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MIAMI- DADE COUNTY PUBLIC SCHOOLS DIVISION OF LANGUAGE ARTS/READING

KINDERGARTEN TEACHERS

READING

Kindergarten CCSS Reading Training (Day 1)

I. Reading Kindergarten Common Core POWERPOINT II. Activities & Handouts

A. Activity – Jigsaw CCSS 1. A Guide for … KINDERGARTEN – Transition 2. Exploring the CCSS Content Frame for Jigsaw 3. Kindergarten CCSS At-a-Glance

B. Activity – Planning a Rigorous Lesson with Exemplar Text 1. Week 5 Pacing Guide – Review Week 2. Planning for a Rigorous Kindergarten Reading/Language Arts Lesson PLANNING SHEET

4. SAT Task Cards 5. Phonological and Phonemic Awareness Continuum 6. Phonics Continuum 7. Layers of Phonics Continuum Defined 8. High Frequency Word List 9. Exemplar Text (My Five Senses by Aliki – 1 Page Text)

C. Activity – Let’s Get Started! 1. Cover-to-Cover using the Prediction Chart 2. Strips to Assemble Little Book - My Five Senses 1st

Seven Lines 3. Senses Sticks 4. Sensory Details Chart 5. The Sharing Hand Poster 6. Concept of a Definition Map 7. Happy and Sad Face Card 8. Say It! Move It! Blend It! Elkonin Boxes 9. “What Places Do You Know?” Chart 10. Semantic Feature Analysis Chart for the Senses 11. My Connection…

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Callout

Coming Soon

http://www.corestandards.org/assets/Appendix_B.pdf

Kindergarten isKindergarten isTransitioning to CCSS from NGSSS

Purpose of Common StandardsPurpose of Common Standards

To improve U S educational attainment by To improve U.S. educational attainment by focusing schools on higher learning goals

T t d di d ti l t itTo standardize educational opportunityTo focus attention on fewer, higher, better standards (more on outcomes than on standards (more on outcomes than on processes)

What Makes These Standards Special?Independent analysis indicates that they are more rigorous/demanding than the g gstandards of 37 StatesInternationally benchmarkedInclude all grades (K-12) and emphasize disciplinary literacyI d t it t t iti l Increased stress on expository text, critical reading, and use of technologyRecognizes importance of text difficulty and Recognizes importance of text difficulty and the value of canonical text

Backmapping: Reading Key IdeasThe TRAIN left the station in CAREER Readiness CollegeHigh School Middle School Intermediate Primary!

Quote from literary and informational texts to support statements about the text (5)D d t il d l f t t t t t t t

pp g g yHigh School Middle School Intermediate Primary!

Draw on details and examples from text to support statements about the literary and informational texts (4)Ask and answer questions to demonstrate understanding,

li itl i th t t (lit d i f ti l) th explicitly using the text (literary and informational) as the basis for answers (3) Ask and answer such questions as who, what, where, when

h d h d d di f k why, and how to demonstrate understanding of key details/information and events in literature and informational text (2)A k d i b k d il /i f i d Ask and answer questions about key details/information and events in literature and informational text (1)With prompting and support, ask and answer questions about

/details/information and events in literature and informational text (K)

Let’s Explore The Common Core!Let s Explore The Common Core!

STRANDS How are the

StrandsDivided?

Similarities & Differences to

NGSSS

What ‘s New? How will it impact your instruction?

LiteratureOut of the Kindness of My Heart

Jigsaw of CCSSInformational

Text

Jigsaw of CCSS•Count off to be assigned an Expert Group.

Foundational Skills

Group.•As a team, each group will complete the chart for their strand and post their

Speaking and Listening

findings on chart paper.•Each Expert Group will present their fi di Sh hi t f hi hli hti

Language

findings. Share hints for highlighting as well as AHAAHAs! •Each group will be given 20 minutes toLanguage Each group will be given 20 minutes to prepare and 71/2 minutes to present!

STRANDS How are the

StrandsDivided?


NGSSS


Literature

Informational Text

Foundational Skills


LanguageLanguage

All A b o a r d! All A b o a r d!

It is Show Time!

K-12 CRRP For the Ist time!Achievement Goals for K 2Achievement Goals for K-2

70% of students in Kindergarten-2nd grade will:Score 85% or higher in the Broad Screen/Progress Score 85% or higher in the Broad Screen/Progress Monitoring Tool section of the FAIR.Score in the 40th - 60th percentile in the Vocabulary Task during AP1 & AP3 of the Broad Vocabulary Task during AP1 & AP3 of the Broad Diagnostic Inventory of the FAIR.Respond to at least 4 out of 5 questions correctly on th Li t i C h i (Ki d t ) the Listening Comprehension (Kindergarten) or Reading Comprehension (Kindergarten-Grade 2) Task.Read the target passage for Assessment Period 3 AP3 with 95% accuracy in grades 1 and 2 and with fluency as follows:

Grade 1- 60 words correct per minute Grade 2- 90 words correct per minute

Score in the 40th-60th percentile in the Spelling Task (Grade 2 only)

Pacing Guides Completely new for grade K

Text complexity is defined by:

The independence of skills and text complexityEmphasis on harder textpThree part model for measurement

Quantitative dimensionsword frequency sentence length Lexile levelsword frequency, sentence length, Lexile levels

Qualitative dimensions• levels of meaning - texts with single clear, explicit meanings vs. multiple,

implicit, hidden meanings• Structure - simple, well-marked structures vs. complex, subtle

unconventional structures, role of graphics• Language conventionality/clarity - literal, clear, everyday language vs.

figurative language• Knowledge demands – texts that make few assumptions about readers’ life

experiences vs. texts that make many such assumptions

Reader and task considerationsbackground knowledge of reader motivation interests and background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

Text complexity is defined by:1. Qualitative measures –levels of meaning, structure, language conventionality and clarity, and

A Four-step Process:knowledge demands often best

measured by an attentive human reader.

2. Quantitative measures –

Process:1. Determine the

quantitative measures of the text.

readability and other scores of text complexity often best measured by computer software.

3. Reader and Task considerations

2. Analyze the qualitative measures of the text.

3. Reflect upon the reader and task considerations3. Reade a d as co s de at o s

– background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their

and task considerations.4. Recommend placement

in the appropriate text complexity band.

professional judgment.

12

Exemplar TextsExemplar TextsText samples provided to demonstrate the l l f l i d li h CCSS level of complexity and quality the CCSS require (Appendix B)Choices serve as guideposts in helping Choices serve as guideposts in helping teachers select similar complexity, quality and range for their own classroomsgThey are not a partial or complete reading list.

Exemplar Text W/ Sample Performance TasksKindergarten

Literary Texts (Stories & Poetry) Informational Text

Text Performance Tasks Text Performance Tasks

Little Bearby Else Minarik and illustrated by M i S d k

Students (with prompting andsupport ) describe the relationship between key

f h ll

Starfishby

Edith Hurd

Students identify the author and illustrator and define the role and materials each contributes to hMaurice Sendak events of the overall story to

the corresponding scenes illustrated . RL.K.7

the text. RI.K.6

Owl at Home by Students (with prompting and What Do You Students ask and answerOwl at Home by Arnold Lobel“The Owl and the Pussy Cat” by Edward Lear

Students (with prompting andsupport) compare and contrast the adventures and experiences of the owl in the t d th l i th

What Do You Do With a TailLike This? by Steve Jenkins

Students ask and answerquestions about animals they encounter in the book. RI.K.4

Edward Lear story and the owl in the poem . RL.K.9

Pancakes for Breakfast by Tomie

Students read two texts on the topic of pancakes and

“Garden Helpers” in NGYE

Students (with prompting and support)read and demonstrate f y

DePaola“Mix a Pancake” by Christina Rosetti

p pdistinguish between text that is a storybook and the text that is a poem. RL.K.5

understanding of the main idea -not all bugs are bad-by retellingkey details. RI.K.2

H P l S d d ib h i KINDERGARTEN EXEMPLARS

&PERFORMANCE TASKS

How PeopleLearned to Flyby Hodgkins & Kelly

Students describe the connection between drag and flying by performing the “arm spinning” experiment. RI.K.3

Reading 2011-2012 Pacing Guide K Year-at-a Glance

Quarter Grade Week Days Weeks Title

1

K

1

5

8/22/11-8/26/11

Theme 1: Look at Us !: Listening to a story: Goldilocks and the Three Bears; The Three Billy Goats Gruff; The Tale of the three

Goats Gruff; The Tale of the three Little Pigs; Henny Penny

2

5

8/29/11-9/02/11

Theme 1: Look at Us !: Listening to a story: The Little Engine that Could; The Tortoise and the Hare; The Lion and the Mouse; The Enormous Turnip Theme 1: : Look at Us !: Now I’m

3 4 9/05/11-9/09/11 Theme 1: : Look at Us !: Now I m Big; Mice Speak, We Speak,;Let’s Play

4

5

9/12/11-9/16/11

Theme 1: Look at Us! : The Gingerbread Man; Here are My Hands; How Do You Feel?

Theme 1: Look at Us!: 5 5 9/19/11-9/23/11 Review Skills/Administer Theme

Skills Test *Exemplar Text

6

4

9/26/11-9/30/11

Theme 2: Colors All Around: I Need a Lunch Box; I Went Walking; What’s My Favorite Color?

7

5

10/03/11-10/07/11

Theme 2: Colors All Around: Caps of Many Colors; In the Big Blue Sea; What Do You Do, Norbert Wu?

