2014-2015 Literacy Instructional Plans Seminole County ...scpsreadingip.weebly.com/uploads/2/5/9/9/25995806/k_final_ip14153.pdf · Literacy Instructional Plans Seminole County Public

2014-2015 SCPS Reading Instructional Plan

2014-2015 Literacy Instructional Plans

Seminole County Public Schools

Kindergarten

Page 1

SCPSLiteracyPlan2014-2015GradeK_Updated_Recent_shareFINAL.xlsx

Seminole County Public Schools2014-2015

K-5 Literacy Writing Committee

School Board of Seminole County

Karen Almond

Dr. Tina Calderone

Amy Lockhart

Dede Schaffner

Superintendent of Schools

Dr. Walt Griffin

Deputy Superintendent of Instructional

Excellence and Equity

Dr. Anna-Marie Cote

Elementary Executive Directors

Dr. Marion Cummings

Dr. Beth Sharpe

Director of Teaching and Learning

Dr. Corbet Wilson

Elementary Curriculum Coordinator

Shawn Harrold

Writing Committee

Elementary Reading Specialist

Courtney Kavanaugh

Title One Literacy Specialist

Jane Moore

Teachers

Allison Carothers Catherine Schubert

Susan DeMint Tenesha Wells-Eason

Lesley O'Reilly Tammy Uliano

Marianne Wells Betsy Simmons

Elliott Hershey Stacey Parsons

Kelli Reyes Jeannette Smalley

Sharri Tatum Mary Legg

Nikhail Wright Tara Heston

Debra Zacharias Jill Pecoraro

Meredith Turnage Linda Richard

Kerri Baurnis Dorretta McLaurin

Mary Estes Malcolm Cooper Adolph Pernal

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2014-2015 SCPS Reading Instructional Plan

Rationale for the 2014-2015 Literacy Plan

The 2014-2015 Literacy Instructional Plan aligns the Language Arts Florida Standards with resources found across our district and has been created as a suggested

pacing in order to guide teachers in planning standards-based instruction. The document reflects our current thinking related to the intent of the Language Arts

Florida Standards and covers the remaining weeks in the 2014-2015 school year. Each unit of instruction is based on 5 to 6 weeks of 120 minutes daily, with 90

uninterrupted reading and 30 to 40 minutes of writing instruction. Interventions should be delivered through small group instruction outside of the 120-minute

block. Teachers should be utilizing district-relevant programs and formative and summative assessments in order to differentiate instruction to meet the needs of

their students.

Teachers should be using complex texts, including a greater number of informational texts than in previous years, when teaching comprehension tasks. Additional

materials like photos, print media, first-hand documents and websites have been provided as resources of complex text. We recognize that every school may not

have access to all of these items and have therefore included multiple resources that focus on the standard. Additional materials may be available and teachers

are encouraged to add resources that align to their grade-level standards that have been approved by the district or school site. A copy of the Language Arts

Florida Standards can be found at: www.cpalms.org

Learning goals, standards and scales have been provided within this plan as an example for teachers. These scales and goals should be modified in order to best fit

students' needs based on formative assessments.

Terms Used in Plan: PA - Phonemic Awareness, RWN- Reader's & Writer's Notebook, GOTS- Guide on the Side, CL- Customized Literacy TE- Teacher Edition, SE- Student Edition

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SCPSLiteracyPlan2014-2015GradeK_Updated_Recent_shareFINAL.xlsx

M T W T F S S M T W T F S S M T W T F S S M T W T F S S

1 2 1 2 3 4 5 6 7 1 2 3 4 1

3 4 5 6 7 8 9 8 9 10 11 12 13 14 5 (6 7 8 9 10 11 2 3 4 5 6 7 8

10 11 12 13 14 15 16 15 16* 17* 18*) 19 20 21 12 13 14 15 16 17 18 9 10 11 12 13 14 15

17 18 19 20 21 22 23 22 23 24 25 26 27 28 19 20 21 22 23 24 25 16 17 18 19 20 21 22

24 25 26 27 28 29 30 29 30 31 26 27 28 29 30 31 23 24 25 26 27 28

M T W T F S S M T W T F S S M T W T F S S

1 1 2 3 4 5 1 2 3

2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10

9 10 11 12) 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17

16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22* 23 24

(23 24 25 26 27 28 29 27 28 29 30 25 26* 27*) 28 29 30 31

30 31

Student Non-Attendance Day First/Last Day

* Early Release Day ( Beginning of Grading Period ) End of Grading Period

GRADE K for 2014 - 2015

March April

January February

May

November December

Comprehension Foundational Standards Language

LAFS.K.RL.1.3 or LAFS.K.RI.1.2 & LAFS.RI.1.4

LAFS.K.RF.3.3a, LAFS.K.RF.3.3a, LAFS.K.RF.2.2.d

LAFS.K.RF.2.d, LAFS.K.RF.3.a, LAFS.K.RF.3.b, LAFS.K.RF.3.c

LAFS.K.L.1.1, 1.1b & LAFS.K.L.3.5, LAFS.K.L.1.2

Additional Standards Reading High-Frequency Standards

LAFS.RL.2.5,LAFS.K.RI.2.6,LAF

S.K.SL.1.1,

LAFS.K.SL.2.4,LAFS.K.SL.2.5,L

AFS.K.SL.2.6, LAFS.K.L.3.6,

LAFS.K.RI.4.10,

LAFS.K.RL.4.10

Unit or EOY Assessment Review based on formative assessments

LAFS.K.RI.1.1 LAFS.K.RF.2.2d, LAFS.K.RF.3.3a,b,c LAFS.K.L.3.4b, LAFS.K.L.1.1, LAFS.K.L.1.2

LAFS.K.RI.1.2 & LAFS.K.L.3.4 LAFS.K.RF.2.2d, LAFS.K.RF.3.3a,b,c LAFS.K.L.3.4b, LAFS.K.L.1.1, LAFS.K.L.1.2

LAFS.K.L.1.1, LAFS.K.L.3.4, LAFS.K.L.1.2

Ongoing

LAFS.K.RI.1.2

S.S. Essential Standards

SS.K.A.2.1 . SS.K.A.2.4

SS.K.G.3.1,SS.K.G.3.2

,SS.K.C.1.2

SS.K.G.2.1

SS.K.E.1.3

4

Reading Street 2013 Trade Book Library List TITLE AUTHOR ISBN

GRADE 1

Uno: Blue-Ribbon Beagle Spinner, Stephanie 9780448450735

Best Friends Edwards, Roberta 9780448445670

Emperor Penguins Edwards, Roberta/Schwartz, Carol 9780448446646

Babies in the Bayou Arnosky, Jim 9780142414637

Mama's Little Duckling Parker, Marjorie 9780142415320

Nobunny's Perfect Dewdney, Anna 9780142415337

Little Cloud Carle, Eric 9780698118300

Johnny Appleseed Demuth, Patricia Brennan 9780448411309

T-Rex Is Missing! Depaola, Tomie 9780448428703

Bones and the Birthday Mystery (#5) Adler, David A. 9780142414323

Badgers Fancy Meal Holub, Joan 9780142401064

From Slave to Soldier Deborah Hopinson 068939669

GRADE 2

Isla Dorros, Arthur 9780140565058

The Old House Edwards, Pamela Duncan 9780142414804

Cam Jansen 13 and the Mystery at the Haunted House Adler, David 9780142402108

Henry and Mudge and the Big Sleepover Cynthia Rylant 0689834519

Earthquake Marion Dane Bauer 1416925511

On Earth Karas, G. Brian 9780142410639

Where Fish Go In Winter Koss, Amy Goldman 9780142300381

Second Grade Rules, Amber Brown Danziger, Paula /Ross, Tony 9780142404218

Coming Home Soon 0448413345

Rainbow Tulip, The Mora, Pat 9780142500095

Legend of the Indian Paintbrush, The dePaola, Tomie 9780698113602

Virgie Goes to School with Us Boys Elizabeth Fitzgerald Howard 0689877935

Grade 3

Uncle Jed's Barbershop Margaret King Mitchell 0689849137

Legend of the Bluebonnet, The dePaola, Tomie 9780698113596

Bug Out! Clarke, Ginjer L. 9780448445434

Miss Rumphius Cooney, Barbara 9780140505399

Charlotte's Web E. B. White 9780064400558

Jeff Corwin: Snakes Corwin, Jeff 9780448451770

Lowji Discovers America Candance Fleming 1416958320

Scraps of Time A Song for Harlem McKissack, Patricia 9780142412381

Scraps of Time The Home-Run King McKissack, Patricia 9780142414590

George Did It Jurmain, Suzanne Tripp 9780142408957

The Bat Boy and His Violin Gavis Curtis 0689830122

The Storm Cynthia Rylant 068984882X

Grade 4

House in the Mail, The Wells, Rosemary & Tom/Andreasen, Dan 9780142400616

Abby Takes a Stand McKissack, Patricia /James, Gordon C. 9780142406878

Because of Winn Dixie Kate Di Camillo 0763616052

The Year of Miss Agnes Kirkpatrick Hill 0689851243

Yours Truly, Goldilocks Alma Flor Ada 0689844522

Boy, Were We Wrong About Dinosaurs! Kudlinski, Kathleen 9780142411933

Frindle Robert Burleigh 0698114256

Who Was Marco Polo? Holub, Joan 9780448445403

James and the Giant Peach Dahl, Roald 9780142410363

Flight Burleigh, Robert 9780698114258

Mieko and the Fifth Treasure Coerr, Eleanor 9780698119901

Stuart Little E. B White 9780064400565

Grade 5

Celia Cruz, Queen of Salsa Chambers, Veronica 9780142407790

Number the Stars Lois Lowry 0440802911

Three Cups of Tea Mortenson, Greg/Relin, David Oliver 9780142414125

Shiloh Phillis Reynolds Naylor 0689835825

So You Want to Be An Inventor? St. George, Judith /Small, David 9780142404607

Kid Who Invented the Popsicle, The Wulffson, Don L. 9780141302041

Mary On Horseback Wells, Rosemary 9780141308159

Immigrant Kids Freedman, Russell 9780140375947

No Talking Andres Clements 1416916245

Maniac Magee Jerry Spinelli 316809063

The Phantom Tollbooth Norton Juster 0394820371

Mr. Poper Peguin's Richard and Florence Atwater 0316058432

2. Determine central ideas or themes of a

text and analyze their development; summarize the key

supporting details and ideas.

LAFS.K.RL.1.2. With prompting and support, retell

familiar stories, including key details.

3. Analyze how and why individuals,

events, and ideas develop and interact over the course

of a text.

LAFS.K.RL.1.3. With prompting and support, identify

characters, settings, and major events in a story.

With assistance, students will understand

what key details are and be able to ask and answer questions about them. They

need to put key details in sequential order to retell

a story they know. They also have to be able to recognize and name elements

in a story.

Use questions and prompts such as:

Can you tell me what happened at the beginning of the story? What

happened after that? What happened at the end of the story?

Can you find the part that tells where the story takes place (picture or

words)?

Who was in the story? Can you find

(picture or words) this character?

Grade K Unpacking Standards- Language Arts

CCR ANCHOR STANDARD Language Arts Florida Standard Paraphrase

Reading Literature (RL)Key Ideas and Details (Cluster 1)

1. Read closely to determine what the text

says explicitly and to make logical inferences from it;

cite specific textual evidence when writing or speaking

to support conclusions drawn from the text.

LAFS.K.Rl.1.1. With prompting and support, ask and

answer questions about key details in a text.



Integration of Knowledge and Ideas (Cluster 3)7. Integrate and evaluate content presented

in diverse media and formats, including visually and

quantitatively, as well as in words.

LAFS.K.RL.3.7. 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).

8. Delineate and evaluate the argument and

specific claims in a text, including the validity of the

reasoning as well as the relevance and sufficiency of the

evidence.

(None)

LAFS.K.RL.4.10. Actively engage in group reading

activities with purpose and understanding.

10. Read and comprehend complex literary

and informational texts independently and proficiently.

Actively engaged students are responsible

for their own learning.

Reading Literature (RL)

Range of Reading and Level of Text Complexity (Cluster 4)


the relationship between illustrations and the story and how the illustrations

help explain the story. Students will look for similarities and differences in

characters‟ experiences within stories they know.


Look at the picture. Can you tell me what is happening in the story? How

does the picture help you?

What is the same about the characters in the two stories? What is different?

How did the characters solve the problem in the two stories? Did they solve

the problem in the same way?

LAFS.K.RL.3.9. With prompting and support, compare

and contrast the adventures and experiences of characters in

familiar stories.

9. Analyze how two or more texts address

similar themes or topics in order to build knowledge or

to compare the approaches the authors take.

Craft & Structure (Cluster 2)4. Interpret words and phrases as they are

used in a text, including determining technical,

connotative, and figurative meanings, and analyze how

specific word choices shape meaning or tone.

LAFS.K.RI.2.4. With prompting and support, ask and

answer questions about unknown words in a text.

With assistance, students should

understand how a piece of informational text is structured. At this level,

students

ask and answer questions about words they do not know; they can identify the

main print concepts/features of a book and understand the roles of both

author and illustrator.


What do you do when you come to a word you do not know? What can help

you? (glossary, use context)

What is the job of the author? What is the job of the illustrator? Show me the

front of the book. Show me the back of the book.

5. Analyze the structure of texts, including

how specific sentences, paragraphs, and larger portions

of the text (e.g., a section, chapter, scene, or stanza)

relate to each other and the whole.

LAFS.K.RI.2.5. Identify the front cover, back cover, and

title page of a book.

6. Assess how point of view or purpose

shapes the content and style of a text.

LAFS.K.RI.2.6. Name the author and illustrator of a text

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

a text.


