllable spoken words. RF.K.3b-Associate long and short sounds with common spellings for the five major vowels. RF.K.3c-Read common high-frequency words by sight (e.g., see at green, I, am, little). RF.K.4-Read emergent-reader texts with purpose and understanding.

Learning Targets (I Can…) ● Recognize high frequency words (see). ● Identify Aa /a/ (short a and long a) at the initial and medial

positions in spoken words. Fluency ● Listen to fluent reading. ● Practice reading fluently.

Print Concepts, Phonemic Awareness, Phonics, Fluency ● Read and write letter/sound: Aa, short a and Long a ● Blend Onsets and Rimes:

Teacher Edition pp. T13,T31,T47,T59,T69 ● Vowels and Consonants ● Pause for Punctuation ● Retelling Ongoing Class Routines ● Focus on accuracy and purpose ● Echo reading, choral reading, independent oral reading ● Practice reading “like talking” (e.g., smooth, expressive)




TN DOE Curriculum Standards Learning Outcomes Content & Tasks Performance Assessments ● Journeys Progress Monitoring ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created Literacy Station Activities ● Phonemic Awareness/Phonics/Word study station:

Journeys flip charts, alphabet manipulatives, letter matching, match pictures with the same beginning sound (/m, /s/, /a/)

Reading Literature and Informational Text Literature 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). Informational Text Ri.K.2-With prompting and support, identify the main topic and retell key details of a text. RI.K.4-Ask and answer questions about unknown words 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).

Strategies and Skills Comprehension Skill ● Compare and contrast ● Text and Graphic Features Comprehension Strategy ● Monitor/clarify Learning Targets (I Can…) ● Ask and answer questions about key details. ● Use phrases and picture clues to define unknown words. ● Distinguish between poems and other types of text. ● Compare and contrast information about our senses from

three different books.

Performance Assessments ● Journeys Progress Monitoring ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created Literacy Station (introduce) ● Comprehension station: Journeys flip chart, listening

station/audio book, illustrate a story (focus on compare/contrast)


Strategies and Skills ● Informative Writing ● Focus Trait: Word Choice Learning Targets (I Can…) ● Use drawing, dictating, and writing to compose opinion

Routine Writing ● Teacher’s Edition pp. T29, 45, 57, 67, 73 Daily/ Weekly writing ● Letter formation ● Draw and label




TN DOE Curriculum Standards Learning Outcomes Content & Tasks W.K.2-Use a combination 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.

pieces. ● Use drawing, dictating, and writing to compose

informative/explanatory texts. ● Research an Animal (Teacher Edition p. 259).

● Daily Journal ● Shared Writing Activities Writing Tasks Analysis ● Complete a Bubble Map on the five senses ● Complete the sentence frames for each of the five senses Opinion ● Dictate/Write sentences about which of the five senses do

you find most useful and why ● Constructed Response Assessment

Teacher’s Edition: Lesson 6, Whole Group Tab You read about your five senses and how they make you aware. Draw a picture of yourself in a place you like. Write about how you use your senses in this place. What do you see, hear, smell, touch, and taste?

Speaking and Listening SL.K.1a-Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.K.3-Ask and answer questions to seek help, get information, or clarify something not understood. SL.K.6-Speak audibly and express thoughts, feelings, and ideas clearly WIDA Standards (ELL) English Language Development Standard 1 English language learners communicate for Social and Instructional purposes within the school setting. English Language Development Standard 2

Strategies and Skills Opening Routines · Teacher’s Edition pp. T12-13, T30-31, T46-4, T58-59, T68-

69 · Dig Deeper: T52-T55 · Classroom Conversation: T71 Learning Targets (I Can…) · Participate appropriately in group discussions. · Demonstrate appropriate listening and speaking skills. · Ask and answer questions from teacher and classmates. · Speak clearly and understandably. Sample Modified Performance Indicators for ELL Levels 1-5 (Concepts about Print, Listening)

Performance Assessments ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created Ongoing Class Routines ● Continuation of classroom rules and procedures ● Expectations for Responsive Classroom activities such as



See WIDA “Can Do” statements in SCS Weebly,





English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

1. Point to features of big books in a large group (e.g., covers, title, author, illustrator) according to oral commands 2. Show directionality of print in various sources in a large group (e.g., left to right, beginning/ending of pages, top/bottom) according to oral commands 3. Identify features of text in context with a partner (e.g., spaces between words, sentences) according to oral directions 4. Sort features of text with a partner (e.g., lower/upper case letters, periods/question marks) according to oral directions 5. Match illustrations to oral reading of related sentences or short stories

http://scsliteracy.weebly.com/kindergarten-curriculum.html



Language L.K.1a-Print many upper- and lowercase letters. L.K.1f-Produce and expand complete sentences in shared language activities. L.K.2a-Capitalize the first word in a sentence and the pronoun I. L.K.5b-Demonstrate understanding of verbs and adjectives by relating them to their opposites.

Strategies and Skills ● Descriptive Sentences ● Focus Trait: Word Choice Learning Targets (I Can…) ● Print upper- and lower-case letters. ● Print my first name. ● With support, capitalize the first word in a sentence and

the pronoun I. ● Use words to describe information gained through my

senses (hard, soft, loud, quiet). ● Use words and phrases acquired through conversations,

reading and being read to, and responding to text.

Vocabulary ● Daily Vocabulary Boost ● Context Clues Lesson Vocabulary

● Sentence, compare, contrast, graphic features, sense

Grammar Focus ● Sensory Words Ongoing Grammar Focus ● Participate in shared writing and group editing activities ● Recognize capital letters ● Label my drawings using inventive spelling ● Recognize punctuation marks ● Name all upper- and lower-case letters ● Begin to use invented spelling when writing




TN DOE Curriculum Standards Learning Outcomes Content & Tasks Performance Assessments ● Journeys Progress Monitoring ● Journeys Grab-and-Go Assessments ● SCS Kindergarten Report Card Assessment Book ● Teacher-created

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