Santa Maria-Bonita

Reading/Language ArtsEssential Standards

Prepared for Santa Maria-Bonita School District by: QES a division of Learning Plus®

K Grade Level:Kindergarten

INTRODUCTION

The State of California has identified content standards in the core curricular areas of English/language arts, mathematics, science, and history/social science. These standards represent all of the skills and concepts that are taught at each grade level, and they are the focus of our curriculum. Santa Maria-Bonita School District has identified the most essential standards in English/language arts as a first step to supporting and assisting teachers. Although all grade level standards are taught, the essential standards are emphasized and taught to a greater depth. These are the “non-negotiable” learning expectancies for each grade level. Students need to master these essential standards to be successful at the next grade level. These essential standards align with what students must know in order to perform well in school, on high-stakes tests, such as STAR and on the California High School Exit Exam given in grade 10. These Essential Standards were developed by a team of administrators and teachers and have been reviewed by each school’s staff. Criteria used to determine which standards were the most essential at each grade level included:

• Key learning at the current grade level • Critical for success at the next grade level • Supports learning in other subject areas • Enduring • Tested on the STAR - CST • Foundation for the California High School Exit Exam (CAHSEE)

Teachers will be expected to emphasize the essential standards when allocating instructional time. Student progress toward mastering these standards should be monitored frequently throughout the year for mastery and retention utilizing a variety of assessment strategies. The Essential Standards included in this booklet appear in different formats for your use.

1. Listed in the same language as on the California Department of Education website and in the state Framework.

2. Translated into Student Friendly Language for use with students and parents.

3. Translated into Spanish for use with students and parents. 4. Complete list of grade level standards on 1 or 2 pages for reference.

Just having standards is certainly not enough. The teacher is the key to making these standards come alive in the classroom. As a form of support, models for Direct Instruction have been included to guide the development of initial instruction on the Essential Standards for each grade level. Throughout the year, information can be shared at school sites within grade levels as to specific lessons that made a difference for students. Sharing teacher-to-teacher successes will enrich the education within the district for all children.

Kindergarten Word Analysis, Fluency, Vocabulary Development

Concepts of Print

1.6 Recognize and name all uppercase and lowercase letters of the alphabet

Phonemic Awareness

1.8 Track (move sequentially from sound to sound) and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated (e.g. vowel-consonant, consonant-vowel, or consonant-vowel-consonant)

1.9 Blend vowel-consonant sounds orally to make words or syllables

1.10 Identify and produce rhyming words in response to an oral prompt

1.11 Distinguish orally stated one-syllable words and separate into beginning or ending sounds

Decoding

1.14 Match all consonant and short-vowel sounds to appropriate letters

Word Recognition

1.15 Read simple one-syllable and high frequency words (i.e. sight words)

Fluency

Reading Comprehension

2.2 Use pictures and context to make predications about story content

2.4 Retell familiar stories

2.5 Ask and answer questions about essential elements of a text

Literary Response and Analysis

3.3 Identify characters, settings, and important events.

Writing Strategies

1.1 Use letters and phonetically spelled words to write about experiences, stories, people, objects or events.

1.4 Write upper case and lower case letters of the alphabet independently, attending to the form and proper spacing of the letters.

Writing Applications

Write a complete sentence(s) describing an object with a noun and verb.

Written & Oral Conventions

1.1 Recognize and use complete, coherent sentences when speaking.

Listening and Speaking Applications

2.2 Recite short poems, rhymes and songs

ESSENTIAL STANDARDS

Kindergarten Word Analysis, Fluency, Vocabulary Development

Concepts of Print

1.6 I can name all the letters and sounds of the alphabet out of order.

Phonemic Awareness

1.8 I can add, take away or change sounds to make new words.

1.9 I can put sounds together to make words.

1.10 I can finish a rhyme.

1.11 I can say the first sound of a word and I can say the last sound of a word.

Decoding

1.14 I can match the sound of a letter in the alphabet with the letter.

Word Recognition

1.15 I can read simple words.

Fluency

Reading Comprehension

2.2 I can tell what is going to happen in a book by looking at the pictures.

2.4 I can retell a story in my own words.

2.5 I can ask and answer questions about a story.

Literary Response and Analysis

3.3 I can tell you about the characters in a story and where the story takes place.

Writing Strategies

1.1 I can use letters and words to write a sentence.

1.4 I can write upper and lower case letters correctly.

Writing Applications

I can write a complete sentence(s) describing an object with a noun and a verb.

