English Language Arts - Lafayette Parish School System

English Language Arts

Kindergarten

Curriculum Planner

2013-2014

2 Curriculum Planner 2013-14- Kindergarten

Word StudyPhonicsSpellingHigh Frequency WordsWord Parts

Writing WorkshopModeled WritingGrammarGuided WritingIndependent Writing

Reading WorkshopInteractive Read AloudShared ReadingGuided ReadingIndependent Reading


English Language Arts Standards » Reading: Literature

Key Ideas and Details

CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key details in a text.

CCSS.ELA-Literacy.RL.K.2 With prompting and support, retell familiar stories, including key details.

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

Craft and Structure

CCSS.ELA-Literacy.RL.K.4 Ask and answer questions about unknown words in a text.

CCSS.ELA-Literacy.RL.K.5 Recognize common types of texts (e.g., storybooks, poems).

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

story.

Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear

(e.g., what moment in a story an illustration depicts).

(RL.K.8 not applicable to literature)

CCSS.ELA-Literacy.RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar

stories.

Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.RL.K.10 Actively engage in group reading activities with purpose and understanding.

http://www.corestandards.org/ELA-Literacy/RL/K/1/










English Language Arts Standards » Reading: Informational Text

Key Ideas and Details

CCSS.ELA-Literacy.RI.K.1 With prompting and support, ask and answer questions about key details in a text.

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

CCSS.ELA-Literacy.RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of

information in a text.

Craft and Structure

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

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

CCSS.ELA-Literacy.RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a

text.

Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear

(e.g., what person, place, thing, or idea in the text an illustration depicts).

CCSS.ELA-Literacy.RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.

CCSS.ELA-Literacy.RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic

(e.g., in illustrations, descriptions, or procedures).

Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.RI.K.10 Actively engage in group reading activities with purpose and understanding.

http://www.corestandards.org/ELA-Literacy/RI/K/1/











English Language Arts Standards » Reading: Foundational Skills

Print Concepts

CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print.

o CCSS.ELA-Literacy.RF.K.1a Follow words from left to right, top to bottom, and page by page.

o CCSS.ELA-Literacy.RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters.

o CCSS.ELA-Literacy.RF.K.1c Understand that words are separated by spaces in print.

o CCSS.ELA-Literacy.RF.K.1d Recognize and name all upper- and lowercase letters of the alphabet.

Phonological Awareness

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

o CCSS.ELA-Literacy.RF.K.2a Recognize and produce rhyming words.

o CCSS.ELA-Literacy.RF.K.2b Count, pronounce, blend, and segment syllables in spoken words.

o CCSS.ELA-Literacy.RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words.

o CCSS.ELA-Literacy.RF.K.2d 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/.)

o CCSS.ELA-Literacy.RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Phonics and Word Recognition

CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.

o CCSS.ELA-Literacy.RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary

sound or many of the most frequent sounds for each consonant.

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

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

o CCSS.ELA-Literacy.RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Fluency

CCSS.ELA-Literacy.RF.K.4 Read emergent-reader texts with purpose and understanding.

http://www.corestandards.org/ELA-Literacy/RF/K/1/

http://www.corestandards.org/ELA-Literacy/RF/K/1/a/

http://www.corestandards.org/ELA-Literacy/RF/K/1/b/

http://www.corestandards.org/ELA-Literacy/RF/K/1/c/

http://www.corestandards.org/ELA-Literacy/RF/K/1/d/






http://www.corestandards.org/ELA-Literacy/RF/K/2/e/








English Language Arts Standards » Writing

Text Types and Purposes

CCSS.ELA-Literacy.W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the

topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

CCSS.ELA-Literacy.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they

name what they are writing about and supply some information about the topic.

CCSS.ELA-Literacy.W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events,

tell about the events in the order in which they occurred, and provide a reaction to what happened.

Production and Distribution of Writing

(W.K.4 begins in grade 3)

CCSS.ELA-Literacy.W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to

strengthen writing as needed.

CCSS.ELA-Literacy.W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing,

including in collaboration with peers.

Research to Build and Present Knowledge

CCSS.ELA-Literacy.W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and

express opinions about them).

CCSS.ELA-Literacy.W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided

sources to answer a question.


Range of Writing


http://www.corestandards.org/ELA-Literacy/W/K/1/








English Language Arts Standards » Language

Conventions of Standard English

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

o CCSS.ELA-Literacy.L.K.1a Print many upper- and lowercase letters.

o CCSS.ELA-Literacy.L.K.1b Use frequently occurring nouns and verbs.

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

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

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

o CCSS.ELA-Literacy.L.K.1f Produce and expand complete sentences in shared language activities.

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

o CCSS.ELA-Literacy.L.K.2a Capitalize the first word in a sentence and the pronoun I

o CCSS.ELA-Literacy.L.K.2b Recognize and name end punctuation.

o CCSS.ELA-Literacy.L.K.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes).

o CCSS.ELA-Literacy.L.K.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Knowledge of Language

(L.K.3 begins in grade 2)

Vocabulary Acquisition and Use

CCSS.ELA-Literacy.L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and

content.

o CCSS.ELA-Literacy.L.K.4a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the

verb to duck).

o CCSS.ELA-Literacy.L.K.4b Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the

meaning of an unknown word.

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

o CCSS.ELA-Literacy.L.K.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

o CCSS.ELA-Literacy.L.K.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites

(antonyms).

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

o CCSS.ELA-Literacy.L.K.5d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by

acting out the meanings.

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

http://www.corestandards.org/ELA-Literacy/L/K/1/

http://www.corestandards.org/ELA-Literacy/L/K/1/a/

http://www.corestandards.org/ELA-Literacy/L/K/1/b/

http://www.corestandards.org/ELA-Literacy/L/K/1/c/

http://www.corestandards.org/ELA-Literacy/L/K/1/d/

http://www.corestandards.org/ELA-Literacy/L/K/1/e/

http://www.corestandards.org/ELA-Literacy/L/K/1/f/
















English Language Arts Standards » Speaking & Listening

Comprehension and Collaboration

CCSS.ELA-Literacy.SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers

and adults in small and larger groups.

o CCSS.ELA-Literacy.SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the

topics and texts under discussion).

o CCSS.ELA-Literacy.SL.K.1b Continue a conversation through multiple exchanges.

CCSS.ELA-Literacy.SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and

answering questions about key details and requesting clarification if something is not understood.

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

Presentation of Knowledge and Ideas

CCSS.ELA-Literacy.SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

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

CCSS.ELA-Literacy.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

http://www.corestandards.org/ELA-Literacy/SL/K/1/

http://www.corestandards.org/ELA-Literacy/SL/K/1/a/

http://www.corestandards.org/ELA-Literacy/SL/K/1/b/







K-1 Text Exemplars

Stories Minarik, Else Holmelund. Little Bear

Eastman, P. D. Are You My Mother?

Seuss, Dr. Green Eggs and Ham

Lopshire, Robert. Put Me in the Zoo

Lobel, Arnold. Frog and Toad Together

Lobel, Arnold. Owl at Home

DePaola, Tomie. Pancakes for Breakfast

Arnold, Tedd. Hi! Fly Guy

Informational Texts Bulla, Clyde Robert. A Tree Is a Plant

Aliki. My Five Senses

Hurd, Edith Thacher. Starfish

Aliki. A Weed is a Flower: The Life of George Washington Carver

Crews, Donald. Truck

Hoban, Tana. I Read Signs

Reid, Mary Ebeltoft. Let’s Find Out About Ice Cream

“Garden Helpers.” National Geographic Young Explorers

“Wind Power.” National Geographic Young Explorers

Read-Aloud Informational Texts Provensen, Alice and Martin. The Year at Maple Hill Farm

Gibbons, Gail. Fire! Fire!

Dorros, Arthur. Follow the Water from Brook to Ocean

Rauzon, Mark, and Cynthia Overbeck Bix. Water, Water Everywhere

Llewellyn, Claire. Earthworms

Jenkins, Steve, and Robin Page. What Do You Do With a Tail Like This?

Pfeffer, Wendy. From Seed to Pumpkin

Thomson, Sarah L. Amazing Whales!

Hodgkins, Fran, and True Kelley. How People Learned to Fly

Read-Aloud Stories Baum, L. Frank. The Wonderful Wizard of Oz

Wilder, Laura Ingalls. Little House in the Big Woods

Atwater, Richard and Florence. Mr. Popper’s Penguins

Jansson, Tove. Finn Family Moomintroll

Haley, Gail E. A Story, A Story

Bang, Molly. The Paper Crane

Young, Ed. Lon Po Po: A Red-Riding Hood Story from China

Garza, Carmen Lomas. Family Pictures

Mora, Pat. Tomás and the Library Lady

Henkes, Kevin. Kitten’s First Full Moon

Poetry Anonymous. “As I Was Going to St. Ives.”

Rossetti, Christina. “Mix a Pancake.”

Fyleman, Rose. “Singing-Time.”

Milne, A. A. “Halfway Down.”

Chute, Marchette. “Drinking Fountain.”

Hughes, Langston. “Poem.”

Ciardi, John. “Wouldn’t You?”

