greene county public schools kindergarten grade...

Greene County Public Schools

Kindergarten Grade English/LA Pacing Guide 2015-16 Quarter 1st

Bloom’s Taxonomy Abbreviations R=Remember; U=Understand; Ap=Apply; An=Analyze; E=Evaluate; C=Create

Time/Dates SOL/Strand Objective/Content/Essential

Questions/Cognitive Level

Vertical

Alignment

Vocabulary Cross-curricular

Connections

Aug. 18-

Daily

K.1a/8b- Oral

Language

Demonstrate growth

in the use of oral

language Ap

Listen to a variety of literary forms

R Essential Skills:

K1

•listen to texts read aloud and ask and answer

questions for further understanding.

•participate in choral and echo speaking and recitation

of short poems, rhymes, songs, and stories with repeated patterns and refrains.

•generate ideas to develop a group language

experience narrative. •dictate sentences about a group experience for a

group language experience narrative (e.g., a story

about a class field trip). •dictate an experience or story to create an individual

language experience narrative (e.g., a story about a

family pet). •use drama to retell familiar stories, rhymes, and

poems (e.g., storytelling with role play or puppets).

•participate in creative dramatics, such as classroom songs, plays, skits, and group activities designed to

give students frequent opportunities for listening and

speaking. • use complete sentences that include subject, verb,

and object when speaking.

K8

discuss meanings of specific words including

synonyms and antonyms in partner, group and teacher-guided settings.

identify new meanings for familiar words and

apply them accurately (e.g., knowing water as a drink and learning the verb water the

flowers).

sort common objects into categories (e.g.,

shapes, foods) to gain a sense of the concepts

the categories represent.

use common adjectives to distinguish objects

(e.g., the small red square; the shy white cat). (Students are not required to know the term

teacher needs to use

a variety of literary

forms daily,

including books,

poems, rhymes,

songs, chants

stories, poems

fiction, nonfiction

Unit related books

Math literacy

videos (Brain Pop)

Ebooks

adjective at this level.)

ask and respond to questions about unknown words in a text.

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

use newly learned words in literacy tasks. Aug. 18-

Daily

K.1b- Oral

Language

Demonstrate growth

in the use of oral

language Ap

Participate in choral speaking using

a variety of text with repeated

patterns R Essential Skills:

listen to texts read aloud and ask and answer


participate in choral and echo speaking and recitation of short poems, rhymes, songs, and

stories with repeated patterns and refrains.

generate ideas to develop a group language

experience narrative.

dictate sentences about a group experience for

a group language experience narrative (e.g., a

story about a class field trip).

dictate an experience or story to create an

individual language experience narrative (e.g., a story about a family pet).

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

puppets).

participate in creative dramatics, such as classroom songs, plays, skits, and group

activities designed to give students frequent

opportunities for listening and speaking.

use complete sentences that include subject,

verb, and object when speaking.

using poems and

chants repeatedly

patterns Math money

poems

Poems and songs

for unit themes and

holidays

Aug. 19-

ongoing

K.3g-Oral Language

Build oral

communication R

skills

Follow one-step directions U Essential Skills:

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

situation.

match language to the purpose, situation,

environment, and audience.

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

have students repeat

directions back to

teacher

follow, directions Every subject

ask who, what, where, when, why, and how

questions to obtain information, seek help, or

clarify something not understood. Aug. 18-

ongoing

K.3a-f /K.1c,e –

Oral Language

Build R and

demonstrate growth

in oral

communication skills

Ap

Students will follow rules for

conversation: taking turns, staying

on topic, using complete sentences,

appropriate tone, participating in

and initiating formal and informal

conversations

U Essential Skills: K3


situation.

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


ask who, what, where, when, why, and how questions to obtain information, seek help, or

clarify something not understood.

K1



participate in choral and echo speaking and

recitation of short poems, rhymes, songs, and




dictate sentences about a group experience for

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

dictate an experience or story to create an individual language experience narrative (e.g.,

a story about a family pet).


puppets).

participate in creative dramatics, such as

following

classroom

procedures and

rules for

conversation

take turns, stay on

topic, complete

sentences, tone,

conversations

Every subject

classroom songs, plays, skits, and group

activities designed to give students frequent opportunities for listening and speaking.

use complete sentences that include subject,

verb, and object when speaking.

