hickman mills treasures curriculum kindergarten/ …...hickman mills treasures curriculum...

Hickman Mills Treasures Curriculum Kindergarten/ Unit 1 Pacing for This Unit

Week 1 Week 2 Week 3

September 9-13 5 days



Assessments for this Unit Required: Unit 1 Test

Optional: Weekly Assessments Running Records Benchmark Assessments

Library Books Aligned with the Unit- Recommended for Additional Read Alouds to support skills and strategies presented in this unit.

Additional resources

The Chick and The Duckling by Mirra Ginsburg Let’s Go Visiting by Sue Williams How do Dinosaurs Say Good Night by Jane Yolen

Additional Read Aloud Titles on T2 ELL resources on T26

Unit 1: The Big Question: Who is Part of Your Family?

Enduring Understanding and Questions: In this unit, children will read and write about their families. As they progress through the unit, they will also develop and apply key comprehension skills that good readers use as they read.

Big Idea Enduring Understanding Essential Questions Theme: Families We all have different families. Who is part of your family?

Comprehension Enduring Understanding Essential Questions Make Predictions Week 1

Good readers use different parts of a story to predict what might happen.

What can you predict about the story using the title and illustrations?

Identify Setting Week 2

Good readers think about where the story is taking place.


Make Predications Week 3



Unit 1: At-A-Glance

Common Core Standards Addressed in this Unit

Standards for Reading: Standards for Writing: RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing primary or many of the most frequent sound for each consonant. RF.K.3c Read common high-frequency words by sight RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (CVC) words. RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text RF.K.3c Read common high-frequency words by sight RL.K.1 With prompting and support, ask and answer questions about key details.

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.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Standards for Language: Standards for Speaking and Listening: L.K.1b Use frequently occurring nouns and verbs

High Frequency Words/Vocabulary

Week/Story High Frequency Words Robust Vocabulary Academic Vocabulary Week 1: Whose Baby Am I? Andre Everybody Says

We animal, imitate, protect, resemble, together,

make predictions, sound, letter, word, sentence, alphabet, title, space

Week 2: The Picnic at Apple Park Night Animals

the activity, cooperate, exciting, exhausted, gather

setting, sound letter, word, sentence, text, front, back

Week 3: Peter’s Chair Family Fun

We the

celebrate, change, eager, occasion, relative make predictions, sound, letter, word, sentence, period, sight word

Key Comprehension and Writing Skills

Comprehension Writing

Week 1 Strategy: Recognize Text Structure Skill: Make Predictions Skill: Use Illustrations

Labels

Week 2 Strategy: Recognize Story Structure Skill: Identify Setting Skill: Make Predictions

Picture List

Week 3 Strategy: Recognize Story Structure Skill: Make predictions Skill: Identify Setting

list

HHiicckkmmaann MMiillllss KKiinnddeerrggaarrtteenn RReeaaddiinngg CCoommpprreehheennssiioonn//DDeeccooddiinngg SSkkiillll

PPaacciinngg GGuuiiddee Grade

Level,Unit #, and Week #

Comprehension Skill

Planning Notes

Grade Level,Unit #, and Week #

Decoding Skill C=consonants V= Vowels

Planning Notes

KU1W1 Strategy Recognize Text Structure Skill Predications

KU1W1 C: Mm

KU1W2 Strategy Recognize Story Structure Skill Predictions/Identify Setting

KU1W2 V: Aa

KU1W3 Strategy Recognize Text Structure Skill Predictions/Identify Setting

KU1W3 C: Mm V: Aa

KU2W1 Strategy Ask Questions Skill Identify Character/ Predictions

KU2W1 C: Ss

KU2W2 Strategy Ask Questions Skill Compare & Contrast/Identify Character

KU2W2 C: Pp

KU2W3 Strategy Ask Questions Skill Identify Character/ Predictions

KU2W3 C: Ss, Pp

KU3W1 Strategy Recognize Story Structure Skill Make & Confirm Predictions/Identify Characters

KU3W1 C: Tt

KU3W2 Strategy Recognize Text Structure Skill Classify & Categorize/Make & Confirm predictions

KU3W2 V: Ii

KU3W3 Strategy Recognize Story Structure Skill Character & Plot/Ask Questions

KU3W3 C: Tt, Pp, Ss V: Ii

KU4W1 Strategy Summarize

KU4W1 C: Nn

Skill Sequence of Events/Character & Plot

KU4W2 Strategy Summarize Skill Inferences/Sequence of Events

KU4W2 C: Cc

KU4W3 Strategy Summarize Skill Inferences/Sequence of Events

KU4W3 C: Nn, Cc V: Ii

KU5W1 Strategy Recognize Story Structure Skill Make & Confirm Predictions/Inferences

KU5W1 V: Oo

KU5W2 Strategy Recognize Text Structure Skill Classify & Categorize/Make & Confirm Predictions

KU5W2 C: Ff

KU5W3 Strategy Recognize Story Structure Skill Plot & Character/Predictions

KU5W3 C: Ff V: Oo

KU6W1 Strategy Summarize Skill Main Idea & Details/Classify & Categorize

KU6W1 C: Hh

KU6W2 Strategy Summarize Skill Main Idea & Details/ Identify Character

KU6W2 C: Dd, Rr

KU6W3 Strategy Summarize Skill Retell/Main Idea & Details

KU6W3 C: Dd, Hh, Rr

KU7W1 Strategy Visualize Skill Main Idea & Details/Classify & Categorize

KU7W1 V: Ee

KU7W2 Strategy Visualize Skill Identify Setting/Main Idea &Details

KU7W2 C: Bb, Ll

KU7W3 Strategy KU7W3 C: Bb, Ll

Visualize Skill Fantasy & Reality/ Setting

V: Ee

KU8W1 Strategy Recognize Text Structure Skill Sequence of Events/Main Idea & Details

KU8W1 C: Cc, Kk

KU8W2 Strategy Recognize Text Structure Skill Retell/Main Idea & Details

KU8W2 V: Uu

KU8W3 Strategy Recognize Story Structure Skill Draw Conclusions/Sequence of Events

KU8W3 C: Kk, Ll V: Uu

KU9W1 Strategy Ask Questions Skill Classify & Categorize/Inferences

KU9W1 C: Gg, Ww

KU9W2 Strategy Ask Questions Skill Compare & Contrast/Classify & Categorize

KU9W2 C: Xx, Vv

KU9W2 Strategy Ask Questions Skill Fantasy & Reality/Compare & Contrast

KU9W3 C: Gg, Vv, Ww, Xx

KU10W1 Strategy Monitor Comprehension: Reread Skill Use Illustrations/Fantasy & Reality

KU10W1 C: Jj, Qu, qu

KU10W2 Strategy Monitor Comprehension: Reread Skill Cause & Effect/Use Illustrations

KU10W2 C: Yy, Zz

KU10W3 Strategy Monitor Comprehension: Reread Skill Identify Setting/ Cause & Effect

KU10W3 C: Jj, Qu, qu, Yy, Zz

Unit 1 Instructional Guide

Week 1

Pac

ing GLEs CCSS Essential Skills/Strategies Academic

Language/ Vocabulary/HFW

Unit/Lesson Support Resources/ Tier 2 Connections/

Content Connections

5 D

ays

RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing primary or many of the most frequent sound for each consonant. RF.K.3c Read common high-frequency words by sight RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text 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 L.K.1b Use frequently occurring verbs and nouns

Comprehension Day 1,2, 5: Strategy: Recognize Text Structure 15, 24 Day 1, 2, 5: Skill: Make Predictions using illustrations 15, 24,53 Fluency Day 3 & 5: Sound-Spelling, 40, 56 Day 5: Word Automaticity, 54 Phonics Day 1 -4: Letter Mm 19, 30, 40, 49 Phonemic Awareness Day 1: Phoneme Isolation, 17 Day 2-3: Phoneme Identify, 31,41 Day 4-5: Phoneme Categorization, 48, 55 Word Study Vocabulary We, 16, 32, 38, 50, 54

HFW: we Robust Vocabulary: Animal, imitate, protect, resemble, together Academic Vocabulary: make predictions, sound, letter, word, sentence

Leveled Readers for Whose Baby Am I? A- Day 4-5: Family Fun O- Day 4-5: We Can B- Day 4-5: Animal Families ELL- Day 4: We

Day 1: High-frequency words review, 58 Sound-spelling review, 65 Day 2: High-frequency words, 64 Phonemic Awareness, 65 Day 3: Phonemic Awareness, 68 Phonics, 69 Day 4: Phonemic Awareness, 72 Phonics, 72 Day 5: Phonemic Awareness, 78 Phonics, 78

United Streaming: All About Our ABC’s: The Letter “M” Smart Exchange: Letter M; Fundanoodle Lowercase m Practice Page; Fundanoodle Uppercase M Practice Page; Letter Mm; Making Predictions

Treasures Social Studies Connection

Grade Kindergarten

Unit 1 Week 1

GLE Reading Activity Teaching Strategies/Additional Resources

6. Describe how groups need to make decisions and how those decisions are made in families and classrooms (GS3B) 4.6, 4.7

Ways Families Get Along Together TE 44

Read Aloud “The Bundle of Sticks” TE 46

HHiicckkmmaann MMiillllss KK GGrraaddee RReeaaddiinngg

SScciieennccee CCoonnnneeccttiioonnss Reading Grade Level, Unit #,

and Week #

Science Reading Connections within the

Reading Series

Science Connections Unit and Quarter

(Grade Level Expectations)

Reading Grade Level, Unit #,

and Week #

Science Workstations within the Reading

Series



KU1W1 Big Book: Whose Baby Am I? Big Book of Explorations: Andre Leveled Readers (Science): Family Fun, We Can, Animal Families, We

Unit 7: Parent-Offspring Relationships

Identify that living things have offspring based on the organisms’ physical similarities and differences (3.3.D.a)

KU1W1 Smell and Taste Units 1-7 Quarters 1-4: Inquiry

Pose questions about objects, materials organisms, and events in the environment (7.1.A.a)

Make qualitative observations using the five senses (7.1.B.a)


Week 2

Pac




Content Connections

5 D

ays

RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing primary or many of the most frequent sound for each consonant. RF.K.3c Read common high-frequency words by sight RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (CVC) words. L.K.1b Use frequently occurring nouns and verbs W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory text in which they name what they are writing about and supply information about the topic

Comprehension Day 1-2: Strategy: Recognize Story Structure, 99, 108 Day 1-2, 5: Skill: Identify Setting, 99, 108, 137 Fluency Day 2: Echo-read 112 Day 5: Word Automaticity 138 Phonics Day 1-5: Letter Aa 102, 114, 124, 132 Phonemic Awareness Day 1, 3: Phoneme Isolation 101, 123 Day 2, 4: Phoneme Blending 114, 132 Day 5: Phoneme Identify 139 Word Study Vocabulary The 100, 122, 134, 138

HFW: the Robust Vocabulary: activity, cooperate, exciting, exhausted, gather Academic Vocabulary: setting, sound letter, word, sentence

Leveled Readers for The Picnic at Apple Park A- Day 4-5: Time to Eat O- Day 4-5: Family Dinner B- Day 4-5: Potluck Supper ELL- Day 4: The Family

Day 1: High frequency words review, 142 Sound-spelling review, 143 Day 2: High frequency words, 148 Phonemic Awareness, 149 Day 3: Phonemic Awareness, 152 Phonics, 153 Day 4: Phonemic Awareness 156 Phonics, 156 Day 5: Phonemic Awareness, 162 Phonics, 162

United Streaming: Stories About Vowels: Ann's Wonderful Sail: Short A and Long A

Smart Exchange: Letter A; High Frequency Words Review(I,can,we,the); Rhyming


Grade Kindergarten

Unit 1 Week 2



Build Background - Families Get Together TE 98

Big Book – The Picnic at Apple Park – cooperation TE 99

Writing – List activities that families do together TE 105, TE 127, TE 135



and Week #


Reading Series




and Week #


Series



KU1W2 Big Book of Explorations: Night Animals Leveled Readers (Science): Time to Eat!, Family Dinner, Potluck Supper, The Family

Unit 6 Quarter 4: Plants and Animals

Observe and compare the structures and behaviors of different kinds of plants and animals (3.1.D.a)

KU1W2 Kitchen Scents Units 1-7 Quarters 1-4: Inquiry

Pose questions about objects, materials organisms, and events in the environment (7.1.A.a) Make qualitative observations using the five senses (7.1.B.a)


