whole group reading · 2012. 7. 27. · identify uppercase and lowercase letters in the text of a...

Midland ISD- ELA Scope and Sequence Kindergarten

Unit 1-Sharing Ideas and Messages 29 Days Unit Dates: 8/27/12-10/5/12 Unit Assessment: 10/1/12-10/5/12

1

Revised 7-27-12

Whole Group Reading

Day 1 Day 2 Day 3 Day 4

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Big Book or picture book Fiction: Big Book or picture book

Fiction: Big Book or picture book

Fiction: Big Book or picture book

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Demonstrate effective listening skills

Hold a book right side up, turn pages and read left to right/top to bottom (K.1F)

Listen attentively by facing speakers and asking questions (K.21A)

Demonstrate effective listening skills


Demonstrate effective listening and discussion skills


Follow agreed-upon rules for discussion (K.23A)

Identify letters of the alphabet in text

Identify upper- and lower-case letters (K.1B)



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2A - distinguish sounds/ intonation patterns of English 2I - Demonstrate listening comprehension of spoken English 4A - learn English sound-letter relationships/decode

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Unit 1 Exemplar Lesson 1 Day 1, Shared Reading

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created in this lesson will be re-used in lessons 1-4.

Note: See the Background

Information and Teacher Notes sections on the CSCOPE lesson for information on Shared Reading.

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MIDLAND ISD Scope & Sequence Kinder ELA –Unit 1-Sharing Ideas and Messages

2

Whole Group Word Study


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letters


Recognize that names are made of letters


Recognize that names are made of letters


Discriminate letters from numbers


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4A-learn English sound-letter relationships/decode 4B-recognize directionality of English reading 5A-learn relationships between sounds and letters to represent sounds when writing

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Phonics Lessons; Letters, Words and How They Work Pinnell and Fountas Monthly Planning Guide pg. 36

ELC 1 (Early Literacy Concepts)

Pg. 71-74

ELC 2 (Early Literacy Concepts)

Pg. 75-78

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Unit 1, Exemplar Lesson 1 Day 1, Word Study http://www.mycscope.us/module/content/search/cscopebrowse/~/item/2117/viewdetail.ashx

Unit 1, Exemplar Lesson 1 Day 2, Word Study



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Note: Students will need a name card, these will be used in subsequent lessons.

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High Frequency word instruction will begin in the second six weeks.

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Whole Group Writing


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Generate ideas through discussion and create drafts by drawing and/or writing.

Plan a first draft by generating ideas through class discussion (K.13A)

Write one’s own name (K.18C)

Use pronouns and speak in complete sentences to tell about their writing.

Share writing with others (K.13E)

Understand and use pronouns(K.16Av)

Speak in complete sentences to communicate (K.16B)

Generate ideas through discussion and create drafts by drawing and/or writing.

Plan first draft by generating ideas through class discussion (K.13A)


Understand and use pronouns (K.16Av)

Share ideas with others through their writing and demonstrate effective listening skills.


Understand and use pronouns(K.16Av)

Listen attentively by facing speaker and asking questions (K.21A)

Share information and ideas by speaking with correct conventions (K.22A)


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3E-Share in cooperative groups

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Unit 1, Exemplar Lesson 1, Day 1, Writing



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Note: Use student work from Day 1. Note: Use teacher and student writing from Day 1.

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4

Whole Group Reading


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Identify the parts of a book.

Identify different parts of a book (K.1G)

Make connections between spoken words and print

Recognize that spoken words can be represented in print (K.1A)

Identify different parts of a book (K.1G)

Identify different forms of media (K.12A)

Hold a book right side up, turn pages correctly, and show that reading moves top to bottom and left to right.

Hold a book right side up, turn pages and read left to right/top to bottom (K.1F)

Identify uppercase and lowercase letters in the text of a book. Identify the parts of a book, hold the book correctly, and turn the pages.


Hold a book right side up, turn pages and read left to right/top to bottom (K.1F) Identify different parts of a book (K.1G)

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Note: The anchor chart created in this lesson will be re-used.