Wright, Richard. “Laughing Boy.”

Greenfield, Eloise. “By Myself.”

Giovanni, Nikki. “Covers.”

Merriam, Eve. “It Fell in the City.”

Lopez, Alonzo. “Celebration.”

Agee, Jon. “Two Tree Toads.”

Read-Aloud Poetry Anonymous. “The Fox’s Foray.”

Langstaff, John. Over in the Meadow

Lear, Edward. “The Owl and the Pussycat.”

Hughes, Langston. “April Rain Song.”

Moss, Lloyd. Zin! Zin! Zin! A Violin


Unit 1: Reading Workshop - The Wonderful World of Books

August/September

Background/Preparation

Some students entering kindergarten will come with a working knowledge of books, including concepts about print and the understanding that we read to gain meaning from text.

Others will enter with a limited knowledge of books and how they work. As kindergarten teachers, it is our job to take students where they are and help them learn to love reading.

The CCSS will be the vehicle we use to move our students as readers and writers. They will act as a guide to help us know what to teach whole group, small group, and what to have

students practice independently while we work with others.

Oral language development is of utmost importance in kindergarten. Conversations between adults and students and among students using turn and talk is a powerful way to develop

oral language as well as speaking and listening skills. Ask students to share what they told their partner and what their partner told them.

From the start, make reading aloud to your students a priority. Read aloud literary selections as well as informational texts and poems. Reading aloud poetry will help you to develop

phonological awareness skills found in the CCSS.

The good news is that kindergartners expect to become readers and writers on the first day of school. Capitalize on these high expectations by having the wordless picture books from

Literacy by Design in book boxes on the tables. There are a variety of titles with engaging pictures. Show your students how to make up a story that goes with the pictures. They can

begin to practice many basic skills by playing with these wordless books including developing book language and oral language through speaking and listening.

Assessment

By the end of this unit, you will have had the chance to note class strengths and needs as readers by informally observing concepts about print such as:

1) Knows front of book

2) Knows that print carries message

3) Pretends to read by moving finger from left to right

4) Knows the difference between a letter and a word and that there are spaces between words

5) Knows how to make voice match print (one to one matching)

Let what your students know about concepts about print guide your instructional plans for shared reading. Big books or other enlarged texts offer you an opportunity to show students

how books and print work. From the start, use a pointer to show students how to touch the first letter of each word. When they begin to read leveled texts, this will be an important

strategy. Discuss pictures and how they help us to know what the words say. Prompt students to ask and answer questions about key details in the text and to retell familiar stories

using these details.

Goals for this Unit

1. Develop oral language through the use of conversation and turn and talk.

2. Read aloud to your students early and often. Use turn and talk to help students ask and answer questions about key details in the text.

3. Develop phonological awareness through the use of poetry. Help students to recognize and produce rhyming words. Sing nursery rhymes or other songs.

4. Note your class strengths and needs as readers and plan your shared reading lessons based on this knowledge.

5. During shared reading, use a pointer to show where to begin, to point to the first letter of each word and how to make your voice match the print. Have discussions about the

difference between a letter and a word. Discuss spaces and punctuation. Point out simple high-frequency words.

6. Arrange book boxes on each table using the wordless picture books found in Literacy by Design. Demonstrate how to tell a story that goes with the pictures. Encourage students to

tell stories using these books to a partner or group.

7. Demonstrate how to ask and answer questions about read alouds or shared readings and then how to retell using key details from the selection.

8. Introduce centers or work stations and establish expectations for behavior.


Unit 1 Reading Workshop

CCSS

RL.K.1 With prompting and support, ask and answer questions about key details in a text.

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

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

RI.K.1 With prompting and support, ask and answer questions about key details in a text.

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

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

RF.K.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 lower case letters of the alphabet.

SL.K.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.

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

requesting clarification if something is not understood.

W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are

writing about and state an opinion or preference about the topic or book (e.g., My favorite book is….).


Unit 1: Writing Workshop – Kindergarteners Can Write

August/September


Many kindergarten students will enter your classroom with pre-kindergarten experiences. Some of those students will have had opportunities to “write stories.” Calkins says 5 year

olds “rarely experience writer’s block” and advises us to begin writing workshop very early on. Most of your students will “pretend” to write stories using drawings and scribbles.

Some will actually draw a picture and write a string of letters or copy environmental print. Still others will draw pictures and attempt to label them using some of the letters and sounds

in that word.

By the end of September, most kindergarten teachers will have introduced nearly all of the letters in No More Letter of the Week and many of them if using Fast Track Phonics. Add

that to any letter/sound knowledge students have when they enter, such as the letters in their names, and it will make sense to have them begin “writing stories”. Blank paper is

appropriate for most of your students for the duration of this unit. These pages can be kept in a writing folder to monitor and document growth over this period. Organization is

essential. Have an idea in mind of what you want in folders and routines you want to establish for writing workshop. Write in front of your students daily. Suggestions are found in

the Modeled Writing section of the Writing Workshop planning page.

The CCSS expects kindergarten students to be able to use a combination of drawing, dictating and writing to convey a message. You will find these expectations aligned to your

kindergarten map with suggestions for students who can do more and for those who need additional support including a sample of a Help Page at the end of this unit. Gather single

copies of your favorite ABC chart to put in the writing folder. Some kindergarten teachers have a seasonal place where they post words students will need for writing during this time.

A large red apple with words such as school, teacher, friend, play, read, etc. can be put on the wall and used during writing workshop. Another suggestion for September would be a

large brown leaf with seasonal words such as fall, leaves, tree, etc.

The beginning lessons in Primarily Writing are appropriate as they help students to understand and record topics they can write about.

Assessment

Keeping in mind that this informal assessment will allow you to plan mini-lessons as well as document growth over time, pass out one sheet of blank paper. Ask students to write their

names on the paper. Tell them to think about something they want to tell you about themselves. It could be something they did over the summer, someone they know, something they

have or anything else of interest. Tell them to turn and talk to the person next to them about what they will draw. Give students a few minutes to draw a picture then ask them to

“write” something about the picture. This will be your documentation for beginning of year writing so refrain from assisting except to encourage them to do their best and reward all

attempts with smiles and praise. Check for those who cannot write their names yet and do so before picking up the samples.

Goals for this Unit

1. Demonstrate how writers know what to write. Authors write about … lessons can be found in Primarily Writing. Ask the Instructional Strategist at your school for them.

2. Write in front of your students daily. Begin by drawing a picture. Discuss with your students what you could say about the picture. Have them turn and talk. Label the picture.

Say the word slowly. Write all of the sounds you hear. Use the alphabet chart and word wall. Repeat this process until most of your students know that this is one way kindergarten

students can convey a message. Think, talk, draw, write.

3. Establish routines for writing workshop. Introduce your students to the writing folder. Teach them how to use it. It is best for you to be in charge of the writing folders for now.

4. Read lots and lots of books by wonderful authors such as Tomie dePaola. Continue to teach students throughout this unit that authors write about what they know.

5. Encourage planning in the form of talking. Students need to talk to you and each other about what they’re planning to draw then “write.”

6. Encourage all attempts with smiles and praise.

7. For those who are ready to write “stories” towards the end of September, give them more than one sheet of blank paper. Help them tell you about the beginning – touch the first

page, the middle – touch the second page, and the end – touch the last page. For those who need additional assistance, consider using something similar to the Help Page at the end of

this unit.


Unit 1 Writing Workshop

CCSS

W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which

they occurred, and provide a reaction to what happened.

W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

L.K.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.




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

SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.


Unit 1: Word Study

August/September

Background/ Preparation

Kindergarteners need to learn so much about letters and words and how they work. An effective word study curriculum, according to CCSS (CCSS), covers phonological awareness,

letter/sound relationships, spelling patterns, high frequency words, word structures, and strategies for problem solving words. The goal in word study is to help children build a better

set of high frequency words and knowledge of features of words to become better problem solvers as they read. Balance your instruction so that word study occurs both during times

set aside to introduce or review letters and sounds and also within the context of reading and writing. (Lucy Calkins, A Curricular Plan for the Reading Workshop Grade K)

Routines

Explicit word study should be incorporated into your No More Letter of the Week or Fast Track Phonics lessons. Be sure to spend enough time studying each feature. For example,

how to use beginning sounds and spelling patterns in a variety of ways.

Label as many items as possible in your classroom such as door, clock, computer, desk, etc.

Begin word wall activities which include the addition of names of students in your classroom as well as high frequency words. As soon as several consonants and a vowel have been

introduced, begin making CVC words for the Word Wall. Be sure to set up a Word Wall that is student friendly, and can be easily seen and manipulated from all areas of the

classroom.

Word Wall Games

Ongoing Word Wall games should begin during this unit and continue throughout the school year. Some examples include:

Clap-Chant-Say- Use this game to reinforce high frequency words. Use a laser pointer or flashlight and put the spotlight on a word. Point to the. Class claps and chants

then says word … the; t – h – e; the

Rhyme Time- This game is perfect for your onset/rime words. An example would be … My word starts with /k/ and it rhymes with bat. ANSWER: cat

Assessment

At the beginning of the year, assess to determine areas of strength and need. Some assessments include letter/sound identification, concepts about print, and student writing samples.