8

5

10/10/11-10/14/11

Theme 2: Colors All Around: Review Skills/Administer Theme Skills TestSkills Test *Exemplar Text

9

5

10/17/11-10/21/11

Theme 3: We’re a Family: Jonathan and His Mommy; Tortilla and Lullabies; Families

10

4

10/24/11-10/28/11

Theme 3: We’re a Family: Jonathan and His Mommy; Tortilla

d L ll bi F iliand Lullabies; Families

Think of the PossibilitiesReading Components

ComprehensionCompare/ Contrast, Describe relationship between illustrations & story, Group reading activities with purpose & understandingComprehension

Language: Noun/verbs Speak Audibly for Expression

RetellAsk/ Answer Questions about Key Details in TextCharacters, Setting, Major Events

Real-life connections between words & useSort common objects into categories

LanguageVocabularyConventions

Fluency

Noun/verbs, Speak Audibly for ExpressionProduce & expand on complete sentences, words & phrases acquired through conversation

y

Phonological/ Rhyming WordsPrint Concepts: L to R, T to B, P by Pg

Phonemic Awareness

Phonics & Word Recognize & name upper & lower case lettersPhonics & Word Work

Recognize & name upper & lower case letters,

Demonstrate basic knowledge of letter/ sound correspondences

Planning using an Exemplar Text

Let’s Reflect…Exemplar Text from CCSS

How do you ___?The picture of ___ shows ___.

What does the author want

Ziploc baggie HW

Retell, Relationship illustration & story

Sequence, CC

How many senses__Which is these use___What happen

you to know about your senses?

HW

Word Wall: Label B d

Ask/answer questions

Senses Sticks

___

C t f

I amcan all

BodyParts

an

YesYes

Concept of a Definition Map

Little Book – 1st 7 Lines

with theremy is to

anI have an apple.

nouns verbsMaking Words (Assists w Print

Concepts)

Words

LET’S GET STARTED!!!LET S GET STARTED!!!

Concepts of Print

•How to hold the book•How to hold the book

•How do you know it’s facing the right direction when reading

•Where the title is

•Where you begin reading with the capital letter & ending with the

t ti kpunctuation mark

•Spacing between words

•Front/ back of the book

•Who is the author/ illustrator

Let’s predict based on the…Essential QuestionEssential Question

What does the authorWhat does the authorwant you to knowyabout your senses

after readingM Fi S ?My Five Senses?

Prediction ChartTitle:____________________

BEFORE R di AFTER R diBEFORE Reading: AFTER Reading:

The Making of a The Making of a LITTLE-BIG BOOK:

1. Preassemble book to start.

2. Type the section of the text using large primary print into rectangle strips, including page numbers.

3. Have everything ready for students: glue, glue cups, t th i k i d fi t l l toothpicks, scissors, and a firm control on classroom management…

4 Walk the students step by step on cutting and gluing to 4. Walk the students step by step on cutting and gluing to assemble the book.

5. Great Speaking & Listening CCSS’s addressed!p g g

LITTLE-BIG Book

My Five SensesMy Five SensesBy Alikiy

This book belongs to: _____________________g

LITTLE-BIG Book

I can see!I can see!

I see with my eyes.y y

page: 1

LITTLE-BIG Book

I can hear!

I hear with my ears.

page: 2

LITTLE-BIG Book

I can smell!I can smell!

I smell with my nose.I smell with my nose.

page: 3

LITTLE-BIG Book

I can taste!I can taste!

I taste with my tongue.I taste with my tongue.

page: 4

LITTLE-BIG Book

I can touch!I can touch!

I touch with my fingers.I touch with my fingers.

page: 5

LITTLE-BIG Book

I do all this with my senses.y

I have five senses.

page: 6

LITTLE-BIG Book

h d hi b k I have read this book to:11. _____________________22. _____________________33. _____________________44. _____________________5.5. _____________________

Rereading for ff Different Purposes:

Senses Sticks

Senses Sticks

Rereading for Different Purposes:

The Sharing HandThe Sharing Handwhere

hwhen

what why

hwho how

i t

awareusing my senses to help me understand

NOT paying attention to what is happening around

me

li ffi

me

space cadetpolice officer space cadet

wormwatch dog

look where I am

worm

not pay attentionlook where I am going

not pay attention & walk into a wall

Phonological/ Phonemic Awareness

yes no

LITTLE-BIG Book



PhonicsPhonics

c a n

Making Words

AN Little BookAN Little Book11. __________________2. __________________3. __________________44. __________________55. __________________Teacher’s Name

The Sharing HandThe Sharing Handwhere

hwhen

what why

hwho how

LITTLE-BIG Book



CAN Graph fr m My Five SensesCAN Graph from My Five Senses

LITTLE-BIG Book



Ii Graph from My Five SensesIi Graph from My Five Senses

Let’s Reflect…Exemplar Text from CCSS

How do you ___?The picture of ___ shows ___.

What does the author want

Ziploc baggie HW

Retell, Relationship illustration & story

Sequence, Compare/Contrast

Senses Sticks

How many senses__Which is these use___What happen

you to know about your senses?

HW

Word Wall: Label B d

Ask/answer questions

___

C t f

I amcan all

BodyParts

an

YesYes

IS THIS Concept of a Definition Map

Little Book – 1st 7 Lines

with theremy is to

anI have an apple.

nouns verbsMaking Words

IS THIS ENOUGH?

(Assists w Print Concepts)

Words

Questions?Questions?

SAT QuestionsSAT QuestionsHow do you ? How do you____?

(see, hear, feel, taste, smell)

The picture of h p ctur of ___ shows ____.

Ex., What sense does the pictureof the boy and the bunny show?y y

SAT QuestionsSAT QuestionsHow many sensesHow many senses__Which is these useWhich is these use___

What happened What happened __

My Connection… text

selfMy Connection… text -- to --

world

What does the authort t kwant you to know

about your sensesabout your sensesafter readingg

My Five Senses?

What places do you know?Playground

Lunchroom

Home

Beach

Object:

sandwich + _ + + +



2 senses:world

I use my _____ and _____ when I am at the _____.

3 senses:3 senses:I use my ___, ___, and ___ when I am at the _____.

4 senses: 4 senses: I use my ___, __, __, and ___ when I am at the _____.

5 senses:I use my __, ___, ___, ___, and ___ when I am at the __.



world

Think of the PossibilitiesReading Components

Comprehension Cover to cover, prediction chart, little book, senses sticks sensory detail chart & sorting cards the sharingComprehension

Vocabulary

sticks, sensory detail chart & sorting cards, the sharing hand, semantic feature analysis chart, task cards, making connections chartSong – head, shoulders, knees & toes, labeling Vocabulary

Fluency

So g ead, s ou de s, ees & toes, abe gbody parts, sensory details chart & sorting cards, concept of a definition mapLittle book --- reread for different purposes.F y

Phonological/ Concepts of print activities with text, thumbs up/ gPhonemic Awareness

Ph ni & W d

thumbs down, happy face card, elkonin boxes

Phonics & Word Work

Little book for letter & word search, making words, AN booklet, graphing letters & HFW’s

HomeworkHomework

B i i Bring in an object (or

f ) picture of it) that uses

your senses.

1

MDCPS – Division of Language Arts/Reading, June 2011

A Guide for…KINDERGARTEN Transition from NGSSS to CCSS

For English Language Arts & Literacy in History/Social Studies,

Science, and Technical Subjects

http://www.corestandards.org/

2


Reading Standards for Literature K‐5 The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade specific standards and retain or further develop skills and understandings mastered in preceding grades.

Kindergarten Common Core State Standards

(CCSS) New Generation Sunshine State Standards (NGSSS) Examples of CCSS

Instructional Strategies & Tools Key Ideas and Details Fiction and Reading Comprehension Key Ideas and DetailsRL.K. 1 With prompting and support, ask

and answer questions about key details in a text.

LA.K.2.1.5 Participate in a group response to various literary selections (nursery rhymes, fairy tales, picture books), identify the characters, setting, and sequence of events and connecting text to self (personal connection) and text to world (social connection).

• Reciprocal Teaching, • Question/Answer Relationships • Graphic Organizers (e.g. Story Map, Three Column

Chart (Beginning, Middle, End – BME) • Sharing Hand

(Who/What/Where/When/Why/How) • SAT Task Cards • SS.K.C.2.2 Demonstrate that conflicts among

friends can be resolved in ways that are consistent with a good citizen. (Civics Integration)

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

LA.K.2.1.2

LA.K.1.7.3

Retell the main events (beginning, middle, end) of a story and describe characters and setting. Retell the main idea or essential message, Identify supporting details, and arrange events in sequence.

• Three Column Chart (Beg, Mid, End) • Story Map • Main Idea Table • Main Idea with Details • Picture Notes • Timeline • Pattern Puzzle • Sharing Hand (Who/What/Where/When

/Why/How) • Somebody, Wanted, But, So • Narrative Story Arch • Story Board

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

LA.K.2.1.2 Retell the main events (beginning, middle, end) of a story and describe characters and setting.

• Story Map/ Story Board • Three Column Chart (beg, mid, end) • Sequencing Chart/Timeline • Pattern Puzzle • Sharing Hand

(Who/What/Where/When/Why/How) • Reciprocal Teaching • Somebody, Wanted, But, So • Narrative Story Arch

3


Craft and Structure Vocabulary Development, Fiction, and Information & Media Literacy

Craft and Structure

RL.K.4 Ask and answer questions about unknown words in a text.

LA.K.1.6.1

LA.K.1.6.2

Use new vocabulary that is introduced and taught directly. Listen to and discuss both familiar and conceptually challenging text.