Note: Locate 3 product labels to use in this lesson (cereal box, milk carton, etc…)

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5



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Identify letters and recognize the difference between a letter and a word.


Recognize difference between letter and word (K.1D)




Begin to form letters correctly

Form upper- and lower-case letters using basic conventions (K.17A)


Demonstrate alphabetic knowledge by recognizing and naming the letters of the alphabet. Sequence the letters in their name



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Phonics Lessons; Letters, Words and How They Work Pinnell and Fountas Monthly Planning Guide pg. 36

LK1 (Letter Knowledge) Pg. 211-214

LK 2 (Letter Knowledge) Pg. 215-218



Note: Students will need a name puzzle; these will be used in subsequent lessons.

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6

Whole Group Writing


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Focus: Writing from personal experience/using nouns


Understand and use nouns (K.16Aii)


Convey ideas by drawing and speaking. Use nouns in the context of writing and speaking.





Convey ideas by drawing and speaking.

Recognize that spoken words can be represented by print (K.1A)




Sharing writing with others






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3C-Speak using a variety of sentence frames

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Note: Use student writing from Lessons 6-7.

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7

Whole Group Reading


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Gen

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*Performance Indicator

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Retell the important events in a story

Retell or act out important events in stories (Fig 19E)

Retell a main event from a story read aloud(K.8A)

Retell the important events in a nursery rhyme


Respond to rhythm and rhyme in poetry (K.7A)


Retell the important events in a nursery rhyme and respond to the rhythm and rhyme.




Listen to a poem and identify rhyming words from non-rhyming words. Generate words that rhyme with other words from the poem.



EL

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2A-distinguish sounds and intonation patterns of English 2C-learn new language structures, expressions and basic/academic vocabulary 3A-practice pronunciation of English words

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Unit 1 Exemplar Lesson 1 Day 9, Shared Reading http://www.mycscope.us/module/content/search/cscopebrowse/~/item/2117/viewdetail.ashx




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Note: The rhyming book selected

for this lesson should have a clear sequence of events

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8



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Note: This lesson requires a name puzzle for each student. You will need to select and alphabet song that focuses on the names of the letters. See the resource page for links to resources.

Note: Students will need plastic or magnetic letters or letter tiles. Students will use the name cards from lesson 1

Note: See resource page for links to resources for letter cards.

Note: Use name puzzles created for Day 8 Phonics Lesson.

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9

Whole Group Writing


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Generate ideas for writing by listening to a familiar book. Share writing using complete sentences.























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3C-Speak using a variety of sentence frames 3I-Use formal/informal English

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Unit 1, Exemplar Lesson 1 Day 9, Writing http://www.mycscope.us/module/content/search/cscopebrowse/~/item/2117/viewdetail.ashx

Unit 1, Exemplar Lesson 1 Day 10, Writing



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10

Whole Group Reading


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Gen

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Demonstrate the difference between a letter and a word.

Recognize the difference between a letter and a word (K.1D)

Recognize that sentences are comprised of words and that there is one word in print for each spoken word.

Demonstrate one-to-one correspondence between spoken and printed words (K.1C)

Recognize that sentences are comprised of words separated by spaces (K.1E)

Demonstrate understanding of letters, words, and sentences

Demonstrate one-to-one correspondence between spoken and printed words (K.1C)

Recognize the difference between a letter and a word (K.1D)


Recognize that compound words are made up of shorter words.

Recognize that compound words are made up of shorter words (K.5B)

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2D-monitor understanding and seek clarification 2E-use support to enhance and confirm understanding of spoken language

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Unit 1 Exemplar Lesson 2 Day 13, Shared Reading http://www.mycscope.us/module/content/search/~/item/2128/viewdetail.ashx




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11



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Demonstrate alphabetic knowledge by recognizing and naming the letters of the alphabet. Sequence the letters in their name and begin to write their name.