Aug. 24 –

ongoing K.11b- Writing

Print in manuscript

his/her first name R,

Ap

Write his/her first name R, Ap

Essential Skills:

use appropriate pencil grip.

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

use manuscript letter formation.

use manuscript number formation.

form the letters of and space their first and last names.

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

capitalize the first word in a sentence and the

pronoun I.

use model

first name Write name on

papers in every

subject

August 24

Ongoing

K.4b/e – Oral

Language

Identify , say,

segment, and

blend units of

speech sounds

R, An

Identify orally words that rhyme and

according to shared beginning sounds

or ending sounds R Essential Skills:

focus on speech sounds.

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

segment a word into individual syllables by

clapping hands or snapping fingers.

discriminate between large phonological units of

running speech, sentences, words, and syllables.

identify a word that rhymes with a spoken word.

supply a word that rhymes with a spoken word.

produce rhyming words and recognize pairs of

rhyming words presented orally.

generate rhyming words based on a given

rhyming pattern.

supply an appropriate rhyming word to complete

a familiar nursery rhyme or a predictable text

expose to books that

have rhyming

patterns and contain

alliteration

rhyme, beginning,

ending, alike, same,

different

Use literature

related to units and

math that have

rhyming patterns

with rhyming lines.

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

/ack/).

blend and segment multisyllabic words into syllables (e.g., the teacher asks students to say

robot without the /ro-/ and students respond with /bot/).

recognize that a word can be segmented into individual speech sound units.

recognize how phonemes sound when spoken in

isolation.

recognize similarities and differences in

beginning and ending sounds of words.

Aug.31

– ongoing K.5a/b - Reading

Student will

understand how print

is organized and read

U

Hold printed materials in the

correct position, while identifying

the features of a book

R

Essential Skills:

hold printed material the correct way.

identify the front and back covers of a book.

distinguish the title page from all the other

pages in a book.

turn pages appropriately.

distinguish print from pictures.

follow text with a finger, pointing to each word

as it is read from left to right and top to bottom.

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

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

locate and name periods, question marks, and exclamation points.

teacher modeling

correct way

front, back, title,

hold

Teacher models in

all subjects

Sept. 8-

ongoing

K.2a/b- Oral

Language

Expand

understanding and

use of word

meanings Ap

Use number words Ap

Increase listening and speaking

vocabulary R

Essential Skills:

understand and use number words in conversations, during partner and group

explain definitions

of new or unknown

words for student

understanding

Math word wall

Labeling

activities, and during teacher-directed

instruction.

use words to describe or name people, places,

feelings, and things during partner and group

activities and during teacher-directed instruction.

use size, shape, color, and spatial words to describe people, places, and things during

group or individual activities and during

teacher-directed instruction.

use words to show direction and location (e.g.,

on, off, in, out, over, under, between, and beside).

use a variety of words to describe the actions of

characters and people in real and make-believe settings in response to stories or class

activities.

recognize when they do not understand a word or phrase and seek clarification by asking a

peer or an adult.

use vocabulary from content areas during

partner or group activities and during teacher-directed instruction.

Sept. 8 –

ongoing K.5c-e/K.7c -

Reading

Student will

understand how print

is organized U and

read using basic

phonetic principles R

Follow words through accurate

finger pointing from left-right, top-

bottom on a printed page while

matching voice with print and

pictures U Essential Skills:

K5

hold printed material the correct way.

identify the front and back covers of a book.

distinguish the title page from all the other

pages in a book.

turn pages appropriately.


follow text with a finger, pointing to each word

as it is read from left to right and top to bottom.

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

match voice with print in syllables, words, and

concept of word point, top, bottom,

left, right, words,

letters, spaces

Track when

students read to

self

Math/units stories

1to 1

correspondence

phrases.

locate and name periods, question marks, and exclamation points.