Week 3

Pac




Content Connections

5 D

ays

RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text RF.K.3c Read common high-frequency words by sight RL.K.1 With prompting and support, ask and answer questions about key details. L.K.1b Use frequently occurring nouns and verbs W.K.2 Use a combination of drawing, dictating, and writing to answer a question

Comprehension Day 1, 2, 5: Strategy: Recognize Story Structure, 183, 192, 221 Day 1, 2, 5: Skill: Make predictions 183, 192, 221 Fluency Day 2: Echo-Read, 196 Day 5: Word Automaticity, 22 Phonics Day 1-5: Review Mm, Aa 186, 199, 209, 216 Phonemic Awareness Day 1: Phoneme Isolation, 185 Day 2, 5: Phoneme Categorization, 198, 223 Day 3, 4: Phoneme Blending, 207, 216 Word Study Vocabulary We, the, 184, 200, 206, 222

HFW: We, the Robust Vocabulary: celebrate, change, eager, occasion, relative Academic Vocabulary: make predictions, sound, letter, word, sentence

Leveled Readers for Peter’s Chair A- Day 4-5: Reading as We Grow O- Day 4-5: I Grow Up B- Day 4-5: Dinner at Home ELL- Day 4: Growing Up

Day 1: high frequency words, 232 Sound-spelling review 227 Day 2: High frequency words 232 Phonemic Awareness, 233 Day 3: Phonemic Awareness, 236 Phonics, 237 Day 4: Phonemic Awareness, 240 Phonics, 240 Day 5: Phonemic Awareness, 246 Phonics, 246


Grade Kindergarten

Unit 1 Week 3



Oral Language – How Families Change TE182

Listening Comp. – Peter’s Chair T183

Connect to Content: Alike & Different activity TE205

Theme Project – Family Day TE 253



and Week #


Reading Series




and Week #


Series



KU1W3 Big Book of Explorations: Kinds of Families

KU1W3 Life Stages Unit 7: Parent-Offspring Relationships


Hickman Mills Treasures Curriculum Grade Kindergarten / Unit 2

Pacing for This Unit


September 30 – October 4 5 days

October 7-11 5 days

October 14-18 5 days





Good Morning, Good Night by Michael Grejnic Sunflower by Miela Ford My Friend and I by Lisa Jahn-Clough


Unit 2: The Big Question

Enduring Understanding and Questions: In this unit, children will read and write about friends. As they progress through the unit, they will also develop and apply key comprehension skills that good readers use as they read.

Big Idea Enduring Understanding Essential Questions Theme: Friends Making friends is fun and important. What do you like to do with your

friends?

Comprehension Enduring Understanding Essential Questions Identify Character Week 1 Week 3

Good readers understand the characters of a story and what they do.

Who are the main characters in the story and why are they important?

Compare and Contrast Week 2

Good readers can compare and contrast details from the story.

What details from the story can you use to compare and contrast different events or characters.

Unit 2: At-A-Glance


Standards for Reading: Standards for Writing: RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RF.K.2d Isolate and pronounce the initial, medial vowel, and finial sounds (phonemes) in three-phoneme (consonant-vowel-consonant) words. This does not include CVCs

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

ending with /l/,/r/, or /x/. RF.K.3a Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c Read common high-frequency words by sight. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds.

gather information from provided sources to answer a question.

Standards for Language: Standards for Speaking and Listening: L.K.1b Use frequently occurring nouns and verbs.

Vocabulary

Week/Story High Frequency Words Robust Vocabulary Academic Vocabulary

Week 1: What Do You Like? Friends Follow Rules

like Compete, favorite, friend, hobby, partner Identify, character, ask, questions, noun, author, consonant

Week 2: Friends All Around Helping Hands The Flight

a Ask, questions, compare, contrast, noun Assist, game, honest, pleasant, world, vowel

Week 3: Simon and Molly Plus Hester Helping Hands

A, like Grateful, include, problem, solve, thoughtful

Ask, questions, identify, character, naming words


Comprehension Writing Week 1 Strategy: Ask Question

Skill: Identify Characters

Lists, sentences,

Week 2 Strategy: Ask Questions Skill: Compare and Contrast

List, word web, picture webs

Week 3 Strategy: Ask Questions Skill: Identify Characters

Lists, sentences


Week 1

Pac

ing GLEs CCSS

Essential Skills/Strategies

Vocabulary Unit/Lesson Support Resources/ Tier 2

Connections

5 D

ays

RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RF.K.2d Isolate and pronounce the initial, medial vowel, and finial sounds (phonemes) in three-phoneme (consonant-vowel-consonant) words. This does not include CVCs ending with /l/,/r/, or /x/. RF.K.3a Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c Read common high-frequency words by sight. 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. L.K.1b Use frequently occurring nouns and verbs.

Comprehension Day 1,2, 5: Strategy: Ask Questions 267, 276, 305 Day 1, 2, 5: Skill: Identify Character 267, 276, 305 Fluency Day 3 & 5: Echo-read 280 Day 5: Word Automaticity, 306 Phonics Day 1 -4: Letter Ss 271, 282, 292 Day 2 -4: Blends with Ss 283, 293, 301 Phonemic Awareness Day 1, 3: Phoneme Isolation 269. 291 Day 2: Phoneme Blending 282 Day 4-5: Phoneme Categorization, 300, 307 Word Study Vocabulary Like 268, 284, 290, 302,306

HFW: like Robust Vocabulary: Compete, favorite, friend, hobby, partner Academic Vocabulary: Identify, character, ask, questions, noun

Leveled Readers for A- Day 2: I Like Day 3: We Like Sam Day 4 & 5: We Like O- Day 2: We Like Sam! Day 2: I Like Day 4 & 5: We Like the Playground B- Day 4&5:Sam Likes School ELL- Day 4 & 5: The Playground

Day 1: High-frequency words review, 310 Sound-spelling review, 311 Day 2: High-frequency words, 316 Phonemic Awareness, 317 Day 3: Phonemic Awareness, 320 Phonics, 321 Day 4: Phonemic Awareness, 324 Phonics, 324 Day 5: Phonemic Awareness, 330 Phonics, 330- United Streaming: All About Our ABC’s: The Letter “S” Smart Exchange: Letter S; Letter S Lesson; Letter S Sound


Grade Kindergarten

Unit 2 Week 1


1. Participate in a democratic decision-making processes (CDIA) 2.3, 1.10, 4.7 14. Identify library and media resources (video, electronic resources, periodicals and books) 2. Explain how to resolve disputes peacefully in the classroom and on the playground (CDID) 1.6, 1.8

New Friends Handbook TE xix

Theme Project: Making Friends TE xvi-xviii

Informational Text “ Friends

Follow Rules” TE 288

Class Rules Book TE 289

Read Aloud The City Mouse and the Country Mouse TE 298



and Week #


Reading Series




and Week #


Series



KU2W1 Big Book of Explorations: Friends Follow Rules

KU2W1 Name That Sound Unit 2 Quarter 2: Investigating Sound

Identify the sounds and their source of vibrations in life (ex., alarm, car horns, animals, machines, instruments) (1.2.A.a)

Compare different sounds (i.e., loudness, pitch, rhythm)

Units 1-7 Quarters 1-4: Inquiry




Week 2

Pac

ing GLEs CCSS Essential Skills/Strategies

Vocabulary Unit/Lesson Support Resources/

Tier 2 Connections

5 D

ays

RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RF.K.2d Isolate and pronounce the initial, medial vowel, and finial sounds (phonemes) in three-phoneme (consonant-vowel-consonant) words. This does not include CVCs ending with /l/,/r/, or /x/. RF.K.3a Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c Read common high-frequency words by sight. W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. L.K.1b Use frequently occurring nouns and verbs.

Comprehension Day 1,2, 5: Strategy: Ask Questions 351, 360, 389 Day 1, 2, 5: Skill: Compare and Contrast: 351, 360, 389 Fluency Day 2: Echo-read 364 Day 5: Word Automaticity, 390 Phonics Day 1 -4: Letter Pp: 354, 366, 376 Day 2 -4: Blends with Pp: 367, 377, 385 Phonemic Awareness Day 1, 3: Phoneme Isolation 353, 375 Day 2 & 4: Phoneme Blending 366, 384 Day 4-5: Phoneme Identity: 391 Word Study Vocabulary A: 352, 368, 374, 386, 390

HFW: like Robust Vocabulary: Ask, questions, compare, contrast, noun Academic Vocabulary: Assist, game, honest, pleasant, world

Leveled Readers for A- Day 2: I Am a Doctor Day 3: A Map Day 4 & 5: Animal Friends O- Day 2: I Am a Doctor Day 2: A Map Day 4 & 5: We Can Share B- Day 4&5: I Like My Friends ELL- Day 4 & 5: We Like It

Day 1: High-frequency words review, 394 Sound-spelling review, 395 Day 2: High-frequency words, 400 Phonemic Awareness, 401 Day 3: Phonemic Awareness, 404 Phonics, 405 Day 4: Phonemic Awareness, 408 Phonics, 408 Day 5: Phonemic Awareness, 414 Phonics, 414 United Streaming: All About Our ABC’s: The Letter “P” Smart Exchange: letter P; Fundanoodle Uppercase P Practice Page; Fundanoodle Lowercase p Practice Page; Peter the Penguin


Grade Kindergarten

Unit 2 Week 2


10. Identify maps and globes as geographic tools (GE5A) 15. Identify artifacts (building structures and materials, works of art representative of cultures, fossils, pottery, tools, clothing, musical instruments)

Big Book Friends All Around TE 351

Oral Language – world, globe, map TE 358

Big Book Friends All Around TE 351 & 360-363

Social Studies Activity: Friends Everywhere TE 373

Social Studies Activity: Community Collage TE 457



and Week #


Reading Series




and Week #


Series



KU2W2 Big Book of Explorations: Making Friends and The Flight Leveled Readers (Science): Animal Friends, We Can Share, I Like My Friends, We Like It

KU2W2 Sounds Travel Unit 2 Quarter 2: Investigating Sound

Identify the sounds and their source of vibrations in life (ex., alarm, car horns, animals, machines, instruments) (1.2.A.a)

Compare different sounds (i.e., loudness, pitch, rhythm)





Week 3

Pac

ing GLEs CCSS Essential Skills/Strategies Vocabulary Unit/Lesson Support Resources/

Tier 2 Connections

5 D

ays

RF.K.3a Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c Read common high-frequency words by sight. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds. W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. L.K.1b Use frequently occurring nouns and verbs.

Comprehension Day 1,2, 5: Strategy: Ask Questions 435, 444, 473 Day 1, 2, 5: Skill: Identify Characters: 435, 444, 473 Fluency Day 2: Echo-read 448 Day 5: Word Automaticity, 474 Phonics Day 1 -4: Review s, p, m, a: 438, 450, 460, 468 Day 2 -4: Blends review: 451, 460, 469 Phonemic Awareness Day 1: Phoneme Isolation 437, Day 2 & 5: Phoneme Categorization 450, 475 Day 3 & 4: Phoneme Blending 459, 468 Word Study Vocabulary A, like: 436, 452, 458, 470, 474

HFW: A, like Robust Vocabulary: Grateful, include, problem, solve, thoughtful Academic Vocabulary: Ask, questions, identify, character, naming words

Leveled Readers for A- Day 2: I like, We Like Day 3: Pam Day 4 & 5: We Like Painting O- Day 2: I like, We Like Day 2: Pam Day 4 & 5: Hats B- Day 4&5: Ice Shaking Fun ELL- Day 4 & 5: Hats

Day 1: High-frequency words review, 478 Sound-spelling review, 479 Day 2: High-frequency words, 484 Phonemic Awareness, 485 Day 3: Phonemic Awareness, 488 Phonics, 489 Day 4: Phonemic Awareness, 492 Phonics, 492 Day 5: Phonemic Awareness, 498 Phonics, 498 United Streaming: A Kid's Guide: Getting Along with Your Classmates Smart Exchange: Syllables; Syllable Picnic; Syllable Count; Clapping Out Syllables with Connie


Grade Kindergarten

Unit 2 Week 3


2. Explain how to resolve disputes peacefully in the classroom and on the playground (CDID) 1.6, 1.8 10. Identify maps and globes as geographic tools (GE5A)

Oral Language – Getting Along TE 434 & 442

Listening Comprehension Simon and Molly plus Hester TE 435 & 444-448

Writing: Sentences TE 453, TE 471 & TE477

Oral Vocabulary Card 1 TE 454 Oral Language diagram TE 464

Community Map TE 457



and Week #


Reading Series




and Week #


Series



KU2W3 Big Book of Explorations: Making Friends and The Flight

KU2W3 Clay Colors




October 21-24 4 days

October 28 – November 1 5 days

November 4 – 8 5 days





A Splendid Friend Indeed by Suzanne Bloom Work by Ann Morris David Goes to School by David Shannnon



Enduring Understanding and Questions: In this unit, children will read and write about how they travel. As the progress through the unit, they will also develop and apply key comprehension skills that good readers use as they read.