Reading Informational Text (RI)


Print Concepts (Cluster 1)Students will understand basic print

features. They will learn that:

books have a correct position that print has specific directionality

print has meaning and is made up of letters

Use questions and prompts such as: Show me where to begin reading.

Where do I go from there? After that?

Which page do I read first? Point to the words as I read.

LAFS.K.RF.1.1. Demonstrate understanding of the

organization and basic features of print.

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

b. Recognize that spoken words are represented in written language by

specific sequences of letters.

c. Understand that words are separated by spaces in print.

d. Recognize and name all upper- and lowercase letters of the alphabet.

None



Phonological Awareness (Cluster 2)LAFS.K.RF.2.2. Demonstrate understanding of spoken

words, syllables, and sounds (phonemes). a. Recognize and

produce rhyming

words.

b. Count, pronounce, blend, and segment syllables in spoken

words.

c. Blend and segment onsets and rimes of single-syllable spoken

words.

d. Isolate and pronounce the initial, medial vowel, and final sounds

(phonemes) in three-phoneme (consonant-vowel-consonant, or

CVC) words.1 (This does not include CVCs ending with /l/, /r/, or

/x/.)

e. Add or substitute individual sounds (phonemes) in simple, one-

syllable words to make new words.

None Use questions and prompts such as:

Which word rhymes with this one? Clap the syllables in this word.

Say each sound you hear in this word slowly.

What do you hear at the beginning of this word? What do you hear next? At

the end?

Reading Foundational Skills (RF)

LAFS.K.RF.2.2. Demonstrate understanding of spoken

words, syllables, and sounds (phonemes). a. Recognize and

produce rhyming

words.

b. Count, pronounce, blend, and segment syllables in spoken

words.

c. Blend and segment onsets and rimes of single-syllable spoken

words.

d. Isolate and pronounce the initial, medial vowel, and final sounds

(phonemes) in three-phoneme (consonant-vowel-consonant, or

CVC) words.1 (This does not include CVCs ending with /l/, /r/, or

/x/.)

e. Add or substitute individual sounds (phonemes) in simple, one-

syllable words to make new words.

None



Comprehension and Collaboration (Cluster 1)


Which word rhymes with this one? Clap the syllables in this word.

Say each sound you hear in this word slowly.

What do you hear at the beginning of this word? What do you hear next? At

the end?

LAFS.K.SL.1. Participate in collaborative

conversations with diverse partners about kindergarten topics

and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., listening to

others and taking turns speaking about the topics and texts

under discussion).

b. Continue a conversation through multiple exchanges.

1. Prepare for and participate effectively in

a range of conversations and collaborations with diverse

partners, building on others‟ ideas and expressing their

own clearly and persuasively.

LAFS.K.SL.1.2. 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.

2. Integrate and evaluate information

presented in diverse media and formats, including

visually, quantitatively, and orally.

3. Evaluate a speaker‟s point of view,

reasoning, and use of evidence and rhetoric.

LAFS.K.SL.1.3. Ask and answer questions in order to

seek help, get information, or clarify something that is not

understood.

Students in kindergarten will engage in

conversations about grade-appropriate topics and texts. In order to do so,

students will need ample opportunities to take part

in a variety of rich, structured conversations. Students actively engage as part

of a whole class, in small groups, and with a partner, sharing the roles of

participant, leader, and observer. Students at this level should engage in

collaborative conversations (such as book groups, literature circles, buddy

reading), and

develop skills in active (close) listening and group discussion (looking at the

speaker, turn taking, linking ideas to the speakers‟ idea, sharing the floor, etc).

Kindergarten students are able to confirm understanding of a text read aloud

or information presented in multiple formats. Kindergarten students should be

able to listen to what a speaker says and then ask questions to gain

comprehension if

something is not understood. Students need to have strategies for asking

questions that are on topic. They also need to know strategies for

understanding and answering questions asked of them.

Speaking and Listening (SL)

3. Evaluate a speaker‟s point of view,

reasoning, and use of evidence and rhetoric.

LAFS.K.SL.1.3. Ask and answer questions in order to

seek help, get information, or clarify something that is not

understood.

Students in kindergarten will engage in

conversations about grade-appropriate topics and texts. In order to do so,

students will need ample opportunities to take part

in a variety of rich, structured conversations. Students actively engage as part

of a whole class, in small groups, and with a partner, sharing the roles of

participant, leader, and observer. Students at this level should engage in

collaborative conversations (such as book groups, literature circles, buddy

reading), and

develop skills in active (close) listening and group discussion (looking at the

speaker, turn taking, linking ideas to the speakers‟ idea, sharing the floor, etc).

Kindergarten students are able to confirm understanding of a text read aloud

or information presented in multiple formats. Kindergarten students should be

able to listen to what a speaker says and then ask questions to gain

comprehension if

something is not understood. Students need to have strategies for asking

questions that are on topic. They also need to know strategies for

understanding and answering questions asked of them.

Paraphrase

Language (L)Conventions of Standard English (Cluster 1)

An understanding of language is essential

for effective communication. “The inclusion of Language standards in their own

strand should not be taken as an indication that skills related to conventions,

knowledge of language, and vocabulary are unimportant to reading, writing,

speaking, listening, and viewing; indeed, they are inseparable from such

contexts.”

Kindergarten students must have a command of the grammar and usage of

spoken and written standard English. Standards that are related to conventions

are appropriate to formal spoken English as they are to formal written English.

At this level, emphasis is on using complete sentences, forming questions,

using plurals, and the more commonly used prepositions. With conventions,

students are becoming adept at ending punctuation, capitalizing (I), and

spelling simple words.

2. Demonstrate command of the

conventions of standard English capitalization,

punctuation, and spelling when writing.

LAFS.K.L.1.2. Demonstrate command of the conventions of standard

English capitalization, punctuation, and spelling when writing.

a. Capitalize the first word in a sentence and the pronoun I.

b. Recognize and name end punctuation. c. Write a letter or letters for

most

consonant and short-vowel sounds

(phonemes).

d. Spell simple words phonetically, drawing on knowledge of sound-letter

relationships.

LAFS.K.L.1.1. Demonstrate command of the

conventions of standard English grammar and usage when

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/ (e.g.,

dog, dogs; wish, wishes).

d. Understand and use question words (interrogatives) (e.g.,

who, what, where, when, why, how).

e. Use the most 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.


conventions of standard English grammar and usage

when writing or speaking.


CCR ANCHOR STANDARD Language Arts Florida Standard

Vocabulary Acquisition and Use (Cluster 3)As students at this level focus on word

acquisition and use, the intent of the CCSS is to introduce grammatical

knowledge in basic ways that will be relearned in more sophisticated contexts

in the upper grades.

The overall focus of language learning in regards to vocabulary acquisition is to

guide students as they make purposeful language choices in writing and

speaking in order to communicate effectively in a wide range of print and

digital texts. Students need to understand the diversity in standard English and

the ways authors use formal and informal voice (dialects,

registers) to craft their message for specific purposes. Students also need

strategies for learning to make these kinds of choices for themselves as they

write and speak in different contexts and for different purposes.

Learning words at this stage includes exploring different shades of the same

verb (run/sprint), adjectives of differing intensity, and inflectional forms;

understanding categories of common concepts/objects; and defining words by

category.

4. Determine or clarify the meaning of

unknown and multiple-meaning words and phrases by

using context clues, analyzing meaningful word parts,

and consulting general and specialized reference

materials, as appropriate.

LAFS.K.L.3.4. Determine or clarify the meaning of

unknown and multiple-meaning words and phrases based on

kindergarten reading and content.

a. Identify new meanings for familiar words and apply them

accurately (e.g., knowing duck is a bird and learning the verb to

duck).

b. 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.

5. Demonstrate understanding of word

relationships and nuances in word meanings.

LAFS.K.L.3.5. With guidance and support from adults,

explore word relationships and nuances in word meanings.

a. Sort common objects into categories (e.g., shapes, foods) to gain a

sense of the concepts the categories represent.

b. Demonstrate understanding of frequently occurring verbs and

adjectives by relating them to their opposites (antonyms).

c. Identify real-life connections between words and their use (e.g., note

places at school that are colorful).

d. Distinguish shades of meaning among verbs describing the same

general

action (e.g., walk, march, strut, prance)

by acting out the meanings.



Language (L)

An understanding of language is essential

for effective communication. “The inclusion of Language standards in their own

strand should not be taken as an indication that skills related to conventions,

knowledge of language, and vocabulary are unimportant to reading, writing,

speaking, listening, and viewing; indeed, they are inseparable from such

contexts.”

Kindergarten students must have a command of the grammar and usage of

spoken and written standard English. Standards that are related to conventions

are appropriate to formal spoken English as they are to formal written English.

At this level, emphasis is on using complete sentences, forming questions,

using plurals, and the more commonly used prepositions. With conventions,

students are becoming adept at ending punctuation, capitalizing (I), and

spelling simple words.


conventions of standard English capitalization,

punctuation, and spelling when writing.

LAFS.K.L.1.2. Demonstrate command of the conventions of standard

English capitalization, punctuation, and spelling when writing.

a. Capitalize the first word in a sentence and the pronoun I.

b. Recognize and name end punctuation. c. Write a letter or letters for

most

consonant and short-vowel sounds

(phonemes).

d. Spell simple words phonetically, drawing on knowledge of sound-letter

relationships.

As students at this level focus on word

acquisition and use, the intent of the CCSS is to introduce grammatical

knowledge in basic ways that will be relearned in more sophisticated contexts

in the upper grades.

The overall focus of language learning in regards to vocabulary acquisition is to

guide students as they make purposeful language choices in writing and

speaking in order to communicate effectively in a wide range of print and

digital texts. Students need to understand the diversity in standard English and

the ways authors use formal and informal voice (dialects,

registers) to craft their message for specific purposes. Students also need

strategies for learning to make these kinds of choices for themselves as they

write and speak in different contexts and for different purposes.

Learning words at this stage includes exploring different shades of the same

verb (run/sprint), adjectives of differing intensity, and inflectional forms;

understanding categories of common concepts/objects; and defining words by

category.

5. Demonstrate understanding of word

relationships and nuances in word meanings.

LAFS.K.L.3.5. With guidance and support from adults,

explore word relationships and nuances in word meanings.

a. Sort common objects into categories (e.g., shapes, foods) to gain a

sense of the concepts the categories represent.

b. Demonstrate understanding of frequently occurring verbs and

adjectives by relating them to their opposites (antonyms).

c. Identify real-life connections between words and their use (e.g., note

places at school that are colorful).

d. Distinguish shades of meaning among verbs describing the same

general

action (e.g., walk, march, strut, prance)

by acting out the meanings.



Craft & Structure (Cluster 2)4. Interpret words and phrases as they are

used in a text, including determining technical,

connotative, and figurative meanings, and analyze how

specific word choices shape meaning or tone.

LAFS.K.RL.2.4. Ask and answer questions about

unknown words in a text.

Students in kindergarten should be able to

recognize a story, a poem, a book, and other forms of text. At this level, they

ask and answer questions about words they do not know across various kinds

of texts by using story context. Kindergarten students also identify the author

and illustrator of a story and the part each plays in telling the story.


What can you do when you come to a word you do not know? (use context)

Can you tell me what kind of book this is? How do you know?

Who is the author? What is his/her job? Who is the illustrator? What is his/her

job?

5. Analyze the structure of texts, including

how specific sentences, paragraphs, and larger portions

of the text (e.g., a section, chapter, scene, or stanza)

relate to each other and the whole.

LAFS.K.RL.2.5. Recognize common types of texts (e.g.,

storybooks, poems).

6. Assess how point of view or purpose

shapes the content and style of a text.

LAFS.K.Rl.2.6. With prompting and support, identify the

author and illustrator of a story and define the role of each in telling

the story.

Reading Literature (RL)




3. Analyze how and why individuals,

events, and ideas develop and interact over the course

of a text.

LAFS.K.RI.1.3. With prompting and support, describe

the connection between two individuals, events, ideas, or pieces of

information in a text.


what key details are and be able to ask and answer questions about them. They

should be able to state the main idea in their own words. At this level, students

are required to tell how two individuals, events, ideas

or information are linked together.


Using what you read, write (dictate or draw) or ask your own questions

about an important idea from this text.

What is the main idea of this text? Can you find one of the important

ideas in this text? Can you find another

important idea?

Can you tell me how these two ideas are the same? Can you tell me how

they are different?

Key Ideas and Details (Cluster 1)1. Read closely to determine what the text

says explicitly and to make logical inferences from it;

cite specific textual evidence when writing or speaking

to support conclusions drawn from the text.

LAFS.K.RI.1.1. With prompting and support, ask and

answer questions about key details in a text.

2. Determine central ideas or themes of a

text and analyze their development; summarize the key

supporting details and ideas.

LAFS.K.RI.1.2. With prompting and support, identify

the main topic and retell key details of a text.


Integration of Knowledge and Ideas (Cluster 3)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).

LAFS.K.RI.3.7 With prompting and support, identify the author and

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

information in a text.

8. With prompting and support, identify

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

LAFS.K.RI.3.8. Identify the reasons an author gives to

support points in a text.


how illustrations help explain the text and discuss similarities and differences in two texts that

share the same main idea. At this level, students should also develop the ability to recognize the

author‟s reasoning by finding support within the text.


Look at this picture. Can you tell how the author uses this picture to help you understand the

topic?

What does this picture add to your thinking about what you (we) read?

Can you find the reason why the author thinks that…? Can you find the reason why the author

believes…?

How are these two books showing the same topic in different ways?

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).

10. Read and comprehend complex literary

and informational texts independently and proficiently.

LAFS.K.RI.4.10. Actively engage in group reading

activities with purpose and understanding.

Actively engaged students are responsible

for their own learning.

Range of Reading and Level of Text Complexity (Cluster 4)

LAFS.K.RI.3.9. Identify basic similarities in and

differences between two texts on the same topic (e.g., in

illustrations, descriptions, or procedures).



