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FREEHOLD BOROUGH SCHOOL DISTRICT

280 Park Avenue Freehold, NJ 07728

Monmouth County

Office of Curriculum & Instruction

Course Title: Language Arts

Grade: Kindergarten

Board of Education Adoption Date: June 6, 2016

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Freehold Borough Board of Education

Dr. Michael Lichardi, President Mrs. Susan Greitz, Vice President

Mr. Paul Ceppi

Mr. Paul Jensen

Mrs. Annette Jordan

Mr. James Keelan

Mr. Bruce Patrick

Mrs. Margaret Rogers

Mrs. Michele Tennant

District Administration

Rocco Tomazic, Ed. D., Superintendent

Joseph Howe, School Business Administrator

Cheryl Romano, Director of Curriculum & Instruction

Jennifer O’Shea, Director of Special Programs

Jennifer Donnelly, Director of Technology & Assessment

Cecilia Zimmer, Supervisor of Instruction – ESL, Bilingual & World Languages

Ronnie Dougherty, Principal – Freehold Intermediate School

John Brovak, Assistant Principal – Freehold Intermediate School

Patrick Mulhern, Principal – Park Avenue Elementary School

William Smith, Principal – Freehold Learning Center

Curriculum Committee

Laura Dilworth

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Freehold Borough School District

District Mission

We will inspire the creativity and imagination of all students and empower them as

knowledgeable, skillful, and confident learners who flourish and contribute willingly in a

changing world.

Core Beliefs

We believe that: ● All people have inherent worth. ● Life-long learning is basic to the survival and advancement of society. ● The primary influence on the individual's development is the family in all its forms. ● Valuing diversity is essential to individual growth and the advancement of society. ● All individuals have strengths and human potential has no known limits. ● Democracy thrives when individuals accept responsibility for their choices. ● Being trustworthy builds trust. ● Creativity and imagination are essential for society to flourish. ● A safe environment is essential for the well-being of the individual and for society to

flourish

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Freehold Borough School District

Philosophy

The philosophy for our curriculum is developed with a democratic system of beliefs and values.

Believing that our students deserve the best education, our curriculum is aligned to the most

current New Jersey Core Curriculum Content Standards and current statewide assessments. Our

scope and sequence is vertically and horizontally aligned. The progression of objectives

embraces decades of rigorous research, conducted both independently and at the university level,

and acknowledges that children develop differently and that learning experiences and strategies

for performance are differentiated. Our borough is a diverse community, rich in tradition and

spirit. Knowledge is a fusion balancing authentic experience and content, which language arts

literacy skills are integrated with other content areas. Our curriculum contains common

expectations that are rigorous and student centered, and teachers, who are most proximal to the

children, will use this document as an instrument to ensure student success.

To ensure that our children are successful and receive the best education, this curriculum

document, our staff will continuously collaborate on this living document. We will develop

purposeful and effective formative and summative assessments which measure growth of our

curriculum and inform our instruction. Finally, we will continuously seek to grow professionally

through professional development, which is aligned to statewide regulations, but specifically

geared to benefit our curriculum, school, and children.

General Curriculum & Instruction Objectives ● Teachers will employ lessons that are aligned to our curriculum and framed utilizing

current research-based methods and techniques that focus on student achievement ● Our lessons will be structured according to statewide and district standards and our

teachers will have flexibility to ensure that lessons meet the needs of all learners ● Units and lessons will be differentiated ● Curriculum is be student focused on success and balances developmental theory and

psychometric standards ● Democratically developed benchmarks and assessments will be utilized to gauge student

and curricular growth. Assessment will be multidimensional and developed according to

student need.

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Table of Contents

Unit/Section Page

Educational Outcomes 1

Core Materials 3

Pacing Guide 6

Unit 1 7

Unit 2 15

Unit 3 24

Unit 4 33

Unit 5 41

Unit 6 50

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Educational Outcome Goals/Course Overview

The Freehold Borough Language Arts curriculum aligns with the Common Core Language Arts

Standards. Freehold Borough’s elementary schools provide an extensive education in Language

Arts literacy.

The Language Arts are integrative, interactive ways of communicating that develop through

reading, writing, speaking, listening and viewing. They are the means through which one is able

to receive information; think logically and creatively; express ideas; and understand and

participate meaningfully in spoken, written, and nonverbal communications. Scientific-based

reading research by the National Reading Panel illustrates there are five important components in

early reading. In addition, a child’s motivation to read and write, as well as their background

knowledge that must be developed so that young students become proficient in literacy across all

content areas.

The presentation of the interrelationship of reading, writing, listening, speaking, and viewing is a

dynamic interactive process. Through the use of direct instruction, modeling, practice and

application, and quality literature, the students will develop the skills necessary to be active

listeners, thoughtful readers, critical thinkers, effective communicators, and collaborators. Our

comprehensive and balanced elementary literacy program includes the following areas and is

based on the Common Core State Standards:

- Phonemic awareness

- Explicit and embedded phonics

- Reading fluency

- Reading comprehension

- Vocabulary development

- Developmental Spelling and word study

- Daily read aloud

- Background knowledge

- Motivation

- Writing workshop

- Small group differentiated instruction

- Guided reading

Every teacher provides our students with a 90-minute uninterrupted reading block plus 50

minutes for writing. Together these blocks of time include language experiences all children

need in order to grow intellectually, socially, and emotionally. During these instructional blocks,

children focus on the many skills and strategies necessary to lay the foundation to become

readers and writers through whole and small group instruction.

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In Kindergarten students engage in many activities that help them develop their oral language

skills through responding to literature. They learn that spoken language is composed of

sequences of sounds through meaningful activities such as having quality literature read to them,

hearing poetry and playing rhyming games. Concepts of print and learning how books “work,”

include being able to hold the book right-side up, identifying the front and back covers and

understanding that print carries messages. This helps young children learn about the world of

print. Our Jumpstart to literacy program emphasizes whole group and small group phonemic

awareness, explicitly taught phonics, and sight word development. Using a multi-sensory

approach, kindergarten students are taught these concepts using movement, chants, props,

pictures, songs, literature and games. Distinctive to the phonics component, is that the sounds of

the letters are associated with a prop/picture and taught first before the introduction of the letter

name; thus moving from the concrete prop to the abstract letter. In addition, kindergarten

students are encouraged to implement the new skills and strategies in small group guided reading

sessions. Just as important is a child’s ability to read those many words that cannot be decoded

using phonics. Therefore, we work on building sight words as a critical part of every reader’s

vocabulary. As students build their bank of sight words and learn to decode well, the focus then

turns to comprehension. Hearing fluent readings modeled allow children to hear not only what

reading should sound like, but it helps children understand the meaning of the text as well. In

Kindergarten we introduce students to important comprehension strategies, e.g., generating and

responding to questions, comparing new information to what is already known, etc. The

knowledge and skills children acquire in kindergarten will serve as a foundation for their later

educational success.

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Core Materials

Unit 1:

Texts: - Jumpstart to Literacy Binders

- Fountas and Pinnell

- Guided Reading Library

- Reading Street Teacher’s Manual

- Basal Readers: “The Little School Bus” • “We Are So Proud!” • “PLAIDYPUS” • “Miss

Bindergarten Takes a Field Trip With Kindergarten” • “SMASH! CRASH!” • “Dig Dig

Digging”

- Mentor Text suggestions: Little Bears, It Didn’t Frighten Me, What Comes First?, I Eat

Leaves, At Work, Five Little Monkeys, My Picture Dictionary, Hands Hands, Chicka

Chicka Boom Boom, The Very Hungry Caterpillar, Rosie’s Walk, Mary Wore a Red

Dress, Timothy Goes to School, Rainbow Fish-Marcos Pfister, Bunny Cakes-Rosemary

Wells, Max’s Breakfast-Rosemary Wells, Chrysanthemum-Kevin Henkes

Supplemental Workbooks: - Reading Street Teacher Resources

Unit 2: Texts:

- Jumpstart to Literacy Binders




- Basal Readers: “Flowers” • “Nature Spy” • “Animal Babies in Grasslands” • “Bear

Snores On” • “A Bed for the Winter” • “Jack and the Beanstalk”.