In addition, you may refer to results from the Developing Skills Checklist.

Goals for this Unit

1. Establish a meaningful routine for teaching word study each day.

2. Develop a Word Wall and use it interactively every day. Require students to use it as a reference.

3. Begin name inquiry, adding student names as letters are introduced.

4. Add at least two high-frequency words each week.

5. Begin adding CVC words as soon as possible to the Word Wall being careful to write the words on colored paper and cut them out in the shape of the word.

6. Continue playing several Word Wall games each day.


Unit 1 Word Study

CCSS

RF.K.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 (CVC) words. (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.

RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.

a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for

each consonant.

b. Associate the long and short sounds with 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.


Reading Workshop Writing Workshop Word Study

CCSS

RL.K.1 RI.K.1 RF.K.1 SL.K.1 W.K.1

RL.K.2 RI.K.2 SL.K.2

RL.K.3 RI.K.5

Daily Routine: Vocabulary Journal

Daily Routine: Independent Reading (wordless picture books)

Daily Routine: Response Journals (pictures)

CCSS

W.K.3 L.K.1 SL.K.1

W.K.5 SL.K.3

SL.K.4

Daily Routine: Journal (Independent) – Students draw and

“write” on self-selected topics by the end of this unit.

CCSS

RF.K.2

RF.K.3

No More Letter of the Week

OR Fast Track Phonics

Begin word wall activities.

Activities should include the

addition of names of students

in your classroom as well as

high frequency words. As

soon as several consonants

and a vowel have been

introduced, begin making

CVC words for the Word

Wall. Play several word wall

games each day.

NMLW Cycle 1:

Letter Recognition &

Phonemic Awareness

Begin Fast Track Phonics

MODELED WRITING

Label a Picture

Journal or Treasure Book

Story*

MINI-LESSONS/Grammar

Introduce journals for independent writing

Writing Assessment – see unit description page

**What Authors Do

**Authors and Ideas

**Topics I Can Write About

Sequence

Letters Make Words

Naming Words: Animals

Naming Words: Things

**See the Instructional Strategist at your school for more

information on these beginning lessons.

GUIDED WRITING

Students write – teacher conferences with individuals or

groups

POSSIBLE WRITING WORKSHOP TARGET

SKILLS/DID IT! DOTS:

N – writes name on page

T – chooses topic

- uses turtle talk – says a word slowly and

writes all the sounds can hear

*Model Story if class is ready.

Theme 1: Faces and Places

Read Aloud/Shared Reading: Learning is Fun with Mrs. Perez,

Is This My Classroom?, First Day of School (Poem)

COMPREHENSION STRATEGY: Make Connections

Literacy by Design TARGET SKILLS

• Realistic Fiction

• Identify Repetition of Language

• Teach Book-Handling Skills

Guided Reading: Introduce centers or work stations along with

routines and expectations.

Theme 2: Schools Have Rules

Read Aloud/Shared Reading: When Kangaroo Goes to School,

School Rules!, The Clock (Poem)

COMPREHENSION STRATEGY: Determine Importance


• Personal Narrative

• Understanding Letters and Words

• Nonfiction Text Feature: Bulleted List

Guided Reading: Administer the Rigby Kindergarten Pre-

Screener and Screener. Begin students at Level A or above based

on screener results. Begin guided reading on or before the end of

the first quarter. Additional Read Aloud titles can be found on the Text Exemplars

page.


Reading Workshop Resources Writing Workshop Resources Word Study Resources

Use first weeks to introduce work boards, literacy stations

and routines that must be established before you begin to

teach guided reading. Rehearse all stations and procedures in

a variety of ways before guided reading begins.

Begin guided reading on or before the end of the first quarter.

LbD Writing Resource Guide

Story Organizer – p. 33

Sequence Organizer – p. 34

Letters Make Words – pp. 1 & 2

Naming Words: Animals – p. 3

Naming Words: Things – p. 4

Writing Bridge Cards: 1, 2, 3, 4

Writing Charts: 1, 2, 3, 4, 5, 6

www.primarilywriting.com

Zaner-Bloser Spelling Connections

NMLW FTP

Order Order

Mm m

Ss a

Tt s

Aa d

Dd t

Nn i

Ff n

Pp p

Jj g

Hh o

Gg c

Oo k, ck

Bb u

Ww r

Ii b

Ll f

Rr e

Cc l

Uu h

Kk ng

Vv sh

Yy z

Ee w

Qq ch

Xx j

Zz v

y

th

q

x

See Word Wall games on ELA K-5 Blackboard

Theme 1: Faces and Places at School

Whole Class Charts: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

Comprehension Bridge Card: 1

Vocabulary Development:

Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game

students, principal, school, respect, behave, neighborhood

Connect to Literature:

If You Take a Mouse to School, Miss Bindergarten Gets Ready

for Kindergarten, It’s Time for School Stinky Face

Theme 2: Schools Have Rules


Comprehension Bridge Cards: 1, 2



rules, citizen, teach, learn, enter, order


Miss Nelson is Missing, David Goes to School, My Kindergarten

For frequent information and resource updates, join Ed-Connect publication for teachers at http://www.louisianaschools.net/

http://www.primarilywriting.com/

http://www.louisianaschools.net/


Unit 1 - English Language Arts/Literacy Kindergarten Year-in-Detail, cont. (SAMPLE)

1“Shared Research and Writing” refers to student-led inquiry activities; these are extension activities that allow students to make connections with texts. These activities should be done

after students have read, written, and spoken about each individual text and demonstrated their understanding of the text. Additional reading and writing performance tasks with the texts

are expected and indicated through the possible Reading and Writing Standards.

2The listed Reading Standards: Foundational Skills are suggested for whole-class instruction using portions of the read-aloud texts or no text, when appropriate. Systematic and explicit

instruction of the reading foundational skills should occur through small-group literacy instruction and be based on individual student needs, focusing on a progression of subskills that are

formally assessed at various points throughout the year. This plan does not address small-group literacy instruction or systematic and explicit instruction of the reading foundational skills.

Unit One Read-Aloud Anchor Text

Chrysanthemum, Kevin Henkes

Related Texts

Read-Aloud Literary Texts

Leo the Late Bloomer, Robert Kraus

The Kissing Hand, Audrey Penn

Wemberly Worried, Kevin Henkes

A Porcupine Named Fluffy, Helen

Lester

Alexander and the Terrible, Horrible,

No Good, Very Bad Day, Judith Viorst

Read-Aloud Informational Texts

A Rainbow of Friends, P.K. Hallinan

We Are All Alike, We Are All Different,

Cheltenham Elementary School

Kindergarteners

Nonprint Texts (e.g., Media, Website,

Video, Film, Music, Art, Graphics)

Sidewalk Circus, Paul Fleischman

(Wordless Picture Book)

Building Student Knowledge

Students explore their names and the

letters in them. Students develop

awareness for being part of a family,

classroom, and community and an

appreciation for the differences in others.

Possible CCSS

Reading

RL.K.1, RL.K.2, RL.K.3, RL.K.4,

RL.K.6, RL.K.7, RL.K.9, RL.K.10

RI.K.1, RI.K.2, RI.K.3, RI.K.4,

RI.K.6, RI.K.7, RI.K.10

Sample Shared Research and Writing 1

Investigate letters and sounds In student

names, e.g., write names on word cards

and have students find other students with

beginning letters that are the same, create

a word wall of students’ names, and/or

count the letters in students’ names and

chart the results from shortest to longest.

Create a class book similar to We Are Alike,

We Are Different.

Involve parents in telling the story of the

origin of the child’s name and have the

child share with the class.

Reading Standards:

Foundational Skills 2

RF.K.1a-d, RF.K.2b

Writing

W.K.1, W.K.3, W.K.5, W.K.6,

W.K.7, W.K.8

Text Complexity Rationale

The anchor text is from the grades 2-3

band. As such, the indicated texts are

complex and should be used for

interactive read alouds and, when

appropriate, whole-group literacy

instruction.

Speaking and Listening

SL.K.1a-b, SL.K.2, SL.K.3,

SL.K.4, SL.K.5, SL.K.6

Language

L.K.1a-b, d; L.K.2.a-d; L.K.5.a-

c; L.K.6

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf


Me and my friends play.

2. Student dictates the story to teacher.

3. Teacher helps student write a word using sound boxes.

1. Student draws picture then “writes” something

about the picture.

Example of Help Page

e m

x

a

m


Unit 2: Reading Unit


Unit 2: Reading Workshop – We Read and Talk About Books

October


By now you have a working knowledge of the strengths and needs of the readers in your classroom. The CCSS tell us that kindergarten students should read emergent books with purpose

and understanding. In order to prepare our students to read with purpose and understanding, we will continue to expose them to a variety of texts during read aloud and shared reading.

Vocabulary is essential if students are to understand what is read to them and what they will later read themselves. During this unit, you will observe students who are drawing more

detailed pictures of vocabulary words and those who are able to add more to their explanations or examples.