LAFS.K.RF.3.3. Know and apply grade-level phonics

and word analysis skills in decoding words.

a. Demonstrate basic knowledge of letter- sound correspondences by

producing the primary or most frequent sound for each consonant.

b. Associate the long and short sounds with the common spellings

(graphemes) for the five major vowels.

c. Read common high-frequency words by sight (e.g., the, of, to, you, she,

my, is, are, do, does).

d. Distinguish between similarly spelled words by identifying the sounds

of the letters that differ.

Students continue learning specific

strategies for decoding words in texts. Learning letter-sound correspondence, vowel

patterns, and high frequency words enhances decoding, spelling ability, and vocabulary

development.

Use questions and prompts such as: Does that sound right?

Does that look right?

Does that make sense?

Look at the word, does it look like…? You said…does it look like…?

Look at the beginning of that word, can you get it started?

Fluency (Cluster 4)LAFS.K.RF.4.4. Read emergent-reader texts with

purpose and understanding.

Fluency helps the reader process language

for meaning and enjoyment. Fluent readers are able to focus attention on the

meaning of the text. Readers at this stage benefit from opportunities to read

texts multiple times at an independent level.

Use questions and prompts such as: Make your voice sound like talking. Listen

to me and read it like this. Does that make sense?

Does that sound right?



Phonics and Word Recognition (Cluster 3)

Reading Foundational Skills (RF)

None

None

LAFS.K.RF.4.4. Read emergent-reader texts with

purpose and understanding.

Fluency helps the reader process language

for meaning and enjoyment. Fluent readers are able to focus attention on the

meaning of the text. Readers at this stage benefit from opportunities to read

texts multiple times at an independent level.

Use questions and prompts such as: Make your voice sound like talking. Listen

to me and read it like this. Does that make sense?

Does that sound right?

None



Presentation of Knowledge and Ideas (Cluster 2)4. Present information, findings, and

supporting evidence such that listeners can follow the

line of reasoning and the organization, development,

and style are appropriate to task, purpose, and

audience.

LAFS.K.SL.2.4. Describe familiar people, places, things,

and events and, with prompting and support, provide additional

detail.

Kindergarteners should be able to report

facts and relevant details about an experience. This should be done orally, with

some detail, and with clarity of thought and emotions. They should be able to

add visual displays to illuminate chosen facts or details.

In order to do so, students will need multiple opportunities to present

information to others and develop

behaviors that will lead to the ability to add appropriate visual displays.

Students will need to engage in behaviors

that lead to the natural expression of ideas both verbally and in writing: turn

and talk, small group discussion, and emergent listening and speaking learning

centers. Students will also need a purposeful focus throughout ELA on choice-

making.

For example, kindergarten students need to be able to choose visual displays

that add to and support their thinking about a topic. Students must

be able to articulate their ideas in a way that is purposeful and appropriate to

the audience.

5. Make strategic use of digital media and

visual displays of data to express information and

enhance understanding of presentations.

LAFS.K.SL.2.5. Add drawings or other visual displays to

descriptions as desired to provide additional detail.

6. Adapt speech to a variety of contexts and

communicative tasks, demonstrating command of

formal English when indicated or appropriate.

LAFS.K.SL.2.6. Speak audibly and express thoughts,

feelings, and ideas clearly.

Speaking and Listening (SL)

Kindergarteners should be able to report

facts and relevant details about an experience. This should be done orally, with

some detail, and with clarity of thought and emotions. They should be able to

add visual displays to illuminate chosen facts or details.

In order to do so, students will need multiple opportunities to present

information to others and develop

behaviors that will lead to the ability to add appropriate visual displays.

Students will need to engage in behaviors

that lead to the natural expression of ideas both verbally and in writing: turn

and talk, small group discussion, and emergent listening and speaking learning

centers. Students will also need a purposeful focus throughout ELA on choice-

making.

For example, kindergarten students need to be able to choose visual displays

that add to and support their thinking about a topic. Students must

be able to articulate their ideas in a way that is purposeful and appropriate to

the audience.

6. Adapt speech to a variety of contexts and

communicative tasks, demonstrating command of

formal English when indicated or appropriate.

LAFS.K.SL.2.6. Speak audibly and express thoughts,

feelings, and ideas clearly.

Language (L)Knowledge of Language (Cluster 2)

3. (Begins in grade 2)3. Apply knowledge of language to

understand how language functions in different

contexts, to make effective choices for meaning or style,

and to comprehend more fully when reading or

listening.



Vocabulary Acquisition and Use (Cluster 3 Cont.)LAFS.K.L.3.6. Use words and phrases acquired through

conversations, reading and being read to, and responding to texts.

6. Acquire and use accurately a range of

general academic and domain-specific words and

phrases sufficient for reading, writing, speaking, and

listening at the college and career readiness level;

demonstrate independence in gathering vocabulary

knowledge when encountering an unknown term

important to comprehension or expression.


CCR ANCHOR STANDARD Language Arts Florida Standard Unpacking

Language (L)

3. (Begins in grade 2)3. Apply knowledge of language to

understand how language functions in different

contexts, to make effective choices for meaning or style,

and to comprehend more fully when reading or

listening.

LAFS.K.L.3.6. Use words and phrases acquired through

conversations, reading and being read to, and responding to texts.

6. Acquire and use accurately a range of

general academic and domain-specific words and

phrases sufficient for reading, writing, speaking, and

listening at the college and career readiness level;

demonstrate independence in gathering vocabulary

knowledge when encountering an unknown term

important to comprehension or expression.

Kindergarten Social Studies Standards

BENCHMARK CODE BENCHMARK

SS.K.A.1.1 Develop an understanding of how to use and create a timeline.

SS.K.A.1.2 Develop an awareness of a primary source.


SS.K.A.2.1 Compare children and families of today with those in the past.

SS.K.A.2.2Recognize the importance of celebrations and national holidays as a way of remembering and

honoring people, events, and our nation's ethnic heritage.

SS.K.A.2.3 Compare our nation's holidays with holidays of other cultures.

SS.K.A.2.4Listen to and retell stories about people in the past who have shown character ideals and principles

including honesty, courage, and responsibility.

SS.K.A.2.5 Recognize the importance of U.S. symbols.


SS.K.A.3.1Use words and phrases related to chronology and time to explain how things change and to

sequentially order events that have occurred in school.

SS.K.A.3.2 Explain that calendars represent days of the week and months of the year.


Standard 1: Historical Inquiry and Analysis

Standard 3: Chronological Thinking

Strand: GEOGRAPHY

Standard 2: Historical Knowledge

Strand: AMERICAN HISTORY

Standard 1: The World in Spatial Terms


SS.K.G.1.1 Describe the relative location of people, places, and things by using positional words.

SS.K.G.1.2 Explain that maps and globes help to locate different places and that globes are a model of the Earth.

SS.K.G.1.3 Identify cardinal directions (north, south, east, west).

SS.K.G.1.4 Differentiate land and water features on simple maps and globes.


SS.K.G.2.1 Locate and describe places in the school and community.

SS.K.G.2.2Know one's own phone number, street address, city or town and that Florida is the state in which the

student lives.


SS.K.G.3.1 Identify basic landforms.

SS.K.G.3.2 Identify basic bodies of water.

SS.K.G.3.3Describe and give examples of seasonal weather changes, and illustrate how weather affects people

and the environment.

SS.K.E.1.1 Describe different kinds of jobs that people do and the tools or equipment used.

SS.K.E.1.2 Recognize that United States currency comes in different forms.

SS.K.E.1.3 Recognize that people work to earn money to buy things they need or want.

Standard 2: Places and Regions

Standard 3: Physical System

Strand: ECONOMICS

Standard 1: Beginning Economics


SS.K.E.1.4 Identify the difference between basic needs and wants.

SS.K.C.1.1 Define and give examples of rules and laws, and why they are important.

SS.K.C.1.2 Explain the purpose and necessity of rules and laws at home, school, and community.


SS.K.C.2.1 Demonstrate the characteristics of being a good citizen.

SS.K.C.2.2Demonstrate that conflicts among friends can be resolved in ways that are consistent with being a

good citizen.

SS.K.C.2.3 Describe fair ways for groups to make decisions.

Standard 1: Foundations of Government, Law, and the American Political System

Standard 2: Civic and Political Participation

Strand: CIVICS AND GOVERNMENT

Glossary of Key Terms- ELA Close Read- Reading a short, complex passage carefully, multiple times, with a purpose that

leads to deeper comprehension.

Cloze Passage- A passage that requires students to identify the correct vocabulary words

that have been deleted from the passage.

Domain-specific words and phrases – Vocabulary specific to a particular field of study

(domain), such as the human body (CCSS, p. 32); in the Standards, domain-specific words and

phrases are analogous to Tier Three words (Language, p. 36).

Emergent reader texts – Texts consisting of short sentences comprised of learned sight

words and CVC words; may also include rebuses to represent words that cannot yet be

decoded or recognized; see also rebus.

Evidence – Facts, figures, details, quotations, or other sources of data and information that

provide support for claims or an analysis and that can be evaluated by others; should appear

in a form and be derived from a source widely accepted as appropriate to a particular

discipline, as in details or quotations from a text in the study of literature and experimental

results in the study of science.

Focused question – A query narrowly tailored to task, purpose, and audience, as in a

research query that is sufficiently precise to allow a student to achieve adequate specificity

and depth within the time and format constraints.

General academic words and phrases – Vocabulary common to written texts but not

commonly a part of speech; in the Standards, general academic words and phrases are

analogous to Tier Two words and phrases (Language, p 36).

Independent(ly) – A student performance done without scaffolding from a teacher, other

adult, or peer; in the Standards, often paired with proficient(ly) to suggest a successful

student performance done without scaffolding; in the Reading standards, the act of reading a

text without scaffolding, as in an assessment; scaffolding

Point of view – Chiefly in literary texts, the narrative point of view (as in first- or third-person

narration); more broadly, the position or perspective conveyed or represented by an author, narrator,

speaker, or character.

Print or digital (texts, sources) – Sometimes added for emphasis to stress that a given standard

is particularly likely to be applied to electronic as well as traditional texts; the standards are generally

assumed to apply to both.

Proficient(ly) – A student performance that meets the criterion established in the Standards as

measured by a teacher or assessment; in the Standards, often paired with independent(ly) to suggest

a successful student performance done without scaffolding; in the Reading standards, the act of

reading a text with comprehension; see also independent(ly), scaffolding.

Scaffolding – Temporary guidance or assistance provided to a student by a teacher, another adult,

or a more capable peer, enabling the student to perform a task he or she otherwise would not be able

to do alone, with the goal of fostering the student’s capacity to perform the task on his or her own

later on.

Text Coding- Marking a text with symbols in order to examine the structure, key ideas, details or to

examine a specific topic.

Text complexity – The inherent difficulty of reading and comprehending a text combined with

consideration of reader and task variables; in the Standards, a three-part assessment of text difficulty

that pairs qualitative and quantitative measures with reader-task considerations (CCSS, pp. ; Reading,

pp. xx).

Text complexity band – A range of text difficulty corresponding to grade spans within the

Standards; specifically, the spans from grades 2–3, grades 4–5, grades 6–8, grades 9–10, and grades

11–CCR (college and career readiness).

With prompting and support/with (some) guidance and support – See scaffolding

D Description- Words or phrases that evoke an image in the reader's mind or appeal to the five senses.

Codes for Informational Text

DE Definition- When the author defines a term to help the reader understand the concept, idea or topic.

E Expert- Information or quotes from an expert source. This can be an organization, agency or person.

SStatistic- Information that includes quantitative information that may be represented numerically, on tables, graphs or

illustrations or using words and phrases.

OObservation/Anecdote- When the author or who the author is citing provides an observation or anecdote that helps or argue

his or her claim.

EX Example- A specfic example the author uses to explain or argue a point.

What is Close Reading ? Close reading is a strategy that allows readers to dig deeper into a text by completing some or all of the following:

1. Reading the text (model or independently) to gain a key understanding

of the text.

2. Coding the text for something specific (vocabulary, evidence, opinions,

new information, etc. ) see text codes .

3. Rereading the text & discussion (whole group or small group).

4. Rereading the text to answer questions/ produce a writing task .

E

C

Text Codes

* Important Idea

! This information is interesting or surprising

? I have a question about this word/phrase/idea

Evidence to support my task or thinking

Connection to another text or another idea

LAFS.K.RF.3.3

Phonics/ Fluency PA High Freq Words Handwriting Conventions

TE pg. 23

me

with

sheAmazing

Words

TE pg. 17, 33, 51,

81, 93

First Stop Reader's Theatre

RI.1.2

LAFS.K.RF.3.3a & 3.3c, LAFS.K.RF.2.2d

This week we read a story about a little panda, Hua Mei, who grows and changes a lot

in one year. How have you grown and changed since you were a baby?

Suggested S.S. Resources

Stan

dar

ds:

SS.

K.A

.2.1

. SS

.K.A

.2.4

TE pgs.76-77 TE pgs. 100-101 RWN pg.170

Weekly Assessment OR

CCR Assessment OR

Teacher-Created

Assessment

Comprehension Toolkit Strategy Book 5 - lesson 16, p. 2; lesson 17, p. 16

Stategy Book 3 - lesson 8, p. 2 Strategy Book 6 -

lesson 19, p. 2

RWN

161

Text Study

Trucktown: Lucy can Nap or other grade level

approved standards-based text

LAFS.K.RL.3.9

DOK Stems

1. How would you

compare____?

Contrast_____?

2. What conclusions can

you draw?

3. What is your

interpretation of the

text?

High Frequency Unit Standards: LAFS.K.RI.1.2

GKU3W1 Learning Goal: With prompting & support, students will be able to identify the main topic and retell key details of a

text.