Big Idea Enduring Understanding Essential Questions Theme: Transportation There are many ways to travel from

one place to another. How did you travel to school today?

Comprehension Enduring Understanding Essential Questions Make and Confirm Predictions Week 1



Classify and Categorize Week 2

Good readers understand the different ways information is organized in a story.

How can the way the author organize the information help you understand the story?

Identify Character and Plot Week 3

Good readers understand the important parts of a story.

Who are the characters in the story? What events happen in the story?

Unit 3: At-A-Glance


Standards for Reading: Standards for Writing: RL.K.1 With prompting and support, ask and answer questions about key details in a text. RF.K.2d Isolate and pronounce the initial, medial vowel, and finial sounds (phonemes) in three-phoneme (consonant-vowel-consonant) words. This does not include CVCs ending with /l/,/r/, or /x/. RF.K.3 Know and apply grade level phonics and words analysis skills in decoding words RF.K.3a Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c Read common high-frequency words by sight.

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.


Vocabulary


Week 1: The Bus for Us

see Continue, glide, rapidly, transportation, vehicle

Story structure, make predictions, confirm predictions, action , rhyme

Week 2: On the Go

go Familiar, journey, prepare, relax, travel Recognize, text structure, classify, categorize, action

Week 3: Duck on a Bike

See, go Adventure, attach, haul, massive, wheels Recognize, story structure, character, plot, action


Comprehension Writing Week 1 Strategy: Recognize Story Structure

Skill: Make and Confirm predictions

A list, sentences

Week 2 Strategy: Recognize Text Structure Skill: Classify and Categorize

Lists, posters

Week 3 Strategy: Recognize Story Structure Skill: Identify Character and Plot

A list, Book Title


Week 1

Pac


Tier 2 Connections

5 D

ays

RL.K.1 With prompting and support, ask and answer questions about key details in a text. RF.K.2d Isolate and pronounce the initial, medial vowel, and finial sounds (phonemes) in three-phoneme (consonant-vowel-consonant) words. This does not include CVCs ending with /l/,/r/, or /x/. RF.K.3a Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c Read common high-frequency words by sight.

Comprehension Day 1,2, 5: Strategy: Recognize Story Structure 527, 536, 565 Day 1, 2, 5: Skill: Make and Confirm Predictions 527, 536, 565 Fluency Day 3 & 5: Echo-read 541 Day 5: Word Automaticity, 566 Phonics Day 1 -4: Letter Tt: 520, 542, 552, 560, 568 Day 2 -4: Blends with Tt: 543, 553, 561 Phonemic Awareness Day 1, 3: Phoneme Isolation 529, 551 Day 2 & 4: Phoneme Blending: 543, 560 Day 5: Phoneme Categorization: 567 Word Study Vocabulary See 528, 544, 550, 562, 566

HFW: see Robust Vocabulary: Continue, glide, rapidly, transportation, vehicle Academic Vocabulary: Story structure, make predictions, confirm predictions, action

Leveled Readers for A- Day 2: I See Sam Day 3: Can Tom See? Day 4 & 5: Bear Goes To Town O- Day 2: I See Sam Day 2: Can Tom See? Day 4 & 5: Tig Can See B- Day 4&5: How They Go ELL- Day 4 & 5: Tiger Can See

Day 1: High-frequency words review, 570 Sound-spelling review, 571 Day 2: High-frequency words, 576 Phonemic Awareness, 577 Day 3: Phonemic Awareness, 580 Phonics, 581 Day 4: Phonemic Awareness, 584 Phonics, 584 Day 5: Phonemic Awareness, 590 Phonics, 590 United Streaming: All About Our ABC’s: The Letter “T” Smart Exchange: Letter T; Fundanoodle Lowercase t Practice Page; Fundanoodle Uppercase T Practice Page


Grade Kindergarten

Unit 3 Week 1


10. Identify maps and globes as geographic tools (GE5A)

Informational Text Map TE 548-549



and Week #


Reading Series




and Week #


Series



KU3W1 Big Book of Explorations: Signs in the Park

KU3W1 Magnets on the Move Unit 3 Quarters 2: Change in Position

Identify ways (push, pull) to cause some objects to move by touching them (2.2.A.a)

Identify magnets cause some objects to move without touching them (2.2.A.b)


Week 2

Pac


Tier 2 Connections

5 D

ays

RL.K.1 With prompting and support, ask and answer questions about key details in a text. RF.K.2d Isolate and pronounce the initial, medial vowel, and finial sounds (phonemes) in three-phoneme (consonant-vowel-consonant) words. This does not include CVCs ending with /l/,/r/, or /x/. RF.K.3 Know and apply grade level phonics and words analysis skills in decoding words RF.K.3c Read common high-frequency words by sight. 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.

Comprehension Day 1,2, 5: Strategy: Recognize Text Structure 611, 620, 649 Day 1, 2, 5: Skill: Classify and Categorize: 611, 620, 649 Fluency Day 3 & 5: Echo-read 624 Day 5: Word Automaticity, 650 Phonics Day 1 -4: Letter Ii: 614, 626, 636, 644 Day 2 -4: Blend with Ii: 627, 637, 645 Phonemic Awareness Day 1, 3: Phoneme Isolation 613, 635 Day 2 & 4: Phoneme Blending: 626, 644 Day 5: Phoneme Categorization: 651 Word Study Vocabulary Go: 612, 628, 634, 646, 650

HFW: go Robust Vocabulary: Familiar, journey, prepare, relax, travel Academic Vocabulary: Recognize, text structure, classify, categorize, action

Leveled Readers for A- Day 2: Go, Go, Go Day 3: It Can Go, Go, Go Day 4 & 5: Pig’s Trip O- Day 2: Go, Go, Go Day 2: It Can Go, Go, Go Day 4 & 5: Pigs On Wheel B- Day 4&5: Chip Likes Nuts ELL- Day 4 & 5: Go Pig!

Day 1: High-frequency words review, 654 Sound-spelling review, 655 Day 2: High-frequency words, 660 Phonemic Awareness, 661 Day 3: Phonemic Awareness, 664 Phonics, 665 Day 4: Phonemic Awareness,668 Phonics, 668 Day 5: Phonics, 674 Leveled reader Lesson 2, 675 United Streaming: Stories About Vowels: Iggy Pig's Lid: Short I and Long I Smart Exchange: Letter I; Fundanoodle Uppercase I Practice Page; Fundanoodle Lowercase i Practice Page


Grade Kindergarten

Unit 3 Week 2


15. Identify artifacts (building structures and materials, works of art representative of cultures, fossils, pottery, tools, clothing, musical instruments)

Big Book On the Go TE 611 & 620-624



and Week #


Reading Series




and Week #


Series



KU3W2 KU3W2 Boats that Float Units 1-7 Quarters 1-4: Inquiry




Week 3

Pac

ing GLEs CCSS Essential

Skills/Strategies Vocabulary Unit/Lesson Support Resources/

Tier 2 Connections

5 D

ays

RL.K.1 With prompting and support, ask and answer questions about key details in a text. RF.K.2d Isolate and pronounce the initial, medial vowel, and finial sounds (phonemes) in three-phoneme (consonant-vowel-consonant) words. This does not include CVCs ending with /l/,/r/, or /x/. RF.K.3 Know and apply grade level phonics and words analysis skills in decoding words RF.K.3a Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the primary or many of the most frequent sounds for each consonant. R L.K.1b Use frequently occurring nouns and verbs.F.K.3c Read common high-frequency words by sight. 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.

Comprehension Day 1,2, 5: Strategy: Recognize Story Structure 695, 704, 733 Day 1, 2, 5: Skill: Identify Character and Plot 695, 704, 733 Fluency Day 3 & 5: Echo-read 708 Day 5: Word Automaticity, 734 Phonics Day 1 -4: Letter review: t, I, p, s, a, 698, 710, 720, Day 2 -4: Blend review: 711, 721, 729 Phonemic Awareness Day 1 & 2: Phoneme Identity 697, 710 Day 3 & 4: Phoneme Blending: 716, 728 Day 5: Phoneme Categorization: 735 Word Study Vocabulary Go, see: 696, 712, 718, 730, 734

HFW: go Robust Vocabulary: Adventure, attach, haul, massive, wheels Academic Vocabulary: Recognize, story structure, character, plot, action

Leveled Readers for A- Day 2: I See a Truck Go Day 3: Sit Tip! Day 4 & 5: See It Go Up O- Day 2: Sit Tip! Day 2: I See a Truck Go Day 4 & 5: Fast or Slow? B- Day 4&5: The Train Trip ELL- Day 4 & 5: See It Go

Day 1: High-frequency words review, 738 Sound-spelling review, 739 Day 2: High-frequency words, 744 Phonemic Awareness, 745 Day 3: Phonemic Awareness, 748 Phonics, 749 Day 4: Phonemic Awareness,752 Phonics, 752 Day 5: Phonics, 758 Phonemic Awareness, 758 United Streaming: How Things Move: Rolling Smart Exchange: Kindergarten Character; Rhyming puzzle; Rhyming Time; Rhyming Words



and Week #


Reading Series




and Week #


Series



KU3W3 KU3W3 How Far? Unit 3 Quarters 2: Change in Position





November 11 – 15 5 days

November 18-22 5 days

November 25 – December 6 (Thanksgiving break)





Squeaking of Art: The Mice Go to the Museum by Monica Wellington Sleeping Cutie by Andrea Pinkey Bunny Cakes by Rosemary Wells



Enduring Understanding and Questions: In the unit, children will read and write about the food they eat. As they progress through the unit, they will also develop and apply key comprehension skills that good readers use as they read.

Big Idea Enduring Understanding Essential Questions Theme: Food We can make and enjoy different kinds

of food with our friends and family What kind of food do you like?

Comprehension Enduring Understanding Essential Questions Identify Sequence of Events Week 1

Good readers use the words and pictures of a story to understand the sequence of events.

What are the important events in the story? Tell them in order.

Make Inferences Week 2 Week 3

Good readers use clues from the story to make inferences about the characters or setting.

What inferences about the characters or setting can you make based on clues from the story?

Unit 4: At-A-Glance


Standards for Reading: Standards for Writing: RL.K.3 With prompting and support, identify characters, settings, and major events in a story RF.K.3a Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c Read common high-frequency words by sight. RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds(phonemes) in three-phoneme (CVC) words. RL.K.2 With prompting and support, retell familiar stories, including key details RF.K.4 Read emergent-reader texts with purpose and understanding

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.


Vocabulary


Week 1: Apple Farmer Annie

To Combine, farmer, ingredient, market, nutritious

Summarize, story events, letter, sentence sequence: first, next, last

Week 2: Our Special Sweet Potato Pie

Have Appetite, feast, flavor, prefer, special Summarize, story clues/story hints, main events, rhythm/beat, main topic

Week 3: To, have Delicious, devour, fresh, menu, tradition Summarize, character’s action, character’s feelings, word, sentence



Week 1 Strategy: Summarize Skill: Identify Sequence of Events

A numbered list, lists

Week 2 Strategy: Summarize Skill: Make Inferences

A recipe

Week 3 Strategy: Summarize Skill: Make Inferences

A List, A menu


Week 1

Pac


Tier 2 Connections

5 D

ays

RL.K.3 With prompting and support, identify characters, settings, and major events in a story RF.K.3a Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c Read common high-frequency words by sight. RF.K.4 Read emergent-reader texts with purpose and understanding 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. L.K.1b Use frequently occurring nouns and verbs.