- Daily 5 Book

- Itch Itch, A Week with Aunt Bea, A Trip to the City,

Oh No!, Crunchy Munchy, Selections from Jewels, My Picture Dictionary, Mrs. Wishy

Washy Books, Dan the Flying Man, Time to Sleep-Denise Fleming, Old Bear-Kevin

Henkes, Mercer Meyer books and Jan Brett books

-


Unit 3:





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- Basal Readers: • “Little Panda” • “Little Quack” • “George Washington Visits” •

“Farfallina and Marcel” • “Then and Now” • “The Lion and the Mouse”.

- Daily 5 Book

- Chickens, Is this a Monster?, Who Lives in the Sea?, Make a Valentine, Little Bears,

What Comes First?, I Eat Leaves, At Work, Chicks and Chickens, Coral Reefs, Penguins,

Grizzly Bears, Polar Bear, Panda Bear, Sharks, Valentines Day, Whales (Gail Gibbons)

-


Unit 4: Texts:

- Reading Street

- Jump Start to Literacy Binders



- pearsonsuccessnet.com

- readingworks.org

- Reading a-z

- Bunny Day

- My Lucky Day

- One Little Mouse

- Goldilocks and the Three Bears

- If you Could Go to Antarctica

- Abuela

- Daily 5 Book


Unit 5:

Texts: - Reading Street





- readingworks.org

- Reading a-z

- Max Takes the Train

- Mayday! Mayday!

- Messenger, Messenger

- Little Engine that Could

- On the Move!

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- This is the Way we Go!

- Yes Day! Amy Kraus

- Time to Sleep Denise Furlong

- Old Bear-Kevin Henkes

- Planting a RAinbow-Lois Elhert

- Harold and the Purple Crayon-Crockett Johnson

- Knuffle Bunny-Mo Willems

- Cookies Week-Cindy Ward

- Daily 5 Book


Unit 6: Texts:





- readingworks.org

- Reading a-z

- Homes Around the World

- Old MacDonald had a Woodshop

- Building Beavers

- The Night Worker

- The House that Tony Lives In

- Animal Homes


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Pacing Guide

Unit Name Anticipated Timeframe

Unit 1 6 weeks (September - mid October)

Unit 2 6 weeks (mid October - December)

Unit 3 6 weeks (December - January)

Unit 4 6 Weeks (February-March)

Unit 5 6 Weeks (Mid March-May)

Unit 6 6 Weeks (Mid May-Mid June)

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Unit Plan Title

Unit 1 Kindergarten Language Arts

Suggested Time Frame Six Weeks (September- Mid October)

Overview / Rationale

What is this unit about? What will students be able to independently use their learning to do?

An introduction to the kindergarten community of learners. Students will learn about daily

routines and structures that contribute to a learning environment. They will recognize upper and

lowercase letters of the alphabet and associate consonant sounds with letters. They will

recognize/read his/her name and classmates names and recognize/read color words. Students will

become familiar with rhyming words. They will learn strategies such as using picture clues and

get his/her mouth ready to decode unknown words. They will classify and categorize

information, activate schema before listening to a story and identifying characters in a story.

Readers will build good habits and launch Reader’s Workshop.

Stage 1 – Desired Results

Established Goals: Reading Foundational Skills- (RF.K)

RF.K.2.a Recognize and produce rhyming words.

RF.K.2.b Count, pronounce, blend, and segment syllables in spoken words

RF.K.2.c Blend and segment onsets and rimes of single-syllable spoken words.

RF.K.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-

phoneme (consonant-vowel-consonant, or CVC) words.

RF.K.3.a Demonstrate basic knowledge of one-to-one letter-sound correspondences by

producing the primary sound or many of the most frequent sounds for each consonant.(This does

not include CVCs ending with /l/, /r/, or /x/.)

RF.K.3.c Read common high-frequency words by sight (e.g., the, of, to,you, she, my, is, are, do,

does).

Reading for Literature- (RL.K)

RL.K.2 With prompting and support, retell familiar stories, including key details.

RL.K.3 With prompting and support, identify characters, settings, and major events in a story.

RL.K.7 With prompting and support, describe the relationship between illustrations and the

story in which they appear (e.g., what moment in a story an illustration depicts).

Reading for Information- (RI.K)

RI.K.1 With prompting and support, ask and answer questions about key details in a text.

Language- (L.K)

L.K.1.a Print many upper- and lowercase letters.

L.K.1b Use frequently occurring nouns and verbs.

L.K.5.a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts

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the categories represent.

L.K.5.c Identify real-life connections between words and their use (e.g., note places at school

that are colorful).

Speaking and Listening- (SL.K)

SL.K.1.a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns

speaking about the topics and texts under discussion).

SL.K.4 Describe familiar people, places, things, and events and, with prompting and support,

provide additional detail.

Writing-(W.K)

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.

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.5 With guidance and support from adults, respond to questions and suggestions from peers

and add details to strengthen writing as needed.

Enduring Understandings: Reading: Letters and sounds go together to

make words. It is important to understand what

I read. The parts of a book include, front and

back cover, title page, pictures and words.

Writing: Good writers use appropriate stroked

and directionality when forming letters.

Speaking and Listening: Listening and

speaking are the processes of communicating,

constructing meaning, and responding to

spoken and nonverbal messages.

Language: Rules and conventions of language

help readers understand what is being

communicated.

Essential Questions: Reading: How does symbol discrimination

enable students to become reader? What are

the parts of a book?

Writing:What strokes are needed to become a

proficient printer/writer?

Speaking and Listening: How can discussion

increase our knowledge and understanding of

ideas?

Language: How does reading, writing,

speaking, and listening help us communicate?

Knowledge: Students will know…

Reading:

- Develop skills to work and read in a

community of learners.

- Learn daily routines and structures that

contribute to the learning environment.

- Practice independently learned reading

skills and strategies.

- Recognize upper and lower case letters.

Skills: Students will be able to…

Reading:

- Begin to recognize upper and lowercase

letters of the alphabet.

- Associate consonant sounds with letters

(M, T).

- Associate alphabet sounds with picture

props.

- Recognize/read his/her name and

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- Associate consonant letters with

sounds.

- Recognize, read color words.

- Use picture clues to read unknown

words.

- Identify characters in a story.

- Identify high frequency words.

- follow routines and procedures of

Reading Workshop

- Build a Community of readers-whole

group, small group, centers

- retell familiar stories

Writing:

- Recognize, read and write their names.

- Use a combination of drawing,

dictating, and writing to compose forms

of writing.

Speaking and Listening:

- Get his/her mouth read to decode

unknown words.

- Activate schema before listening to a

story.

- Recognize rhyming words.

- Recognize and produce rhyming words.

- Count syllables in spoken words.

- Follow directions.

Language:

- Classify and categorize information.

classmates names.

- Recognize/read color words.

- Use picture clues to read unknown

words.

- Get his/her mouth ready to decode

unknown words.

- Demonstrate basic knowledge of one to

one letter sound correspondence (M,

T).

- Recognize unit high frequency words:

I, am, the, little, a, to, big, red, blue,

yellow, to, a, at.

- Recognizing parts of a book.

- Show respect for fellow readers and

teacher by not interrupting and using

whisper voices.

- Begin to use some concepts of print

during shared reading

- In group discussion, talk about the

relationships between pictures and

words

- Use dependable story patterns to track

print

- Identify front cover, back cover, title,

author and illustrator

- Begin to classify emergent texts

Writing:


dictating and writing to respond to

literature.