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2A-distinguish sound patterns in English 4A- learn English sound-letter relationships/decode

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12

Whole Group Writing


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Generate and share ideas for writing.





Generate and share ideas for writing.





Demonstrate understanding of letters, words, and sentences in writing.


Recognize that sentences are comprised of words with spaces between (K.1E)

Demonstrate understanding of letters, words, and sentences in writing.



EL

PS

1A- use know to predict 3B-use new vocabulary in classroom communication 1C- learn new vocabulary 3C-speak using a variety of types of sentence stems 1E- use words/phrases in discussion 3E-share in cooperative groups 2C-identify words/phrases heard in discussion 5A-learn relationships between sounds and letters 2D-chceck for understanding 5B-write using newly acquired vocabulary

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Unit 1, Exemplar Lesson 2 Day 13, Writing http://www.mycscope.us/module/content/search/~/item/2128/viewdetail.ashx




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13

Whole Group Reading


Wh

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Gen

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Fiction

Fiction

Fiction

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Recognize that compound words are made of two shorter words.


Retell important story events in correct order.



Act out and retell events in the correct order from a story read aloud.



Identify the letter sounds for short “i” and “t” and decode the word “it” in text.

Identify the common sounds that letters represent (K.3A)

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1C-Use strategic learning to acquire vocabulary 25scussions 3A-practice pronunciation of English words 3B-Learning and using English high frequency words 4D-Use prepared support to comprehend text 4J-Comprehension skills such as making connections

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Place the letters of their name in order and read name aloud


Write one’s own name (K.18C) *Performance Indicator

Distinguish rhyming pairs of words from non-rhyming pairs and generate new rhyming words when given a key word.

Orally generate rhymes in response to spoken words (K.2C)

Distinguish orally presented rhyming pairs from non-rhyming pairs (K.2D)

Distinguish rhyming pairs from non-rhyming pairs and generate rhyming words.

Orally generate rhymes in response to spoken words (K.2C)

Distinguish orally presented rhyming pairs from non-rhyming pairs (K.2D)

Demonstrate the difference between a letter and a word.


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4A- learn English sound-letter relationships/decode

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Unit 1, Exemplar Lesson 2 Day 13, Word Study http://www.mycscope.us/module/content/search/~/item/2128/viewdetail.ashx

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15

Whole Group Writing


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Generate ideas for writing and dictate sentences about their stories (pictures).





Identify a sentence made up of a group of words (K.2A)


Dictate or write sentences to tell a story in chronological order (K.14A)























Share writing with others








Share information by speaking with conventions of language (K.22A)

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1A- use know to predict 3B-use new vocabulary in classroom communication 1C- learn new vocabulary 3C-speak using a variety of types of sentence stems 1E- use words/phrases in discussion 3E-share in cooperative groups 2C-identify words/phrases heard in discussion 5A-learn relationships between sounds and letters 2D-chceck for understanding 5B-write using newly acquired vocabulary

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Note: See resource page for links for picture cards. You can also use the resources for Phonics Lessons or LLI to create picture cards.

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Whole Group Reading


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Read

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These blank days at the end of the unit may be placed anywhere within the unit

as needed.


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Recognize that sentences are comprised of words and demonstrate awareness of individual words



Manipulate objects for each spoken word in a sentence

Identify a sentence made up of a group of words (K.2A


Recognize that compound words are made up of shorter words.


Identify the short vowel sound for the letter “i”.

Identify the common sounds that\ letters represent( K.3A)

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2B-Recognize sounds used in words 4A- learn English sound-letter relationships/decode

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Note: See Teacher Note section of

CSCOPE lesson for information on compound words.

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Whole Group Writing


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These blank days at the end of the unit may be placed anywhere within the unit as needed.


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Whole Group Reading

Day 25 Day 26 Day 27 Day 28 Day 29

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These blank days at the end of the unit may be placed anywhere within the unit as

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Day 25 Day 26 Day 27 Day 28 Day 29

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Identify and sort pictures into conceptual categories.