• Read Alouds • Reciprocal Teaching • Question/Answer Relationships • Teach a hand signal to use to signal an

interruption for clarification when confused during reading

• Context Clues • Vocabulary Maps

RL.K.5 Recognize common types of texts (e.g., story books, poems).

LA.K.2.1.1

LA.K.1.7.2

LA.K.6.1.1

Identify familiar literary forms (fairy tales, tall tales, nursery rhymes, fables). Use background knowledge, supporting details from text, or another source to determine whether a reading selection is fact or fiction. Identify the purpose of informational text and distinguish between informational text (signs, directions) and text read for pleasure (stories, poems).

• Classroom Library • Book Sort • Read Alouds • Author Studies • Venn Diagram – Exploring the differences

between the structure of the two genres

RL.K.6 With prompting and support, name the author and illustrator or a story and define the role of each in telling the story.

LA.K.1.7.4 LA.K.6.1.1

Identify the author’s purpose as stated in the text. Identify the purpose of informational text and distinguish between informational text (signs, directions) and text read for pleasure (stories, poems).

• Read Alouds • Teacher/Peer Modeling & Explanation • Author Studies/ Illustrator Studies • Recognize and Record Self as

Author/Illustrator when Writing • Primary Author’s Purpose Chart

Integration of Knowledge and Ideas NEW Integration of Knowledge and IdeasRL.K.7 With prompting and support,

describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

NEW NEW • Dictate Stories from Picture Books to Write on Sentence Strips and use in a Pocket Chart

• Read Aloud Covering Pictures & Draw New Illustrations to Match Text

• Wordless Picture Books • Story Boards

RL.K.8 (Not applicable to literature) NA NA NA

4


RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

NEW NEW • Venn Diagrams • Content Frame • (e.g. Who/What/Where/When/Why/How) • Three Column Chart Foldable (Differences,

Similarities, Differences) Range of Reading and Level of Text Complexity

Fiction Range of Reading and Level of Text Complexity

RL.K.10 Actively engage in group reading activities with purpose and understanding.

LA.K.2.1.5

Participate in a group response to various literary selections (nursery rhymes, fairy tales, and picture books), identify the characters, setting, and sequence of events and connecting text to self (personal connection) and text to world (social connection).

• Literature Responses • Book Talks • Making Connections (TT, TW, TS) • Various Graphic Organizers • Listening Center • Role Play/ Reader’s Theater • Class Libraries • Language Experience Chart Interactions • Retelling/Summarizing • Somebody Wanted But So

5


Reading Standards for Informational Text K‐5


(CCSS) New Generation Sunshine State Standards

(NGSSS) Examples of CCSS

Instructional Strategies & Tools Key Ideas and Details Non‐Fiction and Reading Comprehension Key Ideas and DetailsRI.K.1 With prompting and support, ask

and answer questions about key details in a text.

LA.K.2.2.2 Retell important facts from a text heard or read. • Reciprocal Teaching • Two Column Notes (Cause/Effect,

Problem/Solution, Main Idea/Details)0 • Question/Answer Relationships • Who/What/Where/When/Why/How Chart • KWL Chart • Learning Logs for Observation, Dialogue,

Explanation, Process • Leveled Vocabulary/ Science Readers • SAT Task Cards

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

LA.K.1.7.3 Retell the main idea or essential message, identify supporting details, and arrange events in sequence.

• Main Idea Table • Picture Notes • Reciprocal Teaching • Read & Say Something • Who/What/Where/When/ Why/How Chart • KWL Chart • Learning Log • Pattern Puzzle for Sequential Process • Leveled Vocabulary/ Science Readers

RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

NEW NEW • Making Connections (text‐to‐text) • Venn Diagram • Content Frame • Compare/Contrast Summary Frame • Triangular Comparison Diagram • H Diagram • 3 Column Foldable (Differences, Similarities,

Differences)

6


Craft and Structure Vocabulary Development, Concepts of Print, and Research Process

Craft and Structure

RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.

LA.K.1.6.2 Listen to and discuss both familiar and conceptually challenging text.

• Reciprocal Teaching • Question/Answer Relationships • Context Clues Chart • Vocabulary Maps (e.g., Concept of Definition

Map, Frayer Model) • Vocabulary Flash Cards with Illustrations

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

LA.K.1.1.5 Identify parts of a book.

• Read Alouds • Classroom Library • Teacher/Student Modeling • Book Sort (One pile front cover facing up/

Another pile back cover facing up/ Another pile opened to the title page)

• Shared Reading RI.K.6 Name the author and illustrator of a

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

LA.K.6.2.4

LA.K.6.1.1

Recognize that authors, illustrators, and composers create informational sources. Identify the purpose of non‐fictional text. Identify the purpose of informational text and distinguish between informational text (signs, directions) and text read for pleasure (stories, poems).

• Read Alouds • Classroom Library • Primary Author’s Purpose Chart • Teacher/Peer Modeling & Explanation • Author Studies • Illustrator Studies • Recognize and Record Self as

Author/Illustrator when Writing Integration of Knowledge and Ideas Reading Comprehension Integration of Knowledge and IdeasRI.K.7 With prompting and support,

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

NEW

NEW

• Learning Log • Literature Responses • Match Illustration/Picture to text to for a

Caption • Choose an illustration to draw & explain how

it helps to understand the text or what it is about based on the reading

• Description Summary Frame RI.K.8 With prompting and support, identify

the reasons an author gives to support points in a text.

NEW

NEW

• Two Column Chart or Foldable (Reasons/Support or Details/Conclusion)

• Learning Log (e.g., Cause/Effect, Conclusion/Support)

• Cause/Effect Summary Frame

7


RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

NEW

NEW • Venn Diagram • Content Frame • Learning Log • Compare/Contrast Summary Frame • Three Column Foldable (Differences,

Similarities, Differences) • H Diagram • Triangular Comparison Diagram

Range of Reading and Level of Text Complexity

NEW Range of Reading and Level of Text Complexity

RI.K.10 Actively engage in group reading activities with purpose and understanding.

NEW

NEW

• Literature Circles • Buddy Reading • Making Connections (text‐to‐text, text‐to‐

self, text‐to‐world) • Completing Graphic Organizers • Listening Center • Language Experience Chart Interactions • Classroom Library • Literature Responses • Retelling/Summarizing

8


Reading Standards: Foundational Skills (K‐5) These standards are directed towards fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend text across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know – to discern when particular children or activities warrant more or less attention. Note: In kindergarten, children are expected to demonstrate increasing awareness and competence in the areas that follow.




Instructional Strategies & Tools Print Concepts Concepts of Print & Penmanship Print ConceptsRF.K. 1 Demonstrate understanding of the

organization and basic features of print.

All NGSSS below comprise all skills necessary to demonstrate ‘Print Concepts’ (RF.K.1a‐d) AND LA.K.1.1.3 Identify separate sounds in a spoken sentence.

See strategies & tools for RF.K.1a‐1d below.

RF.K.1a Follow words from left to right, top to bottom, and page by page.

LA.K.1.1.6 Move top to bottom, left to right on a printed page.

• Teacher Modeling • Peer Modeling • Buddy Point & Reading • Reread Stories Previous Taught or Poems

Memorized using Finger Pointing • Shared Reading/ Writing • Language Experience Activities • Journaling • Daily Message

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

LA.K.1.1.4

LA.K.1.1.2

Match print to speech. Distinguish letters from words.

• Teacher Modeling • Language Experience/Shared Writing • Class Made Little or Big Books • Daily Message

RF.K.1c Understand that words are separated by spaces in print.

LA.K.1.1.1

LA.K.5.1.3

Locate words on a page. Recognize spacing between letters and words.

• Teacher Modeling • Peer Modeling/Interactions • Count Words on a Page • Daily Message • Process Writing • Language Experience • Sentence Segmenting Word‐by‐Word for

each Word in Sentence

9


RF.K.1d Recognize and name all upper‐ and lowercase letters of the alphabet.

LA.K.1.1.7

Name all upper and lower case letters of the alphabet

• Letter Naming & Matching • Letter Hunts in Text • Create a Counting Book for each Letter (e.g.,

A Counting Book for T: 1 Tadpole, 2 Turkeys, 3 Toads, 4 Tigers, 5 Trout)

• Alphabet Books • Kinesthetic Alphabet Activities • Alphabet Bingo

Phonological Awareness (includes Phonemic Awareness) Words, syllables, or phonemes written in /slashes/ refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word.

Phonological Awareness & Phonemic Awareness Phonological Awareness(includes Phonemic Awareness)

RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

All NGSSS below comprise all skills necessary to demonstrate ‘Phonological Awareness’ (RF.K.2a‐e) AND LA.K.1.2.1 Auditory segment sentences into the correct number of words. LA.K.1.1.3 Identify separate sounds in a spoken sentence.

Utilize the Phonological/Phonemic Awareness Continuum with the strategies & tools for RF.K.2a‐2e below including alliteration activities.

• Houghton Mifflin’s Daily Phonemic Awareness under ‘Opening Routines’

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

LA.K.1.2.3

Recognize and produce words that rhyme.

• Picture Sorts • Picture Rhyming Ladders • Rhyme Snapping • Thumbs Up/Thumbs Down if Rhymes or Not

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

LA.K.1.2.2 Identify, blend, and segment syllables into words. • Counting Chips/ Blocks • Elkonin Boxes • Say It/ Move It/ Blend It • Syllable Clapping • Sort Objects for Each Syllable Heard

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

LA.K.1.2.4 Identify, blend, and segment onset and rime. • Counting Chips/Blocks • Elkonin Boxes • Say It/ Move It/ Blend It • Word Family Picture Jars

RF.K.2d Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three‐phoneme (consonant‐vowel‐consonant, or CVC) words.*(This does not include CVCs ending with /l/, /r/, or /x/.)