K7

recognize and name rapidly and with ease uppercase and lowercase letters in sequence

and in random order.

match uppercase and lowercase letter pairs.

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

demonstrate concept of word by:

tracking familiar print from left to right

and top to bottom; and

matching spoken words to print including

words with more than one

syllable.

write the grapheme (letter) that represents a

spoken sound.

use basic knowledge of one-to-one letter-sound

correspondences by producing sounds for each consonant.

isolate initial consonants in single-syllable

words (e.g., /t/ is the first sound in top).

identify long and short sounds with common

spellings for the five major vowels.

distinguish between similarly spelled words by

identifying sounds of the letters that differ.

segment onsets and rimes and begin to blend

to form the words.

Sept. 8-

2X a week K.6c - Reading

Understand that print

conveys meaning U

Read and explain own writing and

drawing R, U Essential Skills:

apply knowledge that print conveys meaning.

recognize and identify common signs, logos,

and labels.

explain that printed material provides

information.

read and explain their own drawings and writings.

reinforce letter

sounds as they are

taught

write, draw Math journals

Draw pictures to

represent standards

Draw pictures to

represent Numbers

locate commonly used words and phrases in

familiar text.

recognize a selection of high-frequency and

sight words as well as read fifteen meaningful, concrete words. (Each student may know a

different set of words.)

recognize and identify their own first and last names.

Sept. 8-

1 letter per

week

K.7a/b - Reading

Understand the

basics of phonetic

principles U

Identify and name uppercase and

lowercase letters while matching

appropriate sounds R Essential Skills:




produce the usual sounds of consonants, short

vowels and initial consonant digraphs.


tracking familiar print from left to right

and top to bottom; and

matching spoken words to print including

words with more than one

syllable.


spoken sound.

use basic knowledge of one-to-one letter-sound

correspondences by producing sounds for each consonant.





distinguish between similarly spelled words by

identifying sounds of the letters that differ.

segment onsets and rimes and begin to blend

to form the words.

review previously

taught letters and

sounds

Matching activities

uppercase,

lowercase, sound

Use skills to write

in units and math

Sept. 8-

1 letter per K.7d - Reading

Understand the

Identify beginning consonant

sounds R

use picture sorts beginning, sounds,

consonants

Identify sounds in

reading materials

week basics of phonetic

principles U

Essential Skills:




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


tracking familiar print from left to right and top to bottom; and

matching spoken words to print including words with more than one

syllable.


spoken sound.

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

consonant.





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

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

in all subject areas

Sept. 8 –

Ongoing K.13 - Writing

Student will explore

the uses of

technology for

reading and writing

An

Use the SmartBoard, iPad to

explore technology Ap Essential Skills:

use available digital tools for reading and writing.

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

share their writing with others.

use technology to

review/practice

previously taught

concepts

computers,

SmartBoards,

iPads

Math and units

educational games

Sept. 8 – 1-2

letters per

week

Ongoing

K.11a - Writing

Print in manuscript

uppercase/lowercase

letters of the alphabet

R, Ap

Write uppercase/lowercase letters

R, Ap Essential Skills:


print upper- and lower-case letters of the

alphabet legibly and independently.

fine motor

activities,

Handwriting

Without Tears,

ABC Books,

uppercase letters

lowercase letters

Use writing skills

in math and units



form the letters of and space their first and last

names.

write their first and last names for a variety of

purposes.


pronoun I.

Journals

Sept. 14 –

ongoing K.12a-d - Writing

Students will write to

communicate ideas

for a variety of

purposes C

Draw pictures and/or use letters to

write, while writing left-right/top-

bottom C Essential Skills:


write daily for a variety of purposes (e.g., practicing formation of alphabet letters,

labeling, and journal writing).

write on assigned and/or self-selected topics.

use writing, dictation, and drawing to compose informative/explanatory texts that introduce a

topic (what they are writing about), state an

opinion or some facts and provide some information (e.g., My favorite book is …).