- Recognize and produce rhyming words.

- Count, pronounce, blend and segment

syllables in spoken word.

Language:

- With prompting and support be able to

identify character, setting, sequencing,

classifying and categorizing.

- Follow directions.

In this unit plan, the following 21st Century Life and Careers skills are addressed:

Check ALL that apply –

21st Century Themes

Indicate whether these skills are:

● E – encouraged

● T – taught

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● A – assessed

Career Ready Practices

9.1 Personal Financial Literacy CRP1. Act as a responsible and

contributing citizen and employee.

Income and Careers T CRP2. Apply appropriate academic

and technical skills.

Money Management CRP3. Attend to personal health

and financial well-being.

Credit and Debt Management T CRP4. Communicate clearly and

effectively and with reason.

Planning, Saving, and Investing CRP5. Consider the environmental,

social and economic impacts of

decisions.

Becoming a Critical Consumer T CRP6. Demonstrate creativity and

innovation.

Civic Financial Responsibility T CRP7. Employ valid and reliable

research strategies.

Insuring and Protecting T CRP8. Utilize critical thinking to

make sense of problems and

persevere in solving them.

9.2 Career Awareness, Exploration, and

Preparation

CRP9. Model integrity, ethical

leadership and effective management.

X Career Awareness T CRP10. Plan education and career

paths aligned to personal goals.

Career Exploration CRP11. Use technology to enhance

productivity.

X Career Preparation CRP12. Work productively in teams

while using cultural global

competence.

Interdisciplinary Connections

Other standards covered:

Math (sequencing, directionality, positional words).

Social Studies (school)

Music

Physical Movement

Technology

Student Resources

Primary Source

Readings

Mentor Texts

Secondary Source

Readings

Supporting Text pages

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Teacher Resources





- Basal Readers: “The Little School Bus” • “We Are So Proud!” • “PLAIDYPUS” • “Miss

Bindergarten Takes a Field Trip With Kindergarten” • “SMASH! CRASH!” • “Dig Dig

Digging”

- Mentor Text suggestions: Little Bears, It Didn’t Frighten Me, What Comes First?, I Eat

Leaves, At Work, Five Little Monkeys, My Picture Dictionary, Hands Hands, Chicka

Chicka Boom Boom, The Very Hungry Caterpillar, Rosie’s Walk, Mary Wore a Red

Dress, Timothy Goes to School, Rainbow Fish-Marcos Pfister, Bunny Cakes-Rosemary

Wells, Max’s Breakfast-Rosemary Wells, Chrysanthemum-Kevin Henkes


Websites: - Readingworks.org

- http://classroom.jc-schools.net/waltkek/

- https://www.readinga-z.com/

- www.starfall.com

- http://www.carlscorner.us.com/

- Pearsonsuccessnet.com

Worksheets:

Videos: - Captial & Lower Case Letters:

https://jr.brainpop.com/readingandwriting/sentence/capitalandlowercase/

- Characters: https://jr.brainpop.com/readingandwriting/storyelements/character/

- Listening & Speaking:

https://jr.brainpop.com/readingandwriting/communication/listeningandspeaking/

- Rhyming Words: https://jr.brainpop.com/readingandwriting/phonics/rhymingwords/

- Nouns: https://jr.brainpop.com/readingandwriting/word/nouns/

Stage 2 – Assessment Evidence

Performance Task(s):

- Reading Street Unit Benchmark

assessment

- Letter, Letter Sound, and Word

identification assessment.

Other Evidence:

- Teacher observation

- Student Activities

- Teacher made checklist

- Running Records (if applicable)

http://classroom.jc-schools.net/waltkek/

https://www.readinga-z.com/

http://www.starfall.com/

http://www.carlscorner.us.com/


https://jr.brainpop.com/readingandwriting/storyelements/character/


https://jr.brainpop.com/readingandwriting/phonics/rhymingwords/

https://jr.brainpop.com/readingandwriting/word/nouns/

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- Freehold Borough Kindergarten Sight

Word assessment.

- Reading Street weekly assessment

Stage 3 – Learning Plan

Instructional

Strategies

Descriptions

Suggested

Learning

Activities

- Week One:

- Read “The Little School Bus” or other mentor texts; skill:

character strategy: using picture cards, retelling.

- Letter Sound Recognition: Introduce Jumpstart Props A-G

- Phonological Awareness: Rhyming Words

- Grammar: Saying Your Own Name

- Vocabulary: Amazing Words

- High Frequency Words: I, am, red

- Follow routines and procedures of Reading Workshop

- Build a community of readers through small group, whole

group and center work

- Listen silently to direct instruction

- Predict, ask and answer questions about text

- Retell familiar stories with prompting and support

- Approximate reading familiar story books.

- Week Two:

- Read “We Are So Proud!” or other mentor text. skill:

setting strategy: retelling.

- Letter Sound Recognition: Introduce Jumpstart Props H-L

- Phonological Awareness: Syllables.

- Grammar: Writing our Names


- High Frequency Words: I, am, blue








- Week Three:

- Read “PLAIDYPUS” or other mentor text. skill: sequencing

strategy: retelling, sequencing chart.

- Letter Sound Recognition: Introduce Jumpstart Props M-Q

- Phonological Awareness: Sound Discrimination

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- Grammar: What We Look Like


- High Frequency Words: the, little, yellow








- Week Four:

- Read “Miss Bindergarten Takes a Field Trip With

Kindergarten” or other mentor text. skill classify and

categorize strategy: retelling, activate schema, picture sort.

- Letter Sound Recognition: Introduce Jumpstart Props: R-V

- Phonological Awareness: Initial Sounds

- Grammar: What We Can Do


- High Frequency Words: the, little, big








- Week Five:

- Read SMASH! CRASH! or other mentor text. skill:

character strategy: inference, retelling.

- Letter Sound Recognition: Introduce Jumpstart props X-Z

- Phonics: Mm, /M/

- Phonological Awareness: /M/

- Grammar: Nouns for people and animals


- High Frequency Words: to, a, at








- Week Six:

- Read “Dig Dig Digging” or other mentor text.skill: classify

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and categorize Strategy: retell and review.

- Phonics: Tt, /T/

- Phonological Awareness: /T/

- Grammar: Nouns for places and things










Modifications Special Education Students:

How to Adapt Your Teaching Strategies to Student Needs

English Language Learners:

How to adapt lessons for ELL students by Dr. Denise Furlong

Students at Risk of Failure:

Modifications and Accommodations for At Risk Students

Gifted Students: Gifted Students Modifications

D indicates differentiation at the lesson level

http://www.readingrockets.org/article/how-adapt-your-teaching-strategies-student-needs

https://drive.google.com/a/freeholdboro.k12.nj.us/file/d/0BytNJjFPyeFOeEptdDdJSXFaSHc/view?usp=sharing

https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-modifications-and-accommodations

http://www.nagc.org/resources-publications/resources/timely-topics/common-core-state-standards-national-science-0

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Unit Plan Title


Suggested Time Frame Six Weeks (Mid October - December)



Students will learn initial and medial sounds. They will be introduced to unit high frequency

words. Students will learn compare and contrast and main idea. Student will learn about making

connections to text. They will revisit character, setting and sequencing. Students will distinguish

between realism and fantasy. They will learn to answer and ask questions about key details in a

story. Students will become aware of verbs and adjectives. Students will participate in shared

research and writing projects. Students will learn to take a picture walk to activate schema to

help comprehend a story. Readers will derive meaning through text by interacting with the text

and responding through accountable talk.



RF.K.1.b Recognize that spoken words are represented in written language by specific

sequences of letters.




RF.K.2.e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make

new words.





does).