Written & Oral Conventions

1.1 I can use complete sentences when talking.

Listening and Speaking Applications

2.2 I can recite short poems, rhymes and songs.

ESSENTIAL STANDARDSStudent Friendly

Kindergarten Análisis de Palabras, Fluidez en la Lectura y Desarrollo para la

Adquisición de Vocabulario

Conceptos de la Escritura

1.6 Puedo nombrar todas las letras y los sonidos del abecedario fuera de orden.

Conocimiento Fonético

1.8 Puedo agregar, quitar o cambiar sonidos para formar palabras nuevas.

1.9 Puedo unir sonidos para formar palabras.

1.10 Puedo terminar una rima.

1.11 Puedo decir el sonido inicial y el sonido final de una palabra.

Descodificación

1.14 Cuando oigo el sonido de una letra, puedo identificarla con la letra en el abecedario.

Reconocimiento de Palabras

1.15 Puedo leer palabras sencillas.

Fluidez

Comprensión de Lectura

2.2 Puedo decir lo que va a suceder en un libro al ver los dibujos.

2.4 Puedo repetir un cuento con mis propias palabras.

2.5 Puedo hacer y contestar preguntas acerca de un cuento.

Respuesta y Análisis Literario

3.3 Puedo decirte acerca de los personajes de un cuento y dónde se llevó a cabo el cuento.

Estrategias para la Escritura

1.1 Puedo usar letras y palabras para escribir una oración.

1.4 Puedo escribir letras mayúsculas y minúsculas correctamente.

Aplicaciones de la Escritura

Puedo escribir una oración completa que describe un objeto, usando un sustantivo y un verbo.

Normas del Lenguaje Oral y Escritas en Inglés

1.1 Puedo usar oraciones completas cuando hablo.

Aplicaciones del Habla

2.2 Puedo recitar poemas cortas, rimas y canciones.

ESSENTIAL STANDARDSEspañol

McFARLAND UNIFIED SCHOOL DISTRICTGRADE LEVEL STANDARDS

Kindergarten: Reading/Language ArtsStrand Standard # Standard

Reading K.RW.1.1 Identify the front cover, back cover, and title page of a book.K.RW.1.2 Follow words from left to right and from top to bottom on the printed page.K.RW.1.4 Recognize that sentences in print are made up of separate words.K.RW.1.5 Distinguish letters from words.K.RW.1.6 Recognize and name all uppercase and lowercase letters of the alphabet.K.RW.1.7 Track (move sequentially from sound to sound) and represent the number, sameness/difference,

and order of two and three isolated phonemes.K.RW.1.8 Track (move sequentially from sound to sound) and represent changes in simple syllables and words

with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated (e.g.,v/c,c/v,c/v/c).

K.RW.1.9 Blend vowel-consonant sounds orally to make words or syllables.K.RW.1.10 Identify and produce rhyming words in response to an oral prompt.K.RW.1.11 Distinguish orally stated one-syllable words and separate into beginning or ending sounds.K.RW.1.12 Track auditorily each word in a sentence and each syllable in a word.K.RW.1.13 Count the number of sounds in syllables and syllables in words.K.RW.1.14 Match all consonant and short-vowel sounds to appropriate letters.K.RW.1.15 Read simple one-syllable and high-frequency words (i.e., sight words).K.RW.1.16 Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle).K.RW.1.17 Identify and sort common words in basic categories (e.g., colors, shapes, foods).K.RW.1.18 Describe common objects and events in both general and specific language.K.RC.2.1 Locate the title, table of contents, name of author, and name of illustrator.K.RC.2.2 Use pictures and context to make predictions about story contentK.RC.2.4 Retell familiar stories.K.RC.2.5 Ask and answer questions about essential elements of a text.K.RL.3.1 Distinguish fantasy from reality.K.RL.3.2 Identify types of everyday print materials (e.g., storybooks, poems, newspapers, signs, labels).K.RL.3.3 Identify characters, settings, and important events.