Comprehension Day 1,2, 5: Strategy: Summarize 787, 796, 825 Day 1, 2, 5: Skill: Identify Sequence of Events 787, 796, 825 Fluency Day 3: Echo-read 800 Day 4: Reread for Fluency 822 Day 5: Word Automaticity, 826 Phonics Day 1 -4: Letter Nn: 790, 802, 812, 820 Day 2 -4: Blends with Nn: 803, 813, 821 Phonemic Awareness Day 1, 3: Phoneme Isolation 789, 811 Day 2 & 4: Phoneme Blending: 802, 820 Day 5: Phoneme Categorization: 827 Word Study Vocabulary To, 788, 804, 810, 822, 826

HFW: to Robust Vocabulary: Combine, farmer, ingredient, market, nutritious Academic Vocabulary: Summarize, story events, letter, sentence sequence: first, next, last

Leveled Readers for A- Day 2: Can Nan? Day 3: Can Nan? Day 4 & 5: Food For a Day O- Day 2: Can Nan? Day 2: Can Tom See? Day 3: Can Nan? Day 4 & 5: We Pick Food! B- Day 3: Can Nan? Day 4&5: What Is It? ELL- Day 4 & 5: Food

Day 1: High-frequency words review, 830 Sound-spelling review, 831 Day 2: High-frequency words, 836 Phonemic Awareness, 837 Day 3: Phonemic Awareness, 840 Phonics, 841 Day 4: Phonemic Awareness, 844 Phonics, 844 Day 5: Phonemic Awareness, 850 Phonics, 850 United Streaming: All About Our ABC’s: The Letter “N” Smart Exchange: letter N, n; Fundanoodle Lowercase n Practice Page; Fundanoodle Uppercase N Practice Page


Grade Kindergarten

Unit 4 Week 1


11. Name common physical, social and emotional need (RE6A)

Physical Needs – Fruits & Vegetables TE 801, TE 818, TE 824

Physical Needs – Oral Language: Growing a Garden TE 816



and Week #


Reading Series




and Week #


Series



KU4W1 Big Book of Explorations: From Strawberry Field to Strawberry Salad

KU4W1 Feeling Foods Units 1-7Quarters 1-4: Inquiry



Week 2

Pac


Tier 2 Connections

5 D

ays

RL.K.3 With prompting and support, identify characters, settings, and major events in a story RF.K.3a Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c Read common high-frequency words by sight. RL.K.2 With prompting and support, retell familiar stories, including key details 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. L.K.1b Use frequently occurring nouns and verbs.

Comprehension Day 1,2, 5: Strategy: Summarize 871, 880, 909 Day 1, 2, 5: Skill: Make Inferences 871, 880, 909 Fluency Day 2: Echo-read 884 Day 4: Reread for Fluency 906 Day 5: Word Automaticity, 910 Phonics Day 1 -4: Letter Cc /k/: 874, 886, 896, 904 Day 2 -4: Blends with Cc /k/: 887, 897, 905 Phonemic Awareness Day 1: Phoneme Isolation 873 Day 2 & 4: Phoneme Blending: 886,7, 897, 904 Day 5: Phoneme Categorization: 911 Word Study Vocabulary Have: 872, 888, 894, 906, 910

HFW: have Robust Vocabulary: Appetite, feast, flavor, prefer, special Academic Vocabulary: Summarize, story clues/story hints, main events, rhythm/beat

Leveled Readers for A- Day 3: We Can! Day 4 & 5: We Have Vegetables O- Day 2: We Can! Day 2: Can Tom See? Day 3: Can Nan? Day 4 & 5: Let’s Have Dinner B- Day 3: We Can! Day 4&5: Foods That Grow ELL- Day 4 & 5: Let’s Eat

Day 1: High-frequency words review, 914 Sound-spelling review, 8915 Day 2: High-frequency words, 920 Phonemic Awareness, 921 Day 3: Phonemic Awareness, 924 Phonics, 925 Day 4: Phonemic Awareness, 928 Phonics, 928 Day 5: Phonemic Awareness, 934 Phonics, 934 United Streaming: All About Our ABC’s: The Letter “C” Smart Exchange: Letter C; The Letter C: Hard Sound 2013; Fundanoodle Uppercase C Practice Page; Fundanoodle Lowercase c Practice Page; Crazy for C; Carla the Cat


Grade Kindergarten

Unit 4 Week 2



Physical Needs – Oral Language: What’s For Dinner? TE 870

Read Aloud – “Grandfather Bear is Hungry” TE902

Leveled Readers – We Have Vegetables! TE 929, Foods That Grow TE 931, Let’s Eat TE 932



and Week #


Reading Series




and Week #


Series



KU4W2 Big Book of Explorations: Crusty Corn Bread and Crunch! Munch! Thanks a Bunch!

KU4W2 How Things Move Unit 3 Quarters 2: Change in Position



Week 3

Pac


Tier 2 Connections

5 D

ays

RL.K.3 With prompting and support, identify characters, settings, and major events in a story RF.K.3a Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c Read common high-frequency words by sight. RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds(phonemes) in three-phoneme (CVC) words. 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. L.K.1b Use frequently occurring nouns and verbs.

Comprehension Day 1,2, 5: Strategy: Summarize 955, 964, 993 Day 1, 2, 5: Skill: Make Inferences 955, 964, 993 Fluency Day 2: Echo-read 968 Day 4: Reread for Fluency 990 Day 5: Word Automaticity, 994 Phonics Day 1 -4: Letter review: 958, 970, 980, 988, 996 Day 2 -4: Blends review: 971, 981, 989, Phonemic Awareness Day 1: Phoneme Isolation 957 Day 3 & 4: Phoneme Blending: 979, 988 Day 2 & 5: Phoneme Categorization: 970, 995 Word Study Vocabulary To, have: 956, 972, 978, 990, 994

HFW: Have, to Robust Vocabulary: Delicious, devour, fresh, menu, tradition Academic Vocabulary: Summarize, character’s action, character’s feelings, word, sentence

Leveled Readers for A- Day 3: Nat Day 4 & 5: Good Food All Year Long O- Day 2: Nat Day 3: Can Nan? Day 4 & 5: Thanksgiving B- Day 3: Nat Day 4&5: How Corn Grows ELL- Day 4 & 5: Thanksgiving Dinner

Day 1: High-frequency words review, 998 Sound-spelling review, 999 Day 2: High-frequency words, 1004 Phonemic Awareness, 1005 Day 3: Phonemic Awareness, 1008 Phonics, 1009 Day 4: Phonemic Awareness, 1012 Phonics, 1012 Day 5: Phonemic Awareness, 1018 Phonics,1018 United Streaming: Food; Jack the Apple: Five a Day Smart Exchange: Guess Who%3F; Reading Strategies


Grade Kindergarten

Unit 4 Week 3



Oral Language tradition & menu TE 962

Listening Comprehension Yoko TE 955 & TE 964-969

Writing TE 961, TE 973, TE 983, TE 991, & TE 997



and Week #


Reading Series




and Week #


Series



KU4W3 Big Book of Explorations: Time For Kids: Farming Then and Now





KU4W3 Making Foods




December 9 -13 5 Days

December 16-20 5 days

January 6-10 5 days





Alphabet Under Construction by Denise Fleming Under the Sea 1, 2, 3: Counting Ocean Life by Barbara Knox Is That What Friends Do? By Marjorie Newman



Enduring Understanding and Questions: In this unit, children will read and write about where animals live. As they progress through the unit, they will also develop and apply key comprehension skills that good readers use as they read.

Big Idea Enduring Understanding Essential Questions Theme: Animals Animals are all around us. Where do some animals live?

Comprehension Enduring Understanding Essential Questions Make and confirm predictions Week 1

Good readers use different parts of a story to predict what might happen next.


Classify and Categorize Week 2


How does the way the author organized the information help you understand the story?

Identify Character and Plot Week 3

Good readers understand the important parts of a story.

Who are the characters? What are the important events in the story?

Unit 5: At-A-Glance


Standards for Reading: Standards for Writing: RL.K.1 With prompting and support, ask and answer questions about key details in a text. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding skills. RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. RF.K.3c Read common high-frequency words by sight. RF.K.4 Read emergent-reader texts with purpose and understanding. RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes)in three-phoneme (CVC) words.

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.

Standards for Language: Standards for Speaking and Listening: L.K.1f Produce and expand complete sentences in shared language activities.

Vocabulary


Week 1: Mama Cat Has Three Kittens

is Action, compare, content, gentle, pounce Story pattern, make predictions, sounds, letter, action word

Week 2: Animal Babies ABC

play Belong, fragile, information, parent, several Structure/organized, similar/different, alphabetical order, picture clues, list

Week 3: Mole and the Baby Bird

Is, play Beneath, enter, habitat, raise, responsibility

Story parts: beginning, middle, end Characters, plot, phrase



Week 1 Strategy: Recognize Story Structure Skill: Make and Confirm Predictions

A list, A sentence

Week 2 Strategy: Recognize Text Structure Skill: Classify and Categorize

A list, Sentences

Week 3 Strategy: Recognize Story Structure Skill: Identify Plot and Character

Lists, sentences


Week 1

Pac


Tier 2 Connections

5 D

ays

RL.K.1 With prompting and support, ask and answer questions about key details in a text. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding skills. RF.K.3c Read common high-frequency words by sight. RF.K.4 Read emergent-reader texts with purpose and understanding. 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. L.K.1f Produce and expand complete sentences in shared language activities.

Comprehension Day 1,2, 5: Strategy: Recognize Story Structure 1047, 1056, 1085 Day 1, 2, 5: Skill: Make and Confirm Predictions 1047, 1056, 1085 Fluency Day 2: Echo-read 1060 Day 4: Reread for Fluency 1082 Day 5: Word Automaticity, 1086 Phonics Day 1 -4: Letter Oo: 1050, 1062, 1072, 1080, Day 2 -4: Blend with Oo: 1063, 1073, 1081 Phonemic Awareness Day 1, 3: Phoneme Isolation 1049, 1071 Day 2: Phoneme Blending: 1062 Day 4 & 5: Phoneme Segmentation: 1080, 1087 Word Study Vocabulary Is, 1048, 1064, 1070, 1082, 1086

HFW: is Robust Vocabulary: Action, compare, content, gentle, pounce Academic Vocabulary: Story pattern, make predictions, sounds, letter, action word

Leveled Readers for A- Day 2: Sit Day 3: Sit Day 4 & 5: Where Is It? O- Day 2: Sit Day 3: Sit Day 4 & 5: Animals in Nature B- Day 3: Sit Day 4&5: Good Pets ELL- Day 4 & 5: Animals

Day 1: High-frequency words review, 1090 Sound-spelling review, 1091 Day 2: High-frequency words, 1096 Phonemic Awareness, 1097 Day 3: Phonemic Awareness, 1100 Phonics, 1101 Day 4: Phonemic Awareness, 1104 Phonics, 1104 Day 5: Phonemic Awareness, 1110 Phonics, 1111 United Streaming: Stories About Vowels: Ozzie and the O! Eaters: Short O and Long O

Smart Exchange: Letter O, letter o, Fundanoodle Uppercase O Practice Page; Fundanoodle Lowercase o Practice Page



and Week #


Reading Series




and Week #


Series



KU5W1 Big Book of Explorations: Let’s Go to the Vet

KU5W1 Animal Moves Sort


Week 2

Pac


Tier 2 Connections

5 D

ays

RL.K.1 With prompting and support, ask and answer questions about key details in a text. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding skills. RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. RF.K.3c Read common high-frequency words by sight. 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. L.K.1f Produce and expand complete sentences in shared language activities.

Comprehension Day 1,2, 5: Strategy: Recognize Text Structure 1131, 1140, 1169 Day 1, 2, 5: Skill: Classify and Categorize 1131, 1140, 1169 Fluency Day 2: Echo-read 1144 Day 4: Reread for Fluency 1166 Day 5: Word Automaticity, 1170 Phonics Day 1 -4: Letter Ff: 1134, 1146, 1156, 1164 Day 2 -4: Blend with Ff: 1147, 1157, 1165 Phonemic Awareness Day 1: Phoneme Isolation 1133 Day 2-4: Phoneme Blending: 1146, 1155, 1164 Day 5: Phoneme Segmentation: 1171 Word Study Vocabulary Play, 1132, 1148, 1154, 1166, 1170

HFW: play Robust Vocabulary: Belong, fragile, information, parent, several Academic Vocabulary: Structure/organized, similar/different, alphabetical order, picture clues, list

Leveled Readers for A- Day 2: Can It Fit? Day 3: Can It Fit? Day 4 & 5: Baby Animals O- Day 2: Can It Fit? Day 3: Can It Fit? Day 4 & 5: Animals and Their Babies B- Day 3: Can It Fit? Day 4&5: Animal Babies ELL- Day 4 & 5: Animals Play

Day 1: High-frequency words review, 1174 Sound-spelling review, 1175 Day 2: High-frequency words, 1180 Phonemic Awareness, 1181 Day 3: Phonemic Awareness, 1184 Phonics, 1185 Day 4: Phonemic Awareness, 1188 Phonics, 1188 Day 5: Phonemic Awareness, 1194 Phonics, 1194 United Streaming: All About Our ABC’s: The Letter “F” Smart Exchange: Letter F; Fundanoodle Uppercase F Practice Page; Fundanoodle Lowercase f Practice Page


SScciieennccee CCoonnnneeccttiioonnss Reading Grade

Level, Unit #, and

Week #


Reading Series




and Week #


Series



Leveled Readers (Science): Baby Animals, Animals and Their Babies, Animal Babies, Animal Play



KU5W2 Life Cycles




Week 3

Pac


Tier 2 Connections

5 D

ays

RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding skills. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding skills. RF.K.3c Read common high-frequency words by sight. RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes)in three-phoneme (CVC) words. 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. L.K.1f Produce and expand complete sentences in shared language activities.