Rereading literary texts will allow students an opportunity to get to know more about characters. The CCSS call for kindergarten students to not only identify characters, but to compare

and contrast the experiences of characters in familiar stories. Rereading will keep students actively engaged in group reading activities with purpose and understanding, according to

CCSS, and will allow you to coach students to retell familiar stories including key details. If it isn’t already, make retelling a part of your daily reading life. Retell across your fingers

using the words first, then, next, after that, and last or finally.

During shared reading, continue to model crisp, sharp pointing. Point under the first letter of each word while reading. Help students see how leaving spaces helps us to become better

readers. Point out capitals and periods. Students will begin to find high-frequency words and match them to those on the word wall. If you haven’t done so already, introduce an

alphabet book or chart to your shared reading routines. An alphabet chart can be found in Guided Reading: Good First Teaching. The media center at VCC can make this chart into a

poster and laminate it for a small charge.

Continue to read poetry to students for enjoyment and to develop phonemic awareness skills. Literacy by Design includes a poem with each theme. Mother Goose rhymes offer a fun

way to practice rhyming and blending and segmenting onsets and rimes in spoken words as outlined in the CCSS Foundational Skills.

Guided Reading

This month you will begin teaching small guided reading groups. Using the specially designed lesson plan format for kindergarten students, you will be alternating assisted writing with a

new book. It is not unusual for kindergarten teachers to begin this month with as many as six groups. You will only be seeing three groups a day alternating groups 1, 2, and 3 on one

day and groups 4, 5, and 6 on the next. Your goal is to spend approximately 15 minutes with each group while the other students in your classroom are doing independent work at centers

or stations. See the Instructional Strategist at your school for more information on guided reading groups, lesson plans and work station rotation suggestions.

Goals for this Unit

1. Read aloud then reread literary texts to develop students’ ability to retell using key details, describe characters and explain their actions, and to compare and contrast characters in

several favorite books.

2. Retell across your fingers using the words first, then, next, after that, and last or finally.

3. Continue to teach concepts about print including letter/word concept, pointing under first letter of each word, spaces, capitals and periods during shared reading.

4. If you haven’t done so already, add an alphabet book or chart to your shared reading routines.

5. Encourage the development of phonemic awareness by reading poetry to your students on a regular basis.

6. Begin guided reading this month. Work up to teaching 3 groups a day. Alternate between assisted writing and a new book.

7. Make your leveled texts introduction powerful. See directions for a powerful book introduction at the end of this unit.



CCSS



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

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



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







RF.K.4 Read emergent-reader texts with purpose and understanding.






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

W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are



Unit 2: Writing Workshop – We Write Stories

October


The CCSS call for students to “produce narrative stories through a combination of drawing and writing to narrate single events or several loosely linked events.” While we still have many students

who require blank paper and will draw a simple picture with or without letter strings, others will be ready to “write” very simple stories. These events may or may not be connected. An example

may be, I can ride my bike. I got ice cream. I played. Help students create connections through conversation.

It is crucial for you to continue to model writing on a daily basis. Share your thought processes with your students. How do you know what to write about? How can you add to your Topics I Can

Write About page in your own reading folder? By experiencing this process, students will be able to practice thinking of a story, talking to a partner about the story then using everything they know

about letters and sounds to help them know what to write. So the process is: think of something you could say, turn and talk – tell your partner everything you can about what it is you are going to

write about, tell your partner what you are going to draw, think of what you could say about the drawing, use what you know about letters and sounds to help you “write” something about the

picture.

Beginning with a sketch or picture will be an important first step for most of your students all year. Tell stories about your own life that your students would be interested in hearing. Stories about

pets, trips, your children, a flat tire on your car are popular choices. Using a chart tablet, touch the first of three pages and tell students what you are going to draw or sketch, turn the chart to the

next page, touch the page telling students what you could sketch on that page, and finally touch a third page doing the same. Flip back to the first page and begin your sketch. Ask students to help

you figure out what to write there. Use “turtle talk”, which is saying a word slow like a turtle, and have students help you figure out all the sounds you can hear in the word. Use your alphabet

frieze. Refer to the movements and sounds from No More Letter of the Week - /f/ like a scared cat, or /m/ (rub your tummy), and the mnemonic alphabet in Fast Track Phonics – T like tower or C

like caterpillar. Use your Word Wall. Find CVC words that may already be there or high-frequency words that you need for your writing.

In this unit you will emphasize the importance of being able to “read” their stories back to you and the class. At first, allow students to “tell the story using as much vivid language as possible.”

Towards the end of the unit encourage those who are ready to touch the words as they read even if students are still labeling pictures.

Paper Choice

For most of your students blank paper is still appropriate. Introduce 3 page blank booklets for those who are ready. You will know who is ready as these students will be able to convey a

sense of story as they talk about what they’re going to write by stringing several events together. Use the same process of thinking, touching the page and saying what they’re going to

sketch, touching second page and doing the same then, finally, touching last page and telling you or partner what they could sketch last.

You will see your students become very excited as more and more will soon be ready for the 3 page booklet. Don’t rush those who are not yet ready. Continue to build the oral language.

In order to write about something that has happened to them, students need to be able to pull together events. Be a good model. Use Author’s Chair for sharing – both for those who are

still labeling pictures and for those who are beginning to construct simple stories using the 3 page booklet.

Goals for this Unit

1. Model how to create narrative stories based on things that have happened to you. Continue to write in front of your students daily. Use “turtle talk”, the alphabet frieze, and Word

Wall to help show how to put letters with sounds or find the words that you need for your writing.

2. Encourage students to talk to you and each other to develop the language they need to be able to create a narrative. Kindergarten students need lots of purposeful talk – turn and talk.

3. Continue to encourage students to say words slowly and write all the sounds they can hear.

4. Encourage students to “read” aloud what they have written while you are conferencing and during Author’s Chair share time. Accept vivid “readings” at first, then begin to encourage

students to touch the first letter of each word they have written when they share during Author’s Chair.

5. Look for students who are ready to use 3 page blank booklets and demonstrate through your modeled writing how to use them.

6. Continue to encourage students to use the Topics I Can Write About page in their writing folder.

7. Choose a piece for the writing portfolio.



CCSS

W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they

occurred, and provide a reaction to what happened.














Unit 2: Word Study

October


Engaging students in work with the Word Wall each day will support your efforts to implement the Reading Foundational skills found within the CCSS. Working with letter/sound

identification, name recognition, and high-frequency word knowledge is not an end in and of itself, rather, it is a necessary and important component of an effective comprehensive

literacy program. (Lucy Calkins, A Curricular Plan for the Reading Workshop Grade K)

Routines

Explicit word study should be incorporated in your No More Letter of the Week OR Fast Track Phonics lessons. Be sure to spend enough time studying features such as beginning sounds

and spelling patterns in a variety of ways.

To help students begin to recognize the distinct features of each letter and to form letters, have students sort letters by features such as, tall letters, short letters, tall sticks and letters with

circles. During word study, have students sort using magnetic letters and practice forming letters with Play-Dough. While playing Word Wall games, have students hunt for all of the tall

letters or all of the letters with dots, etc. Encourage students to begin using the Word Wall during Writing Workshop.

Word Wall Games

Mind Reader- You may use this with either onset/rime words or vocabulary words. An example would be … My word starts with /k/ and it is something that goes, “meow.”

Read my mind. ANSWER: cat; Another example may be … My word is something you do for others when you are going to have a birthday party. Read my mind. ANSWER:

invite

Spell and Shape- Have students write a word you choose from the wall repeatedly around a specific shape such as a square, circle, or triangle.

Goals for this Unit

1. Continue name inquiry, adding student names as letters are introduced and reviewed.

2. Focus on correct letter formation.

3. Have students sort letters according to print features.


5. Continue adding CVC words to the Word Wall being careful to write the words on colored paper and cut them out in the shape of the word.

6. Use the Word Wall as a resource for writing.



Unit 2 Word Study

CCSS





d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (CVC) words. (This does not include CVCs ending

with /l/, /r/, or /x/).



a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each

consonant.






CCSS

RL.K.1 RI.K.1 RF.K.1 SL.K.1 L.K.6 W.K.1

RL.K.2 RI.K.2 RF.K.4 SL.K. 2

RL.K.3 RI.K.3

RL.K.5 RI.K.5


Daily Routine: Independent Reading (wordless picture books

and book bags)


CCSS

W.K.3 L.K.1 SL.K.1

SL.K.3

SL.K.4


“write” on self-selected topics.

CCSS

RF.K.2

RF.K.3

Continue Word Wall

Activities

No More Letter of the

Week – Continue Cycle 1

MODELED WRITING

Journal (for students who still need to label picture)

Story


Writing Process Introduction

Ideas

Build Characters

Sequence

Prewriting

Naming Words: People

Naming Words: Places

Review Naming Words

Action Words

GUIDED WRITING


groups




T – chooses topic



S – leaves spaces between words

Theme 3: Good Foods to Eat

Read Aloud/Shared Reading: Eat Well, The Monster Pet,

Favorite Foods (Poem)

COMPREHENSION STRATEGY: Infer


• Writing Form: Story

• Identify Character

• Teach How to Distinguish Fantasy from Reality

Guided Reading: Begin guided reading on or before the end of

the first quarter. Use the three part lesson cycle created for

kindergarten, rotating between assisted writing and a new book.