Writing Strategies K.WS.1.1 Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events.

K.WS.1.2 Write consonant-vowel-consonant words (i.e., demonstrate the alphabetic principle).K.WS.1.3 Write by moving from left to right and from top to bottom.K.WS.1.4 Write uppercase and lowercase letters of the alphabet independently, attending to the form and

proper spacing of the letters.K.WC.1.1 Recognize and use complete, coherent sentences when speaking.K.WC.1.2 Spell independently by using pre-phonetic knowledge, sounds of the alphabet, and knowledge of

letter names.Listening & K.LC.1.1 Understand and follow one-and two-step oral directions.Speaking Strategies K.LC.1.2 Share information and ideas, speaking audibly in complete, coherent sentences.Applications K.WA.2.1 Locate the title, table of contents, name of author, and name of illustrator.

K.WA.2.2 Use pictures and context to make predictions about story content.K.WA.2.3 Connect to life experiences the information and events in texts.

Written & Oral Conventions

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Word Analysis, Fluency, and Vocabulary Development

Literary Response & Analysis

Reading Comprehension

From the California State Content Standards Provided by: Learning Plus Associates

SANTA MARIA-BONITA SCHOOL DISTRICTGRADE LEVEL STANDARDS

Grade Kindergarten: Reading/Language Arts

DIRECT INSTRUCTION

This method of instruction is explicit, intensive and teacher-directed. The teacher deter-

mines the content of a lesson identifi es what the students need to learn and presents the

lesson using a direct, up-front approach. The lesson design has key elements that provide

multiple opportunities for teachers to connect the students and the content. Teachers

may not use all of the elements in every lesson but must select those elements that assure

mastery learning for all students. Through Direct Instruction there is a gradual release of

responsibility from the teacher (I do it) to the student (we do it and then you do it) using:

• Modeled Learning

• Checking for Understanding

• Guided learning (practice)

• Independent Practice and Review

Several models and examples are included in this booklet for support and reference

In a major research study, Direct Instruction was the method used to help inner-city chil-

dren learn and excel, but it has proven successful for children regardless of economic level.

Many studies paint the same story: Direct Instruction works, providing rapid gains, gains

that persist, gains that increase self-esteem because children have real skills they can be

proud of. Direct Instruction has proven to be the most effective strategy used by teachers.

DIRECT INSTRUCTION STRATEGY Designing Effective Lessons

1. Anticipatory Set or Introduction

An activity that increases student readiness to learn. A. Focus students’ attention B. Provides a mental set C. Provides practice

2. Stated Objective/Rationale

A statement by the teacher to the students about what they should know and be able to do by the end of the lesson. The rationale tells students what they are going to do, why they are doing it and how it will be done.

3. Instruction

A. Provide Information (Input) 1. Explain concept 2. State definitions 3. Identify critical attributes 4. Provide examples

B. Model or Demonstrate – process and product Show or demonstrate information through auditory, visual, kinesthetic, or a combination of modalities.

C. Check for Understanding 1. Pose key questions 2. Ask students to explain concept, provide definitions, identify attributes in their own

words 3. Have students discriminate between examples and non-examples 4. Encourage students to generate their own examples 5. Use active participation

4. Guided Practice

A. Initiate practice activities that are under direct teacher supervision B. Elicit overt response that demonstrates behavior in the objective C. Provide close and continual monitoring D. Continue to check for understanding E. Provide specific knowledge of results

5. Individual Assessment

A. Make final check to determine if each student has met the objective B. Gradually release responsibility C. Have each student perform the behavior on his/her own

6. Independent Practice

A. Have students continue to practice on their own B. Provide knowledge of results

Source: Joyce, Weil, and Calhoun, Models of Teaching, 6th

Edition, pp. 343-345

PHASES IN A DIRECT INSTRUCTION LESSON

Orientation: Teacher clarifies objectives and procedures for the new learning task, activates prior knowledge and/or connects to previous lessons.

• Establish a framework for the lesson, orienting students to the new material and its purposes, procedures, and content.