Comprehension Day 1,2, 5: Strategy: Recognize Story Structure 1215, 1224, 1253 Day 1, 2, 5: Skill: Identify Plot and Character 1215, 1224, 1253 Fluency Day 2: Echo-read 1228 Day 4: Reread for Fluency 1250 Day 5: Word Automaticity, 1254 Phonics Day 1 -4: Letter review: 1218, 1230, 1240, 1248 Day 2 -4: Blends: 1231, 1241, 1249 Phonemic Awareness Day 1: Phoneme Isolation 1217 Day 2 & 4: Phoneme Blending: 1230, 1248 Day 3 & 5: Phoneme Segmentation: 1239, 1255 Word Study Vocabulary Play, is, 1216, 1232, 1238, 1250, 1254

HFW: Play, is Robust Vocabulary: Beneath, enter, habitat, raise, responsibility Academic Vocabulary: Story parts: beginning, middle, end Characters, plot, phrase

Leveled Readers for A- Day 2: Tap, Tap, Tap Day 3: Tap, Tap, Tap Day 4 & 5: Time to Play O- Day 2: Tap, Tap, Tap Day 3: Tap, Tap, Tap Day 4 & 5: We Can Play B- Day 3: Tap, Tap, Tap Day 4&5: Nature Park ELL- Day 4: Can We Play Day 5: Tap, Tap, Tap

Day 1: High-frequency words review, 1258 Sound-spelling review, 1259 Day 2: High-frequency words, 1264 Phonemic Awareness, 1265 Day 3: Phonemic Awareness, 1268 Phonics, 1269 Day 4: Phonemic Awareness, 1272 Phonics, 1272 Day 5: Phonemic Awareness, 1278 Phonics, 1278 United Streaming: Reading Rainbow: Is This a House for Hermit Crab?; Where Animals Find Homes; A Coral Reef: A Home to Many Animals Smart Exchange: Build a basic sentence; Interactive Sentences using high-frequency words


Grade Kindergarten

Unit 5 Week 3



Oral Language Habitat TE 1214, TE 1222, TE 1234, TE 1244

Listening Comprehension Mole and the Baby Bird TE 1215, TE 1224-1218

Writing TE 1221, TE 1233, TE 1251, & TE 1257



and Week #


Reading Series




and Week #


Series



KU5W3 Big Book of Explorations: Time for Kids: At Home in the Rain Forest

KU5W3 A Home for Baby Bird




January 13-17 5 days

January 21-24 4 Days

January 27 -31 5 days





Russ and the Apple Tree by Janet Elizabeth Ricket Spring Is Here by Taro Gomi Coming Home: A Story of Josh Gibson, Baseball’s Greatest Home Run Hitter by Nanette Mellage



Enduring Understanding and Questions: In this unit, children will read and write about their neighborhood. As they progress through the unit, they will also develop and apply key comprehension skills that good readers use as they read.

Big Idea Enduring Understanding Essential Questions Theme: Neighborhood Many different people live and work in

our neighborhood. What is your neighborhood like?

Comprehension Enduring Understanding Essential Questions Identify Main Idea and Details Week 1 Week 2

Good readers identify the main idea of what they read and the details that support it.

What is the main idea and the details that support it?

Retell Week 3

Good readers can retell the important parts of a story in order.

How can you tell the story using the important parts from the beginning, middle, and end of the story?

Unit 6: At-A-Glance


Standards for Reading: Standards for Writing: RI.K.2 With prompting and support, identify the main topic and retell key details of the text. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) the three-phoneme (CVC) words. RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. RF.K.3c Read common high-frequency words by sight. RF.K.4 Read emergent-reader texts with purpose and understanding.


Standards for Language: Standards for Speaking and Listening: L.K.1f Produce and expand complete sentences in shared language activities.

Vocabulary


Week 1: Russ and the Firehouse

Are Borrow, equipment, frequently, neighborhood, organize

Main idea, details, summarize, dialogue

Week 2: Bus Stops

For, you Admire, community, deliver, schedule, workers

Big idea, details, summarize, sentence

Week 3: Alicia’s Happy Day

Are, for, you Alert, celebration, job, precise, repair Summarize, retell, story events, sentences



Week 1 Strategy: Summarize Skill: Identify Main Idea and Details

Dialogue

Week 2 Strategy: Summarize Skill: Identify Main Idea and Details

Directions

Week 3 Strategy: Summarize Skill: Retell

Lists, sentences


Week 1

Pac


Tier 2 Connections

5 D

ays

RI.K.2 With prompting and support, identify the main topic and retell key details of the text. RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. RF.K.3c Read common high-frequency words by sight. RF.K.4 Read emergent-reader texts with purpose and understanding. 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. L.K.1f Produce and expand complete sentences in shared language activities.

Comprehension Day 1,2, 5: Strategy: Summarize 1307, 1316, 1345 Day 1, 2, 5: Skill: Identify Main Idea and Details, 1307, 1316, 1345 Fluency Day 2: Echo-read 1320 Day 5: Word Automaticity, 1346 Phonics Day 1 -4: Letter Hh: 1310, 1322, 1332, 1340 Day 2 -4: Blend with Hh: 1323, 1333, 1341 Phonemic Awareness Day 1: Phoneme Isolation 1309 Day 2 & 3: Phoneme Blending: 1322, 1331 Day 3: Phoneme Substitution: 1332 Day 4 & 5: Phoneme Segmentation: 1340, 1347 Word Study Vocabulary Are 1308, 1324, 1330, 1342, 1346

HFW: are Robust Vocabulary: Borrow, equipment, frequently, neighborhood, organize Academic Vocabulary: Main idea, details, summarize, dialogue

Leveled Readers for A- Day 2: Are Caps Hats? Day 3: Are Caps Hats? Day 4 & 5: In My Neighborhood O- Day 3: Are Caps Hats? Day 4 & 5: Where Are We? B- Day 3: Are Caps Hats? Day 4&5: Places in the Neighborhood ELL- Day 4 & 5: We Are Here

Day 1: High-frequency words review, 1350 Sound-spelling review, 1351 Day 2: High-frequency words, 1356 Phonemic Awareness, 1357 Day 3: Phonemic Awareness, 1360 Phonics, 1361 Day 4: Phonemic Awareness, 1364 Phonics, 1364 Day 5: Phonemic Awareness, 1370 Phonics, 1371 United Streaming: All About Our ABC’s: The Letter “H” Smart Exchange: Letter H; Find the H; Fundanoodle Uppercase H Practice Page; Fundanoodle Lowercase h Practice Page


Grade Kindergarten

Unit 6 Week 1


10. Identify maps and globes as geographic tools (GE5A) 14. Identify library and media resources (video, electronic resources, periodicals and books)

Theme Project: Neighborhoods Near and Far Maps TE xvi-xviii

Informational Text: “Let’s Look At Maps” TE 1328-1329

Workstations: Writing “Map It Out”, Social Studies “Build a Neighborhood”

Theme Project: Neighborhoods Near and Far TE xvi-xviii



and Week #


Reading Series




and Week #


Series



KU6W1 Big Book of Explorations: Let’s Look at Maps

KU6W1 Tool Talk

Unit 1 Quarter 1: Properties of Matter

Sort objects based on observable physical properties (e.g., size, materials, color, shape, mass) (1.1.A.c)


Week 2

Pac


Tier 2 Connections

5 D

ays

RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) the three-phoneme (CVC) words. RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. RF.K.3c Read common high-frequency words by sight. 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. L.K.1f Produce and expand complete sentences in shared language activities.

Comprehension Day 1,2, 5: Strategy: Summarize 1391, 1400, 1429 Day 1, 2, 5: Skill: Identify Main Idea and Details, 1391, 1400, 1429 Fluency Day 2: Echo-read 1404 Day 5: Word Automaticity, 1430, Phonics Day 1 -4: Letters Dd, Rr: 1394, 1406, 1416, 1424 Day 2 -4: Blend with Dd, Rr: 1323, 1333, 1341 Phonemic Awareness Day 1 & 3: Phoneme Isolation 1393, 1415 Day 2 & 4: Phoneme Blending: 1406, 1424 Day 5: Phoneme Segmentation: 1431 Word Study Vocabulary For, you, 1392, 1408, 1414, 1426, 1430

HFW: For, you Robust Vocabulary: Admire, community, deliver, schedule, workers Academic Vocabulary: Big idea, details, summarize, sentence

Leveled Readers for A- Day 2: Rod Can See It Day 3: Rod Can See It Day 4 & 5: People Who Help O- Day 2: Rod Can See It Day 3: Rod Can See It Day 4 & 5: This Is For You B- Day 3: Rod Can See It Day 4&5: The Good Idea ELL- Day 4 & 5: For You

Day 1: High-frequency words review, 1434 Sound-spelling review, 1435 Day 2: High-frequency words, 1440 Phonemic Awareness, 1441 Day 3: Phonemic Awareness, 1444 Phonics, 1445 Day 4: Phonemic Awareness, 1448 Phonics, 1448 Day 5: Phonemic Awareness, 1454 Phonics, 1454 United Streaming: All About Our ABC’s: The Letters “D and R” Smart Exchange: Initial letter sounds of d,cand r; Fundanoodle Uppecase D Practice Page; Fundanoodle Lowercase d Practice Page; Letter R; Fundanoodle Uppercase R Practice Page; Fundanoodle Lowercase r Practice Page



and Week #


Reading Series




and Week #


Series



KU6W2 KU6W2 Recycle It


Week 3

Pac


Tier 2 Connections

5 D

ays

RI.K.2 With prompting and support, identify the main topic and retell key details of the text. RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. RF.K.3c Read common high-frequency words by sight. 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. L.K.1f Produce and expand complete sentences in shared language activities.

Comprehension Day 1,2, 5: Strategy: Summarize 1475, 1484, 1513 Day 1, 2, 5: Skill: Retell 1475, 1484, 1513 Fluency Day 2: Echo-read 1488 Day 4: Reread 1510 Day 5: Word Automaticity, 1514 Phonics Day 1 -4: Letter review: 1478, 1490, 1500, 1508 Day 2 -4: Blend review: 1491, 1501, 1509 Phonemic Awareness Day 1: Phoneme Categorization: 1477 Day 2 & 4: Phoneme Blending: 1490, 1508 Day 3 & 5: Phoneme Segmentation: 1499, 1515 Word Study Vocabulary Are, for, you: 1476, 1492, 1498, 1510, 1514

HFW: For, you, are Robust Vocabulary: Alert, celebration, job, precise, repair Academic Vocabulary: Summarize, retell, story events, sentences

Leveled Readers for A- Day 3: Dad Can Pin It On Day 4 & 5: We Work For You O- Day 3: Dad Can Pin It On Day 4 & 5: Panda House B- Day 3: Dad Can Pin It On Day 4&5: Bunny Town Helpers ELL- Day 4: A House For You Day 5: Dad Can Pin It On

Day 1: High-frequency words review, 1518 Sound-spelling review, 1519 Day 2: High-frequency words, 1524 Phonemic Awareness, 1525 Day 3: Phonemic Awareness, 1528 Phonics, 1529 Day 4: Phonemic Awareness, 1532 Phonics, 1532 Day 5: Phonemic Awareness, 1538 Phonics, 1538 United Streaming: Let’s Explore: In the City Smart Exchange: TPD Gold Star Activities; Letter of the Week; Word Families: -at and –an; "at" word family


Grade Kindergarten

Unit 6 Week 3



Read Aloud “Why the Moon is in the Sky” TE 1506



and Week #


Reading Series




and Week #


Series



KU6W3 Big Book of Explorations: Time for Kids: Is This the Job for You?

