DAVID SHANNON LOREN LONG DAVID GORDON

South CarolinaCOMMON CORE EDITION

This Week’s South Carolina/Common Core Skills Overview

ISBN 13: 978-0-328-69865-3 ISBN 10: 0-328-69865-2

Smash! Crash!

This Week’s Target Skills and Strategies

Grade K • Unit 1 • Week 5Smash! Crash!

426–517

Shared Reading SupportGenre: Fantasy

*© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Target Skills and Strategies

South Carolina ELA Academic Standards and Common Core State Standards for English Language Arts*

Resources for Shared and Guided Reading on Reading StreetThis week’s resources are available both in print and in digital format.

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Phonemic Awareness

Skill: Initial and Final /m/

SC K-3.14� Identify beginning and ending sounds in words.; CCSS Foundational Skills 2.d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (CVC) words., CCSS Foundational Skills 2.e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

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Phonics Skill: /m/ Spelled Mm

SC K-3.13 Recognize uppercase and lowercase letters and their order in the alphabet.; CCSS Foundational Skills 1.d. Recognize and name all upper- and lowercase letters of the alphabet., CCSS Foundational Skills 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes)., CCSS Foundational Skills 2.d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (CVC) words., CCSS Foundational Skills 2.e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

My Skills Buddy, pp. 92–93, 96

Leveled Reader DatabasePrint • Digital

Decodable Readers in My Skills Buddy, pp. 98–105

Comprehension Skill: Character

SC K-1.5� Generate a retelling that identifies the characters and the setting in a story and relates the important events in sequential order.; CCSS Literature 3. With prompting and support, identify characters, settings, and major events in a story.

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My Skills Buddy, pp. 94–95

Leveled Reader DatabasePrint • Digital

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WritingGenre: Caption

SC K-5�.1 Use symbols (drawings, letters, and words) to create written communications (for example, notes, messages, and lists) to inform a specific audience.; CCSS Writing 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.

Reader’s and Writer’s Notebook

ConventionsSkill: Nouns for People and Animals

SC K-3.15� Classify words by categories (for example, beginning and ending sounds)., SC K-4�.6 Understand that a person’s name is a proper noun.; CCSS Speaking/Listening 4�. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail., CCSS Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking., CCSS Language 1.b. Use frequently occurring nouns and verbs.

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EARLY READING INTERVENTION

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TEACHER’S MANUAL • KINDERGARTEN

SCOTT FORESMAN READING STREET

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Differentiated Instruction/Response to Intervention

This Week’s South Carolina/Common Core Connections

South CarolinaCOMMON CORE EDITION

This Week’s Suggested South Carolina Readers for Shared and Guided Reading Unit 1, Week 5

Assessment

South Carolina Assessment Resources for PASS Success–Print and Technology Aligned to Standards

Response to Intervention—Tier IIIncrease Instruction and Progress Monitoring

Reading Street Response to Intervention KitFor additional support for this week’s skills, including Phonemic Awareness, Phonics and Decoding, Fluency, Comprehension, and Vocabulary, see the Response to Intervention Kit.

Early Reading Intervention – Tier III

Instructional Reading Database is a highly customizable, online instuctional tool for intervention and enrichment that offers Envision It! Animations, Targeted Lessons with passages, practice and assessment, and customized Leveled Reader assignments based on each student’s needs, reading level, and interests.

My Sidewalks

Decodable Readers

Concept Literacy Reader

Below-Level Reader

On-Level Reader

Advanced Reader

Animal FriendsSkill: Initial /m/, Final /m/, and /m/ Spelled MmSC K-3.13; CCSS Foundational Skills 1.d.

Animals Work and PlayConcept Words: dog, work, play, elephant, horseSC K-3.3; CCSS Language 6.

Meet Mouse and MooseSkill: CharacterSC K-1.5; CCSS Literature 3.

Cat and Dog Eat TogetherSkill: CharacterSC K-1.5; CCSS Literature 3.

We Have Fun TogetherSkill: CharacterSC K-1.5; CCSS Literature 3.

Unit 1 CCSS Benchmark Assessment

South Carolina Online Lesson Planner

DRA2 users will find additional resources in the First Stop on Reading Street Teacher’s Edition on pages 99–102.

Cross-Curricular Standards

South Carolina Social Studies and Science Academic Standards Taught During the Reading Lesson

Social Studies Science

SC K-4.2 Demonstrate good citizenship in classroom behaviors, including taking personal responsibility, cooperating and respecting others, taking turns and sharing, and working with others to solve problems. (P)

SC K-5 The student will demonstrate the understanding that objects can be described by their observable properties. (Physical Science)

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