Theme 4: What Animals Need

Read Aloud/Shared Reading: Three Bags Full, A Picture

Dictionary of Animals, Animals Hibernate

COMPREHENSION STRATEGY: Ask Questions


• Picture Dictionary

• Photo Essay

• Teach Nonfiction Feature: Labels

Guided Reading: See 3 groups per day – take one or two

running records a day

Additional Read Aloud titles can be found on the Text Exemplars

page.



Theme 3: Good Foods to Eat





vitamin, breakfast, supper, health, enjoy, need


Sweet Tooth, Little Pea, The Seven Silly Eaters


Story Organizer – p. 35

Build Character – pp. 51-52


Naming Words: People – p. 5

Naming Words: Places – p. 6

Review Naming Words – p. 7

Action Words – p. 8

Writing Bridge Cards 5, 6, 7, 8

Writing Charts 7, 8, 9, 10, 11, 12


Zaner-Bloser Spelling

Connections


Theme 4: What Animals Need


Comprehension Bridge Cards: Cards 3, 4

Vocabulary Development: Explain, Restate, Show, Discuss,

Reflect & Refine, Apply in Learning Game

burrow, hunt, travel, shelter, carry, gather


Bear Snores On, 100 Hungry Ants, Water Hole Waiting




Unit Two

(Introduce

this unit and

then return

to these

concepts

and texts to

coordinate

with

holidays and

calendar

events.)

Read-Aloud Anchor Text

Hooray for Today! All About Holidays,

Bonnie Worth (Informational)

Related Texts


The Scrambled States of America,

Laurie Keller

America the Beautiful, Katharine

Lee Bates


America Is…, Louise Borden

Excerpts from A is for America,

Devin Scillian

The Statue of Liberty, Lloyd G.

Douglas

Our American Flag, Mary Firestone

The Very First Americans, Cara

Ashrose

Additional texts about specific

holidays, e.g., If You Were At…The

First Thanksgiving, Anne Kamma,

The Pilgrims’ First Thanksgiving,

Ann McGovern, or Thanksgiving

Is…, Gail Gibbons


Focusing on important national symbols,

various states, and the stories and history

surrounding the celebration of local, state,

and national holidays, students will begin

to understand how people and events of

the past impact our lives today in the

United States. This unit connects to social

studies.

Possible CCSS

Reading

RL.K.1, RL.K.4, RL.K.6, RL.K.7,

RL.K.10

RI.K.1, RI.K.2, RI.K.3, RI.K.4,

RI.K.5, RI.K.6, RI.K.7, RI.K.8,

RI.K.9, RI.K.10

Reading Standards:


RF.K.1a-d, RF.K.3a-c



band. The related text America Is… has a

lower text complexity level, but it is still

suited for read aloud this early in the

kindergarten year. Complex texts should

be used for interactive read alouds and,

when appropriate, whole-group literacy

instruction.

Sample Shared Research and Writing

For each holiday, explain in one sentence

how it connects to our past, based on the

texts being read in class.

Writing

W.K.1, W.K.3, W.K.5, W.K.6,

W.K.7, W.K.8



SL.K.5, SL.K.6

Language

L.K.1a-b, d-e; L.K.2.a-d;

L.K.5.a-c; L.K.6

Possible Teacher Resources

Invite a local veteran to speak to your class.

3 The listed Reading Standards: Foundational Skills are suggested for whole-class instruction using portions of the read-aloud texts or no text, when appropriate. Systematic and explicit

instruction of the reading foundational skills should occur through small-group literacy instruction and be based on individual student needs, focusing on a progression of subskills that are formally assessed at various points throughout the year. This plan does not address small-group literacy instruction or systematic and explicit instruction of the reading foundational skills.


http://www.centeroninstruction.org/files/Building%20the%20Foundation.pdf


Unit 3: Reading Workshop – Use All You Know to Read

November


In A Curricular Plan for the Reading Workshop, Calkins advises us to “rally kids around a mission that they can understand.” This month, arm students with the “super powers” they’ll

need as they continue to read emergent level texts. These powers include pointing to the first letter of each word using one to one matching. Do not encourage sweeping or dragging.

Demonstrate how to use crisp, sharp pointing. Use high-frequency words to help when the reading gets tricky. We call these anchor words on the LPSS Guided Reading Lesson Plan for

levels A – G. An anchor word is a high-frequency word that is neither the first nor last word in the sentence. We let the first letter help us when we get to a word we don’t know. We

always ask ourselves, “What would make sense?”

You have finished your first round of No More Letter of the Week and are well into your second cycle of instruction. For students who are not yet familiar with letter names, add a quick

alphabet chart to the small group. The Instructional Strategist at your school has a color copy of an alphabet chart that is appropriate for kindergarten readers. In shared reading fashion,

point and say the letter name then the picture that begins with the letter. A – a – apple, B – b – ball, C – c – cat, etc. It takes only a minute and has a large payoff.

Locate the Word Solving Strategies chart at your school and place it at the table where you teach guided reading. Congratulate students for knowing when they get to a tricky part in their

reading and for knowing what to do. Readers actually use several sources when they get to a tricky part. We think about the meaning of the story, we use what we know about letters and

sounds, we locate anchor words or high frequency words, then we reread and ask ourselves if it made sense.

Some students are completing vocabulary journals with partners and having rich conversations about the words in their journals. Applying these words in a learning game is an enjoyable

activity. The games involve movement and promote Speaking and Listening CCSS.

Shared reading continues to be a big part of your reading workshop. Your ability to demonstrate concepts about print at higher and higher levels now including return sweep is easiest

during shared reading. During shared reading, show students what you expect them to do during guided reading.

Connections

Your read alouds this month will be mostly informational as you will be providing students with a rich background for Writing Workshop. Point out patterns in these informational texts

that will help students write their own selections. The CCSS calls for us to prompt and support to help kindergarten students identify basic similarities in and differences between two

texts on the same topic.

Goals for this Unit

1. Teach three guided reading groups a day. Rotate groups so that students see you the same number of times in a two week period. Use the specially designed lesson plan to alternate

between assisted writing and new book.

2. Add the alphabet chart for groups who need extra work in letter identification.

3. Locate and place the Word Solving Strategies poster on the table where you teach guided reading.

4. Demonstrate how to use all that we know when we get to tricky parts in books -- think about the meaning of the story, use what we know about letters and sounds, locate anchor words

or high frequency words, then reread and ask ourselves if it made sense.

5. Encourage partners to complete vocabulary journals and have rich conversations about new vocabulary.

6. Continue using shared reading texts to demonstrate concepts about print.

7. Read aloud many informational texts and discuss similarities and differences between texts on the same topic.



CCSS

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

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

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

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


RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

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





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







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


Unit 3: Writing Workshop – Informational Writing

November


Up to this point, we have been encouraging students to “write” the best way they can. In this unit, we will encourage students to use letters and sounds, to label pictures and to record

observations. If most of your students have not yet begun to label pictures, saying words slowly, and writing all the sounds they hear, then more intensive modeling will be required. Be

on the lookout for these students and pull them aside for small group writing instruction during Guided Writing. Use assisted/interactive writing techniques to differentiate instruction in

phonemic awareness and phonics. The use of Elkonin boxes will help students segment phonemes.

In this unit, students will learn that writing is for more than telling a story. We can write to share information. We can write like scientists. In keeping with the CCSS, we will be helping

our students to “use a combination of drawing, dictating and writing to compose informative/explanatory texts”. Calkins suggests we “invite students to observe, collect and study bits of

their world.” In our area, some trees are beginning to change colors and lose leaves making it a perfect topic for kindergarteners to “study.” They can gather leaves, seeds, bits of bark or

pine cones for use later. If your class isn’t interested in leaves, choose something that motivates them. You’ve just finished studying animals in Literacy by Design. You may want to

extend that topic. Other simple suggestions include water or weather. In Social Living, you have just finished studying about the senses. Use this information to assist students when

recording their observations about the topic.

Since your students will be scientists, special paper is required. From the start of this unit, you may want to provide 3 page booklets for all of your students. The booklets need to have

plenty of room for drawings and labels plus a few lines at the bottom for writing. Some students will write a booklet a day. Your students will also find colored pencils or thin markers

very useful as their drawings may need more and finer detail.

Look For …

Well written mentor texts about the topic will show students the “how” of writing informational texts and provide inspiration for them to write on their own. Leaf Man and Red Leaf,

Yellow Leaf by Lois Ehlert are excellent examples of informational texts with a twist. Gail Gibbons also writes informational texts for young children.

The more students write, the more they will want to know about the topic. You may want to put magnifying glasses on the tray with objects to explore. Use the words, “I notice …, I

wonder …, I think …” when you are modeling your informational writing. Set up a simple experiment giving students yet another opportunity to make and record observations.

For students who need more oral language development, sit beside them during Guided Writing and initiate a conversation about the objects that have been collected. Ask them what they

see. When they answer, repeat back. Then ask what they could say about the objects. Help them to understand they can write about what they see and they can write what they say to

you. Observe, think, talk, draw then write.