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

generate text to communicate and make meaning by creating drawings, letter strings,

scribbles, letter approximations, or other

graphic representations, as well as phonetically spelled words.

write left to right and top to bottom.

journals, memory

books

draw pictures,

write letters, left,

right, top, bottom

Writing journals

on topics related to

math and units

Sept 14-18

Progress Report Assessing

Sept. 21 –

ongoing K.9a/c/e-g/10a

Reading

Demonstrate

comprehension of

fiction and nonfiction

text

Predict,(U) discuss, (U) and retell

(R)stories while using appropriate

story language and pictures(author,

illustrator, story sequence,

character, setting, and events) Essential Skills:

K9

sequencing pictures predict, retell,

author, illustrator,

sequence,

character, setting,

events

Sequencing units

Predict (science)

Estimation

More/less

Graphs

identify the roles of the author and the

illustrator of selected texts.

make ongoing predictions based on

illustrations and text.

describe the relationship between illustration

and the story (e.g., what moment in the story does the illustration depict).

link knowledge from their own experiences to

make sense of and talk about a text.

give evidence that they understand the meaning

of what is being read aloud, including the who, what, when, where, why, and how.

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

use vocabulary from a story in discussions and

retellings.

retell a story from pictures or text in their own

words, arranging the events in the correct sequence (beginning, middle, and end).

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

produce artwork or a written response (letters

or phonetically spelled words) that demonstrates comprehension of a story that

they have heard read aloud.

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

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

K10

make ongoing predictions based on graphics

and text.

relate pictures and illustrations to the text in

which they appear.

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

identify the topic of a nonfiction selection.

ask and respond to simple questions about the

content of a book.

discuss simple facts and information relevant

to the topic.

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

identify the author and illustrator of a text and define the role of each in presenting the ideas

or information in a text.

Sept. 28-Oct

9

PALS

Assessment

Oct. 6 – 12

ongoing K.10b - Reading

Demonstrate

comprehension of

fiction and nonfiction

text Ap

Identify topics of fiction and

nonfiction selections using titles,

headings, and pictures R Essential Skills:

make ongoing predictions based on graphics and text.

relate pictures and illustrations to the text in

which they appear.



ask and respond to simple questions about the

content of a book.

discuss simple facts and information relevant

to the topic.

identify text features including titles, headings

and pictures in text.

identify the author and illustrator of a text and define the role of each in presenting the ideas

or information in a text.

unit related books,

compare nonfiction

to fiction

non-fiction, title,

heading, pictures

Units-Fiction,

nonfiction

selection of theme

books

Math-Unit books


Kindergarten Grade English/LA Pacing Guide 2015-16 Quarter 2nd




Vertical Alignment Vocabulary Cross-curricular

Connections

Oct. 12-23

MAP

(NGPS

only)

Oct. 26

Ongoing

K.4a – Oral

Language

Identify (R)say

(An) segment,

and blend units of

speech sounds

Discriminate between spoken

sentences, words, and syllables E

when given a series

of syllables, words,

or sentences identify

the one that is

different

sentence, word,

syllable

Use vocabulary and

sentences from

math and units

Oct. 26

Ongoing

K.2a/c-e/g/K.8a –

Oral Language

Expand

(Ap)understanding

and use of word

meanings

Use words, including vocabulary

from other content areas , to

describe/name people, places, things,

location, size color, shape, and

actions Ap Essential Skills:

K2

understand and use number words in

conversations, during partner and group activities, and during teacher-directed

instruction.

use words to describe or name people, places, feelings, and things during partner and group


use size, shape, color, and spatial words to

describe people, places, and things during group or individual activities and during teacher-

directed instruction.

use multiple choice

to identify a

concept, play odd

man out to work on

vocabulary

people, places,

things, locations,

size, color, shape,

actions

Color, shape,

location, positions,

size, sort are also

covered in math

Science-use 5

senses to classify

objects

use words to show direction and location (e.g.,

on, off, in, out, over, under, between, and beside).

use a variety of words to describe the actions of characters and people in real and make-believe

settings in response to stories or class activities.

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

an adult.

use vocabulary from content areas during partner

or group activities and during teacher-directed

instruction. K8

discuss meanings of specific words including

synonyms and antonyms in partner, group and teacher-guided settings.

identify new meanings for familiar words and

apply them accurately (e.g., knowing water as a

drink and learning the verb water the flowers).