• Introduce activities that elicit existing knowledge structures

• State lesson objective

• Give clear directions about work to be accomplished

• Tell about materials and activities

• Provide a lesson overview

Presentation: Teacher explains, demonstrates, and gives examples of concept, skill or strategy. Teacher uses a visual representation of the material and checks for student understanding.

• Present material in small steps so that one point can be mastered at a time

• Provide many, varied examples of the new skill or concept

• Model or give narrated demonstration of the learning task

• Avoid digressions

• Re-explain difficult points

• Identify the characteristics (attributes) of the concept

• Provide the sequence of steps in skill learning

• Use visual representations as cues or prompts

Highly Structured Practice: Teacher leads students through the practice, step-by step, checking for student understanding of the new concept or skill at each step. Guided Practice: Students practice on their own but with the teacher present to monitor and give corrective feedback to student responses.

• Ask questions or provide activities that call for specific answers or ask for explanations (effective teachers ask more)

• Ask convergent, rather than divergent questions

• Ensure all students get a chance to respond by calling on student in a patterned order, calling names before hands go up, calling for a choral response, etc.

• Ask questions within student “reach” a high percentage of the time (75-90%)

• Teacher initiates questions or prompts student demonstration most of the time

• Avoid nonacademic questions during direct instruction

• Avoid letting errors go uncorrected or giving answers to students

• Maintain a brisk pace

• Prove for clarification and improved answers

• Avoid praising an incorrect response

Independent Practice: Students practice completely on their own after reaching 85-90% accuracy with guided practice and delayed feedback.

• Students are engaged in seatwork when they are well prepared

• Seatwork that is directly related to the presentation and that occurs right after teacher-led practice facilitates student engagement

• The teacher should circulate during seatwork, monitoring students with short contacts

DIRECT INSTRUCTION STEMS

Orientation (to the New Learning)1. Today, we are going to learn ____________ because ____________.2. By the time we are done today, I want everyone to learn ____________ so that ____________.3. It’s important to do ____________ if you want to become a good reader, so today we are going

to learn ____________.4. Good readers know how to/are able to ____________, so right now, we are going to learn

____________.5. We have learned/are learning to ____________, so the next step is ____________, because

____________.6. I want you to remember the steps to ____________. Today we are going to follow those steps

with ____________.

Presentation-Explanation and Modeling1. This is ____________.2. When you see ____________, you know ____________.3. Some important things to remember when you ____________ are ____________.4. This means ____________.5. You know ____________, when you ____________.6. When I read I (always) have to ____________ /remember to ____________.7. Watch me while I ____________. (Model the learning behavior)8. Listen as I ____________.9. Let me show you how ____________.10. What did you see/hear me do?

Check for Understanding-Whole Group and Individual1. Now, you show me how ______.2. Now, you tell me how ______.3. Thumbs up if _______ OR thumbs down if ________ (positive and negative examples)4. Think to yourself...(ask When/Why/How/What/Where question)...Tell your partner...(listen to

strategically chosen students).5. Group ______, tell/show us _____.6. Why do you think it’s important to _______?7. _________, please share what you think/your ideas.8. _________, please show us how _______.9. Everybody look at _________, then I will call on some of you to tell me what it is.10. Everybody think about how you would _______, then I will call on some of you to show us how

it is done.11. Class, listen/watch _______ as he/she explains/shows _______.12. When/Why/How/What/Where questions (directly related to the new learning)

D.DeMille, Region 8 R-TAC (Regional Technical Assistance Center)

DIRECT INSTRUCTION STEMS

Corrective Feedback/Confi rmation1. Look at it one more time and think about what we’ve learned (rephrase the question).2. Try it again. This time, remember to _______.3. I’m going to help you with this...let’s do it together.4. Don’t forget to ______ when you are _______.5. Listen/Watch me again...(explain and/or model again)...Now, give it another try.6. You are forgetting to _______. Give it another try.7. When we ______, it’s important that we ________.8. You did that correct because you ______.9. I’m glad you remembered to ______.10. Good readers always _____ and that’s what you did.11. I think you have learned/are learning to _______.