Goals for this Unit

1. Encourage more students to use 3 page booklets.

2. For students who are not labeling, assist during guided writing. Through conversations, develop the oral language needed to “write” about the topic.

3. Continue to encourage students to say words slowly, writing all the sounds they can hear.

4. Model writing informational texts for your students. Continue to show students how to use what they know about phonics, the Word Wall and high-frequency words to make their

writing better.

5. Encourage students to “read” their own writing. Encourage students to touch the first letter of each word.

6. Encourage students who are writing simple sentences to leaves spaces between words.

7. Have students use digital resources to “publish” their writing.



CCSS

W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply

some information about the topic.


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




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




L.K.2 Demonstrate command of the conventions of standard English capitulation, 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 consonants and short-vowel sounds (phonemes).

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

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

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


Unit 3: Word Study

November


By this time of the year, you should have introduced several kindergarten high-frequency words. Recognizing these words in isolation is not enough. Students should begin recognizing

these words within connected text.

Continue working with your class on phonological awareness skills. Clap the words in a sentence. Say words together, clapping or tapping syllables. Orally segment and blend

phonemes in words. Play rhyming games. Very often, students confuse syllables in words with the number of words they hear in a sentence. The more word play you engage in, the

better developed phonemic awareness becomes. As phonemic awareness improves, so does reading and writing.

Continue to sort letters by features.

Routines

You may decide to turn your classroom labels into simple phrases by adding the word “The” to the label “door” so it now reads “The door”. You may also make labels into simple

sentences such as, “This is the door”.

Revisit fun or interesting words from read alouds or shared readings for word play such as counting/clapping syllables in words, rhyming and segmenting and blending. Clap syllables in

names.

Word Wall Games

Sing the Word Wall- Sing the word wall with the ABC melody. www.havefunteaching.com has many sight word songs and videos all free to use.

Quick Erase- Write a CVC word on the board for students to read. Erase one letter, and then add a new letter making a new word.

Goals for this Unit

1. Continue working with students on understanding word structure and multi-syllabic words.

2. Change labels into simple sentences such as “The door is red.”

3. Continue word play activities to develop phonological awareness.





http://www.havefunteaching.com/


Unit 3 Word Study

CCSS






with /l/, /r/, or /x/).




consonant.






CCSS

RL.K.4 RI.K.4 RF.K.1 SL.K.1 L.K.6

RL.K.6 RI.K.5 RF.K.4 SL.K.2

RL.K.10 RI.K.6

RI.K.10


Daily Routine: Independent Reading (wordless picture books

and book bags)


CCSS

W.K.2 L.K.1 SL.K.5

W.K.5 L.K.2 SL.K.6

W.K.6

Daily Routine: Journal (Independent) – Students draw

and “write” on self-selected topics.

CCSS

RF.K.2

RF.K.3

Continue Word Wall

Activities

No More Letter of the Week –

Begin Cycle 2: Letter

Formation

MODELED WRITING

Informational/Explanatory

Response (Daily Routine – Opinion)


Drafting

Sequence

Organization

Build Strong Paragraphs

Review Action Words

Is it Naming or Action?

Describing Words: Colors

Describing Words: Size

GUIDED WRITING


groups




T – chooses topic




R – reads work to teacher or group

Theme 5: Who I Am

Read Aloud/Shared Reading: The Way I Feel, Building Buddy,

Sip, Slurp, Gulp! (Poem)

COMPREHENSION STRATEGY: Fix-Up Strategies

Literacy by Design TARGET SKILLS Play

• Recognize Rhythm and Rhyme

• Teach Recognize Parts of a Book

Guided Reading: See 3 groups per day – take one or two running

records a day. MSV the record. Do a retell and assess fluency.

Theme 6: Meet My Family

Read Aloud/Shared Reading: Apple Pie 4th

of July, Families,

One and All, There Was an Old Woman Who Lived in a Shoe

COMPREHENSION STRATEGY: Create Images


• Expository

• Identify spaces between words

• Nonfiction Feature: Contents Page




page.



Theme 5: Who I Am





feelings, body, match, positive, special, bone


It’s Hard to be Five, Whistle for Willy, Alexander and the Terrible,

Horrible, No Good, Very Bad Day


Report Organizer – p. 38


Build Strong Paragraphs – pp. 52-53

Review Action Words– p. 9

Is it Naming or Action – p. 10

Describing Words: Colors – p. 11

Describing Words: Size – p. 12


Writing Charts 13, 14, 15, 16, 17, 18


NMLW Notebook


Connections


Theme 6: Meet My Family





food, grandparent, together, describe, each, celebration


The Rag Coat, Grandfather’s Journey, The Pain & The Great One

Additional Resources - Children’s Books: • Aliki, Here Are My Hands

• Cohen, Miriam. Will I Have a Friend? • Deluise, Dom. Charlie the Caterpillar

• Freymann, Saxton and Elffers, Joost. How Are You Feeling?

• Henkes, K. Chrysanthemum. • Keats, Ezra Jack. Whistle for Willie

• Krauss, Robert. Leo the Late Bloomer

• Lionni, Leo. Alexander and the Wind-Up Mouse • Mayer, Mercer. There’s a Nightmare In My Closet

• Robert, Francois. Faces

• Shannon,David. No, David! • Shannon,David. David Goes to School

• Super Gretchen, What Is a Family?

• Anholt, L. Degas and the Little Dancer: A Story About Edgar Degas • Carle, E. Flora and Tiger: 19 Very Short Stories from My Life

• Henkes, K. The Biggest Boy




Unit Three Read-Aloud Anchor Text

Mama Panya’s Pancakes, Mary and

Richard Chamberlain (Literary)

Related Texts


Why Mosquitoes Buzz in People’s

Ears: A West African Tale, Verna

Aardema

Honey…Honey…Lion, Jan Brett

The Greedy Python, Richard

Buckley

The Selfish Crocodile, Faustin

Charles


Here is the African Savanna,

Madeleine Dunphy

Nonprint Texts (e.g., Media, Website,

Video, Film, Music, Art, Graphics)

The Lion and the Mouse, Jerry

Pinkney (Wordless Picture Book)


Students will understand and appreciate

the difference between needs and wants

and explore cultural traits and values, like

sharing, cooperation, and the dangers or

consequences of greed and lying.

Students will also explore rhythm and

rhyme in texts. This unit connects to social

studies and science.

Possible CCSS

Reading

RL.K.1, RL.K.2, RL.K.3, RL.K.4,

RL.K.7, RL.K.9, RL.K.10

RI.K.1, RI.K.3, RI.K.7, RI.K.10

Reading Standards:


RF.K.1a-d; RF.K.2a, d; RF.K.3a-

d



band, and the readability is more

difficult than the previous anchor text.

As such, the indicated texts are complex

and should be used for interactive read

alouds and, when appropriate, whole-

group literacy instruction.

Sample Shared Research and Writing

Students will write, create, and illustrate a

rhyming class book identifying needs and

wants.

For each text, create a shared writing

activity in which students draw a picture

of a character from one of the texts and

write a sentence about the lesson the

character learns.

Writing

W.K.2, W.K.3, W.K.5, W.K.6,

W.K.8



SL.K.4, SL.K.5, SL.K.6

Language

L.K.1a-f, L.K.2.a-d, L.K.4a-b,

L.K.5.a-d, L.K.6






Unit 4: Reading Workshop – Discovering Patterns in Books

December


The Reading and Writing Workshops complement each other beautifully this month. During shared reading and read aloud time, you will be pointing out patterns in the texts that

students will be using as they write their own books. Use turn and talk to encourage conversations about these patterns. Rereading becomes very important in this unit. The first time we

read a selection, we read for meaning and enjoyment. One purpose for rereading in this unit will be to discover patterns in our books. By pointing out these patterns in big books, read

alouds, and leveled texts, we are opening up the reading world for our students.

Some of your students will be doing quite a bit of conventional reading. Many will still be relying on pictures, which is fine. Pointing out the structure or pattern of books will help

students to be able to carry the pattern from page to page and move towards being able to use this strategy when they read. You will be able to teach students how to use fluency within

the patterns of books to sound like real readers.

During guided reading, build capacity for fluency by asking students to read like talking. Another prompt is to ask students to “scoop” up more words when reading. Knowledge of high

frequency words can also interfere with fluency so continue to point them out on your Word Wall and play several quick games each day to help students know them in many ways. They

will be writing them on dry erase boards before your guided reading lessons as well as using them in Writing Workshop.

Taking a Closer Look

Your goal for the end of the second quarter is for students to read at level B instructionally. One way you will be able to know how students are progressing towards this goal is by taking

running records. Take one or two running records each day and use them to guide your instruction. Anything below 90% is frustration level. 90 – 94% is instructional. 95 – 100% is

independent. If students are reading new books at independent level, they’re ready to move up a level. If they are reading at frustration level on level A this month, meet with the

Instructional Strategist at your school for suggestions for alternate instruction.