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

categories represent.

use common adjectives to distinguish objects (e.g., the small red square; the shy white cat).

(Students are not required to know the term adjective at this level.)

ask and respond to questions about unknown words in a text.

identify real-life connections between words and

their use (e.g., places that are loud).

use newly learned words in literacy tasks.

Nov. 4

Ongoing

K.3g – Oral

Language

Build oral

communication

skills R

Follow two-step directions U Essential Skills:

begin to use voice level, phrasing, and intonation

appropriate for the language situation.



repeat and follow one- and two-step oral

directions.

ask who, what, where, when, why, and how

follow one step

directions

directions, repeat,

follow

Every subject

questions to obtain information, seek help, or


Nov. 4

Ongoing

K.3e – Oral

Language

Build oral

communication

skills R

Participate in discussions about

books and specific topics U Essential Skills:

begin to use voice level, phrasing, and intonation

appropriate for the language situation.




ask who, what, where, when, why, and how questions to obtain information, seek help, or


ask how and who,

what, when, where,

and why questions

fiction, nonfiction,

chants, poems

Use unit and math

texts


Questions

Review/Reinforce Vocabulary Cross-curricular

Connections

Nov. 9

Ongoing

K.9b/d -

Reading

Demonstrate

comprehension

of fictional

texts Ap

Make connections to, and ask and

answer questions about what is read

An Essential Skills:

identify the roles of the author and the illustrator

of selected texts.

make ongoing predictions based on illustrations

and text.

describe the relationship between illustration and

the story (e.g., what moment in the story does the illustration depict).


give evidence that they understand the meaning of

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


ask how and who,

what, when, where

and questions to

obtain information

text-to-self,

text-to-text,

text-to-world,

comprehension

Connect math/units

subjects to LA by

questions

use vocabulary from a story in discussions and

retellings.

retell a story from pictures or text in their own

words, arranging the events in the correct sequence (beginning, middle, and end).


produce artwork or a written response (letters or

phonetically spelled words) that demonstrates comprehension of a story that they have heard

read aloud.

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


Nov.9

Ongoing

K.6a/b -

Reading

Understand

that print

conveys

meaning U

Identify (R) and explain(U) printed

materials provide information, such as

signs and logos Essential Skills:


recognize and identify common signs, logos, and

labels.

explain that printed material provides information.



familiar text.

recognize a selection of high-frequency and sight

words as well as read fifteen meaningful, concrete words. (Each student may know a different set of

words.)


identify common

signs and logos

signs, logos Environmental print

Math symbols

Safety Unit

Shapes of signs

Nov.16

Ongoing

K.6d -

Reading

Understand

that print

conveys

Read/identify high frequency words

R

Essential Skills:


recognize and identify common signs, logos, and

labels.

play interactive

games containing

high frequency words

word wall, sight

words

Math word wall

Add important unit

words to word wall

meaning U explain that printed material provides information.



familiar text.

recognize a selection of high-frequency and sight

words as well as read fifteen meaningful, concrete words. (Each student may know a different set of

words.)


Nov. 16-18

Progress

Report

Assessment

Nov. 23 K.7b Reading

Match consonant, short and long

vowel sounds, and digraph sounds to

appropriate letters (R) Essential Skills:

recognize and name rapidly and with ease uppercase and lowercase letters in sequence and

in random order.


produce the usual sounds of consonants, short

vowels and initial consonant digraphs.



matching spoken words to print including words with more than one

syllable.


spoken sound.

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

consonant.

isolate initial consonants in single-syllable words

(e.g., /t/ is the first sound in top).