RF.K.3.d Distinguish between similarly spelled words by identifying the sounds of the letters

that differ.




RI.K.2 With prompting and support, identify the main topic and retell key details of a text.

RI.K.3 With prompting and support, describe the connection between two individuals, events,

ideas, or pieces of information in a text.

RI.K.5 Identify the front cover, back cover, and title page of a book.

RI.K.7 With prompting and support, describe the relationship between illustrations and the text

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in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

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).

Language- (L.K)


L.K.1.b Use frequently occurring nouns and verbs.

L.K.1.c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

L.K.2.a Capitalize the first word in a sentence and the pronoun I

L.K.2.b Recognize and name end punctuation.

L.K.2.c Write a letter or letters for most consonant and short-vowel sounds (phonemes).

L.K.2.d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

L.K.5.b Demonstrate understanding of frequently occurring verbs and adjectives by relating

them to their opposites (antonyms).


that are colorful).


SL.K.1.b Continue a conversation through multiple exchanges.

SL.K.2 Confirm understanding of a text read aloud or information presented orally or through

other media by asking and answering questions about key details and requesting clarification if

something is not understood.

SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something

that is not understood.



Writing-(W.K)



topic.






W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a

favorite author and express opinions about them).

W.K.8 With guidance and support from adults, recall information from experiences or gather

information from provided sources to answer a question.

Enduring Understandings: Reading: Strategies help us better understand

what we read. Good readers associate sound

with letters. Readers use strategies to decode

words. Readers derive meaning through text by

interacting with the text and responding

through accountable talk.

Essential Questions: Reading: How are sound/letter relationships

linked to reading? Why are strategies

important as we read? What can readers’ use

to decode words? How do readers derive

meaning through text, interact with the text and

respond through accountable talk?

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Writing: Good writers develop their ideas for

communication. Good writers use appropriate

capitalization, punctuation, and spaces.





Language: Rules and conventions of language

help one understand what is being

communicated.

Writing: What strokes and word and letter

spacing are needed to become proficient

writers? How does capitalization, end marks,

and word discrimination help us become fluent

writers?

Speaking and Listening:Why is it important to

understand and follow directions? How can

discussion increase our knowledge and

understanding of ideas and feelings?

Language: Why is important to communicate

in complete sentences?


Reading:


skills and strategies

- Identify high frequency words

- Identify initial and medial sounds

- Identify character and setting of a story

- Use pictures to read predictable texts

- With prompting and support use

schema to make connections

- Have meaningful discussions about

texts

- Name character, setting, problem and

solution

- Use story elements to retell familiar

books

- Chorally read rhyming books

- Compare and contrast characters

Writing:

- Write and spell high frequency words.



of writing.


- Ask questions.

- Answer questions.


Reading:

- Isolate and pronounce initial and final

sounds.

- Discriminate sounds and oral blending.

- Apply grade level phonics /phonemic

awareness skills.

- With prompting and support understand

plot within a text.

- Actively engage in group reading

activities with purpose and

understanding.

- With prompting and support get their

mouth ready to decode a word.

- Recognize unit high frequency words

(have, is, it, we, my, like, play, he, for,

in).

- Retell what happened in the beginning,

middle and end of a story

- Use clues from the text and their

schema to make predictions throughout

the story

- Use accountable talk and agreed upon

language for discussions in whole

group, small group and partners

Writing:

- Actively engage in group writing


18

Language:

- Activate schema.

- Make connections.

- Identify adjectives.

understanding.


- With prompting and support will be

able to draw conclusions.

- With prompting and support, ask and

answer questions about unknown words

in a text.



in a text.

- With promoting and support ask and

answer questions about text.

Language:


cause and effect within text.

- With prompting and support take a

picture walk to activate schema.



21st Century Themes



● T – taught

● A – assessed


9.1 Personal Financial Literacy T CRP1. Act as a responsible and


X Income and Careers T CRP2. Apply appropriate academic


Money Management T CRP3. Attend to personal health




Planning, Saving, and Investing T CRP5. Consider the environmental,


decisions.

X Becoming a Critical Consumer T CRP6. Demonstrate creativity and

innovation.






19


Preparation

T CRP9. Model integrity, ethical




X Career Exploration T CRP11. Use technology to enhance

productivity.

Career Preparation T CRP12. Work productively in teams


competence.



Math (sequencing, directionality, positional words, counting).

Social Studies (geography, habitats)

Science (living things, animals, habitats)

Music

Physical Movement

Technology

Student Resources

Primary Source

Readings

- Week One: Read “Flowers” or other mentor text. skill:

compare and contrast strategy: retelling, answering

questions.

- Week Two: Read “Nature Spy” or other mentor text skill:

setting strategy: retelling, asking and answering questions.

- Week Three: Read “Animal Babies in Grasslands”or other

mentor text skill: Main idea strategy: retell, listening for

information.

- Week Four: Read “Bear Snores On”or other mentor text

skill: Realism and Fantasy strategy: retell, making

connections.

- Week Five: Read “A bed For the Winter”or other mentor

text skill: sequencing strategy: retelling, making

connections.

- Week Six: Read “ Jack and the Beanstalk”or other mentor

text skill Realism and 6 weeks Fantasy strategy: retell,

making connections.

Secondary Source

Readings


Teacher Resources


20




- Basal Readers: “Flowers” • “Nature Spy” • “Animal Babies in Grasslands” • “Bear

Snores On” • “A Bed for the Winter” • “Jack and the Beanstalk”.

- Daily 5 Book

- Itch Itch, A Week with Aunt Bea, A Trip to the City,

Oh No!, Crunchy Munchy, Selections from Jewels, My Picture Dictionary, Mrs. Wishy

Washy Books, Dan the Flying Man, Time to Sleep-Denise Fleming, Old Bear-Kevin

Henkes, Mercer Meyer books and Jan Brett books





- www.starfall.com



Worksheets:

Videos: - Plot: https://jr.brainpop.com/readingandwriting/storyelements/plot/

- Possessive Nouns: https://jr.brainpop.com/readingandwriting/word/possessivenouns/

- Sequence: https://jr.brainpop.com/readingandwriting/comprehension/sequence/

- Setting: https://jr.brainpop.com/readingandwriting/storyelements/setting/

- Adjectives: https://jr.brainpop.com/readingandwriting/word/adjectivesandadverbs/




assessment


identification assessment


Word assessment

Other Evidence:










https://jr.brainpop.com/readingandwriting/storyelements/plot/

https://jr.brainpop.com/readingandwriting/word/possessivenouns/

https://jr.brainpop.com/readingandwriting/comprehension/sequence/

https://jr.brainpop.com/readingandwriting/storyelements/setting/

https://jr.brainpop.com/readingandwriting/word/adjectivesandadverbs/

21


Instructional

Strategies

Descriptions

Suggested

Learning

Activities

- Week One:

- Read “Flowers” or other mentor text skill: compare and

contrast strategy: retelling, answering questions..

- Phonics: a, /a/

- Phonological Awareness: /a/

- Grammar: Nouns for more than one


- High Frequency Words: have, is, it

- Point to words tracking

- Identify character, setting, problem and solution

- Retell what happened in the beginning, middle and end

- Use clues from text and their schema to make predictions

throughout the story

- Use accountable talk for discussions in whole group, small

group and partners

- Week Two:

- Read “Nature Spy” or other mentor text skill: setting

strategy: retelling, asking and answering questions.

- Phonics: Ss, /s/

- Phonological Awareness: /s/

- Grammar: Proper Nouns


- High Frequency Words: and, went







group and partners

- Week Three:

- Read “Animal Babies in Grasslands” or other mentor text

skill: Main idea strategy: retell, listening for information.