KU6W3 Seasonal Changes Unit 5 Quarter 3: Seasons and the Weather

Observe and describe daily weather; precipitation (e.g., snow, rain, sleet, fog) wind (i.e., light breezes to strong wind) cloud cover, temperature (5.2.F.a)

Observe and describe the general weather conditions that occur during each season (5.2.F.b)

Observe and describe the characteristics of the four seasons as they cycle through the year (summer, fall, winter, spring) (6.2.C.a)




February 3 – 7 5 days

February 10 – 13 4 Days

February 18-21 4 Days





A Snowy Day by Robin Nelson Explore in a Cave by Dana Meachen Rau Bear Wants More by Karma Wilson



Enduring Understanding and Questions: In this Unit, children will read and write about the weather. As they progress through the unit, they will also develop and apply key comprehension skills that good readers use as they read.

Big Idea Enduring Understanding Essential Questions Theme: Weather Changes in weather affect our lives. What is the weather like today?

Comprehension Enduring Understanding Essential Questions Identify Main Idea and Details Week 1

Good readers understand the main idea of what they read and the details that support it.

Which details from the text help you understand the main idea?


Good readers think about where the story takes place.

What important details can you remember about the setting of the story?

Distinguish Between Fantasy and Reality Week 3

Good readers understand if the story they are reading is about something real.

What details of the story help you to know if it is fantasy or reality?

Unit 7: At-A-Glance


Standards for Reading: Standards for Writing: RI.K.2 With prompting and support, identify the main topic and retell key details of the text. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RL.K.1 With prompting and support, ask and answer questions about key details in a text. RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (CVC) words. RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF.K.3c Read common high-frequency words by sight.


Standards for Language: Standards for Speaking and Listening: L.K.1 Demonstrate command of the conversations of standard English grammar and usage when writing or speaking

Vocabulary


Week 1: A Rainy Day

This, do Blustery, chilly, cloud, drizzle, weather Visualize, main idea, details, different, describing words

Week 2: In the Yard

And, what Mild, month, season, shiver, warning Visualize, setting, describing words, question

Week 3: Bear Snores On

This, do, and, what Clear, cozy, experience, hibernate, retreat Visualize, fantasy, reality, realistic, describing



Week 1 Strategy: Visualize Skill: Identify Main Idea and Details

Lists, sentences

Week 2 Strategy: Visualize Skill: Identify Setting

Lists, sentences

Week 3 Strategy: Visualize Skill: Distinguish Between Fantasy and Reality

A Chart, sentences


Week 1

Pac


Tier 2 Connections

5 D

ays

RI.K.2 With prompting and support, identify the main topic and retell key details of the text. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RF.K.3c Read common high-frequency words by sight. 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. L.K.1 Demonstrate command of the conversations of standard English grammar and usage when writing or speaking

Comprehension Day 1,2, 5: Strategy: Visualize 1567, 1576, 1605 Day 1, 2, 5: Skill: Identify Main Idea and Details, 1567, 1576, 1605 Fluency Day 2: Echo-read 1580 Day 5: Word Automaticity, 1606 Phonics Day 1 -4: Letter Ee: 1570, 1582, 1592, 1600 Day 2 -4: Blend with Ee: 1583, 1593, 1601 Phonemic Awareness Day 1 & 3: Phoneme Isolation 1569, 1591 Day 2 & 4: Phoneme Blending: 1582, 1600 Day 5: Phoneme Substitution: 1607 Word Study Vocabulary This, do 1568, 1594, 1590, 1602, 1606

HFW: are Robust Vocabulary: Borrow, equipment, frequently, neighborhood, organize Academic Vocabulary: Main idea, details, summarize, dialogue

Leveled Readers for A- Day 2: Ed Can, Ted Can Day 3: Ed Can, Ted Can Day 4 & 5: Do You Like Rain? O- Day 2: Ed Can, Ted Can Day 3: Ed Can, Ted Can Day 4 & 5: What Can You Do? B- Day 3: Ed Can, Ted Can Day 4&5: Look at the Weather! ELL- Day 4: You Can Do This Day 5: Ed Can, Ted Can

Day 1: High-frequency words review, 1610 Sound-spelling review, 1611 Day 2: High-frequency words, 1616 Phonemic Awareness, 1617 Day 3: Phonemic Awareness, 1620 Phonics, 1621 Day 4: Phonemic Awareness, 1624 Phonics, 1624 Day 5: Phonemic Awareness, 1630 Phonics, 1630 United Streaming: Stories About Vowels: Baby Bentley Bee: Short E and Long

Smart Exchange: Letter E, Fundanoodle Uppercase E Practice Page; Fundanoodle lowercase e Practice Page



and Week #


Reading Series




and Week #


Series



KU7W1 Big Book: A Rainy Day Leveled Readers (Science): Do You Like Rain?, What Can You Do?, Look at the Weather!, You Can Do This

Unit 5 Quarter 3: Seasons and the Weather




KU7W1 What is Waterproof?


Week 2

Pac


Tier 2 Connections

5 D

ays

RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant RF.K.3c Read common high-frequency words by sight. 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. L.K.1 Demonstrate command of the conversations of standard English grammar and usage when writing or speaking

Comprehension Day 1,2, 5: Strategy: Visualize 1651, 1660, 1689 Day 1, 2, 5: Skill: Identify Setting 1651, 1660, 1689 Fluency Day 2: Echo-read 1669 Day 5: Word Automaticity, 1690 Phonics Day 1 -4: Letters Bb Ll: 1654, 1666, 1676, Day 2 & 4: Blend with B and L: 1667, 1685 Phonemic Awareness Day 1 & 3: Phoneme Isolation 1653, 1675 Day 2 & 4: Phoneme Blending: 1666, 1684 Day 5: Phoneme Segmentation: 1691 Word Study Vocabulary And, what, 1652, 1668, 1674, 1686, 1690

HFW: And, what Robust Vocabulary: Mild, month, season, shiver, warning Academic Vocabulary: Visualize, setting, describing words, question

Leveled Readers for A- Day 2 & 3: Hot Ben, Hot Lin Day 4 & 5: What Can Len Do? O- Day 3: Hot Ben, Hot Lin Day 4 & 5: Go and Play B- Day 3: Ed Can, Ted Can Day 4&5: How the Bear Lost His Tail ELL- Day 4: You Can Play Day 5: Hot Ben, Hot Lin

Day 1: High-frequency words review, 1694 Sound-spelling review, 1695 Day 2: High-frequency words, 1700 Phonemic Awareness, 1701 Day 3: Phonemic Awareness, 1704 Phonics, 1705 Day 4: Phonemic Awareness, 1708 Phonics, 1708 Day 5: Phonemic Awareness, 1714 Phonics, 1714 United Streaming: All About Our ABC’s: The Letters “B and L” Smart Exchange:



and Week #


Reading Series




and Week #


Series



KU7W2 Big Book of Explorations: A Year With Bears

KU7W2 Seasonal Textures Units 1-7 Quarters 1-4: Inquiry



Week 3

Pac


Tier 2 Connections

5 D

ays

RL.K.1 With prompting and support, ask and answer questions about key details in a text. RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (CVC) words. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF.K.3c Read common high-frequency words by sight. 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. L.K.1 Demonstrate command of the conversations of standard English grammar and usage when writing or speaking

Comprehension Day 1,2, 5: Strategy: Visualize 1735, 1744, 1773 Day 1, 2, 5: Skill: Distinguish between fantasy and reality 1735, 1744, 1773 Fluency Day 2: Echo-read 1748 Day 5: Word Automaticity, 1774 Phonics Day 1 -4: Letter review: 1738, 1750, 1760, 1768 Day 2 & 4: Blend review: 1751, 1761, 1769 Phonemic Awareness Day 1 : Phoneme Isolation 1737 Day 2 & 4: Phoneme Blending: 1750, 1768 Day 3 & 5: Phoneme Segmentation: 1759, 1775 Word Study Vocabulary This, do, and, what 1736, 1752, 1758, 1770, 1774

HFW: And, what, this, do Robust Vocabulary: Clear, cozy, experience, hibernate, retreat Academic Vocabulary: Visualize, fantasy, reality, realistic, describing

Leveled Readers for Leveled Readers for A- Day 2 & 3: Pat and Tip Day 4 & 5: What Can We Do? O- Day 2 & 3: Pat and Tip Day 4 & 5: In the Snow B- Day 3: Pat and Tip Day 4&5: The Woodpecker ELL- Day 4: Snow Day 5: Pat and Tip

Day 1: High-frequency words review, 1778 Sound-spelling review, 1779 Day 2: High-frequency words, 1784 Phonemic Awareness, 1785 Day 3: Phonemic Awareness, 1788 Phonics, 1789 Day 4: Phonemic Awareness, 1792 Phonics, 1792 Day 5: Phonemic Awareness, 1798 Phonics, 1798 United Streaming: A First Look: Weather Smart Exchange: Adjectives; Bear Adjectives; Sound Boxes; Word Families; Word Family Pocket Charts



and Week #


Reading Series




and Week #


Series



KU7W3 Big Book of Explorations: Time for Kids: Let It Snow!

Unit 5 Quarter 3: Seasons and the Weather




KU7W3 Keeping Warm Unit 5 Quarter 3: Seasons and the Weather







February 24 – 28 5 Days

March 3 – 7 5 Days






Snakes (Life Cycles) by Melainie Mitchell One Small Place by the Sea Tom Leonard A Day’s Work by Eve Bunting



Enduring Understanding and Questions: In this unit, children will read and write about how plants grow. As the progress through the unit, they will also develop and apply key comprehension skills that good readers use as they read.

Big Idea Enduring Understanding Essential Questions Theme: Plants Plants require a lot of care in order to

grow. What do plants need to grow?

Comprehension Enduring Understanding Essential Questions Identify Sequence of Events Week 1

Good readers use the words and pictures to understand the sequence of events.

What is the sequence of events in the selection?

Retell Week 2

Good readers can retell important facts by understanding how a book is organized.

How does the author group important facts?

Draw conclusions Week 3

Good readers use clues from the story to draw conclusions about what they read.

What clues from the story help you draw conclusions about the characters in the story?

Unit 8: At-A-Glance


Standards for Reading: Standards for Writing: RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. 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. RF.K.3c Read common high-frequency words by sight. RF.K.4 Read emergent-readers texts with purpose and understanding. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (CVC) words



Vocabulary


Week 1: Oak Trees

Little, said Charming, conceited, equal, grow, plant Structure/organized, sequence, sentence, describing words

Week 2: Seed Secrets

Here, was Gradually, moist, necessary, observe, seed Retell, structure/organization, describing words, capital letter, uppercase, lowercase

Week 3: Sunflower House

Little, said, here, was Arrange, basic, garden, senses, tend Structure/organization, story order, conclusion, retell, describing words



Week 1 Strategy: Recognize text structure Skill: Identify Sequence of Events

Steps in a process

Week 2 Strategy: Recognize text structure Skill: Retell

A list, sentences

Week 3 Strategy: Recognize story structure Skill: Draw Conclusions

A list, a poem


Week 1

Pac


Tier 2 Connections

5 D

ays

RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RF.K.3c Read common high-frequency words by sight. RF.K.4 Read emergent-readers texts with purpose and understanding. 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. L.K.1 Demonstrate command of the conversations of standard English grammar and usage when writing or speaking

Comprehension Day 1,2, 5: Strategy: Recognize Text Structure 1827, 1836, 1865 Day 1, 2, 5: Skill: Identify Sequence of Events 1827, 2836, 1865 Fluency Day 2: Echo-read 1840 Day 4: Reread 1862 Day 5: Word Automaticity, 1866 Phonics Day 1 -4: Letter k (ck): 1830, 182, 1852, 1860 Day 2 -4: Blend with K: 1843, 1853, 1861 Phonemic Awareness Day 1 & 3: Phoneme Isolation 1829, 1851 Day 2 & 4: Phoneme Blending: 1842, 1860 Day 5: Phoneme Segmentation: 1867 Word Study Vocabulary Little, said 1828, 1844, 1850, 1862, 1866

HFW: Little, said Robust Vocabulary: Charming, conceited, equal, grow, plant Academic Vocabulary: Structure/organized, sequence, sentence, describing words