Highly Structured Practice1. Let’s do some practice items together. Ready...2. Remember to ____________. Ready, go... Next...(provide visual and verbal cues as well as cor-

rective feedback/confi rmation).3. The fi rst thing we do is ____________. The next thing we do is ____________.4. We’ll do one item at a time. (walk the room and check each item with students. Correct and

confi rm with specifi city)

Guided Practice1. You seem to understand how this is done. Now, you try some on your own and I’ll listen to you/

walk around to check your work.2. Do the next few by yourself/with your partner/with your group and I’ll see how you all do.3. Think and work on your own to ____________, but I will be listening and watching you as you

practice.4. Work with your partner/group to ____________.5. I want you to practice ____________ so you can get even better at this as a reader.6. As we read on your own/with your partner, I want you to remember to/practice ____________.7. We want to practice this so we can remember and do this on our own, so ____________.

Independent Practice1. During U.A. Time/Workshop today, you will practice ____________.2. Everyday this week, we will spend some time ____________.3. Practice is very important if we want to remember and use what we have learned, so we will be

____________.4. For homework, I want you to ____________.5. Later this week, I’m going to see how well you ____________, sow e will be practicing.6. As we study this theme/unit, we will be practicing ____________.7. The more you practice, the more you will be able to do this on your own, so ____________.

D.DeMille, Region 8 R-TAC (Regional Technical Assistance Center)

Region 8 R-TAC for Reading First

Cognitive Planning Tool

Teaching Learning

What will I say during the Orientation phase of the lesson?

What will I explicitly tell the students AND explicitly model toward the learning objective?

What specific and appropriate strategies will I use to teach this objective?

How will I structure practice opportunities and feedback for optimal student understanding and application?

Where are there opportunities to use Academic Language?

How will I know that the students have learned the objective?

How will this objective be supported in other components or during Universal Access Time?

What do students already know that will

help them meet this current objective? Which concepts or tasks might be

problematic for some students? What are some anticipated responses?

Where in the lesson will I stop to allow students to discuss/share with their peers in order to process the information/confirm understanding?

How will I monitor student engagement during the lesson?

When will the students have an opportunity to demonstrate their understanding?

When will the students be given opportunities for varied practice during the lesson and over time?

Organization Support

How much time should be given to the teaching of this lesson and each of its sections/tasks?

How will I self-monitor the pacing of the lesson and adjust as necessary?

What will I do if students become disengaged during the lesson?

What materials do I need to have readily available to maximize time?

How might I use or vary materials so as to increase student understanding and motivation?

Which students will I plan on monitoring and providing feedback to during the whole group session?

How will I masterfully transition from one section/task/component to the next?

How will I vary response opportunities?

Where are there opportunities to scaffold

the learning? Where in the lesson will I reference the

focus wall? Where in the lesson will I intentionally

reference or use Sound/Spelling Cards effectively?

Where in the lesson will I highlight other resources in the room or program to support learning?

What ideas presented in the marginalia should I use to increase learning of all students?

Who do I need to preteach this objective to in order to provide an advantage during the lesson?

How will I determine who needs reteaching of this stated objective?

1. Anticipatory Set• Standard: ______________________________________________________• Purpose: ______________________________________________________

2. Instruction• Major concepts: _________________________________________________

_____________________________________________________________

• Key defi nitions: ______________________________________________________________________________________________________________

• Vocabulary: _________________________________________________________________________________________________________________

• Models/Examples: ____________________________________________________________________________________________________________

3. Check for Understanding• Key questions aligned to standard: ___________________________________

_____________________________________________________________

• Student active participation: _____________________________________________________________________________________________________

4. Guided Practice• Key questions aligned to standard: ___________________________________

_____________________________________________________________

• Method to elicit participation: ___________________________________________________________________________________________________

• Method of monitoring student progress: ____________________________________________________________________________________________

5. Independent Practice• Student assignment: ______________________________________________

_____________________________________________________________

• Knowledge of results: _________________________________________________________________________________________________________

DIRECT INSTRUCTION STRATEGY

Prepared for Santa Maria-Bonita School District by: QES a division of Learning Plus®

K Grade Level: Kindergarten