- Phonics: Pp, /p/

- Phonological Awareness: /p/

- Grammar: Adjectives for colors and shapes


- High Frequency Words: we, my, like



22





group and partners

- Week Four:

- Read “A bed For the Winter” or other mentor text skill:

sequencing strategy: retelling, making connections.

- Phonics: Cc, /k/

- Phonological Awareness: /k/

- Grammar: Adjectives for sizes and numbers


- High Frequency Words: yes, no, play







group and partners

- Week Five:

- Read SMASH! CRASH! or other mentor textskill: character

strategy: inference, retelling.

- Phonics: Ii, /i/

- Phonological Awareness: /i/

- Grammar: Adjectives for opposites


- High Frequency Words: he, for, in







group and partners

- Week Six:

- Read “Jack and the Beanstalk” or other mentor text skill

Realism and 6 weeks Fantasy strategy: retell, making

connections.

- Phonics: Ii, /i/

- Phonological Awareness: /i/

23

- Grammar: Adjectives









group and partners






Modifications and Accomodations for At Risk Students







24

Unit Plan Title


Suggested Time Frame Six Weeks (December- January)



This unit will focus on initial and final consonant sounds, oral blending and segmenting

phonemes. They will continue to learn unit high frequency words. Students will learn cause and

effect, compare and contrast, plot and drawing conclusions. Students will recite rhymes. They

will continue to learn about verbs and sequencing. They will use a combination of drawing,

dictating and writing to compose an opinion piece. Students will get their mouths ready to

decode unknown words. Students will activate schema before listening to a story. Students will

sustain reading increasingly complex text through variety of genres with comprehension and

fluency.



RF.K.1.b Recognize that spoken words are represented in written language by specific

sequences of letters.




RF.K.2.e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make

new words.





does).


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.



RI.K.5 Identify the front cover, back cover, and title page of a book.

25

Language- (L.K)

L.K.1.b Use frequently occurring nouns and verbs.

L.K.1.f Produce and expand complete sentences in shared language activities.

L.K.4.b Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -

ful, -less) as a clue to the meaning of an unknown word.

L.K.5.b Demonstrate understanding of frequently occurring verbs and adjectives by relating

them to their opposites (antonyms).


that are colorful).

L.K.5.d Distinguish shades of meaning among verbs describing the same general action (e.g.,

walk, march, strut, prance) by acting out the meanings.




SL.K.2 Confirm understanding of a text read aloud or information presented orally or through

other media by asking and answering questions about key details and requesting clarification if

something is not understood.



Writing-(W.K)

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...).



topic.



Enduring Understandings: Reading: Readers develop a deeper

understanding through reflection of text.

Students will understand that words are easier

to read if they make sound symbol

connections. Readers acquire and connect new

facts by reading nonfiction/informational texts.

Writing: Good writers use appropriate

capitalization, punctuation, and spaces. Good

writers develop their own ideas for

communication.




Essential Questions: Reading: How can books teach us about other

ideas, people, places and things? How do

readers reflect and respond? How do I identify

sound-symbol relationships for beginning

words? How do readers acquire and connect

new facts by reading nonfiction/informational

text? How do readers build their schema while

reading nonfiction/informational books on the

same topic?

Writing: What strokes and word and letter

spacing are needed to become proficient

writers? Why do good writers develop their

ideas for communication?

26


Language: We get information from pictures

and words. Rules and conventions of language

help one understand what is being

communicated.

Speaking and Listening: How can discussion

increase our knowledge and understanding of

ideas and feelings? When and how is it

appropriate to ask questions? Why is it

important to understand and follow directions?

Language: Why is it important to

communicate in complete sentences?


Reading:


skills and strategies.

- Identify high frequency words.

- Identify initial and medial sounds.

- Compare and contrast stories.

- Oral blending of sounds.

- Learn new information from nonfiction

text

- Use features of nonfiction

- Recognize features of nonfiction

informational texts

- Connect new information with prior

knowledge

- Use illustrations and text to talk about

nonfiction information

Writing:

- Write and spell high frequency words.



of writing.

- Drawing, dictating, and writing opinion

pieces.


- Ask questions.

- Answer questions.

-

Language:

- Activate schema.

- Make connections.

- Identify verbs.


Reading:

- Isolate and pronounce initial and final

sounds.

- Discriminate sounds and oral blending.

- Apply grade level phonics /phonemic

awareness skills.


plot within a text.

- Actively engage in group reading


understanding.

- With prompting and support get their

mouth ready to decode a word.

- Recognize unit high frequency words

(have, is, it, we, my, like, play, he, for,

in).

- Use pictures to gather facts

- Locate different features on

nonfiction/informational texts

- Understand the responsibility of

authors and illustrators

- Use information from illustrations,

diagrams and graphs in text

- Make text to text and text to world

connections

- Compare and contrast books on same

topic

- Classify and categorize new

information learned

- Use schema to make predictions

Writing:

- Actively engage in group writing


understanding.

27


- With prompting and support will be

able to draw conclusions.



in a text.



in a text.



21st Century Themes



● T – taught

● A – assessed




X Income and Careers T CRP2. Apply appropriate academic


Money Management T CRP3. Attend to personal health




Planning, Saving, and Investing T CRP5. Consider the environmental,


decisions.

X Becoming a Critical Consumer T CRP6. Demonstrate creativity and

innovation.



X Insuring and Protecting T CRP8. Utilize critical thinking to




Preparation

T CRP9. Model integrity, ethical




X Career Exploration T CRP11. Use technology to enhance

productivity.

X Career Preparation T CRP12. Work productively in teams


competence.


28


Math (sequencing, directionality, positional words, counting, measurement).

Social Studies (geography, US Presidents)

Science (living things, animals, habitats, growing)

Music

Physical Movement

Technology

Student Resources

Primary Source

Readings

Week 1: Read “Little Panda” or other mentor text, point to words

tracking: identify character, setting, problem and solution

retell what happened in the beginning, middle and end. Use clues

from text and their schema to make predictions throughout the

story. Use accountable talk for discussions in whole group, small

group and partners Skill: compare and contrast strategy: making

connections, using picture clues.

Week 2: Read “Little Quack” or other mentor text, skill: Plot

strategy: making connections, predictions.

Week 3: Read “George Washington Visits” or other mentor text,

skill: cause and effect strategy: monitor and clarifying.

Week 4: Read “Farfallina and Marcel” or other mentor text, skill:

plot, sequencing Strategy: retelling 6 weeks.

Week 5: Read “Then and Now” or other mentor text, skill: draw

conclusions strategy: background knowledge, making connections.

Week 6: Read: “The Lion and The Mouse” or other mentor text,

skill: main idea strategy: making and confirming predictions.

Secondary Source

Readings


Teacher Resources





- Basal Readers: • “Little Panda” • “Little Quack” • “George Washington Visits” •

“Farfallina and Marcel” • “Then and Now” • “The Lion and the Mouse”.

- Daily 5 Book

29

- Chickens, Is this a Monster?, Who Lives in the Sea?, Make a Valentine, Little Bears,

What Comes First?, I Eat Leaves, At Work, Chicks and Chickens, Coral Reefs, Penguins,

Grizzly Bears, Polar Bear, Panda Bear, Sharks, Valentine’s Day, Whales (Gail Gibbons)





- www.starfall.com



Worksheets:

Videos: - Cause and Effect:

https://jr.brainpop.com/readingandwriting/comprehension/causeandeffect/

- Choosing a Book:

https://jr.brainpop.com/readingandwriting/readingskills/choosingabook/

- Making Inferences:

https://jr.brainpop.com/readingandwriting/comprehension/makeinferences/

- Short Vowels: https://jr.brainpop.com/readingandwriting/phonics/shortvowels/

- Subject/Verb Agreement:

https://jr.brainpop.com/readingandwriting/sentence/subjectandverbagreement/

- Tenses: https://jr.brainpop.com/readingandwriting/sentence/tenses/

- Types of Sentences:

https://jr.brainpop.com/readingandwriting/sentence/typesofsentences/

- Verbs: https://jr.brainpop.com/readingandwriting/word/verbs/

- Writing About Yourself:

https://jr.brainpop.com/readingandwriting/writing/writingaboutyourself/




assessment




Word assessment.