LA.K.1.3.1

LA.K.1.3.2

Identify initial, final, and medial phonemes (sounds) in consonant/vowel/consonant words. Blend and segment individual phonemes in simple, one‐syllable words.

• Counting Chips/Blocks • Elkonin Boxes • Say It/Move It/Blend It • Clap It • Hop It Out

10


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

LA.K.1.3.3 Manipulate individual phonemes in CVC words through addition, deletion, and substitution.

• Counting Chips/Blocks • Elkonin Boxes • Say It/ Move It/ Blend It

11


Phonics and Word Recognition Phonics and Word Study Phonics and Word RecognitionRF.K.3 Know and apply grade‐level phonics

and word analysis skills in decoding words.

All NGSSS below comprise all skills necessary to demonstrate ‘Phonics and Word Recognition’ (RF.K.3a‐3d).

• Phonics Continuum/ Phonics House • Making Words • Word Sorts • Word Walls • Print Rich Environment • Create Alphabet or Theme Little/Big Books • Words Their Way Materials • Fluency Phrases

RF.K.3a Demonstrate basic knowledge of letter‐sound correspondences by producing the primary or most frequent sound for each consonant.

LA.K.1.4.1 Recognize and recall the one to one correspondence between most letters and sounds.

• Letter/Picture Matching & Sorting • Making Words • Word Sorting • Dictation • Read & Write the Room • Journal Writing • Daily Message • Learning Log • Response Log • Elkonin Boxes with Letter Tiles

RF.K.3b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

LA.K.1.4.2 Decode simple words in isolation and in context. • Making Words • Word Sorts • Dictation • Word Walls/ Word Jars/Word Banks • Foldable Book on One Vowel • Personal Dictionary • Say It… Move It… Using Letter Tiles • Onset/Rime Ladders

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

NEW NEW • Word Sorting • Making Words • HFW Bingo • Word Wall/ Word Jars/ Word Banks • Personal Dictionary • Hop Scotch • Board Games • Decodable Text

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

NEW NEW • Making Words (Onset & Rimes) • Word Sorts • Word Jars based on Word Families/Word

12


Walls • Decodable Text

Fluency NEW FluencyRF.K.4 Read emergent‐reader texts with

purpose and understanding.

NEW NEW • Classroom Library • Independent Reading • Accelerated Reader • Echo Read • Buddy Read • Choral Read • Radio Reading • Fluency Phrases • Reader’s Theater • Shared Reading • “Good Readers Strategies” Chart

13


Writing Standards K‐5 The following standards for K‐5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use. From vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade‐specific standards and retain or further developing skills and understandings mastered in preceding grades. The expected growth in students writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.




Instructional Strategies & Tools Text Types and Purposes Persuasive Writing, Informative Writing, Creative Writing,

Writing Process, & Penmanship Text Types and Purposes

W.K. 1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is ____ because _____).

LA.K.4.3.1

LA.K.3.1.1

LA.K.3.2.1

LA.K.3.1.2

Draw a picture and use it to explain why this item is their favorite. Connecting thoughts and oral language to generate ideas. Drawing, telling, or writing about a familiar experience, topic, or text. Drawing a picture about ideas from mentor text read aloud or generated through class discussion.

• Developmental Stages of Writing Chart (Characteristics, Instructional Focus, Example)

• Primary Writing Rubric • Persuasive Planners • Drafting • Sentence Frames (e.g. My favorite color is _____

because ______) • Poll classmates on different topics to create a class

book/ or little book (e.g., [p. 1] ____’s favorite story is _____ because ______, [p.2] ____’s favorite story is _____ because ______.),

• Mentor Text • Topic Pocket • Persuasive Hooks/Endings • Traffic Light Organizer (BME) • Exemplar Papers

14


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.

LA.K.4.2.3

LA.K.3.1.1

LA.K.3.1.2

LA.K.3.2.1

LA.K.4.2.4

LA.K.4.2.5

Participate in a group setting to identify the topic as expressed in informational/ expository text, and discuss related details. Connecting thoughts and oral language to generate ideas. Drawing a picture about ideas from mentor text read aloud or generated through class discussion. Drawing, telling, or writing about a familiar experience, topic, or text. Communicate with teacher as scribe, including friendly letters and thank you notes. Draw a simple map of the classroom.


• Primary Writing Rubric • Expository Planners • Drafting • Story Board with Questions • Sentence Frames (e.g. An important person in my

neighborhood is _____ because _____) • Foldable timeline • Draw a picture & label • Mentor Text • Topic Pocket • Expository Hooks/ Endings • Flip Books & Foldables • Exemplar Papers

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.

LA.K.4.1.1

LA.K.4.1.2

LA.K.3.1.1

LA.K.3.1.2

LA.K.3.2.1

Create narrative by drawing, dictating, and/or using emergent writing. Participate in writing simple stories, poems, rhymes, or song lyrics. Connecting thoughts and oral language to generate ideas. Drawing a picture about ideas from mentor text read aloud or generated through class discussion. Drawing, telling, or writing about a familiar experience, topic, or text.


• Primary Writing Rubric • Narrative Planners • Drafting • Story Board with Questions • Traffic Light ‐ Three Column Chart (beg, mid, end) &

Share • Observe something amazing in nature & write what

you saw, the setting, two events that happened, and your reaction

• Foldable timeline • Mentor Text • Topic Pocket • Transitions • Narrative Hooks/ Endings

15


Production and Distribution of Writing Revising, Publishing, & Technology Production and Distribution of Writing

W.K.4 (Begins in grade 3) NA NA NA W.K.5 With guidance and support from

adults, respond to questions and suggestions, from peers and add details to strengthen writing as needed.

LA.K.3.3.1 Revise the draft by adding additional details to the draft and checking for logical thinking with prompting.

• Implement Writer’s Workshop • Model through Language Experience/Shared

Writing • Magic Rules for Listening • Conferencing Chart to Track Individual

Student/Teacher Conferences • Add Details to Illustration • Label the Details in an Illustration • Revise for Specific Target Skills:

‐ Adding Details (Show Not Tell, Sensory Details, Figurative Language)

‐ Sentence Combining ‐ Substituting Better Words ‐ Transitions ‐ Deleting Words that do not Belong ‐ Add or Change a Beginning/Ending

• TAG (Tell something you like, Ask a question, Give advice)

• Author’s Chair • Peer Conferences

W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

LA.K.3.5.1

LA.K.6.4.1

Produce, illustrate and share a finished piece of writing. Use technology (drawing tools, writing tools) resources to support learning.

• Power Point • Camera/Photograph • Video Camera • Various Paint Programs • Word Processing • Class Book • Book Reports • Foldable/ Pop‐Up Book

16


Research to Build and Present Knowledge Research Process, Informative Writing, Writing Process, & Penmanship

Research to Build and Present Knowledge

W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

LA.K.6.2.2

LA.K.6.2.3

LA.K.3.2.1

Use simple reference resources to locate and obtain information through knowledge of alphabetical order, use of pictures, and environmental print. Participate in creating a simple class report where the teacher is the scribe. Drawing, telling, or writing about a familiar experience, topic, or text.

• Classroom Library • Media Center • Age Appropriate Websites • Print Rich Environment • Picture Dictionary • Content Area Books/ Read Alouds/Emergent Reader

Books to Gather Information ‐ Sort Common Information onto Separate Charts ‐ Compose Researched Draft

• KWL Chart • Alphaboxes to Research a Topic • Shared Writing/ Language Experience • Possible Topics for Civics Benchmarks Integration:

‐ Following Rules at School (…Home or Around Town)

‐ How to be a Good Citizen ‐ How to Solve Problems I Have with Friends

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

LA.K.4.2.2

LA.K.3.2.1

LA.K.6.2.1

Participate in creating simple summaries from informational/expository text (graphs, tables, maps). Drawing, telling, or writing about a familiar experience, topic, or text. Ask questions and recognize the library media specialist or teacher as an information source.

• Classroom Library • Media Center • Picture Dictionary/ ABC Book based on a Question • Determine Question ‐ Read Alouds/Emergent

Reader Books to Gather Information ‐ Sort Common Information onto Separate Charts ‐ Compose Researched Draft

• KWL Chart • Research Question of the Day with Classmates &

Record Results (Tally, Chart, Graph) • Shared Writing/ Language Experience

W.K.9 (Begins in grade 4) NA NA NA Range of Writing NEW NEW W.K.10 (Begins in grade 3) NA NA NA

17


Speaking and Listening Standards K‐5 The following standards for K‐5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade‐specific standards and retain or further develop skills and understands mastered in preceding grades.




Instructional Strategies & Tools Comprehension and Collaboration Listening & Speaking, Research Process, and Media

Literacy Comprehension and Collaboration

SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and large groups.

All NGSSS below comprise all skills necessary to demonstrate Comprehension and Collaboration’ (SL.K.1a‐1b)

• Book Talks • Table/Group Discussions • Who/What/Where/When/Why/How • Questioning • Think/Pair/Share • Turn & Talk • Show and Tell • Language Experience

SL.K.1a Follow agreed‐upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

NEW NEW • Use an Object (e.g. a teddy bear) to Signal the Speaker’s Turn

• Rules for Listening Chart

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

LA.K.5.2.5

LA.K.5.2.6

Communicate effectively when relating experiences and retelling stories heard. Use complete sentences when speaking.