Letter names, sounds Letter, sound,

digraph, vowel,

consonant

Story problems, unit

related books


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


Dec. 7-22

Report

Card and

Rigby

Assessment


Kindergarten Grade English/LA Pacing Guide 2015-16 Quarter 3rd




Vertical Alignment Vocabulary Cross-curricular

Connections

Jan. 5

Ongoing

K.1d- Oral

Language

Demonstrate

growth in the

use of oral

language Ap

Participate in creative dramatics C Essential Skills:



participate in choral and echo speaking and

recitation of short poems, rhymes, songs, and




dictate sentences about a group experience for a

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

dictate an experience or story to create an individual language experience narrative (e.g., a

story about a family pet).


puppets).

take turns, stay on

topic, use complete

sentences,

appropriate tone,

participate in and

initiate formal and

informal

conversations

entertain,

communicate,

poem, role play,

skit, rhyme, drama

Read literature

related to units and

math (ex. The

Mitten, The Hat)

participate in creative dramatics, such as

classroom songs, plays, skits, and group activities designed to give students frequent opportunities

for listening and speaking.

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

Jan.18

Ongoing

K.2f –Oral

Language

Expand

understanding

and use of

word

meanings AP

Ask about words not understood U Essential Skills:

understand and use number words in

conversations, during partner and group activities, and during teacher-directed instruction.

use words to describe or name people, places, feelings, and things during partner and group


use size, shape, color, and spatial words to describe people, places, and things during group

or individual activities and during teacher-directed

instruction.

use words to show direction and location (e.g., on,

off, in, out, over, under, between, and beside).

use a variety of words to describe the actions of

characters and people in real and make-believe settings in response to stories or class activities.

recognize when they do not understand a word or

phrase and seek clarification by asking a peer or an adult.

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

instruction.

make inferences

about situations and

use context clues

explain, question,

define, understand,

repeat, clear

Encourage

questions in all

areas about

unknown words

Jan.25

Ongoing

K.11b -

Writing

The student

will print in

manuscript

his/her last

name R, Ap

Write his/her last name R, Ap Essential Skills:


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



form the letters of and space their first and last names.

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

print manuscript

letters, use a model to

print last name

lowercase,

uppercase, print,

space, capitalize

Write name on all

math and unit

papers


pronoun I.

Feb. 1-5

Progress

Report

Assessment

Feb. 8-26

Ongoing

K.4c/d – Oral

Language

Identify, say,

segment, and

blend units of

speech sounds

Blend sounds orally to make words or

syllables

Segment one-syllable words into

sounds

Segment words into syllables

R, An, AP, E Essential Skills:

focus on speech sounds.

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

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

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

identify a word that rhymes with a spoken word.

supply a word that rhymes with a spoken word.

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

generate rhyming words based on a given rhyming

pattern.

supply an appropriate rhyming word to complete a

familiar nursery rhyme or a predictable text with rhyming lines.

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

/ack/).

blend and segment multisyllabic words into syllables (e.g., the teacher asks students to say

robot without the /ro-/ and students respond with

/bot/).

recognize that a word can be segmented into individual speech sound units.

recognize how phonemes sound when spoken in isolation.

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


Kindergarten Grade English/LA Pacing Guide 2015-16 Quarter 4th




Vertical

Alignment

Vocabulary Cross-

curricular

Connections

March 14

Ongoing

K.3h – Oral Language

Build oral communication skills R

Begin to ask how and why

questions

U Essential Skills:

speak audibly in complete sentences, expressing thoughts, feelings and ideas

clearly.

verbally express needs through direct requests.

participate in a range of collaborative discussions building on others’ ideas and

clearly expressing their own (e.g., one-

on-one, small group, teacher- led).

initiate conversations with peers and

teachers in a variety of school settings.

listen attentively to others in a variety of

formal and informal settings involving peers and adults.

participate in partner or group activities, (i.e., conversations, discussions, book

participate in

discussions

about topics

read and/or

specific

concepts

ask, question,

how,

why, answer,

listen

Encourage How

and “Wh”

questions in

units and math

chats, retellings of stories, choral

speaking, language experience narratives, morning routines,

dramatizations and role play).

listen to and discuss a variety of texts that reflect the Virginia Standards of

Learning in English, history and social

science, science, and mathematics.

wait for their turn to speak, allowing

others to speak without unnecessary interruptions.

maintain conversation on topic through multiple exchanges.

in group and partner discussions clearly

state a thought related to the book or topic being discussed.


situation.