Standards Click here for Example Scale

Spelling &

Saying /n/

and /b/ TE

pg.20,

Decodable

Reader 13

Re

sou

rce

sR

ea

din

g S

tre

et

SCPS Writing Plan Focus: Informational Fall

Click for

Words

Initial

and final

/n/ and

/b/ TE

pg.18-19

RWN 163-

164RWN 166

Re

tea

ch

/Exte

nsio

n

First Stop pg.

155

Su

pp

lem

en

tal

Ma

teria

ls Optional Schl

based fluency

resources

Asse

ssm

en

t O

ptio

ns

Click for

Words

Skills

Buddy

12 -13

RWN

162 -167

Skills Buddy

pg. 17-25 -

RWN: pg. 165

Help Endangered

Animals TE SG.7

Sleuth

Initial &

Final Pg.

154

Farfallina &

Marcel

TB

Wri

tin

g

Click Here for Compare Writing Frame.

Writing Frame based on Little Panda. This is done as a shared writing.

Compare and Contrast: Best

Friends - TE pgs. 26 and 27

Compare/Contrast: pg. 65.

Close Read: pgs. 68-70

Compare/Contrast:

Close Read: TE pg. 73

TE pg. 79 - How a Panda

Changes and Grows

activity

Monitor Progress: TE pgs.

96 and 97

LAFS.K.

Upper

and

lower

case Nn

and Bb

TE pg.22

Verbs TE

pg.28

Lesson Planning Sheet

Click here for Social

Studies Resources

Unit 3

RWN pg.168

Customized Literacy Guide on the Side

CPALMS

Leveled Readers

Plot - p. 28-29

Compare and

Contrast - p. 30

Plot p. 98,

Compare and

Contrast p. 92

Concept Literacy: Pandas Grow Up (Guided Reading Level A)

Below Level: Pandas Can Nap

On-Level: The Baby Panda

Advanced: The Fawn (Guided Reading Level C)

Get Set, Roll! Reader: Lucy Can Nap

Suggested S.S. Sites

http://www.archives.

gov/ ,

www.smithsoniansou

rce.org

Visit the CPALMS website for other standards based instruction support

Click here for SCPS Writing Lesson 3.8

http://www.cpalms.org/Public/PreviewStandard/Preview/5727

http://scpsreadingip.weebly.com/uploads/2/5/9/9/25995806/scale_for_lafs.k.ri.1.2-unit_3.docx

http://scpsreadingip.weebly.com/uploads/2/5/9/9/25995806/rdg13_fstop_gk_wlists.doc




http://scpsreadingip.weebly.com/uploads/2/5/9/9/25995806/kindergarten_early_and_mid_year_compare.pdf

http://www.weebly.com/uploads/2/5/9/9/25995806/crqplanningsheet.pdf

http://www.weebly.com/uploads/2/5/9/9/25995806/kindergarten_social_studies_resources_for_unit_3.docx



http://www.archives.gov/




http://scpswriting.weebly.com/uploads/2/6/1/4/26142576/final_grade_k_informational_expository_fall__instructional_plan.docx


LAFS.K.RF.3.3


TE 123 & 139

me

with

sheAmazing

Words

TE pgs. 117,

133, 151,

181, 193

First Stop Reader's Theatre Suggested S.S. Resources

RI.1.2

SB: pgs.

36 -

RWN:

pg. 174

and 179

Initial &

Final Pg.

154

Farfallina &

Marcel

The Fish Brothers Race

TE SG.25

Text Study

Leveled Readers

p.28-29 p. 98

Concept Literacy: Growing Up (Guided Reading Level A)

Below Level: Ric and Rin Ran!

On-Level: Tap! Rap! Bam! with Me

Advanced: We Can Do It! (Guided Reading Level C)

Get Set, Roll! Reader: Rita Ran to Rosie

Sleuth


GKU3W2 Learning Goal: With prompting & support, students will be able to identify the main topic and retell key details of

a text.


Res

ou

rces

Rea

din

g S

tree

t

LAFS.K.RF.3.3a; 3.3.c; 2.2e; K.L.1.1, 1.1.b, 3.4 3.5.d, 3.6

SCPS Writing Plan Focus: Narrative Winter

Click for

Words

Initial /r/

Skills Buddy:

pgs. 37-45

RWN: pgs.

178, 181 and

184

Click for

Words

TB

Wri

ting

Upper

and

lower

case Rr

Verbs for

Now and the

Past

Writing Frame based on Little Quack. This is done as a shared writing.

LAFS.K.RL.1.2, LAFS.K.RL.1.3

Plot: The Bicycle - TE pgs.

126 and 127Retell: TE pg. TE143

Rete

ach

/Exte

nsio

n

First Stop pg.

155

Sup

ple

men

tal

Optional

School based

fluency

resources

Assessm

en

t O

ption

s

Click here for SCPS Writing Lesson 4.1,4.2,4.3

RWN pg.158


CPALMS


Lesson Planning

Sheet

TE pgs.186-187 RWN pg.183 TE pgs.200-201


CCR Assessment OR

Teacher-Created

Assessment


Stategy Book 3 - lesson 8, p. 2

Strategy Book 6 - lesson 19, p. 2

R spelled Rr,

TE pg.124


gov/ ,

www.smithsoniansou

rce.org



Trucktown: Rita Ran to Rosie or other grade

level approved standards-based text

SB: pgs. 36 -

RWN: pg.

177

RWN:

pg. 173

Close Read: What has

happened so far in the

story? TE pgs. 159 - 165

Monitor Progress: Plot: TE

pgs. 200 and 201

DOK Stems

1. What can you say

about_______?


you draw_______?

3. How would you

describe the sequence

of_____?

This week we read a story about a duckling, Little Quack, who as he grows can do

more things that an adult duck can do. What will you be able to do when you an

adult?Click Here for Compare Writing Frame.


Studies Resources

Unit 3

Stan

dar

ds:

SS.

K.A

.2.1

. SS

.K.A

.2.4






http://scpswriting.weebly.com/uploads/2/6/1/4/26142576/final_grade_k_narrative_winter__instructional_plan.docx












LAFS.K.RF.3.3


TE 223 & 239

see

look

Amazing

Words

TE pgs. 217,

233, 251,

279, 291


RI.1.2


you draw________?

2. How would you

summarize__________?

This week we read a story about Daniel and his Father who lived long ago. We looked

at the illustrations and saw that life was different long ago. Tell how life was different

long ago.

Trucktown: The Dip or other grade level




CPALMS

Leveled Readers

p.28-29 p. 98

Concept Literacy: Long Ago and Today (Guided Reading Level A)

Below Level: Dan Can!

On-Level: Pam at Bat

Advanced: Fun with Gram (Guided Reading Level C)

Get Set, Roll! Reader: The Dip

Sleuth

Initial &

Final Pg.

154

Farfallina &

Marcel

When the Lights Went

Out TE SG.43

Text Study

Stan

dar

ds:

SS.

K.A

.2.1

. SS

.K.A

.2.4

LAFS.K.RI.1.3

Cause and Effect: TE pgs.

226 and 227



text.


Retell: TE pg. 243Close Read: TE pgs . 260-

269

Cause and Effect: TE pg.

284, retell what is going

on in the picture. What

was the cause?....the

effect?

DOK Stems

Skills Buddy:

pg. 57-65s,

RWN pg.187-

188

RWN: pgs.

190, 193 and

196

Click for

Words

TB

Writin

g

Upper

and

lower-

case Dd

and Kk

Verbs that

add -s

Writing Frame based on George Washington Visits. This is done as a shared writing.

Initial

/d/ and

/k/ TE

pg.218-

219


gov/ ,

www.smithsoniansou

rce.org



TE pgs.538-539 TE pgs.298-299


CCR Assessment OR

Teacher-Created

Assessment

Strategy Bk 5 -L16, p. 2; L 17, p. 16 Stategy Bk 3 -

lesson 8, p. 2 Strategy Bk 6 - lesson 19, p. 2

RWN pg.232 RWN pg.195

Comprehension Toolkit



Studies Resources

Unit 3

Lesson Planning

Sheet

Re

sou

rce

s

SCPS Writing Plan Focus: Narrative Winter Click here for SCPS Writing Lesson 4.3,4.4,4.5,4.6

Re

tea

ch

/Exte

nsio

n

First Stop

pg.156

Su

pp

lem

en

tal

Optional Schl

based fluency

resources

Asse

ssm

en

t O

ptio

ns

RWN:

pg. 185

/d/ spelled D

and /k/

spelled Kk, TE

pg. 224

Skills Buddy:

pgs. pg. 57 -

RWN: pg. 189

Skills

Buddy:

pg. 56 -

RWN:

pgs. 186

and 191


Re

ad

ing

Str

ee

t LAFS.K.RF.3.3.a, c; 2.2d; LAFS.K.L.3.4, 3.6, 4.b

Click for

Words


















LAFS.K.RF.3.3


TE 321 & 337

see

look

Amazing

Words

TE pgs. 315,

331, 349,

379, 391


RI.1.2


and 366


GKU3W4 Learning Goal: With prompting & support, students will be able to identify the main topic and retell key details of

a text.


Monitor Progress: Plot:

TE: pgs. 396-397 ,398 and

399

DOK Stems

1. What can you say

about_____?


you draw_________?

3. How would you


of______?

This week we read a story about Farfallina and Marcel, who grow and change, but

remain friends and play together. What did you play when you were a baby and what

do you play now?Click Here for Compare Writing Frame.

Readin

g S

treet

LAFS.K.RF.3.3a, 1.b; 2.2d; 3.c; LAFS.K.L.1.1, 1.1.b, 3.4, 3.6


Click for

Words

Initial

and final

/f/

Skills Buddy:

pgs. 77-85

RWN:

pgs. 202, 205

and 208

Click for

Words

TB

Writin

g

Upper

and

lower

case Ff

Verbs for

Now and the

Future

Writing Frame based on Farfellina and Marcel. This is done as a shared writing.


Plot: Sometimes Ken - TE

pgs. 324 and 325Retell: TE pg. 341



Studies Resources

Unit 3

Text Study CPALMS

Leveled Readers

p.28-29 p. 98

Concept Literacy: Animals Change (Guided Reading Level A)

Below Level: Dad and Fif

On-Level: Red Fans

Advanced: They Will Grow (Guided Reading Level C)

Get Set, Roll! Reader: Can Melvin Scoot?

Egg to Frog and Back TE

SG.61

Lesson Planning

Sheet



Sleuth

Initial &

Final Pg.

154

Farfallina &

Marcel

First Stop pg.

156

Supple

me

n

tal

Optional Schl

based fluency

resources

Assessm

ent

Optio

ns

TE pgs.538-539RWN:

pg. 197

Skills

Buddy:

pg. 76 -

RWN:

pgs. 198

and 203

Skills Buddy:

pg. 77 -

RWN:

pg. 201

Re

sou

rce

s

/f/ spelled Ff

TE 322


Trucktown: Can Melvin Scoot? or other grade level



Stan

dar

ds:

SS.

K.A

.2.1

. SS

.K.A

.2.4

RWN pg.232 RWN pg.207 TE pgs. 398-399


CCR Assessment OR

Teacher-Created

Assessment

Comprehension Toolkit Strategy Bk 5 -L16, p. 2; L 17, p. 16 Stategy Bk 3 -




gov/ ,

www.smithsoniansou

rce.org

Rete

ach/E

xte

nsio

n


















LAFS.K.RF.3.3


TE 421 & 437

they

you

of

Amazing

Words

TE pgs. 415,

431, 449,

477, 489


RI.1.2


Stan

dar

ds:

SS.

K.A

.2.1

. SS

.K.A

.2.4

RWN pg.216

LAFS.K.RI.1.1

Draw Conclusions: Houses -

TE pgs. 424 and 425

Retell: TE pg. 441 and 447

(Draw Conclusions)


(Read aloud text, pgs. 2-

11)


(Read aloud text, pgs.11-

17)

DOK Stems

1. How would you

compare_____?

Contrast_____?

2. How are ______ alike?

Different_______?

3. What concusions can

you draw______?

This week we read about how things have changed over time. Using the text, tell about

something that has changed over time.Writing Frame based on Then and Now. This is done as a shared writing.


/o/ Spelled O

TE 422

Comprehension Toolkit Strategy Book 5 - lesson 16, p. 2; lesson 17,

p. 16

Stategy Book 3 - lesson 8, p. 2


GKU3W5 Learning Goal: With prompting & support, students will be able to identify the main topic and retell key details of a text.


Asse

ssm

en

t O

ptio

ns

Re

sou

rce

sR

ea

din

g S

tre

et

LAFS.K.RF.3.3; 2.2.a, d, e; 3.3.c; LAFS.K.L.3.4, 3.6, 5.c


Click for

Words

Initial

and

medial

/o/

SB: pg. 97-

105 s

RWN:

pgs. 214 and

220

Click for

Words

TB

Writin

g

Upper

and

lower

case Oo

Meaningful

Word Groups

RWN:

pg. 209

SB: pg. 97 -

RWN:

pg. 213

SB: pg.

96 -

RWN:

pgs. 210

and 215

Re

tea

ch

/Exte

nsio

n

First Stop

pg.156

Su

pp

lem

en

tal

Optional Schl

based fluency

resources

Trucktown: Can Max Go? or other grade level


Sleuth

Initial &

Final Pg.

154

Farfallina &

MarcelBell's Telephone

Text Study


Studies Resources

Unit 3

Lesson Planning

Sheet

Concept Literacy: Old and New (Guided Reading Level A)

Below Level: Lots of Dots

On-Level: Mom the Tot

Advanced: What Can You Do? (Guided Reading Level C)

Get Set, Roll! Reader: Can Max Go?