• Use an Object (e.g. a teddy bear) to Signal the Speaker’s Turn

• Turn & Talk • Think Pair Share • Show and Tell • Language Experience

SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

LA.K.5.2.2

Listen attentively to fiction and non‐fiction read‐alouds and demonstrate understanding.

• Illustrate/ Pictures Notes • Picture/Written Literature Response • Various Graphic Organizers appropriate to Text

Structure & Genre • Who/What/Where/When/ Why/How Questioning

and Charting

SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

NEW NEW • Who/What/Where/When/ Why/How Questioning and Charting

• Think/Pair/Share OR Turn & Talk • Show and Tell • Language Experience

18


Presentation of Knowledge and Ideas Listening & Speaking and Vocabulary Development Presentation of Knowledge and IdeasSL.K.4 Describe familiar people, places,

things, and events with prompting and support, provide additional detail.

LA.K.5.2.5

LA.K.1.6.3

Communicate effectively when relating experiences and retelling stories heard. Describe common objects and events in both general and specific language.

• Detailed Illustrations & Orally Share • Teacher/Peer Question & Answer Probing • Think/Pair/Share • Turn & Talk • Bring in a Photo of a Family Celebration to Initiate

Research • Show Not Tell • Show and Tell

SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.

NEW NEW • Show Not Tell through Drawing • Diagram Information Learned in the Leveled

Vocabulary Readers • Picture Notes

SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

LA.K.5.2.5 Communicate effectively when relating experiences and retelling stories heard.

• Think/Pair/Share • Turn & Talk • Show and Tell • Language Experience/ Shared Writing • Author’s Chair

19


Language Standards K‐5 The following standards for grade K‐5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and application. Students advancing through the grades are expected to meet each year’s grade‐specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher graders as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). See the table of page 30 for a complete list and Appendix A for an example of how these skills develop in sophistication.


(CCSS) New Generation Sunshine State Standards (NGSSS) Examples of CCSS

Instructional Strategies & ToolsConventions of Standard English Penmanship, Drafting, Editing for Language Conventions, &

Penmanship Conventions of Standard English

L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

All NGSSS below comprise all skills necessary to demonstrate ‘Conventions of Standard English’ (L.K.1a‐2d) AND LA.K.5.1.2 Write from left to right and top to bottom of the page. LA.K.5.1.5 Understand the concept of writing and identifying numerals.

• Journal Writing • Learning Log • Literature Responses • Double Entry Journal • Sharing Written Entries in Logs/Journals • Sentence Stalking & Sentence Imitating

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

LA.K.5.1.1

Print many uppercase and lowercase letters of the alphabet and recognize the difference between the two.

• Copy Sentence Frames (e.g. My favorite color is _____ because ______) to complete

• Draw/Dictate/Write in a Three Column Chart (beg, mid, end)

• Word Bank • Handwriting Practice • Kinesthetic Letter Writing Activities • Writing Process

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

NEW

NEW

• Copy Sentence Frames (e.g. My favorite color is _____ because ______)

• Draw/Dictate/Label/Write in a Three Column Chart (beg, mid, end)

• Label the Room • Word Bank • Personal Dictionary

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

NEW NEW • Teacher/Peer Modeling • Illustrate & Label • Word Bank

L.K.1d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how)

NEW NEW • Read Alouds using Who/What/Where/When/Why/How Chart

• SAT Task Cards

20


• Think Pair Share • Turn & Talk • Show and Tell • Language Experience/ Shared Writing

L.K.1e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of by, with)

NEW NEW • Total Physical Response (TPR) • Name in Basket – Pull Name – and Give

Directions to Perform using a Preposition

• Label a Picture • Word Bank

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

LA.K.3.2.2 Creating a group draft, scripted by the teacher. • Teacher/Peer Modeling • Language Experience/ Shared Writing • Show Not Tell • Show AND Tell • Daily Message

L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

All NGSSS below comprise all skills necessary to demonstrate ‘Conventions of Standard English’ (L.K.2a‐2d).

• Teacher Modeling • Sentence Building & Copy/Illustrate • Dictate/Copy or Write own Sentences • Compose Little Books on Various Topics • Journal Writing • Daily Message • Language Experience/ Shared Writing • Editing Chart

21


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

LA.K.3.4.2 Capital letters to begin “important words”. • Teacher Modeling • Sentence Building & Copy/Illustrate • Underline in Green (Green = Go) & Correct as

Needed in OWN Writing • Compose Little Books on Various Topics • Journal Writing • Daily Message • Language Experience/ Shared Writing • Editing Chart

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

LA.K.3.4.3 End punctuation, including periods, question marks, and exclamation points.

• Teacher/Peer Models • Sentence Building & Copy/Illustrate • Underline in Red (Red = Stop) & Correct as Needed

in OWN Writing • Daily Message • Language Experience/ Shared Writing • Editing Chart

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

LA.K.3.4.1 Knowledge of letter/sound relationships to spell simple words.

• Making Words & Copy • Dictation • Labeling Pictures • Word Family Jars (e.g. cat, rat, sat…) • Word Bank • Daily Message • Language Experience/ Shared Writing

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

LA.K.3.4.1 Knowledge of letter/sound relationships to spell simple words.

• Word Sorts • Making Words • Dictation • Labeling/Writing about Pictures • Word Bank • Journal Writing • Learning Log • Literature Response Log • Chalkboards/ Whiteboards • Daily Message • Language Experience/ Shared Writing

22


Knowledge of Language NEW NEWL.K.3 (Begins in grade 2) NA NA NA

Vocabulary Acquisition and Use Vocabulary Development Vocabulary Acquisition and UseL.K.4 Determine or clarify the

meaning of unknown and multiple‐meaning words and phrases based on kindergarten reading and content.

NEW NEW • Multiple Meaning Picture Charts • Context Clues • Reciprocal Teaching • Word Bank • Personal Dictionary • Daily Message • Vocabulary Maps

L.K.4a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

LA.K.1.6.6 Relate new vocabulary to prior knowledge.

• Multiple Meaning Picture Charts • Context Clues • Reciprocal Teaching • Word Bank • Personal Dictionary • Think Pair Share • Turn & Talk • Vocabulary Maps • Daily Message

L.K.4b Use the most frequently occurring inflections and affixes (e.g., ‐ed, ‐s, re‐, un‐, pre‐, ‐ful, ‐less) as a clue to the meaning of an unknown word.

NEW NEW • Inflectional/Affixes Stringing • Word Bank • Personal Dictionary • Word Sorting • Making Words • Word Hunts in Magazines/Newspapers • Daily Message • Language Experience/ Shared Writing • Words Their Way by Donald Bear

L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings.

NEW NEW • Word Maps (Synonyms, Antonyms, Homophones, Analogies)

• Categorize words based on a common word (e.g., happy – glad, ecstatic, joyful, excited)

• Create a Picture Glossary • Personal Thesaurus • Word/Picture Sorts • Daily Message • Language Experience/ Shared Writing

23


• Words Their Way by Donald Bear L.K.5a Sort common objects into

categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

LA.K.1.6.4 Identify and sort common words into basic categories.

• Word/Picture Sorts • Name & Sort Objects in a Basket • Word Bank • Personal Dictionary by Category/Theme • Create a Picture Glossary

L.K.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

NEW NEW • Word/Picture Maps with Synonyms & Antonyms• Describe Object in a Basket & Match to a

Corresponding Opposite (e.g. small, brown block – large brown block)

• Word Bank • Personal Dictionary

L.K.5c Identify real‐life connections between words and their use (e.g., note places at school that are colorful).

LA.K.1.6.6

LA.K.1.6.3

LA.K.1.6.5

Relate new vocabulary to priorknowledge. Describe common objects and events in both general and specific language. Use language correctly to express spatial and temporal relationships (up/down, before/after).

• Describe Colors in Pictures/Paintings • Making Connections (TT, TS, TW) • Create a Picture Glossary • Word Bank • Personal Dictionary

L.K.5d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

NEW NEW • Word/Picture Array • Act It Out • Word Bank/ Word Walls • Personal Thesaurus • Word/Picture Sorts • Words Their Way by Donald Bear • Total Physical Response (TPR)

L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

LA.K.1.6.1 Use new vocabulary that is introduced and taught directly.

• Reciprocal Teaching • Making Connections • Word Walls/Print Rich Environment • Word Bank/Jar • Personal Dictionary • SS.K.C.2.1 Demonstrate the characteristics of being a

good citizen. (Civics Integration)

24


Additional Support: Florida Center for Reading Research (FCRR) K/1 Activities: http://www.fcrr.org/Curriculum/studentCenterActivities.shtm Literacy Essentials and Reading Network (LEaRN): http://learn.nefec.org/resources/content/index.aspx Florida Assessment for Instruction in Reading (FAIR) Resources: http://learn.nefec.org/resources/content/fair/index.htm FAIR Search Tool: http://www.fcrr.org/FAIR_Search_Tool/FAIR_Search_Tool.aspx Empowering Teachers Instructional Routines: http://www.fcrr.org/assessment/ET/routines/routines.html Read Write Think – Classroom Resources: http://www.readwritethink.org/classroom‐resources/ MDCPS ‐ Division of Language Arts/ Reading ‐ http://languageartsreading.dadeschools.net/

STRANDS How are the

StrandsDivided?