Leveled Readers for A- Day 2: Sad Hen Day 3: Sad Hen Day 4 & 5: The Little Tree O- Day 3: Sad Hen Day 4 & 5: Seeds Make Trees B- Day 3: Sad Hen Day 4&5: How a Tree Grows ELL- Day 4: We Like Trees Day 5: Sad Hen

Day 1: High-frequency words review, 187 Sound-spelling review, 1871 Day 2: High-frequency words, 1876 Phonemic Awareness, 1877 Day 3: Phonemic Awareness, 1880 Phonics, 1881 Day 4: Phonemic Awareness, 1884 Phonics, 1884 Day 5: Phonemic Awareness, 1890 Phonics, 1890 United Streaming: All About Our ABC’s: The Letters “C and K” Smart Exchange: Letter K; Fundanoodle Uppercaes K Practice Page; Fundanoodle Lowercase k Practice Page; Position Words; Positional Words



and Week #


Reading Series




and Week #


Series



KU8W1 Big Book: Oak Trees Leveled Readers (Science): The Little Tree, Seeds Make Trees, How a Tree Grows, We Like Trees



KU8W1 Let’s Look at Leaves Units 1-6 Quarters 1-4: Inquiry



Week 2

Pac


Tier 2 Connections

5 D

ays

RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RF.K.3c Read common high-frequency words by sight. 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. L.K.1 Demonstrate command of the conversations of standard English grammar and usage when writing or speaking

Comprehension Day 1,2, 5: Strategy: Recognize Text Structure 1911, 1920, 1949 Day 1, 2, 5: Skill: Retell 1911, 1924, 1949 Fluency Day 2: Echo-read 1924 Day 4: Reread 1946 Day 5: Word Automaticity, 1950 Phonics Day 1 -4: Letter U: 1914, 1926, 1936, 1944 Day 2 -4: Blend with u: 1927, 1937, 1945 Phonemic Awareness Day 1 & 3: Phoneme Isolation 1913, 1935 Day 2 : Phoneme Blending: 1926 Day 4 & 5: Phoneme Deletion 1944, 1951 Word Study Vocabulary Little, said 1828, 1844, 1850, 1862, 1866

HFW: Here, was Robust Vocabulary: Gradually, moist, necessary, observe, seed Academic Vocabulary: Retell, structure/organization, describing words, capital letter

Leveled Readers for A- Day 2: A Bud Is Up Day 3: A Bud Is Up Day 4 & 5: Seeds O- Day 2: A Bud Is Up Day 3: A Bud Is Up Day 4 & 5: From Seed to Plant B- Day 3: A Bud Is Up Day 4&5: Seeds, Seeds, Seeds ELL- Day 4: Seeds Day 5: A Bud Is Up

Day 1: High-frequency words review, 1871 Sound-spelling review, 1871 Day 2: High-frequency words, 1876 Phonemic Awareness, 1877 Day 3: Phonemic Awareness, 1880 Phonics, 1881 Day 4: Phonemic Awareness, 1884 Phonics, 1884 Day 5: Phonemic Awareness, 1890 Phonics, 1890 United Streaming: Stories About Vowels: Uriah Useless: Short U and Long U; Debbie Greenthumb: How Plants Grow

Smart Exchange: Fundanoodle Uppercase U Practice Page; Fundanoodle Lowercase u Practice Page; Kindergarten Sight Words; vowel”u”



and Week #


Reading Series




and Week #


Series



KU8W2 Big Book: Seed Secrets Leveled Readers (Science): Seeds, From Seed to Plant, Seeds, Seeds, Seeds, Seeds



KU8W2 Matching Seeds Units 1-6 Quarters 1-4: Inquiry



Week 3

Pac


Tier 2 Connections

5 D

ays

RF.K.3c Read common high-frequency words by sight. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (CVC) words 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. L.K.1 Demonstrate command of the conversations of standard English grammar and usage when writing or speaking

Comprehension Day 1,2, 5: Strategy: Recognize Story Structure 1995, 2004, 2033 Day 1, 2, 5: Skill: Draw conclusions 1995, 2004, 2033 Fluency Day 2: Echo-read 2008 Day 4: Reread 2030 Day 5: Word Automaticity, 2034 Phonics Day 1 -4: Letter review: 1998, 2010, 2020, 2028 Day 2 -4: Blend review: 2011, 2021, 2029 Phonemic Awareness Day 1: Phoneme Isolation 1997 Day 2 & 5: Phoneme Segmentation: 2010, 2035 Day 3: Phoneme Deletion: 2019 Day 4 : Phoneme Blending: 2028 Word Study Vocabulary Little, said , here, was 1996, 2012, 2018, 2030, 2034

HFW: Here, was, little, said Robust Vocabulary: Arrange, basic, garden, senses, tend Academic Vocabulary: Structure/organization, story order, conclusion, retell, describing words

Leveled Readers for A- Day 2: Pick It! Day 3: Pick It! Day 4 & 5: It Was Here! O- Day 2: Pick It! Day 3: A Bud Is Up Day 4 & 5: I Like This Flower B- Day 3: A Bud Is Up Day 4&5: Kim’s Garden ELL- Day 4: I Will Sit Here Day 5: Pick It!

Day 1: High-frequency words review, 2038 Sound-spelling review, 2039 Day 2: High-frequency words, 2044 Phonemic Awareness, 2045 Day 3: Phonemic Awareness, 2048 Phonics, 2049 Day 4: Phonemic Awareness, 2052 Phonics, 2052 Day 5: Phonemic Awareness, 2058 Phonics, 2058 United Streaming: Everybody Needs: Food: Where Does Food Come From? Smart Exchange: Word Work: ick, ack, uck


Grade Kindergarten

Unit 8 Week 3



Literacy Workstations Garden Map TE 1993



and Week #


Reading Series




and Week #


Series



KU8W3 Big Book of Explorations: Time for Kids: How Does a Garden Grow?



KU8W3 Flower Diagram Units 1-6 Quarters 1-4: Inquiry






March 3 – April 4 5 Days

April 7-11 5 Days

Assessments for this Unit Required: Unit 9 Test Benchmark Assessment

Optional: Weekly Assessments Running Records


Additional Resources

Watching the Seasons by Edana Eckart Ice by Norbert Wu Four and Twenty Dinosaurs by Bernard Most



Enduring Understanding and Questions: In this unit, children will read and write about unusual creatures. As they progress through the unit, they will develop and apply key comprehension skills that good readers use as they read.

Big Idea Enduring Understanding Essential Questions Theme: Amazing Creatures Creatures come in all shapes and sizes. What are some unusual creatures you

have seen?

Comprehension Enduring Understanding Essential Questions Classify and Categorize Week 1


How does the way the author organized the information help you understand the story?

Compare and Contrast Week 2

Good readers compare and contrast details of what they read.

Which details help you understand how the author organized the information?

Distinguish Between Fantasy and Reality Week 3

Good readers understand if the story they are reading is about something real.

What details of the story help you to know if it fantasy or reality?

Unit 9: At-A-Glance


Standards for Reading: Standards for Writing: RI.K.1 With prompting and support, ask and answer questions about key details in a text. RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c Read common high-frequency words by sight. RF.K.4 Read emergent-readers texts with purpose and understanding. RL.K.1 With prompting and support, ask and answer questions about key details in a text. RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.



Vocabulary


Week 1: Beetles

He, she Annoy, distinctive, flutter, insect, interesting

Questions, categories, retell, naming words

Week 2: Fish Faces

Has, look Amazing, deep, invite, ocean, reason Compare, contrast, pronoun, question, sentence, question mark

Week 3: If the Dinosaurs Came Back

She, he, has, look Enormous, fantasy, gulp, incredible, reality Fantasy, realistic, questions, capital letter, period, exclamation mark



Week 1 Strategy: Ask Questions Skill: Classify and Categorize

Questions and Answers

Week 2 Strategy: Ask Questions Skill: Compare and Contrast

Descriptive Sentences

Week 3 Strategy: Ask Questions Skill: Distinguish Between Fantasy and Reality

Stories


Week 1

Pac


Tier 2 Connections

5 D

ays

RI.K.1 With prompting and support, ask and answer questions about key details in a text. RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c Read common high-frequency words by sight. RF.K.4 Read emergent-readers texts with purpose and understanding. L.K.1 Demonstrate command of the conversations of standard English grammar and usage when writing or speaking 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.

Comprehension Day 1,2, 5: Ask Questions 2087, 2096, 2125 Day 1, 2, 5: Classify and Categorize 2087, 2096, 2125 Fluency Day 2: Echo-read 2100 Day 4: Reread 2122 Day 5: Word Automaticity, 2126 Phonics Day 1 -4: Letters Gg, Ww: 2090, 2102, 2112, 2120 Day 2 & 4: Blend with g, w: 2103, 2121 Phonemic Awareness Day 1 & 3: Phoneme Isolation 2089, 2111 Day 2 & 4: Phoneme Blending: 2102, 2120 Day 5: Phoneme Segmentation: 2127 Word Study Vocabulary She, he: 2088, 2104, 2110, 2122, 2126

HFW: She, he Robust Vocabulary: Annoy, distinctive, flutter, insect, interesting Academic Vocabulary: Questions, categories, retell, naming words

Leveled Readers for A- Day 2: Bug in a Web Day 3: Bug in a Web Day 4 & 5: Bugs O- Day 3: Bug in a Web Day 4 & 5: Insects B- Day 3: Bug in a Web Day 4&5: About Insects ELL- Day 4: The Insects Day 5: Bug in a Web

Day 1: High-frequency words review, 2130 Sound-spelling review, 2131 Day 2: High-frequency words, 2136 Phonemic Awareness, 2137 Day 3: Phonemic Awareness, 2140 Phonics, 2141 Day 4: Phonemic Awareness, 2144 Phonics, 2144 Day 5: Phonemic Awareness, 2150 Phonics, 2150 United Streaming: All About Our ABC’s: The Letters “G and W”; Junior Zoologist: Insects Smart Exchange: Letter G; Find the letter G; Hard g and Soft g; Fundanoodle Uppercase G Practice Page; Fundanoodle Lowercase g Practice Page; Fundanoodle Lowercase w Practice Page; Fundanoodle Uppercase W Practice Page



and Week #


Reading Series




and Week #


Series



KU9W1 Big Book: Beetles Leveled Readers (Science): Bugs, Insects, About Insects, The Insect

KU9W1 Create Clay Insects


Week 2

Pac


Tier 2 Connections

5 D

ays

RI.K.1 With prompting and support, ask and answer questions about key details in a text. RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c Read common high-frequency words by sight. L.K.1 Demonstrate command of the conversations of standard English grammar and usage when writing or speaking 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.

Comprehension Day 1,2, 5: Ask Questions 2171, 2180, 2209 Day 1, 2, 5: Compare and Contrast 2171, 2180, 2209 Fluency Day 2: Echo-read 2184 Day 4: Reread 2206 Day 5: Word Automaticity, 2210 Phonics Day 1 -4: Letters Xx, Vv: 2174, 2186, 2196, 2212 Day 2 & 4: Blend with x, v: 2187, 2205 Phonemic Awareness Day 1 & 3: Phoneme Isolation 2173, 2195 Day 2: Phoneme Blending: 2186 Day 4 & 5: Phoneme Addition: 2204, 2211 Word Study Vocabulary Has, look, 2172, 2188, 2194, 2206, 2210

HFW: Has, look Robust Vocabulary: Amazing, deep, invite, ocean, reason Academic Vocabulary: Compare, contrast, pronoun, question, sentence

Leveled Readers for A- Day 2: A Vet Can Fix It! Day 3: A Vet Can Fix It! Day 4 & 5: Look In the Box O- Day 2: A Vet Can Fix It! Day 3: A Vet Can Fix It! Day 4 & 5: Down in the Ocean B- Day 3: A Vet Can Fix It! Day 4&5: The Amazing Ocean ELL- Day 4: The Ocean Day 5: A Vet Can Fix It!