Identify and sort pictures of objects into conceptual categories (K.5C)

Identify and sort pictures into conceptual categories.

Identify and sort pictures of objects into conceptual categories (K.5C)

Identify the sound for the letter “t”.

Identify the common sounds that\ letters represent( K.3A)

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These blank days at the end of the unit

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21

Whole Group Writing

Day 25 Day 26 Day 27

Day 28 Day 29

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These blank days at the end of the unit may be placed anywhere within the unit as

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22

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Small group lessons are the individualized sessions in which you help children develop as readers based on their needs, challenges and sometimes their preferences. Select texts according to your children’s instructional level. You may use the books suggested in the teacher’s guide, select from the Leveled Readers Database (pages 112-123 of the Comprehension Literacy Guide), or your campus guided reading library.

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Independent Reading: Independent literacy work includes meaningful and productive activities for children to do while you work with small groups. This is an

opportunity for your students to build mileage as readers, to develop good independent work skills, to collaborate with others, and to work at their own pace. The Suggested Weekly Focus for each lesson provides options for independent work that expand on the week’s instruction. (Fountas, CLLG p6)

CSCOPE Recommended Resources for selecting text: (Highlighted Texts were included in your Book Collections)

Grade-appropriate fictional text:

The Name Jar, by Yangsook Choi

Chrysanthemum, by Kevin Henkes

Jessica, by Kevin Henkes

Naughty Little Monkeys, by Jim Aylesworth

A Porcupine Named Fluffy, by Helen Lester

I’m Not Bobby, by Jules Feiffer

Tikki Tikki Tembo, by Arlene Mosel

Annabelle Swift, Kindergartner, by Amy Schwartz

Vera’s First Day of School, by Vera Rosenberry

Look Out Kindergarten, Here I Come, by Nancy Carlson

I Love School, by P. Sturges

Mouse’s First Day of School, by Lauren Thompson

My Kindergarten, by Rosemary Wells

Meet the Barkers: Morgan and Moffat Go to School, by Tomie DePaola

On the Way to Kindergarten, by V. Kroll

Chicka Chicka Boom Boom, by Bill Martin, Jr.

Alphabet City, by Stephen T. Johnson

Alphabet Mystery, by Audrey Wood


23

Click, Clack, Quackity-Quack: An Alphabet Adventure, by Doreen Cronin

Farm Alphabet Book, by Jane Miller

Max’s ABC, by Rosemary Wells

Now I Eat My ABC’s, by Pam Abrams

Superhero ABC, by Bob McLeod

Grade-appropriate rhyming books:

Barnyard Song, by Rhonda Gowler Greene

“Fire, Fire!” Said Mrs. McGuire, by Bill Martin, Jr.

Monkey Do!, by Allan Ahlbert

Jesse Bear, What Will You Wear?, by Nancy White Carlstrom

Fox in Socks, by Dr. Seuss

The Foot Book, by Dr. Seuss

Crocodile Beat, by Gail Jorgensen

Goodnight Moon, by Margaret Wise Brown

Chicka Chicka Boom Boom, by Bill Martin, Jr.

Down By the Bay, by Nadine Bernard Westcott

Five Little Monkeys Jumping on the Bed, by Eileen Christelow

Grade-appropriate picture books:

If You Give a Pig a Pancake, by Laura Numeroff

If You Take a Mouse to the Movies, by Laura Numeroff

When I Was Five, by Arthur Howard

Olivia, by Ian Falconer

Pinkalicious, by Victoria Kann

Fancy Nancy, by Jane O’Connor

Too Many Toys, by David Shannon

Lyle, Lyle Crocodile, by Bernard Waber

Curious George, by H.A. Rey


24

It Looked Like Spilt Milk, by Charles Shaw

It Wasn’t My Fault, by Helen Lester

The Very Hungry Caterpillar, by Eric Carle

If You Give a Mouse a Cookie, by Laura Numeroff

No Jumping on the Bed, by Tedd Arnold

Bark, George, by Jules Feiffer

In the Small, Small Pond, by Denise Fleming

Is Your Mama a Llama?, by Deborah Guarino

Houghton Mifflin Resources Fiction (Big Books)