RWN pg.219


gov/ ,

www.smithsoniansou

rce.org


Click here for SCPS Writing Text Dependent Question Lessons

TE pgs.440-441


TE pgs.496-497


CCR Assessment OR

Teacher-Created

Assessment

Plot p.28-29,

Draw Conclusions p.

32

Plot p. 98, Draw

Conclusions p.

94

Customized Literacy Guide on the Side Leveled Readers

CPALMS


















LAFS.K.RF.3.3


TE 519 & 535

they

you

of

Amazing

Words

TE pgs. 513,

529, 547,

575, 587


RI.1.2Trucktown: Go and Stop or other grade level





Assessm

ent O

ptions

SB: pgs. 117-

125

RWN:

pgs. 228 and

236

TE pgs.538-539 RWN pg.232RWN:

pg. 221

SB: pg. 117 -

RWN: pg.

227

SB:

pg.116 -

RWN:

pgs. 222

and 231

Supple

men

tal

Optional Schl

based fluency

resources

Comprehension Toolkit Strategy Bk 5 -L16, p. 2; L 17, p. 16 Stategy Bk 3 -



Plot p.28-29,

Main Idea p. 32

Plot p. 98,

Main Idea p. 96

Concept Literacy: What Makes Me Happy? (Guided Reading Level A)

Below Level: Bop and Dot

On-Level: Rob’s Dots

Advanced: Sad and Glad (Guided Reading Level C)

Get Set, Roll! Reader: Go and Stop

Stan

dar

ds:

SS.

K.A

.2.1

. SS

.K.A

.2.4

TE pgs.591-595


CCR Assessment OR

Teacher-Created

Assessment- End of Unit

Assessment & Oral

Reading Fluency

RWN pg.235



gov/ ,

www.smithsoniansou

rce.org


CPALMS

Leveled Readers

Writing Frame based on The Lion and the Mouse. This is done as a shared

writing.


Sleuth

First Stop

pg.156

Customized Literacy

This week we read a story about a lion and mouse who are different, but became

friends. How are they different? How are they the same?

Text Study

Res

ou

rce

sR

eadin

g S

treet

LAFS.K.RF.3.3; 2.2.d, e; 3.3c; LAFS.K.L.1.1.f; 3.4, 3.6 LAFS.K.RI.1.1, LAFS.K.RI.1.3

Main Idea: The Tortoise and

the Hare, TE. pgs. 522 and

523

Retell: TE pg. 539

Main Idea: TE pg. 554

Close Read: The Lion and

the Mouse (pgs. 4-7 and

8-13 and 18-21) Discuss

Main Idea of whole story

Monitor Progress: TE pgs.

592-593, Cartwheels and

Butterflies - TE 594 and

595

DOK Stems

Initial

and

medial

/o/

Upper

and

lower

case Oo

Sentences

1. What can you say

about______?


you draw about the

characters?

3. What do you notice

about______?

Click for

Words


Studies Resources

Unit 3

Lesson Planning

Sheet

LAFS.K.RI.1.2


text.

Standards Click here for Example Scale R

ete

ach/E

xte

nsio

n

Click for

Words

TB

Writing

Guide on the Side

High Frequency Unit Standards:

/o/ Spelled O

TE 422

Initial &

Final Pg.

154

Farfallina &

Marcel

The Spider Weave TE

pg.SG97


















LAFS.K.RF.3.3


TE 23 & 39

are

that

do

Amazing

Words

TE pgs. 17,

33, 51, 77, 89


RL.1.3

TE pgs. 42-43


Sequence: Kate Kitten Takes

a Walk, TE pgs.26 and 27Retell: TE pg. 43

Close Read: Rooster's Off

to See the World (pgs 2-

11 and 12-21)

Monitor Progress: A Day

Like Every Other Day - TE

pgs. 96 and 97

DOK Stems

1. What can you say

about_____?

2. Can you elaborate on

the reason____?

3. How would you

summarize_____?

This week we read a story about a rooster who wanted to go out and see the world.

What do you see in the world on your way to school?

Writing Frame based on Rooster's Off to See the World. This is done as a shared

writing.

Click Here for Chronological Writing Frame.


S.S.

SS.

K.G

.3.1

,SS.

K.G

.3.2

,SS.

K.C

.1.2


CCR Assessment OR

Teacher-Created

Assessment



gov/ ,

www.smithsoniansou

rce.org

Click here for SCPS Writing Lesson 4.8,4.9,4.10,4.11

CPALMS

http://www.cpalms.org/Public/PreviewStandard/Preview




Studies Resources

Unit 4

RWN pg.251 TE pgs.96-97RWN pg.248



Click here for Example Info. Scale Click here for Example Lit. Scale

(literature) LAFS.K.RL.1.3 or (informational) LAFS.K.RI.1.2 & LAFS.RI.1.4

GKU4W1 Learning Goal: With prompting and support, identify the main topic and retell key details of a text & unknown words in a text or With

prompting and support, identify characters, settings, and major events in a story.

High Frequency Unit Standards:

Leveled Readers

Character p.28-29,

Sequence p.33,

Setting p.34-35

Character p.88,

Sequence p.102,

Setting p.104

Concept Literacy: What Do I See? (Guided Reading Level A)

Below Level: Hap

On-Level: A Day to Play

Advanced: The Trip (Guided Reading Level C)

Get Set, Roll! Reader: Hot!


Asse

ssm

en

t O

ptio

ns

Su

pp

lem

en

tal

Ma

teri

als

Standards

Let's Explore our Words

TE SG pg.7

Text Study

Trucktown: HOT! or other grade level approved

standards-based text

SB: pg.

16 -

RWN:

pgs. 242

and 247

Initial &

Final Pg.

154

Bunny Day

Optional

School based

fluency

resources

First Stop pg.

156

Sleuth

Re

sou

rce

sR

ea

din

g S

tre

et

LAFS.K.RF.3.3.a; 2.2d, e; 3.c; LAFS.K.L.1.1.f, 3.4, 3.5c, 3.6


Click for

Words

Initial

/h/

SB: pgs. 17-

25

SB: pg. 76 -

RWN:

pgs. 246 and

252

Click for

Words

TB

Wri

tin

g

Upper

and

lower

case Hh

Naming parts

Re

tea

ch

/Exte

nsio

n

/h/ spelled

Hh

TE 24

SB: pg. 17 -

RWN:

pg. 245

RWN:

pg. 241

http://scpsreadingip.weebly.com/uploads/2/5/9/9/25995806/kindergarten_chronological_order_series_of_events.docx








http://scpsreadingip.weebly.com/uploads/2/5/9/9/25995806/kindergarten_social_studies_resources_for_unit_4.docx



http://scpsreadingip.weebly.com/uploads/2/5/9/9/25995806/scale_for_lafs.k.ri..1.2ri.1.4-unit_4-k_info..docx

http://scpsreadingip.weebly.com/uploads/2/5/9/9/25995806/scale_for_lafs.k.rl.1.3_unit_4-k.docx





LAFS.K.RF.3.3


TE 119 & 135

are

that

do

Amazing

Words

TE pgs. 113,

129, 147,

179, 191


RL.1.3


http://www.cpalms.org/Public/PreviewStandard/Preview/



Studies Resources

Unit 4


LAFS.K.RL.1.1, LAFS.K.RL.1.2, LAFS.K.RL.1.7, LAFS.K.SL.1.1

Cause and Effect: Lucky

Ducky, TE pgs. 122 and 123Retell: TE pg. 139

Cause and Effect: TE pg.

154

Close Read: My Lucky

Day (pgs. 3 and 6-17), TE

pgs.174-175

Monitor Progress: The

Three Billy Goats Gruff:

TE pgs. 198 and 199

DOK Stems


you draw about the

characters?


the reason____?

3. What can you say

about_____?

This week we read a story about a pig that has a lucky day and a fox that does not.

When are you lucky? When are you not lucky?

High Frequency Unit Standards: (literature) LAFS.K.RL.1.3 or (informational) LAFS.K.RI.1.2 & LAFS.RI.1.4



Standards Click here for Example Info. Scale Click here for Example Lit. Scale

Re

sou

rce

sR

eadin

g S

treet

LAFS.K.RF.1.1.b, 2.2.d, 3.3.a; 1.1.b, 2.2d, e; 3.c; LAFS.K.L.1.1.f; 3.4, 3.6


Click for

Words

Initial /l/

SB: pgs. 37-

45

RWN:

pgs. 258, 261

and 264

RWN:

pg. 253

SB: pg. 37 -

RWN:

pg. 257

SB: pg.

36 -

RWN:

pgs. 254

and 259

Sleuth

Initial &

Final Pg.

154

Bunny Day A Lucky Guy TE pg.SG25

Trucktown: Are You Like Gabriella? or other

grade level approved standards-based text

TB

Writing

Upper

and

lower

case Ll

Action parts

TE pgs.138-139

Rete

ach/E

xte

nsio

n

First Stop

pg.156

Supple

menta

l

Mate

rials

Optional

School based

fluency

resources

Assessm

ent

Options

Writing Frame based on My Lucky Day. This is done as a shared writing.

Text Study

/l/ spelled Ll

TE 120

Click Here for Compare Writing

Frame. . Click Here for Contrast Writing Frame

Character p.28-29,

Sequence p.33,

Setting p.34-35


Click for

Words


Stan

dar

ds:

SS.

K.G

.3.1

,SS.

K.G

.3.2

,SS.

K.C

.1.2



Character p.88,

Sequence p.102,

Setting p.104

Concept Literacy: My Lucky Day (Guided Reading Level A)

Below Level: The Rainy Day

On-Level: Our Musical Adventure

Advanced: Pigs (Guided Reading Level C)

Get Set, Roll! Reader: Are You Like Gabriella?

TE pgs.198-199


CCR Assessment OR

Teacher-Created

Assessment

Leveled Readers

Comprehension Toolkit CPALMS


gov/ ,

www.smithsoniansou

rce.org













http://www.weebly.com/uploads/2/5/9/9/25995806/kindergarten_early_and_mid_year_contrast.docx








LAFS.K.RF.3.3


TE 221 & 237

one, two,

three, four,

five

Amazing

Words

TE pgs. 215,

231, 249,

279, 291


RL.1.3Optional Schl

based fluency

resources


Sequence: Swimming Sally,

TE pgs. 224 -225Retell: TE pg. 241

Close Read: One Little

Mouse (pgs. 1-13 and 14-

31)


Tale of Peter Rabbitt, TE

pgs. 298 -299

DOK Stems

1. What would happen

if_____?

2. How are _____alike and

different?

3. What can you say

about______?

This week we read about Mouse's adventures while he was looking for a home. Think

about the homes that mouse saw in the story. What home would you like to sleep in?

Click for

Words


Concept Literacy: Animal Adventures (Guided Reading Level A)

Below Level: Five For Us!

On-Level: A Home for Flap

Advanced: Frog’s New Home (Guided Reading Level C)

Get Set, Roll! Reader: Jack Is It!

Suggested S.S. ResourcesLeveled Readers


Customized Literacy





Re

sou

rce

sR

ea

din

g S

tre

et

LAFS.K.RF.2.2.c, e, 3.3.a; 2.2.c,d, e; 3.c; LAFS.K.L.1.1.f, 1.2; 3.4, 3.6

SCPS Writing Plan Focus:Informational Writing Winter

Click for

Words

Conso-

nant

Blends w/

L TE 216, r,

t, p TE 232 -

& Final

Conso-

nant

blends TE

250

Skills Buddy:

pgs. 57-65

RWN:

pgs. 266, 270

and 276

RWN:

pg. 265

Skills Buddy:

pg. 57 -

RWN: pg. 269

Skills

Buddy:

pg. 56 -

RWN:

pgs. 266

and 278

Sleuth

Initial &

Final Pg.

154

Bunny Day Adventurous Animals

TE pg.SG43

Trucktown: Jack Is It! or other grade level


TB

Wri

tin

g

Num-

eral and

number

words

Complete

sentences

TE pgs. 240-241

Re

tea

ch

/Exte

nsio

n

First Stop pg.

154

Su

pp

lem

en

tal

Asse

ssm

en

t O

ptio

ns

Writing Frame based on One Little Mouse. This is done as a shared writing.

Click Here for Opinion Writing Frame.

Text Study

Consonant

Blends

TE 222

Character p.28-29,

Sequence p.33,

Setting p.34-35


Guide on the Side

Character p.88,

Sequence p.102,

Setting p.10

CPALMS

Stan

dar

ds:

SS.

K.G

.3.1

,SS.

K.G

.3.2

,SS.

K.C

.1.2

RWN pg.272 RWN pg. 275 TE pgs. 298-299


CCR Assessment OR

Teacher-Created

Assessment


gov/ ,

www.smithsoniansou

rce.org

Click here for SCPS writing instructional plan




Studies Resources

Unit 4








http://www.weebly.com/uploads/2/5/9/9/25995806/kindergarten_opinion_frame.docx





http://scpswriting.weebly.com/kindergarten-instructional-plan.html






LAFS.K.RF.3.3


TE 321 & 337

one, two,

three, four

five

Amazing

Words

TE pg. 315,

331, 349,

381, 393


RL.1.3


Character p.88,

Sequence p.102,

Setting p.10

Concept Literacy: What Can I Do? (Guided Reading Level A)

Below Level: Gib

On-Level: Five Bus Stops

Advanced: Five Bears(Guided Reading Level C)

Get Set, Roll! Reader: Can Big Rig Pass?


Character: Sara's

Adventure, TE pgs. 324 -

325

Retell: TE pgs. 340 and 341

Review Character - TE

pg. 356 and do a retell.

Close Read: TE pgs. 366 -

367 (Goldilocks and the

Three Bears, pgs. 18-21)

Monitor Progress:

Character: A Canary's

Song, TE pgs. 400 and 401

DOK Stems

1. How would you


of_______?