Other Evidence:










https://jr.brainpop.com/readingandwriting/comprehension/causeandeffect/

https://jr.brainpop.com/readingandwriting/readingskills/choosingabook/

https://jr.brainpop.com/readingandwriting/comprehension/makeinferences/

https://jr.brainpop.com/readingandwriting/phonics/shortvowels/

https://jr.brainpop.com/readingandwriting/sentence/subjectandverbagreement/

https://jr.brainpop.com/readingandwriting/sentence/tenses/

https://jr.brainpop.com/readingandwriting/sentence/typesofsentences/

https://jr.brainpop.com/readingandwriting/word/verbs/

https://jr.brainpop.com/readingandwriting/writing/writingaboutyourself/

30


Instructional

Strategies

Descriptions

Suggested

Learning

Activities

Week One:

- Read “Little Panda”or other mentor text skill: compare and

contrast strategy: retelling, answering questions..

- Phonics: b, n

- Phonological Awareness: /b/, /n/



- High Frequency Words: me, with, she






group and partners

- Week Two:

- Read “Little Quack”or other mentor text skill: setting

strategy: retelling, asking and answering questions.

- Phonics: r

- Phonological Awareness: /r/



- High Frequency Words: me, with, she






group and partners

- Week Three:

- Read “George Washington Visits”or other mentor text skill:

Main idea strategy: retell, listening for information.

- Phonics: Dd, Kk

- Phonological Awareness: /d/, /k/

- Grammar: Adjectives for colors and shapes


31

- High Frequency Words: see, look, the






group and partners

- Week Four:

- Read “Farfallina and Marcel” or other mentor text skill:

sequencing strategy: retelling, making connections.

- Phonics: Ff

- Phonological Awareness: /f/

- Grammar: Adjectives for sizes and numbers


- High Frequency Words: see, look






group and partners

- Week Five:

- Read Then and Now or other mentor textskill: character

strategy: inference, retelling.

- Phonics: Oo

- Phonological Awareness: /o/

- Grammar: Adjectives for opposites


- High Frequency Words: you, they, of






group and partners

- Week Six:

- Read “ The Lion and The Mouse”or other mentor text skill

Realism and 6 weeks Fantasy strategy: retell, making

connections.

- Phonics: Oo,

- Phonological Awareness: /o/

32

- Grammar: Adjectives


- High Frequency Words: you, they, of






group and partners







Gifted Students:

Gifted Students Modifications






33

Unit Plan Title

Unit 4 Kindergarten Curriculum

Suggested Time Frame Six Weeks (February-Mid March)



Students will learn initial, medial and final sounds. Students will be practicing reading

comprehension via preview and predict, recall and retell, compare and contras, sequencing, cause

and effect, character, setting, classify and categorize and sequence. They will be incorporating

writing into their daily lessons by creating sentences, concentrating on grammar, labeling and

phonetic spelling. They will identify sounds that are the same and different, segment words into

sounds, count syllables in words, recognize and produce rhyming words and segment and blend

onset and rime. Students will be able to identify the following skills: set purpose for reading,

activate and use prior knowledge, use fix-up strategies, recognize story structure and retell

stories including characters, setting and plot. They will learn to identify rhyming words. Readers

read just right books and use print strategies.


RL.K.7 With prompting and support, describe the relationship between illustrations and the

story in which they appear (e.g., what moment in a story an illustration depicts).



Language- (L.K)


L.K.1b Use frequently occurring nouns and verbs.

L.K.5.a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts

the categories represent.


that are colorful).






Writing-(W.K) Established Goals:

Reading Foundational Skills- (RF.K)




34







does).






topic.






Enduring Understandings: Reading: Readers use strategies to construct

meaning. Authors write with different purposes

in mind. Readers use comprehension strategies

to help understand important ideas in the text.

Readers read just right books and use print

strategies.

Writing: Students generate a list of facts about

the classroom to compile into a class written

text. Students will blend words with digraphs

to spell and read. Students’ high frequency

words will be memorized.

Speaking and Listening: Students will

interview a partner. Students will learn to

blend to read fluently

Language: Students will use key word cards to

memorize digraphs.

Essential Questions: Reading: Which connections help most to

increase understanding of a text? How does

thinking about the author’s purpose and

message deepen understanding? What is a just

right book? What are print strategies needed to

support conventional reading?

Writing: How do students write and punctuate

sentences? How is a list of facts helpful as a

writing focus?

Speaking and Listening: How is an interview

helpful as a writing prompt/tool? How is

making an observation helpful in generating

facts?

Language: How and what are digraphs? How

are digraphs used to spell and read words?


Reading

Recognize unit high frequency words.


Reading

Explore text features of expository

35

Identify initial, medial and final

consonants. Demonstrate basic

knowledge of one to one letter

correspondence.

With prompting and support be able to

identify author and illustrator.


sequence events in a story.


classify and categorize.


write a telling sentence using capital

letter and a period.

With prompting and support identify

rhyming words

Memorized high frequency words

read a book at their just right level

use illustrations and text to help them

read

identify genre

use syllables, sounds and phonemes

retell their books with prompting

Writing

They are authors and will be sharing

their work

Speaking and Listening

How to blend, read and spell three-

sound words with digraphs

Language

That “ck” is uses only at the end of a

word

That “wh” is used only at the beginning

of a word

fiction Identify what they learn from a

non-fiction book

Use “wondering” to help them

understand a non-fiction book

Understand that non-fiction books often

contain photographs to help explain the

text

compare fiction and nonfiction texts

Discuss and solve problems that arise

in their work together

Make observations and generate facts

read high frequency words (Sight

Words)

follow the patterns of predictable texts

use phonemic awareness as a reading

strategy

apply grade level decoding skills to

read emergent book

utilize features of print to make

meaning

Writing:

Write and punctuate sentences


Use the prompts “I found out” and “I

want to know”

Language

Blend to read and spell three-sound

words with digraphs

Use /ck/ and /wh/ correctly in spelling

words and placement



21st Century Themes



● T – taught

● A – assessed

36


9.1 Personal Financial Literacy T CRP1. Act as a responsible and


Income and Careers T CRP2. Apply appropriate academic








decisions.

Becoming a Critical Consumer T CRP6. Demonstrate creativity and

innovation.







Preparation



X Career Awareness CRP10. Plan education and career


X Career Exploration CRP11. Use technology to enhance

productivity.

Career Preparation T CRP12. Work productively in teams


competence.



Social Studies

Music

Physical Movement

Technology

Student Resources

Primary Source

Readings

Week 1: Read “Bunny Day” or other mentor text. Skill: Sequence,

Strategy: Recall and Retell

Week 2: Read “My Lucky Day” or other mentor text skill: Cause

and Effect. Strategy: Use Illustrations

37

Week 3: Read “One Little Mouse” or other mentor text skill:

sequencing Strategy: retelling

Week 4: Read “Goldilocks and the Three Bears” or other mentor

text Skill: identify character Strategy: inference, retelling

Week 5: Read “ If You Could Go To Antarctica” or other mentor

text skill: classify and categorize strategy: retell and review

Week 6: Read “Abuela” or other mentor text skill: setting strategy:

visualize

Secondary Source

Readings


Teacher Resources

Reading Street

Jump Start to Literacy Binders

Guided Reading Library

Fountas and Pinnell

pearsonsuccessnet.com

readingworks.org

Reading a-z

Bunny Day

My Lucky Day

One Little Mouse

Goldilocks and the Three Bears

If you Could Go to Antarctica

Abuela

Daily 5 Book





- www.starfall.com



Worksheets:

Videos: - Capital & Lower Case Letters:





38






- Nouns: https://jr.brainpop.com/readingandwriting/word/noun


- Performance Task(s):

Reading Street Unit Benchmark

assessment




Word assessment.