Curious George’s Dinosaur Discover, by H.A. Rey (Unit 4)

Leo the Late Bloomer, by Rober Kraus (Unit 4)

Something Special, by David McPhail (Unit 6)

You Can Do It, Curious George! by H.A.Rey (Unit 6)

Fiction (Read-Aloud Books)

Curious George, by H.A. Rey (Unit 6)

Pet Show, by Ezra Jack Keats

Rhyming (Big Books)

How do Dinosaurs Go to School, by Jane Yolen and Mark Teague (Unit 1)

Mice Squeak, We Speak, by Tomie de Paola (Unit 2)

Turtle Splash, by Cathryn Falwell (Unit 3)

Sheep Take a Hike, by Nancy Shaw (Unit 4)


25

Websites for Phonics/Word Work:

http://www.stellarlearningtools.com/goodies.php (Alphabet Chart)

www.supersimplesongs.com/cd3-17.html (Alphabet songs)

www.songsforteaching.com/phonics.htm (Alphabet songs)

http://www.drjean.org/html/monthly_act/act_2005/02_Feb/pg11.html (Large letter cards)

http://www.nifl.gov/childhood/childteach.html

http://www.handwritingworksheets.com/print-k/make-pk-dots.htm

http://www.writingwizard.longcountdown.com/one-word_handwriting_worksheet_maker.html

http://www.drjean.org/html/monthly_act/act_2005/02_Feb/pg11.html



http://www.supersimplesongs.com/cd1-15.html

http://www.drjean.org/html/monthly_act/act_2005/04_Apr/pg03.html

http://www.drjean.org/html/monthly_act/act_2008/01_Jan/pg08.html

http://www.dltk-teach.com/rhymes/index.htm

http://www.dltk-teach.com/rhymes/hickory/words.htm

http://www.enchantedlearning.com/rhymes/seq

http://www.teach.virginia.edu/go/wil/rimes_and_rhymes.htm#This_Week

http://www.smart-central.com

http://www.enchantedlearning.com/rhymes/coloring

http://www.teachersandfamilies.com/nursery/index.html

http://www.carlscorner.us.com/Compounds.htm

http://www.supersimplesongs.com/cd3-8.htmlhttp://resources.sparkleboxteacherresources.ltd.uk/sb2092.pdf

http://www.kizclub.com/Phonics/word/compound.pdf

http://www.mes-english.com/flashcards.php

http://www.eslflashcards.com/

http://www.esl-kids.com/flashcards/flashcards.html

http://www.stellarlearningtools.com/goodies.php


http://www.songsforteaching.com/phonics.htm


http://www.nifl.gov/childhood/childteach.html







http://www.drjean.org/html/monthly_act/act_2005/04_Apr/pg03.html

http://www.drjean.org/html/monthly_act/act_2008/01_Jan/pg08.html

http://www.dltk-teach.com/rhymes/index.htm

http://www.dltk-teach.com/rhymes/hickory/words.htm

http://www.enchantedlearning.com/rhymes/seq

http://www.teach.virginia.edu/go/wil/rimes_and_rhymes.htm#This_Week

http://www.smart-central.com/

http://www.enchantedlearning.com/rhymes/coloring

http://www.teachersandfamilies.com/nursery/index.html

http://www.carlscorner.us.com/Compounds.htm

http://www.supersimplesongs.com/cd3-8.htmlhttp:/resources.sparkleboxteacherresources.ltd.uk/sb2092.pdf

http://www.kizclub.com/Phonics/word/compound.pdf

http://www.mes-english.com/flashcards.php

http://www.eslflashcards.com/

http://www.esl-kids.com/flashcards/flashcards.html

whole group reading · 2012. 7. 27. · identify uppercase and lowercase letters in the text of a...

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