2. What conclusions

can you draw?_____


about_______?

This week we read a story about Goldilocks and what she did on her adventure at the

Three Bear's Cottage. Think about what Goldilocks did during the story. Tell

Goldilocks what you think about her choices.


Studies Resources

Unit 4

Lesson Planning

Sheet





Re

sou

rce

sR

ea

din

g S

tre

et

LAFS.K.RF.2.2.d; 3.3.c; LAFS.K.L.1.1.f, 1.2; 3.4, 3.6


Click for

Words

Initial

and final

/g/

Skills Buddy:

pgs. 77-85

RWN:

pgs. 282 and

288

RWN:

pg. 277

Skills Buddy:

pg. 77 -

RWN:

pg. 281

Skills

Buddy:

pg. 76 -

RWN:

pgs. 278

and 283

Sleuth

Initial &

Final Pg.

154

Bunny Day A Real Adventurer TE

pg.SG61

Text Study

Click for

Words

TB

Wri

tin

g

Upper

and

lower

case Gg

Telling

sentences

TE pgs. 340-341

Re

tea

ch

/Exte

nsio

n

First Stop pg.

156

Su

pp

lem

en

tal

Ma

teri

als

Optional Schl

based

fluency

resources

Asse

ssm

en

t O

ptio

ns

Writing Frame based on Goldilocks and the Three Bears. This is done as a shared

writing.


/g/ spelled

Gg

TE 322

Trucktown: Can Big Rig Pass? or other grade

level approved standards-based text

Character p.28-29,

Sequence p.33,

Setting p.34-35



Stan

dar

ds:

SS.

K.G

.3.1

,SS.

K.G

.3.2

,SS.

K.C

.1.2

RWN pg.284 RWN pg. 287 TE pgs. 400-401


CCR Assessment OR

Teacher-Created

Assessment





gov/ ,

www.smithsoniansou

rce.org

Leveled Readers

CPALMS





















LAFS.K.RF.3.3


TE 423 & 439

here

go

from

Amazing

Words

TE pgs. 417,

433, 451,

477, 489


RL.1.3

LAFS.K.RI.1.1, LAFS.K.L.5a

Classify and Categorize: Up

the Mountainside, TE pgs.

426-427

Retell: TE pg. 443Review Classify and

Categorize: TE pg. 458

Progress Monitor: Peggy

Penguin Goes to the

Ocean, TE pgs. 496 - 497

DOK Stems


about_____?

2. How would you

compare____?

Contrast?

3. How can you

classify______?

4. How are _______

alike?....Different?

This week we read about if we could go to Antartica for an adventure. Where would

you like to go for an adventure?





Re

sou

rce

sR

ea

din

g S

tre

et

LAFS.K.RF.2.2.a, d, e; 3.3, c; LAFS.K.L.1.2.a, b; 34, 3.6


Click for

Words

Initial

and

medial

/e/

Skills Buddy:

pgs. 97-105

RWN:

pgs. 294 and

300

RWN:

pg. 289

Skills Buddy:

pg. 97 -

RWN:

pg. 293

Skills

Buddy:

pg. 96 -

RWN:

pgs. 290

and 295

Sleuth

Initial &

Final Pg.

154

Bunny Day Exploring Antarctica TE

pg.SG79

Trucktown: The Best Smell or other grade level


TB

Wri

tin

g

Upper

and

lower

case Ee

Capital letters

and periods

TE pgs.442-443

Re

tea

ch

/Exte

nsio

n

First Stop pg.

157

Su

pp

lem

en

tal

Optional Schl

based fluency

resources

Asse

ssm

en

t O

ptio

ns

Writing Frame based on If You Could Go to Antarctica. This is done as a shared writing.


Text Study

/e/ spelled Ee

TE 424

Character p.28-29,

Sequence p.33,

Setting p.34-35


Guide on the Side

Click for

Words


Character p.88,

Sequence p.102,

Setting p.10

Concept Literacy: Antarctic Adventures (Guided Reading Level A)

Below Level: The Red Hen!

On-Level: The Red Sleds

Advanced: My Walk in Antarctica (Guided Reading Level C)

Get Set, Roll! Reader: The Best Smell


Stan

dar

ds:

SS.

K.G

.3.1

,SS.

K.G

.3.2

,SS.

K.C

.1.2


Studies Resources

Unit 4


RWN pg.296 RWN pg.299 TE pg. 496-497


CCR Assessment OR

Teacher-Created

Assessment


gov/ ,

www.smithsoniansou

rce.org


Customized Literacy



CPALMS

Leveled Readers



















LAFS.K.RF.3.3


TE 519 & 535

here

go

from

Amazing

Words

TE pgs. 513,

529, 547,

581, 593


RL.1.3

SCPS Writing Plan Focus:Informational Writing Winter Click here for SCPS writing instructional plan

Asse

ssm

en

t O

ptio

ns

Skills Buddy:

pgs. 117-125

RWN:

pgs. 308 and

316

TE pgs.538-540 RWN pg.312RWN:

pg. 301

Skills Buddy:

pg. 117 -

RWN: pg.

307

Skills

Buddy:

pg. 115 -

RWN:

pgs. 302

and 311

Su

pp

lem

en

tal

Optional Schl

based fluency

resources



Text Study

Trucktown: A Big Red Sled or other grade level


CPALMS




Character p.28-29,

Sequence p.33,

Setting p.34-35

Character p.88,

Sequence p.102,

Setting p.10

Concept Literacy: In the City (Guided Reading Level A)

Below Level: Meg and Hen

On-Level: We Get Set

Advanced: A Trip to Washington, D.C. (Guided Reading Level C)

Get Set, Roll! Reader: A Big Red Sled

Stan

dar

ds:

SS.

K.G

.3.1

,SS.

K.G

.3.2

,SS.

K.C

.1.2

TE pgs. 600-601


CCR Assessment OR

Teacher-Created


Assessment & Oral

Reading Fluency

RWN pg. 316



gov/ ,

www.smithsoniansou

rce.org


Studies Resources

Unit 4


This week we read a story about Rosalba and Abuela and what they see and do when

they fly over their community. Where would you go in our community? What would

you do?

Re

tea

ch

/Exte

nsio

n

First Stop pg.

157


Writing Frame based on Abuela. This is done as a shared writing.


Sleuth

Initial &

Final Pg.

154

Bunny Day City Adventures: San

Francisco TE pg.SG97

Res

ou

rces

Re

ad

ing

Str

ee

t

LAFS.K.RF.1.1.b, 2.2.c, d, 3.3; 3.3.c; LAFS.K.L.1.2.a, 3.4, 3.5.c, 3.6 LAFS.K.RL.1.2, LAFS.K.RL.1.3

Setting: A Trip to the

Country, TE pgs. 522 and

523

Retell: TE pg. 539

Review Setting: TE pg.

554


(Abuela, pgs. 26 and 27)

Progress Monitor: Setting:

Apple Juice Tea - TE pgs.

600 and 601

DOK Stems

Initial

and

medial

/e/

Upper

and

lower

case Ee

Pronouns:

I and me

1. What could you say

about______?


about______?


you draw?

Click for

Words

Click for

Words

TB

Writin

g

/e/ spelled Ee

TE 520






















LAFS.K.RF.3.3


TE 23 & 39

yellow

blue

green

Amazing

Words

TE. pgs. 17,

33, 51, 79, 91


RI.3.8



gov/ ,

www.smithsoniansou

rce.org

LAFS.K.RL.1.1, LAFS.K.RL.1.5, LAFS.K.RL.1.10

Realism and Fantasy:

Going to the Moon, TE pgs.

26 and 27

Retell: TE pg. 43

Think, Talk, Write: TE pg.

44 Using Skills Buddy.

Review Realism and

Fantasy, TE pg. 58

Compare Characteristics:

Make-Believe Animals, TE.

pg. 103

DOK Stems

1. How is _______ related

to ______?

2. What conclusion can

be drawn from ______

texts?

3. How are ______alike

and different?

This week we read about the different types of transportation that Max uses to get to

Zeke's. Where would you go? What kind of transportation would you take?



Stan

dar

d: S

S.K

.G.2

.1


Guide on the Side

TE pgs.98-99


GKU5W1 Learning Goal: With prompting and support, ask & answer questions about key details in a text.


Re

sou

rces

Read

ing S

treet

LAFS.K.RF.3.3.a; 2.2d, e; 3.3.c; LAFS.K.L.1.2.b, 3.4, 3.6

SCPS Writing Plan Focus: Narrative Spring

Click for

Words

Initial /j/

and /w/

Skills Buddy:

pgs. 17-25

RWN:

pgs. 326 and

332

RWN:

pg. 321

Skills Buddy:

pg. 17 -

RWN: pg.

325

Skills

Buddy:

pg. 16 -

RWN:

pgs. 322

and 327

Sleuth

Initial &

Final Pg.

154

Max Takes

the Train

More Public

Transportation TE

pg.SG7

Text Study

Click for

Words

TB

Wri

ting

Upper

and

lower

case Jj

and Ww

Questions

TE pgs.42-43

Rete

ach/E

xte

nsio

n

First Stop

pg. 156

Supp

lem

enta

l

Mate

rials

Optional

School based

fluency

resources

Assessm

ent

Options

Writing Frame based on Max Takes the Train. This is done as a shared writing.


/j/ spelled Jj

and /w/

spelled Ww

TE 24

Trucktown: Blue? or other grade level approved


p. 30

Customized Literacy


CCR Assessment OR

Teacher-Created

Assessment


Strategy Book 1 - lesson 2, p. 18; lesson

3, p. 32


CPALMS





Studies Resources

Unit 5

Leveled Readers

p. 92

Concept Literacy: There It Goes! (Guided Reading Level A)

Below Level: The Jet

On-Level: Jan and Jem Win!

Advanced: The Bus Ride (Guided Reading Level C)

Get Set, Roll! Reader: Blue?














LAFS.K.RF.3.3


TE 121 & 137

yellow

blue

green

Amazing

Words

TE. pgs. 115,

131, 149,

185, 197




gov/ ,

www.smithsoniansou

rce.org

LAFS.K.RI.1.1, LAFS.K.RI.1.8

Cause and Effect:

Firefighting, TE pgs. 124

and 125

Retell: TE pg. 141

Review Cause and

Effect, TE pg. 156; Close

Read of May Day, May

Day pages 4-5 and 10-11

and 28-29 and 30-31

Illustrate Cause and

Effect: TE pg. 208 -


Mysteries of Flight, TE pg.

204

DOK Stems

1. How is _______ related

to ______? 2. What

conclusion can be drawn

from ________ texts? 3.

How are ______alike and

different? 4 . What do you

notic about__________?

This week we read about the rescuers and transportation that help in a water

emergency. What kind of rescuer would you be? What kind of transportation would

you use?



Stan

dar

d:

SS.K

.G.2

.1

RWN pg. 340 RWN pg.343 TE pgs. 204-205




Re

sou

rce

sR

ea

din

g S

tre

et

LAFS.K.RF.3.3.a; 2.2, d, e; 3.3.c; LAFS.K.L.1.2.a, b, 3.4, 3.5c, 3.6


Click for

Words

Final

/ks/

Skills Buddy:

pgs. 37-45

RWN:

pgs. 338 and

344

RWN:

pg. 333

Skills Buddy:

pg. 37 -

RWN: pg.

337

Skills

Buddy:

pg. 36 -

RWN:

pgs. 334

and 339

Sleuth

Initial &

Final Pg.

154

Max Takes

the Train

Fire Trucks to the

Rescue! TE pg.SG25

Click for

Words

TB

Wri

tin

g

Upper

and

lower

case /x/

Upper and

lower case

/x/

TE pg. 140-141

Re

tea

ch

/Exte

nsio

n

First Stop

pg.156

Su

pp

lem

en

tal

Ma

teri

als

Optional

School based

fluency

resources

Asse

ssm

en

t O

ptio

ns

Writing Frame based on May Day! May Day! This is done as a shared writing.


Text Study

Trucktown: The Yellow Box or other grade level


p. 30

/ks/ spelled

Xx TE

122

Customized Literacy


CCR Assessment OR

Teacher-Created

Assessment



3, p. 32


CPALMS

R.I.3.8http://www.cpalms.org/Public/PreviewStandard/Preview/5733



Studies Resources

Unit 5

Lesson Planning

Sheet

Guide on the Side Leveled Readers

p. 92

Concept Literacy: We Help (Guided Reading Level A)

Below Level: A Box for Rex

On-Level: Our Boat

Advanced: The Boat Ride (Guided Reading Level C)

Get Set, Roll! Reader: The Yellow Box















LAFS.K.RF.3.3


TE 227 & 243

what

said

was

Amazing

Words

221, 237,

255, 285, 297


RWN pg. 355


Studies Resources

Unit 5




gov/ ,

www.smithsoniansou

rce.org

Compare and Contrast: Two

Vans, TE pgs. 230 and 231Retell: TE pg. 247

Review Compare and

Contrast, TE pg. 262 ;

Close Read TE pgs. 265

and 266, 275 and May

Day May Day pgs. 8-11

and 28-29

Progress Monitor: Ready

for a Ride, TE pgs. 304 and

305

DOK Stems

1. How is _____ related to

______?


and different?


about_____?

This week we read about all about trucks. Think about the text and look at the

illustrations. If you were a truck driver in the story, what would your truck do?



Standards Click here for Example Scale R

eso

urc

esR

ea

din

g S

tre

et

LAFS.K.RF.3.3; 2.2, d, e; 3.3.c; LAFS.K.L.1.1.e, 3.4, 3.6


Click for

Words

Initial

and

medial

/u/

Skills Buddy:

pgs. 57-65

RWN:

pgs. 350 and

356

RWN:

pg. 345

Skills Buddy:

pg. 57 -

RWN: pg.