- Other Evidence:

Teacher observation






Instructional

Strategies

Descriptions

Suggested

Learning

Activities

- Week One:

- Read “Bunny Day” or other mentor text. skill: sequence:

using preview and predict

- Letter Sound Recognition: Review Jumpstart Props Hh

- Phonological Awareness: phoneme isolation /h/, oral

blending, phoneme segmentation

- Grammar: naming parts


- High Frequency Words: are, that do

- Follow the patterns of predictable texts

- Use phonemic awareness as a reading strategy

- Apply grade level decoding skills to read emergent book

- Utilize features of print to make meaning

- Week Two:

- Read “My Lucky Day” or other mentor text skill: Plot

strategy: use illustrations, recall and retell.

- Letter Sound Recognition: Review Jumpstart Props L






39

- Phonological Awareness: phoneme isolation, oral blending,

phoneme segmentation.

- Grammar: action parts


- High Frequency Words: are, that, do





- Week Three:

- Read “One Little Mouse” or other mentor text skill:

sequencing strategy: preview and predict, recall and retell.

- Letter Sound Recognition: Review Jumpstart Props,

consonant blends

- Phonological Awareness: phoneme isolation,

discrimination and segmentation

- Grammar: complete sentences


- High Frequency Words: one, two, three, four, five





- Week Four:

- Read “Goldilocks and the Three Bears” or other mentor text

skill character strategy: preview and predict, recall and retell

- Letter Sound Recognition: Review Jumpstart Props: G


phoneme segmentation

- Grammar: Telling Sentences


- High Frequency Words: one, two, three, four, five





- Week Five:

- Read If You Could Go To Antarctica or other mentor text

skill: classify and categorize strategy: text features, recall

and retell

- Letter Sound Recognition: Review Jumpstart props E

40

- Phonics: Ee

- Phonological Awareness: /E/

- Grammar: Uppercase Letters and Periods


- High Frequency Words: here, go, from





- Week Six:

- Read “Abuela” or other mentor text skill: Setting Strategy:

preview and predict

- Phonics: Ee

- Phonological Awareness: /E/

- Grammar: Pronoun I


- High Frequency Words: here, go, from

















41

Unit Plan Title


Suggested Time Frame 6 weeks (Mid March-May)


Students will learn initial, medial sounds. Students will be able to segment phonemes. They will

be introduced to the unit high frequency words. Students will revisit purpose for understanding,

cause and effect, character, setting, classify and categorize when reading a story. They will

review drawing conclusions, main idea, realism, and fantasy. They will learn to write complete

sentences using capital letters and question marks. They will discuss author’s purpose. They

will learn to identify rhyming words in connection with poetry. Introduce parts of speech, nouns

and verbs. All students will sustain reading increasingly complex texts through a variety of

genres with comprehension and fluency.









producing the primary sounds.

Reading Foundational Skills- (RF.K)










does).





42



ry sound or many of the most frequent sounds for each consonant.(This does not include CVCs

ending with /l/, /r/, or /x/.)


does).






topic.






Enduring Understandings: Reading: Use text features to help me

understand and learn from nonfiction.

Readers explore books by genre.

Writing: Draw and write about visualizations.

Use sentence frames for students to proofread

work.

Speaking and Listening: Follow class routine

and procedures for Read Aloud and turn and

talk. Hear, visualize, discuss and act out

poems. Use new vocabulary in my speaking.

Language: Use white board for student to write

dictated words and sentences.

Essential Questions: Reading: How do I learn from nonfiction?

How do I use connections to help me

understand a nonfiction book? What types of

genres to readers read?

Writing: How will students proofread their

work for punctuation, capitalization and

spelling?

Speaking and Listening: How do I take

responsibility for my learning and behavior?

How do I use new vocabulary in my everyday

life?

Language: How will students create and write

sentences from dictation?

Knowledge:

Reading:

Procedures for read aloud and

turn and talk. What text features

are.

Students will read for an

authentic purpose, recognize the

Skills:

Reading:

Informally explore

repetition.

Make connections to

nonfiction.

Identify what they learn

43

different genres, interact with

different genres, name the

author and illustrator, ask and

answer questions about the text,

identify similarities and

differences between multiple

texts.

Writing:

Procedures for free writing

time.

How to write a sentence using

the strategy of “blending”.

How to proofread work for

capitalization, spelling, and

punctuation.


Prompts for discussing one

another’s writing.

Language:

Classify and categorize

information.

from nonfiction.

Students will use books for

different purposes, classify

books by genre, compare

and contrast books of the

same topic, understand the

difference between a

questions and a statement,

build a bank of question

words, story elements.

Writing:

Explore descriptive words in

a poem.

Explore movement words in

a poem.

Explore color words in a

poem.

Write and draw freely.

Write and draw about

visualizations.

Write a poem about a simple

subject (animal, food).

Share and reflect on writing.


Hear, visualize, discuss and act

out poems.

Explore interesting words in a

poem.

Contribute to shared writing.

Language:

Move around room

responsibly.

Work in pairs.

Wonder about a nonfiction

book.

Use the prompt “I

imagined”.

Write sentences from

dictation using tapping

proofread written work for

44

spelling, punctuation and

capitalization.



21st Century Themes



● T – taught

● A – assessed




Income and Careers ET CRP2. Apply appropriate academic




Credit and Debt Management ET CRP4. Communicate clearly and




decisions.

Becoming a Critical Consumer ET CRP6. Demonstrate creativity and

innovation.

Civic Financial Responsibility CRP7. Employ valid and reliable


Insuring and Protecting ET CRP8. Utilize critical thinking to




Preparation






productivity.

Career Preparation ET CRP12. Work productively in teams


competence.



Social Studies

Music

Physical Movement

Technology

45

Student Resources

Primary Source

Readings

Week 1: Read “Max Takes the Train” or other mentor text.

Skill: Realism and Fantasy, Strategy: Preview and Predict

Week 2: Read “Mayday! Mayday!” or other mentor text skill:

Cause and Effect. Strategy: monitor and clarifying

Week 3: Read “Messenger Messenger” or other mentor text skill:

Compare and Contrast Strategy: retelling

Week 4: Read “Little Engine That Could” or other mentor text

Skill: identify character Strategy: inference, retelling

Week 5: Read “ On The Move!” or other mentor text skill: main

idea. Strategy: making and confirming predictions

Week 6: Read “This is the Way We Go” or other mentor text skill:

Draw Conclusions. Strategy: background knowledge.

Secondary Source

Readings


Teacher Resources

Reading Street



Fountas and Pinnell


readingworks.org

Reading a-z

Max Takes the Train

Mayday! Mayday!

Messenger, Messenger

Little Engine that Could

On the Move!

This is the Way we Go!

Yes Day! Amy Kraus

Time to Sleep Denise Furlong

Old Bear-Kevin Henkes

Planting a RAinbow-Lois Elhert

Harold and the Purple Crayon-Crockett Johnson

Knuffle Bunny-Mo Willems

Cookies Week-Cindy Ward

46

Daily 5 Book





- www.starfall.com



Worksheets:











assessment




Word assessment.

- Other Evidence:

Teacher observation






Instructional Descriptions










47

Strategies

Suggested

Learning

Activities

- Week One:

- Read “Max Takes the Train” or other mentor text skill:

Realism and Fantasy: retelling and predictions

- Letter Sound Recognition: Review Jumpstart Props Jj and

Ww

- Phonological Awareness: phoneme isolation /j/, /w/ oral




- High Frequency Words: yellow, blue, green

- Students will use books for different purposes, classify

books by genre, compare and contrast books of the same

topic, understand the difference between a questions and a

statement, build a bank of question words, story elements.