For students to grow as readers, they must practice using lots of ways to figure out tricky parts when reading. During shared reading, use a post it to cover a word. Try “Guess the

Covered Word” to teach students how to use more than one strategy to figure out an unknown word. When you arrive to the word during the reading, ask students what they think would

make sense. Turn and talk. Reveal one letter at a time using the same technique of turn and talk. As you reveal each letter, you are teaching students to use the meaning of the story to

say something that makes sense then to cross check using phonics and finally syntax to know if the word can fit in that place in the sentence. Having a strong sense of the pattern of the

book will also be of assistance to students during this activity.

Finally, have students get out their book bags. Ask students to make two piles. In one pile, put informational texts. In another pile, put “stories”. This informal assessment will help

students to take a closer look at the books they are reading and will help you know if they really know the characteristics of informational text.

Goals for this Unit

1. Take one or two running records each day. The running record is taken on the book that was read in guided reading the day before. This book has been read by the group but not yet

put in the book bag. You should have several records on each student by the end of the month.

2. Use these records to guide your instruction during small group. Use them to offer additional assistance or move students to the next level.

3. Have ongoing conversations and discussions about the patterns you see in shared reading texts. Encourage students to listen for patterns during read alouds and then to find them in the

leveled texts they are reading in small group.

4. Encourage students to find sophisticated patterns. Books that begin with a question then spend the remaining pages offering answers to the question, is one example.



CCSS

RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

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


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

depicts).

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














Unit 4: Writing Workshop – We Can Write Our Own Books

December


The work of this unit will revolve around teaching students how to write their own pattern books. By this time, most of your students will have read many leveled texts. Every leveled

text students have read act as mentor texts. In addition to leveled texts in book bags and perhaps in book boxes, surround your students with leveled texts that they may not encounter in

guided reading. You will be reading these texts aloud making not only the texts, but the patterns accessible for all of your students. If you have a document camera in your classroom,

you can use these texts for shared reading.

It is not the intention of this unit for students to write pattern books based on the “pattern of the day.” As you do on most days, allow your students to write on topics they find interesting

and avoid supplying the pattern. Rather, point out various patterns in the many leveled texts that have been read or that you choose to read as mentor texts now, and make them

transparent. In texts at about level B and higher, the last page is usually something a little different.

Students will be writing several pattern books per week so prepare paper. The booklets students choose may be very similar to those that you used in the last unit. Some students will

need more pages in a booklet. Still others may want paper that more resembles an actual leveled text. Make sure there is adequate room for a picture and lines for writing. The likely

scenario is that you will have students who need all of these types of booklets, so be ready.

You will have many high-frequency words on your word wall by now. Show your students where they appear in the pattern books they are writing so that they have practice reading

high-frequency words in connected text which is very different from a flash card or reading them from a list.

Introduce mentor texts during shared reading and read aloud with “seesaw” patterns such as: I like oranges. Do you? Or a book that begins with a question with remaining pages

answering the question such as: What bugs can you see? I see a ladybug. I see a beetle.

Make the Books Work for You and Your Class

Use some of the pattern texts your class creates and make them into books for your class library. Using a large size font, type the text and print. Cut and glue onto a student’s book under

the illustrations. Other ideas include making class big books. Students will read these books over and over practicing concepts about print, high-frequency words and noticing capitals and

periods. 11 X 17 construction paper works very well. You will want students to illustrate so choose a light colored paper.

Goals for this Unit

1. Create enthusiasm for writing by telling your students that they will be writing many books for the class book boxes or baskets. Students should be writing several “books” a week on

a variety of topics.

2. Make several class big books. You’ll want to laminate them and put the pages on a ring for easy reading.

3. Continue to encourage students to say a word slowly and write all the sounds they can hear. Use the Words I’m Learning to Spell pages in the writing folder and the Word Wall.

4. Continue to encourage all students to read what they’ve written back to you, even if you have students who are still labeling pictures, touching the first letter of each word.

5. Do an informal assessment. For students who are still labeling, can you help them extend the label to a phrase? For students who are writing phrases, can you help them turn it into a

simple sentence? For students who are writing simples sentences, can you help them revise and add detail?

6. Remind students to leave spaces between words.

7. Remind students to start with capital letters and end with appropriate punctuation.

8. Encourage students to continue writing about informational topics such as insects, community helpers, etc.

9. Have students use digital resources to “publish” their writing



CCSS

W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or name of the book they are





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




c. Write a letter or letters for most consonants and short-vowel sounds (phonemes).







Unit 4: Word Study

December


At this time in the year, you’ll want to make sure that you are spending plenty of time on high-frequency words. According to the CCSS, students should be able to read common high-

frequency words by sight. They should also be able to isolate and pronounce the initial, middle, and ending sounds in CVC words.

Routines

When working with high-frequency words, use Marie Clay’s “Three Ways of Remembering” to help students store information about words’ salient features. The steps are:

Seeing them in print

Talking about what the word looks like -- tall and short letters or letter sequences in words

Learning the words using movement, such as writing the word in various ways -- sky writing or writing on carpet and saying the word as it is written

One of the great things about phonological awareness instruction is that it can take place at any time during the day. Work on hearing beginning, middle, and ending sounds by orally

segmenting the phonemes of simple CVC words.

.

Word Wall Games

Hot Seat-Students in the “hot seat” use clues or ask questions to help the class review a vocabulary word. You should model several times before putting a student in the “hot

seat.” My word tells what you should do if you want to be kind to others. ANSWER: share

Shout it Out- Have students physically act out the shape of the letters from the words on the wall. For example, for tall letter have students raise their arms over their heads,

short letters, touch the ground, and so on.

Goals for this Unit


2. Have students listen for and identify beginning, middle and ending sounds in words.

3. Continue changing labels into simple sentences such as “The door is red.”







Unit 4 Word Study

CCSS






with /l/, /r/, or /x/).




consonant.






CCSS



RL.K.10 RI.K.10 SL.K.6


Daily Routine: Independent Reading (wordless picture

books)


CCSS

W.K.1 L.K.2 SL.K.1

W.K.2 SL.K.4

W.K.6

W.K.8



CCSS

RF.K.2

RF.K.3

Continue Word Wall Activities


Continue Cycle 2

Theme 7: Does It Go Fast or Slow?

Read Aloud/Shared Reading: Fast, Faster, Fastest, Lazy,

Lonely Roley, Afternoon in the Park (Poem)

COMPREHENSION STRATEGY: Synthesize


• Humorous Fiction

• Identify Setting

• Identify Story Structure


running records a day. MSV the record. Do a retell and assess

fluency.

MODELED WRITING

Pattern Books

Response (Daily ONGOING Routine)


Problem and Solution

Voice

Start Strong

Revising

Describing Words: Number

Review Describing Words

Is it Naming, Action, or Describing?

Review Naming, Action, and Describing Words

GUIDED WRITING


groups




T – chooses topic





P – uses beginning and ending punctuation

Theme 8: Does It Sink or Float?

Read Aloud/Shared Reading: Sink or Swim, Sink or Float?,

Row Your Boat

COMPREHENSION STRATEGY: Monitor Understanding


• Procedural Text

• Identify Upper- and Lowercase Letters

• Nonfiction Text Feature: Chart


running records a day. MSV the record. Do a retell and assess

fluency.


page.



Theme 7: Does It Go Fast or Slow?




Explain, Restate, Show, Discuss, Reflect/Refine, Learning

Game

move, distance, speed, ways, transportation, limit


The Little Engine That Could, Motion-Push and Pull, Fast and

Slow, Hot Air


Problem and Solution Organizer –p. 39


Start Strong – pp. 55-56

Describing Words: Number – p. 13

Review Describing Words– p. 14

Is it Naming, Action, or Describing? – p. 15

Review Naming, Action and Describing Words – p. 16

Writing Bridge Cards 13,14, 15, 16

Writing Charts 19, 20, 21, 22, 23, 24


NMLW Notebook


Connections


Theme 8: Does It Sink or Float?




Explain, Restate, Show, Discuss, Reflect/Refine, Learning

Game

sink, heavy, collect, predict, study, float


Flotsam, Water Dance, When Catherine the Great and I Were

Eight!

Resource List:

The following list includes some suggested authors that can be

used for author studies. This list is by no means a complete list

of authors or books. One has to consider available resources,

student interest, and personal favorites when choosing an

author to study.

Aardema, Verna Hill, Eric

Arnosky, Jim Lionni, Leo

Asch, Frank Munsch, Robert

Brett, Jan Pfister, Marcus

Carle, Eric Polacca, Patricia

Crews, Donald Sendak, Maurice

Ehlert, Lois Williams, Vera






Unit Four Read-Aloud Anchor Text The Year at Maple Hill Farm, Alice and Martin Provensen (Informational)

Related Texts Read-Aloud Literary Texts

The Mitten, Jan Brett

“Something Told the Wild Geese,” Rachel Field (Appendix B Exemplar, Poem)


“Change is in the Air,” National Geographic Young Explorer, March 2012, p. 11-15

What Do Animals Do in Winter?: How Animals Survive the Cold, Melvin Berger, Gilda Berger, and Susan Harrison

Animals in Winter, Henrietta Bancroft

Nonprint Texts (e.g., Media, Website, Video, Film, Music, Art, Graphics)

“Four Seasons” (Video)

Building Student Knowledge Students will learn about change over the course of a year, investigating and exploring the four seasons and what the changing seasons mean for humans and animals. They will learn about animal behavior and patterns during the seasons and how humans and animals work and play differently during the seasons. This unit connects to social studies and science.