349

Skills

Buddy:

pg. 56 -

RWN:

pgs. 346

and 351

Sleuth

Initial &

Final Pg.

154

Max Takes

the Train

Trucks in the

Neighborhood TE

pg.SG43

Click for

Words

TB

Writin

g

Upper

and

lower

case Uu

Prepositions

TE pg.246-247

Re

tea

ch

/Exte

nsio

n

First Stop pg.

157

Su

pp

lem

en

tal

Optional Schl

based fluency

resources

Asse

ssm

en

t O

ptio

ns

Writing Frame based on Trucks Roll! This is done as a shared writing.


Text Study

Trucktown: The Tank or other grade level approved


p. 30

Customized Literacy

/u/ spelled

Uu

TE 288

Suggested S.S. ResourcesGuide on the Side


Leveled Readers

p. 92

Concept Literacy: What Carries Loads? (Guided Reading Level A)

Below Level: The Mud Bug

On-Level: Our Pup Bud

Advanced: Ming on the Job (Guided Reading Level C)

Get Set, Roll! Reader: The Tank

TE pgs. 304-305


CCR Assessment OR

Teacher-Created

Assessment

Comprehension Toolkit Strategy Book 1 - lesson 2, p. 18; lesson 3,

p. 32


CPALMS

R.I.3.8 http://www.cpalms.org/Public/PreviewStandard/Preview/5733


Stan

dar

d: S

S.K

.G.2

.1

RWN pg.262














LAFS.K.RF.3.3


TE 327 & 343

what

said

was

Amazing

Words

TE. pgs. 321,

337, 355,

389, 401


TE pgs.408-409


Studies Resources

Unit 5





gov/ ,

www.smithsoniansou

rce.org


Plot: The El, TE pgs. 330

and 331

Retell: TE pg. 347 - Think,

Talk, and Write: TE pg. 348

Plot: The Little Engine

That Could,

Comprehension activity

at the bottom of TE pg.

353

Plot/Text Comparison: TE

pg. 408, Compare

Hiawatha Passing to The

Little Engine That Could

DOK Stems

1. Can you explain how

_______ affected

_________?

2. What can you say

about______?


you draw?


and different?

This week we read about The Little Blue Engine. Write to the Little Blue Engine's

company to tell them about the job she did.




Re

sou

rces

Read

ing S

treet

LAFS.K.RF.3.3.b; 2.2.d; 3.3.c; LAFS.K.L.1.1.b, c; 3.4, 3.6


Click for

Words

Intial

and

medial

/u/

Skills Buddy:

pgs. 77-85

RWN:

pgs. 362 and

368

RWN:

pg. 357

Skills Buddy:

pg. 77 -

RWN: pg.

361

Skills

Buddy:

pg. 76 -

RWN:

pgs. 358

and 363

Sleuth

Initial &

Final Pg.

154

Max Takes

the Train

The Transcontinental

Railroad TE pg.SG61

Click for

Words

TB

Wri

ting

Upper

and

lower

case Uu

Nouns

TE pg.346-347

Rete

ach/E

xte

nsio

n

First Stop pg.

157

Supp

lem

enta

l

Mate

rials

Optional

School based

fluency

resources

Assessm

ent

Options

Writing Frame based on The Little Engine That Could. This is done as a shared writing.


Text Study

Trucktown:Bump!Bump!Bump! or other grade level


Compare and

Contrast p. 30,

Plot p. 28-2

/u/ spelled

Uu TE

328


Compare and

Contrast p. 92,

Plot p. 98

Concept Literacy: Trains Work Hard (Guided Reading Level A)

Below Level: Six Cubs

On-Level: Bud Likes Mud

Advanced: The Big Train (Guided Reading Level C)

Get Set, Roll! Reader: Bump! Bump! Bump!


CCR Assessment OR

Teacher-Created

Assessment




CPALMS



Stan

dar

d: S

S.K

.G.2

.1















LAFS.K.RF.3.3


TE 431 & 447

where

come

Amazing

Words

TE. pgs. 425,

441, 459, 487,

499




gov/ ,

www.smithsoniansou

rce.org

LAFS.K.RI.1.1, LAFS.K.RI.1.2

Main Idea: Traveling in

London, TE. pgs. 434 and

435

Retell: TE pg. 451

Review Main Idea: TE

pg. 466; Close Read:

TE pg. 473 (On the

Move, pgs 12-13);

Compare/Contrast

two texts: On the

Move vs. Max Takes

the Train

Have children identifiy

Main Idea of May Day,

May Day, Trucks Roll, and

The Little Engine That

Could by drawing the

modes of transportation

in each story and

comparing and

contrasting.

DOK Stems

1. How is _____related to

_________?

2. What conclusion can be

drawn from _________

texts?


and different?


about __________?

This week we read about the different forms of transportation people use around the

world. Which form of transportation would you like to try? Where can it take you?


Stan

dar

d: S

S.K

.G.2

.1

RWN pg.376 RWN pg.379 TE pgs. 506-507


CCR Assessment OR

Teacher-Created

Assessment




Click for

Words

Initial /v/

and /z/

Skills Buddy:

pgs. 97-105

RWN:

pgs. 374 and

380

RWN:

pg. 369

Skills Buddy:

pg. 97 -

RWN: pg. 373

Skills

Buddy:

pg. 96 -

RWN:

pgs. 370

and 375

Sleuth

Initial &

Final Pg.

154

Max Takes

the Train

Our Travels in Thailand

TE pg.SG79

Click for

Words


/v/ spelled Vv

and

/z/ spelled Zz

TE 322

Re

sou

rce

s


Strategy Book 1 - lesson 2, p. 18; lesson 3, p. 32



TB

Wri

tin

g

Upper

and

lower

case Vv

and Zz

Nouns in

sentences

TE pgs. 450-451

Re

tea

ch

/Exte

nsio

n

First Stop pg.

156

Su

pp

lem

en

tal

Re

ad

ing

Str

ee

t

LAFS.K.RF.2.2.d, 3.3.a; 2.2.d, e; 3.3.c; LAFS.K.L.1.1.b, c, f; 3.4, 3.6

SCPS Writing Plan Focus: Informational Spring

Optional Schl

based fluency

resources

Asse

ssm

en

t O

ptio

ns

Writing Frame based on On the Move! This is done as a shared writing.



Leveled Readers

Compare and

Contrast p. 92, Main

Idea p. 96

Concept Literacy: We Travel

Below Level: Bev and Vin

On-Level: The Big Jazz Band

Advanced: Get on the Bus

Get Set, Roll! Reader: Putt! Putt! Pop!

Text Study

Trucktown:Putt! Putt! Pop! or other grade level


Compare and

Contrast p. 30,

Main Idea p. 32


Studies Resources

Unit 5

Lesson Planning SheetCPALMS















LAFS.K.RF.3.3


TE 529 & 545

where

come

Amazing

Words

TE pgs. 523,

539, 557,

591, 603


Optional

School based

fluency

resources



Trucktown:Yes! or other grade level approved


SCPS Writing Plan Focus: Informational Spring Click here for SCPS writing instructional plan

Asse

ssm

en

t O

ptio

ns

Skills Buddy:

pgs. 117-125

RWN:

pgs. 388 and

396

TE pgs. 548-549 RWN pg.392RWN:

pg. 381

Skills Buddy:

pg. 117 -

RWN:

pg. 387

Skills

Buddy:

pg. 116 -

RWN:

pgs. 382

and 391


Compare and

Contrast p. 30,

Draw Conclusions p.

32

Compare and

Contrast p. 92,

Draw Conclusions p.

94

Concept Literacy: I Go to School (Guided Reading Level A)

Below Level: Quinn

On-Level: Quinn Can Do It!

Advanced: Catch the Ball! (Guided Reading Level C)

Get Set, Roll! Reader: Yes!

Stan

dar

d: S

S.K

.G.2

.1

TE pgs. 610-611


CCR Assessment OR

Teacher-Created


Assessment & Oral

Reading Fluency

RWN pg. 393


Strategy Book 1 - lesson 2, p. 18; lesson 3, p.

32

Strategy Book 3 - lesson 10, p. 34Suggested S.S. Sites


gov/ ,

www.smithsoniansou

rce.org

CPALMS

R.I.3.8


Studies Resources

Unit 5


Re

sou

rce

sT

B W

ritin

g

This week we read about the different ways children around the world get to school.

Which way do you think would be the most fun?

Re

tea

ch

/Exte

nsio

n

First Stop pg.

156


Writing Frame based on This is the Way We Go to School. This is done as a shared

writing.


Sleuth

Initial &

Final Pg.

154

Max Takes

the Train

School Buses: Now and

Then TE pg.SG.97

Text Study

Su

pp

lem

en

tal

Ma

teri

als




Re

ad

ing

Str

ee

t

LAFS.K.RF.3.3, a; 2.2.d; 3.3.c; LAFS.K.L.1.1.b, 3.4, 3.5.b, 3.6 LAFS.K.RI.1.1, LAFS.K.RI.3.8

Draw Conclusions: TE pgs.

532 and 533

Retell: TE pg. 549; Think,

Talk and Write: TE pgs. 550

and 551

Review Draw

Conclusions: TE pg.564 -

Close Read, TE pgs. 567

and 568 (pgs. 6-9) and

TE pg. 570, (pgs. 12-13)

and TE pg. 574 T,

pagpgs. es 20-21) and TE

576, (pgs. 24-25) and TE

580 pgs. ( 32-33) and TE

582 TE, (pgs. 36-37)

Progress Monitor: Henry

Hikes to Fitchburgh, TE

pgs. 610 and 611 -

Optional: Count Ways to

Travel, TE pg. 615

DOK Stems

Initial /y/

and /kw/

Upper

and

lower

case Yy

and Qq

Verbs

1. How is ______ related

to ______?

2. What conclusion can be

drawn from _________

texts?


and different?


about__________?Click for

Words

Click for

Words

/y/ Spelled Yy

and /kw/

Spelled qu,

/z/ Spelled Zz

TE pg.530














LAFS.K.RF.3.3

Phonics/ Fluency PA High Freq Words Handwriting ConventionsTE 23 & 39

here, do,

little, with,

what

Amazing

Words

TE pgs. 17,

33, 51, 81, 93


TE pgs. 100-101



Studies Resources

Unit 6




gov/ ,

www.smithsoniansou

rce.org

LAFS.K.RI.1,1, LAFS.K.RI.1.8

Compare and Contrast:

AHouse for Freckles, TE pgs.

26 and 27

Retell: TE pg. 43 and Think,

Talk and Write, TE pg. 44


and 62 (Building With

Dad, pgs. 8-11) - TE pg.

64 (pgs. 14-15) and TE

pg. 66 (pgs. 18-19) and

TE pg. 68 (pgs. 22-23)

and TE 72 (pgs. 30-31)

Read Main Selection: TE

pg. 87 - Progress Monitor,

Good Morning Digger, TE

pgs. 100 and 101

DOK Stems

1. What can you say about

________?


about ________

3. What is your


text?


the reason______?

This week we read a story about a boy and his dad watching the construction of the

boy's new school. Think about the text and look at the illustrations. How do you think

think the boy feels? How do you know?

High Frequency Unit Standards: LAFS.K.RI.1.2 & LAFS.K.L.3.4

GKU6W1 Learning Goal: With prompting and support, the student will identify the main topic & determine the meaning of

unknown words.


Re

sou

rce

sR

ea

din

g S

tre

et

LAFS.K.RF.3.3.b; 2.2.d,e; 3.3.c; LAFS.K.L.1.1, 3.4, 3.5, 3.6


Click for

Words

Initial

and

media

/a/ and

/i/

Skills Buddy:

pgs. 17-25

RWN:

pgs. 406 and

412

Sleuth

Initial &

Final Pg.

154

The Night

Worker

Let's Build a New

School TE pg.SG7

Text Study

Trucktown:A Nap or other grade level approved


RWN:

pg. 401

Click for

Words

TB

Wri

tin

g

Uper

and

lower-

case

Aa & Ii

Pronouns

I and me

TE pg. 42-43

Re

tea

ch

/Exte

nsio

n

First Stop pg.

156

Su

pp

lem

en

tal

Optional Schl

based fluency

resources

Asse

ssm

en

t O

ptio

ns

Writing Frame based on Building with Dad. This is done as a shared writing.


Skills Buddy:

pg. 17 -

RWN:

pg. 405

Skills

Buddy:

pg. 16 -

RWN:

pgs. 402

and 407

Draw Conclusions

p.32, Compare and

Contrast

p. 30

Fluency

TE 24 /a/

Spelled Aa

and /i/

Spelled Ii


Draw

Conclusions

p.94,

Compare and

Contrast p. 92

Concept Literacy: What Do We Need? (Guided Reading Level A)

Below Level: A Stand for Tim

On-Level: Max and Jane

Advanced: Homes (Guided Reading Level C)

Get Set, Roll! Reader: A Nap


CCR Assessment OR

Teacher-Created

Assessment



3, p.32


CPALMSRI.1.1 http://www.cpalms.org/Public/PreviewStandard/Preview/5726


Stan

dar

d: S

S.K

.E.1

.3

RWN pg.408 RWN pg. 411







http://scpsreadingip.weebly.com/uploads/2/5/9/9/25995806/scale_for_lafs.k.ri.1.2__lafs.k.l.3.4-unit_6.docx







LAFS.K.RF.3.3

Phonics/ Fluency PA High Freq Words Handwriting ConventionsTE 123 & 139

where, is, go

that

come

Amazing

Words

TE pg.

117,133,151,

179,191


RWN pg. 423


Studies Resources

Unit 6




gov/ ,

www.smithsoniansou

rce.org

LAFS.K.RL.1.3

Character: The Monkeys

Build a Tree House, TE pgs.

126 and 127

Retell: TE pg. 143 - Think,

Talk and Write: TE pg. 144

Review Character, TE pg.