NGSSS


Literature

Informational Text

Foundational Skills


LanguageLanguage

KINDERGARTEN CCSS AT‐A‐GLANCE

MDCPS‐ Division of Language Arts/Reading, July 2011

LITERATURE Key Ideas & Details 1. Ask and answer questions about key details 2. Retell familiar stories with key details 3. Identify character setting, and major events Craft & Structure 4. Ask and answers questions about unknown words 5. Recognize common text types 6. Name author/illustrator & define roles Integration of Knowledge & Ideas 7. Relationship between illustrations & story 8. N/A 9. Compare/contrast adventure/experiences of characters Range of Reading and Text Complexity 10. Engage in group reading activities

WRITING Text Types and Purposes 1. Draw, dictate, & write to compose opinion pieces 2. Draw, dictate, & write to compose informative/explanatory texts 3. Draw, dictate, & write to narrate a single event or several loosely linked events

Production and Distribution of Writing 5. Respond to questions and suggestions, from peers and add details to strengthen writing as needed.

6. Explore a variety of digital tools to produce and publish writing Research to Build and Present Knowledge 7. Participate in shared research and writing projects 8. Recall information or gather information to answer a question

INFORMATIONAL TEXT Key Ideas & Details 1. Ask and answer questions about key details 2. Identify main topic, retell key details 3. Describe the connection between 2 individuals, events, ideas or pieces of information.

Craft & Structure 4. Ask and answers questions about unknown words 5. Identify front cover, back cover & title page 6. Name author/illustrator & define roles Integration of knowledge & Ideas 7. Relationship between illustrations & texts 8. Reasons an author gives to support his points 9. Basic similarities/differences between 2 texts on the same topic (illustrations, descriptions, or procedures)

Range of Reading and Text Complexity 10.Engage in group reading activities

SPEAKING & LISTENING Comprehension & Collaboration 1. Participate in collaborative conversations about topic and texts a. Follow agreed upon rules for discussions b. Continue conversation through multiple exchanges

2. Confirm understanding of a text read aloud or information presented orally by asking and answering questions about key details

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

Presentation of Knowledge & Ideas 4. Describe familiar people, places, things, and events and with prompting and support, provide additional detail.

5. Add drawings or other visual displays to descriptions 6. Speak audibly and express thoughts, feelings and ideas

FOUNDATIONAL SKILLS Print Concepts 1. Organization & features of print a. Left to right, top to bottom & page by page b. Recognize spoken words are represented by written language by sequence of letters c. Words are separated by spaces d. Recognize/name ALL upper‐ & lowercase letters

Phonological Awareness/Phonemic Awareness 2. Demonstrate understanding of spoken words, syllables & sounds a. Recognize & produce rhyming words b. Count, pronounce, blend, and segment syllables c. Blend & segment onsets /rimes of single syllable words d. Isolate, and pronounce the initial, medial vowel, and final sounds in three–phoneme words

Phonics & Word Recognition 3. Know & apply grade‐level phonics and word analysis in decoding words a. Demonstrate basic knowledge of one‐to‐one letter correspondence by producing the primary/most frequent sound for each consonant.

b. Associate long & short sounds with common spellings for the five major vowels.

c. Read common high frequency words by sight (e.g., of ,the to, you, she , my, is , are, to, does)

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

Fluency 4. Read emergent‐reader texts with purpose & understanding.

LANGUAGE STANDARDS Conventions of Standard English 1. Apply standard English grammar and usage with writing or speaking. a. Print many upper‐and lowercase letters. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/ d. Understand and use question words (who, what where when, why, how) e. Use frequently occurring prepositions

(e.g., to, from, in, out, on, off, for, of, by, with) f. Produce and expand complete sentences in shared language activities.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and pronoun I b. Recognize and name end punctuation c. Write a letter/s for most consonant and short‐vowel sounds d. Spell simple words phonetically, drawing on knowledge of sound‐letter relationships

Vocabulary Acquisition & Use 3. Clarify meaning of unknown/multiple meaning words and phrases a. Identify new meanings for familiar words and apply b. Use frequently occurring inflections and affixes

(e.g. –ed, ‐s, re, un, pre, ‐ful,‐less) 5. Explore word relationships and nuances in word meaning

a. Sort common objects into categories b. Understand frequently occurring verbs and adjectives by relating them to their opposites

c. Identify real‐life connections between words and their use d. Distinguish shades of meaning among verbs describing the same general action

6. Use words and phrases acquired through conversation, reading and being read to, and responding to texts.

MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide

Grade Level or Course Title: Kindergarten STRAND/BODY OF KNOWLEDGE: Language Arts/Reading

Curriculum and Instruction - Language Arts/Reading First Quarter 1 of 8

Theme: 1 Look at Us Review Skills/Administer Theme Skills Test *Exemplar Text: Appendix B (CCSS)

Common Core State Standards (NGSSS)

Houghton Mifflin Instructional Routines Objectives Alignment to FAIR

and SAT 10 INSTRUCTIONAL

TOOLS L.K.1b Use frequently occurring nouns and verbs. LA.K.3.1.1, LA.K.3.1.2, LA.K.3.2.1) RF.K.2a Recognize and produce rhyming words. (LA.K.1.2.3) L.K.1f Produce and expand complete sentences in shared language activities. (LA.K.3.2.2) RF.K.1a Follow words from left to right, top to bottom, and page by page. (LA.K.1.1.6) RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.2 With prompting and support, retell familiar stories, including details.(LA.K.2.1.2, LA.K.1.7.3) RL.K.1 With prompting and support, ask and answer questions about key details in a text. (LA.K.2.1.5) SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. (LA.K.5.2.5) RL.K.3 With prompting and support, identify characters, settings, and major events in a story.(LA.K.2.1.2) RF.K.1d Recognize and name all upper-and lower case letters of the alphabet. (LA.K.1.1.7) L.K.1a Print many upper-and lower case letters.(LA.K.5.1.1)

• Calendar (L.K.1b) • Daily Message (RF.K.1a. , L.K.1f,

SL.K.6) • Daily Phonemic Awareness

(RF.K.2a) • Teacher Read Aloud/Sharing the

Big Book (SL.K.2, SL.K.4, SL.K.6, RL.K.1, RI.K.7, , L.K.6, RF.K.1a, RL.K.7, RI.K.1)

• Responding/ Supporting Comprehension (SL.K.2, SL.K.6, RL.K.1, RL.K.2, RL.K.3 , RL.K.7)

• Revisiting the Literature (RL.K.1, RL.K.3, RI.K.9, )

• Telling a Story/ Storytelling Practice; Phonics Library (RI.K.7, RL.K.10)

• Learning the ABC’s (RF.K.1d, L.K.1a, RF.K.3a, RF.K.2)

• Vocabulary Expansion (SL.K.4, L.K.1f)

• Oral Language ( SL.K.4 , SL.K.6, SL.K.2)

• Building Fluency; Retelling Familiar Texts (SL.K.4, RL.K.2, SL.K.6, RL.K.10)

Students will:

Listen to a story attentively; Tell a story using a wordless book; Provide a rhyming word for a given word; Complete Initial sound sorts; Recognize words that begin with the same sound; Identify/recognize letters u

-z; Recite nursery rhymes; Recite the alphabet/sings Head, Shoulders, Knees and Toes; Use describing words in oral context; Participate in story discussion Compare stories and story elements Contrast stories and story elements Note sequence of events Participate in share writing Compare/contrast photographs Track print from left to right Know important details in photographs

• L.K.1b Use

frequently occurring nouns and verbs. (FAIR: Vocabulary and SAT 10)

• RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts) (SAT 10)

• RF.K.1d Recognize and name all upper-and lower case letters of the alphabet.(FAIR: Letter Name Knowledge)

Core Text Book: Houghton Mifflin The City Mouse and the Country Mouse; (review of Now I’m Big and Here Are My Hands Let’s Play(review) How Do You Feel (review) Phonics Center Vocabulary: +Will vary by school/ classroom+ Elements of Reading Vocabulary

Technology: Audio Tapes/CDs Get Set to Read Ticket to Read Riverdeep SuccessMaker www.eduplace.com www.bookadventure.org

Strategies: Refer to ‘Universal Access Plans’ in Houghton Mifflin TE for Above, On & Below Level Differentiation *Exemplar Text:

Pacing Date Traditional 5 days 09/19/11 –

09/23/11 Block







TOOLS SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (LA.K.5.2.5, LA.K.1.6.3)) RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear. RL.K.10 Actively engages in group reading activities with purpose and understanding. (LA.K.2.1.5) L.K.5c Identify real life connections between words and their use (LA.K.1.6.6, LA,K.1.6.3, LA.K.1.6.5) L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (LA.K.1.6.1) RI.K.1 With prompting and support, ask and answer questions about key details in a text. (LA.K.2.2.2) L.K.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. (LA.K.1.6.4) RF.K.3a Demonstrate basic knowledge of letter sounds correspondences by producing the primary or most frequent sound for each consonant. (LA.K1.4.1) SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (LA.K.5.2.2)

• SL.K.6 Speak

audibly and express thoughts, feelings, and ideas clearly, (FAIR: Listening Comprehension)

• SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (FAIR: Listening Comprehension)

• RF.K.1a Follow words from left to right, top to bottom, and page by page. (FAIR: Print Awareness)

• RL.K.1 With prompting and support, ask and answer questions about key details in a text. (FAIR: Listening Comprehension and SAT 10)

Choose an exemplar text from Appendix B in the CCSS to apply reviewed standards and tested skills. List text title on the Instructional Focus Calendar.