- Week Two:

- Read “Mayday! Mayday!” or other mentor text skill: Cause

and Effect strategy: use illustrations, recall and retell.

- Letter Sound Recognition: Review Jumpstart Props Xx





- High Frequency Words: yellow, blue, green





- Week Three:

- Read “Messenger, Messenger”or other mentor text. skill:

Compare and Contrast strategy: retelling, answering

questions

- Letter Sound Recognition: Review Jumpstart Props, Uu





- High Frequency Words: what, said, was





48

- Week Four:

- Read “Little Engine that Could”or other mentor text. skill

Plot strategy: retelling

- Letter Sound Recognition: Review Jumpstart Props: Uu





- High Frequency Words: what, said, was





- Week Five:

- Read “On the Move” or other mentor text. skill: Main Idea

strategy: recall and listening for information

- Letter Sound Recognition: Review Jumpstart props Vv and

Zz

- Phonics: Vv and Zz

- Phonological Awareness: /V/, /Z/



- High Frequency Words: Where, Come





- Week Six:

- Read “This is the Way We Go”or other mentor text. skill:

- Draw Conclusions. Strategy: background knowledge,

making connections.

- Phonics: Vv and Zz

- Phonological Awareness: /V/, /Z/



- High Frequency Words: Where, Come





49






Modifications and Accomodations for At Risk Students







50

Unit Plan Title


Suggested Time Frame 6 weeks (May-June)


Students will hear and discuss examples of opinion writing. They will learn what an opinion is,

generate opinions and support their thinking. Students will think about books and stories they

liked and wrote this year. They answer questions to understand stories and consider other ways

to understand stories. They will continue to develop listening skills and sharing ideas with one

another. They will analyze the effect of their behavior on others. They will reflect on what they

enjoyed about writing this year and thing about writing over the summer. Reflect on

relationships to others and expressing interest in other’s writing. Students will recognize

sentence structure and will proof read to check for punctuation, spelling and capitalization. All

students will sustain reading increasingly complex texts through a variety of genres with

comprehension and fluency.












does).







ry sound or many of the most frequent sounds for each consonant.(This does not include CVCs

ending with /l/, /r/, or /x/.)


does).

51






topic.






Enduring Understandings: Reading: An opinion is what the author think

or feels about something. Use support from the

text or your own experiences to provided

reasons for opinions. Understand that

procedures and routines must be followed to

ensure everyone feels comfortable and

successful in the reading community. Readers

reflect on their growth as readers.

Writing: Make a plan for summer writing and

summer writing booklets. Reread and discuss

what they liked about writing time and their

favorite pieces of writing.

Speaking and Listening: Use listening skills

and talk to their partner to discuss important

events in a story. Use new vocabulary in

speaking.

Language: Use background knowledge to

make connections and tell about a story.

Essential Questions: Reading: What is an opinion? How can

students support their opinions? How will

students answer questions to understand a

story? How will students analyze effects of

their own behavior on others? How have we

grown as readers?

Writing: How can I reflect on my writing this

year? How can I continue to be a part of the

writing community during the summer? How

will students proofread their work for

punctuation, capitalization and spelling.

Speaking and Listening: How will I use new

vocabulary in my everyday life? How will

student create and write sentences from

dictation?

Language: How will students think about the

ways they understand stories?

Knowledge:

Reading

Procedures for the reading and

writing community.

What an opinion is.

Students will recognize that

they have skills as readers, they

have acquired strategies as

readers, identify different types

Skills:

Reading

Hear and discuss an author’s

opinion.

Generate and write and share

opinions.

Students will select books

willingly, learn to identify

themselves as readers, participate

52

of texts, read with an author’s

purpose, discuss books with a

partner.

Writing

How to get ideas for writing.

Make reflections on reading and

writing.

How to proofread work for

capitalization, spelling, and

punctuation.


Listen to and share ideas for

reading and writing.

Language

How to write a sentence using

the strategy of blending.

in partner and whole group

discussions.

Writing

Capitalize the pronoun I.

Make covers for summer writing

booklets.

Write sentences from dictation

using blending.

Proofread written work for

spelling, punctuation and

capitalization.


Discuss how they worked

together throughout the year.

Hear and discuss and share

stories and writing.

Think about their understandings

of stories.

Listen to and share ideas for

reading and writing.

Express interest in other writing

by using prompts “I found out”

and “I want to know”.

Language

Discuss the kinds of stories they

like and what they liked about

writing.



21st Century Themes



● T – taught

● A – assessed




Income and Careers ET CRP2. Apply appropriate academic




53

Credit and Debt Management ET CRP4. Communicate clearly and




decisions.

Becoming a Critical Consumer ET CRP6. Demonstrate creativity and

innovation.

Civic Financial Responsibility CRP7. Employ valid and reliable


Insuring and Protecting CRP8. Utilize critical thinking to




Preparation

ET CRP9. Model integrity, ethical





productivity.

Career Preparation ET CRP12. Work productively in teams


competence.



Social Studies

Music

Physical Movement

Technology

Student Resources

Primary Source

Readings

Week 1: Read “Homes Around The World” or other mentor text.

Skill: Compare and Contrast Strategy: retelling

Week 2: Read “Old MacDonald Had a Wood shop” or other

mentor text skill: character Strategy: inference and retelling

Week 3: Read “Building Beavers” or other mentor text skill: Main

Idea Strategy: making and confirming predictions.

Week 4: Read “The Night Worker” or other mentor text Skill: Plot

Strategy: retelling

54

Week 5: Read “The House That Tony Lives In” or other mentor

text Skill: Setting Strategy: retelling and answering questions.

Week 6: Read “Animal Homes” or other mentor text Skill: Draw

Conclusions Strategy: background knowledge.

Secondary Source

Readings


Teacher Resources

Reading Street



Fountas and Pinnell


readingworks.org

Reading a-z

Homes Around the World

Old MacDonald had a Woodshop

Building Beavers

The Night Worker

The House that Tony Lives In

Animal Homes

Daily 5 Book





- www.starfall.com



Worksheets:















55





assessment




Word assessment.

- Other Evidence:

Teacher observation






Instructional

Strategies

Descriptions

Suggested

Learning

Activities

- Week One:

- Read “Homes Around the World” or other mentor text.

skill: Compare and Contrast: retelling and answering

questions

- Letter Sound Recognition: Review Jumpstart Props Aa and

Ii

- Phonological Awareness: phoneme isolation /a/, /i/ oral




- High Frequency Words: review

- Students will select books willingly, learn to identify

themselves as readers, participate in partner and whole

group discussions.

- Week Two:

- Read “Old MacDonald had a Woodshop” or other mentor

text skill: character strategy: picture clues.

- Letter Sound Recognition: Review Jumpstart Props Oo





56





group discussions.

- Week Three:

- Read “Building Beavers” or other mentor text skill: main

idea. strategy: retelling, recall

- Letter Sound Recognition: Review Jumpstart Props, Ee








group discussions.

- Week Four:

- Read “The Night Worker” or other mentor text skill Plot

strategy: retelling

- Letter Sound Recognition: Review Jumpstart Props: Uu








group discussions.

- Week Five:

- Read “The House That Tony Lives In” or other mentor text

skill: Setting strategy: recall and listening for information

- Letter Sound Recognition: Review Jumpstart props and

decode words

- Phonics:

- Phonological Awareness:






57

group discussions.

- Week Six:

- Read “Animal Homes” or other mentor text skill: Draw

Conclusions. Strategy: background knowledge, making

connections.

- Phonics:

- Phonological Awareness:



- High Frequency Words: Review



group discussions.













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