158 - Animal Attributes,

TE pg. 189;

Progress Monitor: The

Elves and the Shoemaker,

TE pgs. 198 and 199

DOK Stems


about _________?

2. What is your


text?


the reason______?


you draw?

This week we read a story about farm animals working together in Old MacDonald's

workshop. Each animal has a tool that makes a noise. What do you do to help at home

or school? What tool would you use? What do you think it would sound like?

High Frequency Unit Standards: LAFS.K.RI.1.2 & LAFS.K.L.3.4


unknown words.


Re

sou

rce

sR

eadin

g S

treet

LAFS.K.RF.2.2.d, e, 3.3.b; 2.2, d,e; 3.3.c; LAFS.K.L.1.1.e, 3.4, 3.6


Click for

Words

Initial

and

medial

/o/

Skills Buddy:

pgs. 37-45

RWN:

pgs. 418 and

424

RWN:

pg. 413

Skills Buddy:

pg. 37 -

RWN: pg.

417

Skills

Buddy:

pg. 36 -

RWN:

pgs. 414

and 419

Sleuth

Initial &

Final Pg.

154

The Night

Worker

The Carpenter's Helper

TE pg.SG25

Click for

Words

TB

Writing

Upper

and

lower

case Oo

Preposi-tional

phrases

TE pgs. 142-143

Rete

ach/E

xte

nsio

n

First Stop pg.

156

Supple

men

tal

Optional Schl

based fluency

resources

Assessm

ent

Options

Writing Frame based on Old MacDonald had a Workshop. This is done as a shared

writing.


Text Study

Trucktown:Get Set, Roll! or other grade level


Draw Conclusions

p.32, Compare and

Contrast

p. 30

Customized Literacy

Fluency

TE 124

/o/ Spelled

Oo



Leveled Readers

Draw

Conclusions

p.94,

Compare and

Contrast p. 92

Concept Literacy: We Build a Birdhouse (Guided Reading Level A)

Below Level: Let’s Play Hopscotch

On-Level: Fix the Big Box

Advanced: The Best Club Hut (Guided Reading Level C)

Get Set, Roll! Reader: Max, the Hot Rod

TE pgs.198-199


CCR Assessment OR

Teacher-Created

Assessment



3, p.32



Stan

dar

d:

SS.K

.E.1

.3

RWN pg. 420














LAFS.K.RF.3.3


TE 221 & 237

the, was, to

like

from

Amazing

Words

TE pgs. 215,

231, 249,

279, 291


RWN pg.435


Studies Resources

Unit 6

Lesson Planning

Sheet



gov/ ,

www.smithsoniansou

rce.org

LAFS. K. RI.1.1, LAFS.K. RI.1,2

Main Idea: The Best Nest,

TE pgs. 224 and 225

Retell: TE pg. 241 - TE Pg.

244 (Respond to

Literature)

Review Main Idea, TE

pg. 256 - Close Read: TE

pgs. 259 -261 (Building

Beavers, pgs. 6-11)

Illustrate Main Idea

(graphic organizer) TE pg.

302 - Progress Monitor:

TE pgs. 298 and 299

DOK Stems

1. What can you say about

_________?

2. What facts would you

select to support

________?


you draw?


the reason_______?

This week we read about beavers building their homes. Think about what you learned

and look at the illustrations. Why do you think beavers build their lodge in a pond?

Unit Focus Standards: LAFS.K.RI.1.2 & LAFS.K.L.3.4


unknown words.


Res

ou

rces

Readin

g S

treet

LAFS.K.RF.3.3.b; 2.2.d,e; 3.3.c; LAFS.K.L.1.1.f, 1.2, 3.4, 3.6


Click for

Words

Initial

and

medial

/e/

Skills Buddy:

pgs. 57-65

RWN:

pgs. 430 and

436

RWN:

pg. 425

Skills Buddy:

pg. 57 -

RWN:

pg. 429

Skills

Buddy:

pg. 56 -

RWN:

pgs. 426

and 431

Sleuth

Initial &

Final Pg.

154

The Night

Worker

How the Beaver Got a

Paddle-Tail TE pg.SG43

Click for

Words

TB

Writing

Upper

and

lower

case Ee

Telling

sentences

TE pg.240-241

Rete

ach/E

xte

nsio

n

First Stop pg.

156

Supple

menta

l

Mate

rials

Optional

School based

fluency

resources

Assessm

ent O

ptions

Writing Frame based on Building Beavers. This is done as a shared writing.


Text Study

Trucktown:A Bug Dent or other grade level approved


Draw Conclusions

p.32, Compare and

Contrast

p. 30

Customized Literacy

Fluency

TE 222

/e/ Spelled

Ee



Leveled Readers

Draw

Conclusions

p.94,

Compare and

Contrast p. 92

Concept Literacy: Busy Beavers (Guided Reading Level A)

Below Level: Gus Will Stop

On-Level: Go Camping

Advanced: A Small Trip (Guided Reading Level C)

Get Set, Roll! Reader: A Big Dent

TE pgs. 298-299


CCR Assessment OR

Teacher-Created

Assessment



3, p.32



Stan

dar

d: S

S.K

.E.1

.3

RWN pg.432















##

LAFS.K.RF.3.3


TE 305 & 337

for, my, of

we, yellow

Amazing

Words

TE pgs. 315,

331, 349,

381, 393


TE pg. 400-401


Studies Resources

Unit 6

Lesson Planning

Sheet




gov/ ,

www.smithsoniansou

rce.org

LAFS. K. RL.1.3

Plot: A Home for the Night,

TE pgs. 324 and 325

Retell: TE pg. 341; Think,

Talk, and Write, TE pg. 342

Create a Plot, TE pg. 391

- Guide Comprehension,

TE pg. 387

Progress Monitor, Night

in the Country, TE pg. 400

and 401 - Wrap Up Your

Week: Illustrate Plot

(Story Map) TE pg. 404 -

DOK Stems


about ______?

2. What is your


text?


the reason________? 4.

What conclusions can

you draw?

This week we read about Alistair and Kip going on an adventure out to sea that begins

with a boat and ends with a whale helping them get home. If you went on an

adventure, how would you travel and who would you ask to help you home?



unknown words.


Re

sou

rce

sR

ea

din

g S

tre

et

LAFS.K.RF.3.3.a, b; 2.2.b,d; 3.3.c; LAFS.K.L.1.1.d, 1.2.a, 3.4, 3.6

SCPS Writing Plan Focus: Opinion Writing

Click for

Words

Initial

and

medial

/u/

Skills Buddy:

pgs. 77-85

RWN:

pgs. 442 and

448

Skills Buddy:

pg. 77 -

RWN pg. 441

RWN:

pg. 437

Skills

Buddy:

pg. 76 -

RWN:

pgs. 438

and 443

Sleuth

Initial &

Final Pg.

154

The Night

Worker

Two Talented Friends

TE pg.SG 61

Click for

Words

TB

Wri

tin

g

Upper

and

lower

case Uu

Questions

TE pgs. 340-341

Re

tea

ch

/Exte

nsio

n

First Stop pg.

156

Su

pp

lem

en

tal

Ma

teri

als

Optional

School based

fluency

resources

Asse

ssm

en

t O

ptio

ns

Writing Frame based on Alistair and Kip's Great Adventure. This is done as a shared

writing.


Text Study

Trucktown:Mud Fun or other grade level approved


Draw Conclusions

p.32, Compare and

Contrast

p. 30

Fluency

TE 322

/u/ Spelled

Uu


Draw

Conclusions

p.94,

Compare and

Contrast p. 92

Concept Literacy: What Can We Make Together? (Guided Reading Level A)

Below Level: We Get Up!

On-Level: A Busy Day

Advanced: The Box (Guided Reading Level C)

Get Set, Roll! Reader: Mud Fun


CCR Assessment OR

Teacher-Created

Assessment



3, p.32




Stan

dar

d:

SS.K

.E.1

.3

RWN pg. 444 RWN pg. 447















LAFS.K.RF.3.3


TE 423 & 439

have, they,

fourtwo

blue

Amazing

WordsTE pgs. 417,

433,451, 477,

489


TE pgs. 496-497


Studies Resources

Unit 6





gov/ ,

www.smithsoniansou

rce.org

LAFS. K.RL.1.1, LAFS.K.RL.1.3

Setting: The Perfect Place,

TE pgs. 426 and 427

Retell, TE pg. 443 - Think,

Talk, and Write, TE pgs. 444

and 445

Building a House: TE pg.

449, Review Setting, TE

pg. 458; - Close Read: TE

pg. 460 (The House That

Tony Built, pgs 4-5)

Progress Monitor: A

House By the Sea, TE pgs.

496 and 497

DOK Stems


about _________?

2. What is your


text?


you draw?


the reason_____?

This week we read a story about all the people and steps it takes to build Tony's new

house. Think about something you can build and tell what you would do first, next, and

last.



unknown words.


Re

sou

rce

sR

eadin

g S

treet

LAFS.K.RF.3.3, a, b; 2.2.d; 3.3.c; LAFS.K.L.1.1.f,1.2.a, b, 3.4, 3.6

SCPS Writing Plan Focus: Opinion Writing

Click for

Words

Initial,

medial

and final

sounds

Skills Buddy:

pgs. 97-105

RWN:

pgs. 454 and

460

RWN:

pg. 449

Skills Buddy:

pg. 97 -

RWN: pg.

453

Skills

Buddy:

pg. 96 -

RWN:

pgs. 450

and 455

Sleuth

Initial &

Final Pg.

154

The Night

Worker

What Did the Architect

Do? TE pg.SG79

Click for

Words

TB

Writing

Lower

case

letters

Exclama-tions

TE pgs. 442-443

Rete

ach/E

xte

nsio

n

First Stop pg.

156

Supple

menta

l

Mate

rials

Optional

School based

fluency

resources

Assessm

ent O

ptions

Writing Frame based on The House That Tony Lives In. This is done as a shared

writing.

Click Here for Chronological Writing Frame.

Text Study

Trucktown:Spin Spin or other grade level approved


Draw Conclusions

p.32, Compare and

Contrast

p. 30

Fluency

TE 424

Decode


Draw

Conclusions

p.94,

Compare and

Contrast p. 92

Concept Literacy: Who Builds a House? (Guided Reading Level A)

Below Level: My Big Bug

On-Level: Build a Home

Advanced: Our Camping Trip (Guided Reading Level C)

Get Set, Roll! Reader: Spin!


CCR Assessment OR

Teacher-Created

Assessment



3, p.32




Stan

dar

d: S

S.K

.E.1

.3

RWN pg.456 RWN pg. 460












http://www.weebly.com/uploads/2/5/9/9/25995806/grade_2_chronological_order_steps_in_a_process.docx


LAFS.K.RF.3.3


TE 519 & 535

you, see, said

look

three

Amazing

WordsTE pgs. 513,

529, 547, 575,

587



Skills Buddy:

pgs. 117-125

Skills

Buddy:

pg. 116 -

RWN:

pgs. 462

and 471

Skills Buddy:

pg. 117 -

RWN:

pg. 467

RWN:

pg. 461

Fluency: TE

pg. 520

Decode


gov/ ,

www.smithsoniansou

rce.org

Asse

ssm

en

t O

ptio

ns

RWN:

pgs. 468 and

476

TE pg. 538-539RWN pg.469-

470

SCPS Writing Plan Focus: Opinion Writing Click here for SCPS Writing Lesson 3.8

Su

pp

lem

en

tal

Ma

teri

als

Optional

School based

fluency

resources



3, p.32

Text Study

Trucktown:Big Rosie or other grade level approved



Stan

dar

d: S

S.K

.E.1

.3

TE pgs. 594-595


CCR Assessment OR

Teacher-Created


Assessment & Oral

Reading Fluency

RWN pg.471

RI.1.1 http://www.cpalms.org/Public/PreviewStandard/Preview/5726

CPALMS



Studies Resources

Unit 6


This week we read all about how ants build their nests. Which animal would you be?

Tell about the home you would build.

Re

tea

ch

/Exte

nsio

n

First Stop pg.

156


Draw

Conclusions

p.94,

Compare and

Contrast p. 92

Concept Literacy: Ants Build (Guided Reading Level A)

Below Level: Look at the Red Bird

On-Level: Where Do Animals Live?

Advanced: Safe Places for Animals (Guided Reading Level C)

Get Set, Roll! Reader: Big Rosie

Writing Frame based on Ants and Their Nests. This is done as a shared writing.


Sleuth

Initial &

Final Pg.

154

The Night

Worker

Some Amazing Ants TE

pg.SG97

Draw Conclusions

p.32, Compare and

Contrast

p. 30

Re

sou

rce

sR

ea

din

g S

tre

et

LAFS.K.RF.2.2.d, 3.3.a; 2.2, 2.2.d; 3.3.c; LAFS.K.L.1.1.f; 3.4, 3.6 LAFS.K.RI.1.1, LAFS.K.RI.1.10

Draw Conclusions: A Prairie

Dog Home, TE pgs. 522 and

523

Retell, TE pg. 539; - Think,

Talk, and Write, TE pgs. 540

and 541

Close Read: TE pgs. 558-

560, (Ants and Their

Nests, pgs. 6-11)

Wrap Up Your Week, TE

pg. 598; - Progress

Monitor: Animals' Houses,

TE pgs. 594 and 595

DOK Stems

Initial,

medial

and final

sounds

Upper

and

lower

case

Complete

sentences

1. What can you say

about _________?

2. What facts would

you select to support

_________?

3. What conclusions

can you draw?


the reason________?

Click for

Words

Click for

Words

TB

Wri

tin

g



unknown words.






http://scpswriting.weebly.com/uploads/2/6/1/4/26142576/final_grade_k_informational_expository_fall__instructional_plan.docx









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