TOOLS RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). Exemplar Text: *RL.K.10 Actively engage in group reading activities with purpose and understanding. (LA.K.2.1.5)

Or

*RI.K.10 Actively engage in group reading activities with purpose and understanding.

• RL.K.2 With prompting and support, retell familiar stories, including details. (FAIR: Listening Comprehension and SAT 10)

• RL.K.3 With Prompting and support, identify characters, settings, and major events in a story. (FAIR: Listening Comprehension and SAT)

• RF.K.3a Demonstrate basic knowledge of letter sounds correspondences by producing the primary or most frequent sound for each consonant.(FAIR: Letter Naming and Sounds, Letter Name Knowledge, Letter Sound Connections)

• RL.K.7 With

prompting and support, describe the relationship







TOOLS between illustrations and the story in which they appear. (SAT 10)

• L.K.5c Identify real life connections between words and their use ( e.g., note places at school that are colorful). (FAIR: Vocabulary)

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

• RI.K.1 With prompting and support, ask and answer questions about key details in a text. (FAIR: Listening Comprehension and SAT)

• RL.K.9 With prompting and







TOOLS support, compare and contrast the adventures and experiences of characters in familiar stories. (FAIR: Listening Comprehension )

MIAMI-DADE COUNTY PUBLIC SCHOOLS Instructional Focus Calendar

Language Arts/Reading - Kindergarten


Date Pacing Guide Benchmarks Data Driven Benchmark(s) Activities Assessment(s) Strategies

09/19/11 – 09/23/11

L.K.1b Use frequently occurring nouns and verbs. LA.K.3.1.1, LA.K.3.1.2, LA.K.3.2.1) RF.K.2a Recognize and produce rhyming words. (LA.K.1.2.3) L.K.1f Produce and expand complete sentences in shared language activities. (LA.K.3.2.2) RF.K.1a Follow words from left to right, top to bottom, and page by page. (LA.K.1.1.6) RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.2 With prompting and support, retell familiar stories, including details.(LA.K.2.1.2, LA.K.1.7.3) RL.K.1 With prompting and support, ask and answer questions about key details in a text. (LA.K.2.1.5) SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. (LA.K.5.2.5) RL.K.3 With prompting and support, identify characters, settings, and major events in a story.(LA.K.2.1.2) RF.K.1d Recognize and name all upper-and lower case letters of the alphabet. (LA.K.1.1.7) L.K.1a Print many upper-and lower case letters.(LA.K.5.1.1) SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (LA.K.5.2.5, LA.K.1.6.3))





RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear. RL.K.10 Actively engages in group reading activities with purpose and understanding. (LA.K.2.1.5) L.K.5c Identify real life connections between words and their use (LA.K.1.6.6, LA,K.1.6.3, LA.K.1.6.5) L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (LA.K.1.6.1) RI.K.1 With prompting and support, ask and answer questions about key details in a text. (LA.K.2.2.2) L.K.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. (LA.K.1.6.4) RF.K.3a Demonstrate basic knowledge of letter sounds correspondences by producing the primary or most frequent sound for each consonant. (LA.K1.4.1) SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (LA.K.5.2.2) RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).





Exemplar Text: *RL.K.10 Actively engage in group reading activities with purpose and understanding. (LA.K.2.1.5)

Or

*RI.K.10 Actively engage in group reading activities with purpose and understanding.

Planning for a Rigorous KINDERGARTEN Reading/Language Arts Lesson… Week of:

MDCPS – Division of Language Arts/ Reading, July 2011

READING Strand: Literature/ Poetry OR Informational AND Listening/Speaking Text Title: Author: Standard/s:

• Primary

• Secondary

• Ongoing

Strategy and/or Graphic Organizer --- Use to Respond to Text

SAT 10 Task Card Question/s:

Essential Question:

Strand: Foundational Skills Strand: Language Standard – Concepts of Print: __ L to R, T to B, P by P__ Spoken words represented by letters __Words separated by spaces __ Recog /name upper & lower case letters __ First word of a sentence/ last word Phonological/ Phonemic Awareness: __Rhyme: Recognition or Production __Alliteration: Initial Sounds __Sentence Segmenting __Syllables Blending/Segmenting/Deletion __Onset/Rimes: Blending __Phoneme: Matching/Isolating Initial Sound, Final Sounds, Medial Sounds __Phoneme Manipulation: Initial/Final Phoneme Deletion Blend Deletion, Phoneme Substitution, Second Phoneme in Blend Deletion

Standard - Phonics: Letter-Sound Correspondences __Consonant Letter Names/Sounds __Vowel Letter Names/ Sounds (short/long) __Hard & Soft Cc & Gg __Multiple Sounds of Xx & Ss Consonant Blends & Diagraphs __Consonant Diagraphs/ Consonant Blends __Silent Letter/ Oddities Variant Vowels _Vowel Digraphs, _ Diphthongs Syllable Patterns _ Closed, _ Open, _VCe, _ R Controlled, _Vowel Team, _Final Stable Structural Analysis __ Compound Words, _ Inflectional Suffixes __ Prefixes, __Base/Root Words __ Derivational/ Chameleon Suffixes

High Frequency Words: Standard: Vocabulary Acquisition

Fluency : Opportunities to Reread • With purpose & understanding • Accuracy (Correctness) • Rate (Speed) • Expression (Tone & Intonation) • Reread to Confirm/Self-Correct

Standard: Conventions

Common Core Task Cards for Kindergarten

Curriculum & Instruction, Division of Language Arts & Reading, September 2011

RL.K.1 Questioning Key Details

Why is the character happy/ sad? What is the character’s problem in the story? What problem does the character have? Where is the problem solved in the story? What words describe the character? What caused ___ to____

R.I.K.1 Questioning

Key Details

Why did the author write the article? (Invitation/ flyer) What happened _____? What caused _____? Where does _____? How does _________? Where are ______ found? Why does _____?

RL.K.2 Retell Familiar Stories

Retell what happened in the story. What happened first? (Beginning/Middle/End)

R.I.K.2 Identify Main Topic; Retell Key Details

Why do you think ____ has the title ____? According to ____, what will the reader learn? What would be a good name for ___ What is the MAIN IDEA of the story? What is the _____ about? Tell what happened first/last?

RL.K.3 Identify Character Setting, & Major Events

How do you know how the character feels about ____? What does the character think about ___? Who is the most important character in the story? What does the main character want? Where does the story take place? How do you know? What is the problem in the story? How is the problem solved?

R.I.K.3 Describe Connection between 2 Individuals, Events, Ideas or Pieces of Information

R.I.K.9 Compare/ Contrast 2 Texts-Topic

How is the information about 2 people/ events/ideas/or pieces of information DIFFERENT in the story?

How is the information about (2 people/ events/ ideas/ or pieces of information ALIKE in the story?

How is _____ BETTER than _____? What is ONE difference between ____ and _____?

R.L.K.4 Ask/Answer Questions about Unknown Words

Listen to this sentence. “ ___________” What does ______ mean?

R.I.K.4 Ask/Answer Questions about Unknown Words

Listen to this sentence. “ ___________” What does ______ mean?

When (phrase containing assessed word), what do you think it means?

R.L.K.6 Name Author/ Illustrator & Define Roles

Who is the author of the story? Why did the author write the story? What job does the illustrator have? How does the illustrator help the reader understand what is happening in the story?

R.I.K.6 Name Author/ Illustrator & Define Roles

Who is the author of the flyer/article/instructions? Why did the author write _____? What does the author want you to know? What job does the illustrator have? How does the illustrator help the reader understand what is happening in the _____?

R.L.K.7 (SESAT 2) Relationship between illustrations & Text

Listen to this sentence. “______________” Which picture in the story shows what the sentence is saying? The illustration shows ______ is happening in the story.

R.I.K.7 (SESAT 2)

Relationship between illustrations & Text

What is the purpose of the photo/ drawing /

chart/diagram at the beginning of the ____?

What does the photo or drawing/

chart/diagram help you to understand? Listen to this sentence.

“______________” Which picture in the flyer/article/instructions shows what the sentence is saying?

R.L.K.9 Compare/ Contrast Adventures & Experiences

How are _______ ALIKE? (characters, setting,

events, ending)

How is ____ DIFFERENT from_____? How does _____ change from ___ BEFORE ___ to AFTER _____?

R.I.K.8 Identify reasons an author gives to support his points

Why does the author think that ______? What are the reasons for the author’s opinion? What did you hear/read that tells you a drawn

conclusion?

Explain why the author thinks that _____ is important?

Common Core Task Cards for Kindergarten


L.K.4a Identify New Meanings for Familiar Words

In this story, what does the word ____ mean? Which picture shows what the word____ means in the story?

L.K.5b Relate Words To Their Opposites

Look at the pictures/words. Find the picture/word that means the OPPOSITE of _______?

L.K.5d

Distinguish Shades of Meaning

Listen/ Read to this story. “___________________._______ _____________________” What did ____ do/say when _______? (Ex., Baby Bob is coloring on the walls in his room. Mother turned around and stopped what she was doing. Mother (whispered, yelled, giggled), “Oh no, Baby Bob!”)


Continuum of Phonological and Phonemic Awareness Degree of Difficulty

Type: Subtype: Example:

Phonological Awareness Continuum Rhyme Recognition • Does cat rhyme with hat? (yes)

Production • What rhymes with cat? (hat) Alliteration Recognizing words with the

same initial sounds • Daisy duck dances • Sweet Suzie sits on a soft sofa

Sentence Segments

Words in sentences • How many words are in this sentence? Mary bakes bread. (3)

Syllables Blending • Listen to the two word parts: Side…walk. Say the whole word: (sidewalk)

• Listen: yes…ter…day. Say the whole word: (yesterday)

Segmenting • Say the two words in sidewalk. (side…walk) • Listen: yesterday. Say each part: yes…ter…day

Deletion • Say sidewalk without side. (walk) Onset and Rimes

Blending • What word is this? /c/…/ake/ (cake) • /st/…/and/ (stand), /fl/…/ip/ (flip)

Phonemic Awareness Continuum Phoneme Matching initial sound • Which words begin with the same sound?