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


ask who, what, where, when, why, and how questions to obtain information,

seek help, or clarify something not

understood.

March 21 K.7c

Demonstrate speech to print match

through accurate fingerpoint reading and

familiar text that includes words with

more than one syllable Ap

Essential Skills:

recognize and name rapidly and with

ease uppercase and lowercase letters in

sequence and in random order.

match uppercase and lowercase letter

pairs.

produce the usual sounds of consonants,

short vowels and initial consonant

digraphs.



matching spoken words to print including words with more

than one

syllable.

concept of

word

point, top,

bottom, left,

right, words,

letters, spaces

Track when

students read to

self

Math/units

stories

1to 1

correspondence

write the grapheme (letter) that

represents a spoken sound.

use basic knowledge of one-to-one

letter-sound correspondences by producing sounds for each consonant.

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

in top).

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

vowels.

distinguish between similarly spelled words by identifying sounds of the

letters that differ.

segment onsets and rimes and begin to

blend to form the words.

April 4 K.7b

Match consonant, short vowel, and

initial consonant digraph sounds to

appropriate letters. R

Essential Skills:

recognize and name rapidly and with

ease uppercase and lowercase letters in

sequence and in random order.


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

digraphs.



matching spoken words to print including words with more

than one

syllable.

write the grapheme (letter) that

represents a spoken sound.

use basic knowledge of one-to-one

letter-sound correspondences by

producing sounds for each consonant.

isolate initial consonants in single-

syllable words (e.g., /t/ is the first sound in top).

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

review

previously

taught letters

and sounds

Matching

activities

uppercase,

lowercase,

sound

Use skills to

write in units

and math

vowels.

distinguish between similarly spelled words by identifying sounds of the

letters that differ.


April 11-15

Progress

Report

testing

April 18 K.9

The student will demonstrate

comprehension of fictional texts. Ap

a)Identify what an author does

and what an

illustrator does. R

b)Relate previous experiences to

what is read. Ap

c)Use pictures to make

predictions. U

d)Begin to ask and answer

questions about what is read. An

e)Use story language in

discussions and retellings. U

f)Retell familiar stories, using

beginning, middle, and end. R

g) Discuss characters, setting,

and events. U

Essential Skills:

identify the roles of the author and the

illustrator of selected texts.

make ongoing predictions based on

illustrations and text.

describe the relationship between

illustration and the story (e.g., what moment in the story does the illustration

depict).

link knowledge from their own experiences to make sense of and talk

about a text.

give evidence that they understand the meaning of what is being read aloud,

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

ask and respond to simple questions

about the content of a book.

use vocabulary from a story in

discussions and retellings.

retell a story from pictures or text in

their own words, arranging the events in the correct sequence (beginning, middle,

and end).


produce artwork or a written response (letters or phonetically spelled words)

that demonstrates comprehension of a story that they have heard read aloud.

sequencing

pictures

predict, retell,

author,

illustrator,

sequence,

character,

setting, events

Sequencing

units

Predict (science)

Estimation

More/less

Graphs

use descriptive language to talk about

characters, settings, and events of a story.


April 25-

April 29

PALS

May 2-6 K.10

The student will demonstrate

comprehension of nonfiction texts. Ap

a)Use pictures to identify topic and make

predictions. U

b)Identify text features specific to the

topic, such as titles, headings, and

pictures. R

Essential Skills:

make ongoing predictions based on graphics and text.

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

link knowledge from their own

experiences to make sense of and talk about a text.



discuss simple facts and information

relevant to the topic.

identify text features including titles,

headings and pictures in text.

identify the author and illustrator of a

text and define the role of each in presenting the ideas or information in a

text.

unit related

books,

compare

nonfiction to

fiction

non-fiction,

title, heading,

pictures

Units-Fiction,

nonfiction

selection of

theme books

Math-Unit

books

May 9-27

4th

Quarter

Testing

Resources: VDOE Curriculum Framework, VDOE Rubrics, TurtleDiary.com, ReadingEggs.com, Tumblebooks, PALS

quick checks,

Common Assessments: PALS, Rigby, Running Records

Common Unit Plans: N/A

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