Day 1: High-frequency words review, 2214 Sound-spelling review, 2215 Day 2: High-frequency words, 2220 Phonemic Awareness, 2221 Day 3: Phonemic Awareness, 2224 Phonics, 2225 Day 4: Phonemic Awareness, 2228 Phonics, 2228 Day 5: Phonemic Awareness, 2234 Phonics, 2234 United Streaming: All About Our ABC’s: The Letters “X and V”; Junior Oceanographer: Oceans, Weather, and Climate Smart Exchange: Fundanoodle Uppercase X Practice Page; Fundanoodle Lowercase x Practice Page; Fundanoodle Uppercase V Practice Page; Fundanoodle Lowercase v Practice Page


Grade Kindergarten

Unit 9 Week 2



Literacy Workstations Create a World Map (oceans) TE2169



and Week #


Reading Series




and Week #


Series



KU9W2 Big Book: Fish Faces Leveled Readers (Science): Look in the Box!, Down in the Ocean, The Amazing Ocean, The Ocean

KU9W2 Fish Sort Units 1-6 Quarters 1-4: Inquiry



Week 3

Pac


Tier 2 Connections

5 D

ays

RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c Read common high-frequency words by sight. RL.K.1 With prompting and support, ask and answer questions about key details in a text. RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. 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. L.K.1 Demonstrate command of the conversations of standard English grammar and usage when writing or speaking

Comprehension Day 1,2, 5: Ask Questions 2255, 2264, 2293 Day 1, 2, 5: Distinguish Between Fantasy and Reality 2255, 2264, 2293 Fluency Day 2: Echo-read 2268 Day 4: Reread 2290 Day 5: Word Automaticity, 2294 Phonics Day 1 -4: Letter review: 2258, 2270, 2280, 2288 Day 2 & 4: Blend review: 2271, 2280, 2289 Phonemic Awareness Day 1 & 2: Phoneme Addition: 2257, 2270 Day 3 & 5: Phoneme Blending: 2279, 2295 Day 4 : Phoneme Segmentation: 2288 Word Study Vocabulary Has, look, he, she: 2256, 2272, 2278, 2290, 2294

HFW: Has, look, he, she Robust Vocabulary: Enormous, fantasy, gulp, incredible, reality Academic Vocabulary: Fantasy, realistic, questions, capital letter, period

Leveled Readers for A- Day 2: Pat and the Vet Day 3: Pat and the Vet Day 4 & 5: Look at the Dog O- Day 2: Pat and the Vet Day 3: Pat and the Vet Day 4 & 5: Big Ben B- Day 3: Pat and the Vet Day 4&5: Paul Bunyan and the Blue Ox ELL- Day 4: Big Dog Day 5: Pat and the Vet

Day 1: High-frequency words review, 2298 Sound-spelling review, 2299 Day 2: High-frequency words, 2304 Phonemic Awareness, 2305 Day 3: Phonemic Awareness, 2308 Phonics, 2309 Day 4: Phonemic Awareness, 2312 Phonics, 2312 Day 5: Phonemic Awareness, 2318 Phonics, 2318 United Streaming: Exploring: Dinosaurs; Reading Rainbow: Digging Up Dinosaurs Smart Exchange: Opposites; Matching Opposites; Opposite Magic Tunnel



and Week #


Reading Series




and Week #


Series



KU9W3 Big Book of Explorations: Time for Kids: How Feet First!

KU9W3 Compare Dinosaur Eggs




April 14 – 17 4 Days

April 21 – 25 5 Days

April 28 – May 2 5 Days


Optional: Weekly Assessments Running Records Benchmark Assessment


Additional Resources

Clap Your Hands by Lorinda Cauley The Worrywarts by Pamela Duncan Edwards David’s Drawings by Cathryn Falwell

Additional Read Aloud Titles on T2 ELL T26


Enduring Understanding and Questions: In this Unit, children will read and write about being special. As they progress through the unit, they will develop and apply key comprehension skills that good readers use as they read.

Big Idea Enduring Understanding Essential Questions Theme: I Know a Lot! We are all special in our own way. What makes someone special?

Comprehension Enduring Understanding Essential Questions Use Illustrations Week 1

Good readers use more than the text in order to understand the story.

How do the illustrations help you better understand the characters and setting?

Cause and Effect Week 2

Good readers understand what causes events to happen and the effect of those events.

What are the causes of the important events in the story?



What important details can you remember about the setting of t he story?

Unit 10: At-A-Glance


Standards for Reading: Standards for Writing: RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear. RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c Read common high-frequency words by sight. RF.K.4 Read emergent-readers texts with purpose and understanding. RL.K.1 Read emergent-reader texts with purpose and understanding. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (CVC) words RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words



Vocabulary


Week 1: What Do You Know?

With, my Confused, describe, insist, texture, understand

Monitor, comprehension, reread, illustrations, pronouns

Week 2: Warthogs Paint: A Messy Color Book

Me, where Create, decorate, design, extraordinary, imagine

Monitor comprehension, reread, cause, effect, pronoun

Week 3: Turtle Splash!

With, my, me, where Consider, curious, explore, final, splendid Monitor comprehension, reread, setting, pronoun



Week 1 Strategy: Monitor comprehension: Reread Skill: Use Illustrations

Questions and Answers

Week 2 Strategy: Monitor comprehension: Reread Skill: Identify Cause and Effect

Sentences

Week 3 Strategy: Monitor comprehension: Reread Skill: Identify Setting

Counting Books


Week 1

Pac


Tier 2 Connections

5 D

ays

RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear. RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c Read common high-frequency words by sight. RF.K.4 Read emergent-readers texts with purpose and understanding. 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. L.K.1 Demonstrate command of the conversations of standard English grammar and usage when writing or speaking

Comprehension Day 1,2, 5: Monitor Comprehension: reread, 2347, 2356, 2385 Day 1, 2, 5: Use Illustrations: 2347, 2356, 2385 Fluency Day 2: Echo-read 2360 Day 4: Reread 2382 Day 5: Word Automaticity, 2386 Phonics Day 1 -4: Letters j, qu: 2350, 2362, 2372, 2380 Day 2: Blend with j: 2363 Day 4: Build words with i: 2381 Phonemic Awareness Day 1 & 3: Phoneme Isolation 2349, 2371 Day 2: Phoneme Blending: 2362 Day 4 & 5: Phoneme Substitutions: 2380, 2387 Word Study Vocabulary With, my: 2348, 2364, 2370, 2382, 2386

HFW: With , my Robust Vocabulary: Confused, describe, insist, texture, understand Academic Vocabulary: Monitor, comprehension, reread, illustrations, pronouns

Leveled Readers for A- Day 2: Jeb is Quick! Day 3: Jeb is Quick! Day 4 & 5: I Am Quick! O- Day 2: Jeb is Quick! Day 3: Jeb is Quick! Day 4 & 5: Duck Quacks B- Day 3: Jeb is Quick! Day 4&5: The Play ELL- Day 4: Quack! Day 5: Jeb is Quick!

Day 1: High-frequency words review, 2390 Sound-spelling review, 2391 Day 2: High-frequency words, 2396 Phonemic Awareness, 2397 Day 3: Phonemic Awareness, 2400 Phonics, 2401 Day 4: Phonemic Awareness, 2404 Phonics, 2404 Day 5: Phonemic Awareness, 2410 Phonics, 2410 United Streaming: All About Our ABC’s: The Letters “J and Q”; Q and U Are Friends Song Smart Exchange: Fundanoodle Uppercase Q Practice Page; Fundanoodle Lowercase, q Practice Page; Fundanoodle Lowercase j Practice Page; Fundanoodle Uppercase J Practice Page



Level, Unit #, and

Week #


Reading Series



Reading Grade

Level, Unit #, and

Week #


Series



KU10W1 Big Book of Explorations: Water Changes

KU10W1 Touch and Match Unit 1 Quarter 1: Properties of Matter

Sort objects based on observable physical properties (e.g., size, materials, color, shape, mass) (1.1.A.c)




Week 2

Pac


Tier 2 Connections

5 D

ays

RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c Read common high-frequency words by sight. RL.K.1 Read emergent-reader texts with purpose and understanding. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. 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. L.K.1 Demonstrate command of the conversations of standard English grammar and usage when writing or speaking

Comprehension Day 1,2, 5: Monitor Comprehension: reread, 2431, 2440, 2469 Day 1, 2, 5: Identify Cause and Effect: 2431, 2440, 2469 Fluency Day 2: Echo-read 2444 Day 4: Reread 2466 Day 5: Word Automaticity, 2470 Phonics Day 1 -4: Letters Yy, Zz: 2434, 2446, 2456, 2464 Day 2 &4: Blend with Yy, Zz: 2447, 2465 Phonemic Awareness Day 1 & 3: Phoneme Isolation 2433, 2455 Day 2 & 4: Phoneme Blending: 2446, 2464 Day 5: Phoneme Substitutions: 2471 Word Study Vocabulary Me, where: 2432, 2448, 2454, 2466, 2470

HFW: Me, where Robust Vocabulary: Create, decorate, design, extraordinary, imagine Academic Vocabulary: Monitor comprehension, reread, cause, effect, pronoun

Leveled Readers for A- Day 2: Zip? Day 3: Zip? Day 4 & 5: Can You See It? O- Day 2: Zip? Day 3: Zip? Day 4 & 5: My Pet and Me B- Day 3: Zip? Day 4&5: Art by Anne ELL- Day 4: My Pet Day 5: Zip?

Day 1: High-frequency words review, 2474 Sound-spelling review, 2475 Day 2: High-frequency words, 2480 Phonemic Awareness, 2481 Day 3: Phonemic Awareness, 2484 Phonics, 2485 Day 4: Phonemic Awareness, 2488 Phonics, 2488 Day 5: Phonemic Awareness, 2494 Phonics, 2494 United Streaming: All About Our ABC’s: The Letters “Y and Z” Smart Exchange: Fundanoodle Uppercase Y Practice Page; Fundanoodle Lowercase y Practice Page; Fundanoodle Uppercase Z Practice Page; Fundanoodle Lowercase z Practice Page; High frequency words; High Frequency Word Practice; Kindergarten Review Words


Grade Kindergarten

Unit 10 Week 2



Oral Language: Oral Vocabulary Card 1 TE 2366

Read Aloud: “Ma Lien and the Magic Brush” TE 2462



Level, Unit #, and

Week #


Reading Series



Reading Grade

Level, Unit #, and

Week #


Series



KU10W2 Leveled Readers (Science): Can You See It?, My Pet and Me, Art by Anne, My Pet

KU10W2 Color Bottles


Week 3

Pac


Tier 2 Connections

5 D

ays

RF.K.3c Read common high-frequency words by sight. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (CVC) words RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words 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. L.K.1 Demonstrate command of the conversations of standard English grammar and usage when writing or speaking

Comprehension Day 1,2, 5: Monitor Comprehension: reread, 2515, 2524, 2553 Day 1, 2, 5: Identify Setting: 2515, 2524, 2553 Fluency Day 2: Echo-read 2528 Day 4: Reread 2550 Day 5: Word Automaticity, 2554 Phonics Day 1 -4: Cumulative review: 2518, 2530, 2540, 2548 Day 2 - 4: Blends with –ug, -ut, -un: 2531, 2541, 2549 Phonemic Awareness Day 1: Phoneme Isolation 2517 Day 2: Phoneme Segmentation: 2530 Day 3: Phoneme Blending: 2539 Day 4 & 5: Phoneme Substitutions: 2548, 2555 Word Study Vocabulary With, me, my, where: 2516, 2532, 2538, 2550, 2554

HFW: Me, where, with, my Robust Vocabulary: Consider, curious, explore, final, splendid Academic Vocabulary: Monitor comprehension, reread, setting, pronoun

Leveled Readers for A- Day 3: Yes, Tip! Day 4 & 5: Count with Me O- Day 2: Yes, Tip! Day 3: Yes, Tip! Day 4 & 5: Can You Count? B- Day 3: Yes, Tip! Day 4&5: Learning the Rules ELL- Day 4: Count with Me! Day 5: Yes, Tip!

Day 1: High-frequency words review, 2558 Sound-spelling review, 2559 Day 2: High-frequency words, 2564 Phonemic Awareness, 2565 Day 3: Phonemic Awareness, 2568 Phonics, 2569 Day 4: Phonemic Awareness, 2572 Phonics, 2572 Day 5: Phonemic Awareness, 2578 Phonics, 2578 Smart Exchange: Number Word Recognition; Word Families, word families; Rhyming-Word Family Practice; letters; Alphabet Recognition



Level, Unit #, and

Week #


Reading Series



Reading Grade

Level, Unit #, and

Week #


Series



KU10W3 Big Book of Explorations: Time for Kids: Your Five Senses: What can you taste, see, smell, hear, and touch at the beach?



KU10W3 Pound Life Mural

hickman mills treasures curriculum kindergarten/ …...hickman mills treasures curriculum...

Documents