• Cake, cat, dog (cake & cat) Isolating initial sound • What is the first sound in cake? (/c/) Final sounds • What is the last sound in bat? (/t/) Medial sounds • What is the middle sound in fat? (/a/)

Phoneme Blending • What word am I saying? /c/ /a/ /t/ (cat) Phoneme Segmenting • How many sounds do you hear in cat? (3)

• What are the sounds in cat? (/c/ /a/ /t/) Phoneme Manipulation

Initial and final phoneme deletion

• Say Sam without the /s/. (am) • Say seat without the /t/. (sea)

Initial phoneme in blend deletion

• Say flip without the /f/. (lip)

Phoneme Substitution • Say cat. Now say /p/ instead of /c/. What’s the new word? (pat)

• Say tan. Now say /p/ instead of /n/. (tap) • Say tap. Now say /o/ instead of /a/. (top)

Second Phoneme in Blend Deletion

• Say black without the /l/. (back)

Retyped by D. Pearce, July 2010 From Just Read, Florida!

The Layers of Phonics: A Vertical and Horizontal Continuum

Letter-sound Correspondence

Consonant Blends and Digraphs Variant Vowels Syllable Patterns Structural Analysis

Consonant Letter Names (uppercase and lowercase) Consonant Letter Sounds (/d/, /t/, /m/, /f/, /r/) Vowel Letter Names (uppercase and lowercase) Short and Long Vowel Sounds (/a/, /e/, /i/, /o/, /u/) Hard and Soft c and g (city, cup, giant, gate) Multiple Sounds of x and s (excite, mix, exit, runs)

Consonant Digraphs (sh, th, wh, ch, ph) Consonant Blends (st-, bl-, str-, gr-, -nt, -mp, -nd, -st) Silent Letters/Oddities (-mb, kn-, -lk, qu)

Vowel Digraphs (ea, igh, ue, oo, ie) Diphthongs (oi, oy, ou, ow)

Closed (cat, tent, picnic) Open (he, hi, baby) VCe (Silent e) (tape, like, compete) R controlled (car, for, stir, her) Vowel Team (sail, seem, eight, look) Final Stable (maple, picture, station)

Compound Words (cowboy, cupcake) Inflectional Suffixes (-s, -es, -ing, -ed) Prefixes (pre-, re-, un-, dis-) Base and Root Words (read, ject, port) Derivational Suffixes (-ian, -ity, -ible/able) Chameleon Prefixes (in-, ad-, ob-)

High Frequency Words (Regular and Irregular)

(it, am, was, said, come)

(Adapted from Birsh, 2005; Henry 2003; Moats, 2000)

Layers of Phonics Continuum Details


Letter-sound correspondences:• Consonant letter names With letter names we are focusing on having students be able to

recognize and recall the names of upper and lowercase letters for consonants• Consonant letter sounds refers to consonants that are represented by a one to one

correspondence (e.g., m-> /m/)• Vowel letter names With letter names we are focusing on having students be able to

recognize and recall the names of upper and lowercase letters for vowels.• Short vowel sounds are often the first focus of vowel instruction with long vowel sounds

and the many ways they are represented in letter combinations being introduced later on.• Hard and soft c and g c and g are two letters that have hard and soft sounds. Hard c is

the sound /k/ when it is followed by an a, o, u as in cat, cot, cut and when it is followedby an e, i, y, it is the soft sound or /s/ as in city, cent, cycle and the same three lettersapply for hard g or the /g/ sound (gate, got, gum) and the soft sound is /j/ when followedby e, i, y, like in gem, giant, gym

• Multiple sounds of x and s – The letters x and s have multiple sounds - x has threesounds - /k/ as in excite, /k//s/ as in mix, and /g//z/ as in exit (with /k//s/ being the mostcommon) and s has the voiced and unvoiced sound and when it is voiced it becomes a /z/sound as in runs – when the consonant sound before the s is a voiced sound, then the /s/becomes voiced and makes the /z/ sound as in – bets (t is unvoiced) and then beds (d isvoiced and the s makes the /z/ sound)

Consonant Blends and Digraphs• Consonant digraphs two consonant letters that make one sound (e.g., sh -> /sh/)• Consonant blends two or more consonants adjacent to each other in a word, but each

retains its original sound (e.g., clip or strap)• Silent Letters in English we have some letters that are silent and come in certain patterns

and locations within words for example the kn- pattern has a silent K and usually comesat the beginning of the word or at least beginning of syllable (acknowledgement), anotherpattern with silent letters are –lk as in talk, -mb as in lamb which both usually come at theend of the word or syllable and the ‘h’ in ghost

• Oddities are low frequency patterns, or are exceptions to the typical patterns, somewhatof a “misc.” category – lk as in talk, qu- as in queen

Variant vowelsThis term refers to the various vowel patterns that can represent one vowel sound in morethan one way

• Vowel digraphs are combinations of vowels that represent one vowel sound such as longa (e.g., long a –ai as in rain /ay as in bay/a Consonant e as in cake/eigh as in eight)

• Diphthongs a combination of letters that creates a subtle glide from one vowel to anothersuch as oi/oy (boil/boy) and ou/ow (out/cow)


Syllable Patterns• A Closed syllable ends in at least one consonant; the vowel is short (e.g., pan, shot, milk,

magnet)• An Open syllable ends in one vowel; the vowel is long (e.g. so, he )• A VCe (Silent e) syllable ends in one vowel, one consonant, and a final e. The final e is

silent and the vowel is long. ( e.g. make, pipe, shine)• An R controlled syllable has an r after the vowel; the vowel makes an unexpected sound.

(e.g. car, dirt, turtle)• A Vowel Team syllable has two adjacent vowels. Each vowel team syllable must be

learned individually (e.g. sail, boat, moon, boy)• A Final Stable syllable has a consonant –le combination or a nonphonetic but reliable

unit such as –tion. The accent usually falls on the syllable before the final syllable.(puzzle, candle, contraction, picture).

Structural AnalysisKnowledge of morpheme structures is also a structural analysis skill. It is also referredto as advanced phonics or advanced decoding.

• Compound words sunshine, homesick• Inflectional endings indicate or change tense, possession, comparison or number, e.g. –s,

-ed, -ing (Harris & Hodges, 1995, p. 116 )• Prefixes are important to know for reading, spelling, and vocabulary acquisition. A

prefix is a morpheme attached to the beginning of the base or root word that creates anew word with changed meaning or function.

• Base/root words a word or the main part of a word (struct is the root of destructive) thataffixes are added to form a new word, they are taken from Anglo-Saxon, Latin and Greek(e.g., port meaning ‘to carry’ in Latin)

• Derivational suffixes – a suffix added to a base or root that forms another word that isoften a different part of speech from the base or root such as –ful in hopeful.

• Chameleon Prefixes – a chameleon prefix is a prefix in which the final letter of theprefix changes due to assimilation with the first letter of the base element (e.g. con-becomes a chameleon prefix in collect, correct, and combine) – These are also sometimesreferred to as assimilated prefixes (definition taken directly from Henry, 2003, p.286)

FRY'S 300 INSTANT SIGHT WORDS

First Hundred

a can her many see usabout come here me she veryafter day him much so wasagain did his my some weall do how new take werean down I no that whatand eat if not the whenany for in of their whichare from is old them whoas get it on then willat give just one there withbe go know or they workbeen good like other this wouldbefore had little our three youboy has long out to yourbut have make put twoby he man said up

Second Hundred

also color home must red thinkam could house name right tooanother dear into near run treeaway each kind never saw underback ear last next say untilball end leave night school uponbecause far left only seem usebest find let open shall wantbetter first live over should waybig five look own soon whereblack found made people stand whilebook four may play such whiteboth friend men please sure wishbox girl more present tell whybring got morning pretty than yearcall hand most ran thesecame high mother read thing

Third Hundred

along didn't food keep sat thoughalways does full letter second todayanything dog funny longer set tookaround don't gave love seven townask door goes might show tryate dress green money sing turnbed early grow myself sister walkbrown eight hat now sit warmbuy every happy o'clock six washcar eyes hard off sleep watercarry face head once small womanclean fall hear order start writeclose fast help pair stop yellowclothes fat hold part ten yescoat fine hope ride thank yesterdaycold fire hot round thirdcut fly jump same those

Prediction ChartTitle:____________________

BEFORE R di AFTER R diBEFORE Reading: AFTER Reading:

1

My Five Senses By Aliki

This book belongs to ________ I can see! I see with my eyes. page 1

I can hear! I hear with my ears. page 2

I can smell! I smell with my nose. page 3

I can taste! I taste with my tongue. page 4

I can touch! I touch with my fingers. page 5

2

I do all this with my senses. I have five senses. page 6

I have read this book to: 1. ____________________ 2. ____________________ 3. ____________________ 4. ____________________ 5. ____________________

The Sharing Hand

where when

what why

who

how

is

s

p

a

a

word

person

animal

action

d:

n:

:

:

is n

not

What places do you know?Playground

Lunchroom

Home

Beach

Object:

sandwich + _ + + +



world

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