Possible CCSS

Reading RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10

RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.8, RI.K.9, RI.K.10

Text Complexity Rationale The anchor text is from the grades 2-3 band, and the readability is more difficult than the previous anchor text. As such, the indicated texts are complex and should be used for interactive read alouds and, when appropriate, whole-group literacy instruction.

Sample Shared Research and Writing Investigate the seasons through shared research and create a class book. The book will document simple facts learned from the anchor, related texts, and additional research, and favorite seasonal activities of the class, including pictures. Have students write seasonal poems using their five senses and illustrate them.

Reading Standards: Foundational Skills

5

RF.K.1a-d; RF.K.2a, d; RF.K.3a-d

Writing W.K.2, W.K.3, W.K.5, W.K.6, W.K.7, W.K.8

Speaking and Listening SL.K.1a-b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6

Language L.K.1a-f; L.K.2.a-d; L.K.4a; L.K.5.a-d; L.K.6


http://ngexplorer.cengage.com/ngyoungexplorer/moreissues.html

http://www.teachersdomain.org/asset/btl10_vid_fourseasons/



Unit 5: Reading Workshop – Moving On

January


This month you will continue the work you began in the previous unit. You will be teaching and reteaching your students ways that they can help themselves as readers when they get to

hard or tricky parts in their books. Begin the Reading Workshop this month by congratulating your students on the progress they have made. Recall how in August they did not go to

reading group or have book bags. Let them know that they’ll be doing great reading work this month. They will be able to do more and more reading work on their own.

You will continue shared reading with texts that are becoming increasingly more complicated. Some texts you will read are about the communities where we live and life within families.

Model your own thinking as you ask then answer questions about key details and unknown words. Teach students to “hang on’” to their predictions so that they can be confirmed or

adjusted. Vocabulary is becoming more challenging with words such as community, partner and decide. Students will be creating visual representations for these tier II words as well as

having rich discussions and conversations with their partners about them using their vocabulary notebooks. Speaking and Listening Standards call for students to use drawings or other

visual displays to descriptions to provide additional detail. Encourage students to ask and answer questions about unknown words in a text.

Your goal is for all readers to be at least level B at this time. Some will be higher; others lower. For those who are lower, see the Instructional Strategist at your school for alternative

strategies. Running records are very important and will be used to document student growth. Do one or two a day. MSV the record. Don’t forget to assess comprehension through the

use of a retell. Even at these low levels, students should be holding on to the meaning of the text. Assess fluency as well. For more guidance on assessment, see the Instructional

Strategist at your school.

For those who are approaching independence on level C, you will need several books per week from the literacy library. Informational texts remain important. Each campus has a variety

of informational texts including those from Benchmark Education Company and Okapi among others. Make sure you choose a balance of literary and informational texts.

Consider adding an icon to the center or work station line-up so that all students have the opportunity to meet with a partner on or about the same level and take turns reading the books in

their book bags. Encourage conversations between partners about the books they read. Look for partnerships who can retell across their fingers using the words

first, then, next, after that, and last or finally.

Rereading

Calkins says, “research reveals the advantages of rereading: it facilitates decoding, meaning-monitoring, deeper interpretations and new-word acquisition. Teach students that rereading

is often more than just rereading the whole book. It can involve rereading a word several times to get it right or a sentence that makes us laugh or one that we need to understand better.

We reread to find out more about character or to confirm or adjust our predictions. We reread to help us find evidence to support opinions”.

Goal for this Unit

1. Set up partnerships among students to encourage rereading, retelling, and fluency. If you don’t already have book bags as a center choice, add the icon to your workboard.

2. Teach students to “hang on” to predictions during read alouds and shared reading then adjust them as evidence presents itself. Reread to search for evidence.

3. Make your leveled text introduction powerful. See directions for a powerful book introduction at the end of this unit.

4. Continue to encourage students to do the hard work necessary when they get to tricky parts in their books - think about the meaning of the story, use what we know about letters and

sounds, locate anchor words or high frequency words, then reread and ask ourselves if it made sense.

5. Encourage students to actively engage in group reading activities with purpose and understanding and to speak audibly and express thoughts, feelings, and ideas clearly through turn

and talk during your read aloud and shared reading time.



CCSS


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

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


RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.














L.K. 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.

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

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 actions (e.g, walk, march, strut, prance) by acting out the meanings.

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


Unit 5: Writing Workshop – Writing Our Stories

January


As we revisit putting our stories on paper, we will put an emphasis on narratives that are written in sequential order. We talk almost daily about how to know what we can write about.

We say authors write about people they know, places they go, things they do, topics they study and things that have happened to them. You may begin the unit with this review for the

purpose of students adding to their Topics I Can Write About page in their writing folders.

It’s time to teach students how to narrow a topic. A kindergarten example would be instead of writing about the time they moved from one to school to another, to write about how it was

sad to leave their best friend, or how they missed their teacher and how that made them feel. By teaching students to narrow the topic, you will be helping them to add interesting, unique

details.

As you are modeling this month, continue to revisit your writing from the day before and reread. Add another interesting detail by telling more about your story, adding that to the

picture, then finally adding words that go with your picture. Elementary students are not naturals when it comes to revising. Very often, when they’re finished with a 3 or 5 page booklet,

they don’t want to revisit to make the writing better. Now it’s time to introduce rules for discussion and how to ask and answer questions to add details and strengthen writing. Students

will learn how to revise as you revisit your own work. Make materials available for this revising such as paper flaps and “spider” legs.

Prepare many booklets with 3 and 5 pages. These booklets should have space to draw and lines for writing. You will be communicating your expectations for as many students as

possible to add words to describe events and pictures by giving paper with lines for writing. Encourage as many students as possible to begin, if they haven’t already, to say a word

slowly and write all of the letters they can to represent the sounds they hear. Continue to show students how to do this during modeled writing. Model finding words on the Word Wall

that you need to tell your story.

Mentor Texts

You may consider rereading some of those wonderful mentor texts you shared at the beginning of the year by authors such as Tomie de Paola and Ezra Jack Keats to help students

remember that authors can write about things that happen to them in their own lives. Ordinary events can become quite interesting with the proper details.

Goals for this Unit

1. Nudge students towards writing letters to represent the sounds they hear in words.

2. For students who have been using single sheets of paper, encourage the use of 3 page booklets. For those who have been using 3 pages booklets, encourage the use of 5 page booklets.

3. Model writing your own stories daily.

4. Model using the Word Wall and expect students to use it in a variety of ways.

5. Encourage the use of capitals and ending punctuation.

6. Model how to revise by “telling more” and expect those who are already writing to revisit pieces and add to them, first with pictures then words.

7. Make your conferences more productive by asking students questions that will help them narrow their topic.

8. Continue to encourage your students to discuss their writing with a partner.

9. Continue to support students in their efforts to think – talk – touch a page – sketch – write, etc.

10. Have students who are ready use digital resources to “publish” their writing.

11. Choose a piece for the writing portfolio.

12. You may choose to administer the Primary Spelling Inventory towards the end of the month. You will find it on page 58 of this document.



CCSS

W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they

occurred, and provide a reaction to what happened.















c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).



Unit 5: Word Study

January


Now that the initial 30 high frequency words have been introduced, refer to the Dolch 220 list to add additional words to your word wall. Continue to work for automaticity. Students

should be ready to do more in depth work with short vowel spelling patterns.

Routines

Several simple spelling patterns (e.g., -at, -an, -in, -it, -op, -ot) should have now been introduced. Your goal is for students to begin to notice patterns in words when they are reading and

use these patterns to help them write new words. A sample activity would include giving out the magnetic letters needed to make all the –at words so that students would be able to make

cat, bat, hat and rat. You may also do this work as a whole group at your whiteboard or easel. Point out that by changing the first letter in the word and keeping the last part, many words

can be made.

As in Assisted Writing, use Elkonin Boxes (sound boxes) to support students having difficulty hearing the individual sounds in simple words such as bat.

Continue to work on high-frequency word recognition by reading your Word Wall daily.

Word Wall Games

Flashlight Words- The children love this one! Turn off the lights and have students take turns coming to the word wall and flashing a light on a word you choose.

Around the World- All students sit at their desk and one student stands next to another student’s desk. The teacher flashes a word to the student, and the first one that gets the

word correct moves on to the next desk. The student that makes it all the way around the classroom and back to his/her desk is the winner.

Goals for this Unit


2. Have children listen for and identify beginning, middle, and ending sounds in words.

3. Continue changing labels into simple sentences such as “The door is red.”



6. Help students make words using simple spelling patterns.





Unit 5 Word Study

CCSS






with /l/, /r/, or /x/).




consonant.






CCSS

RL.K.2 RI.K.8 RF.K.1 W.K.1 SL.K.1 L.K.4

RL.K.4 RI.K.9 RF.K.4 L.K.5

RL.K.5 RI.K.10 L.K.6

RL.K.9


Daily Routine: Independent Reading (book bags)

Daily Routine: Response Journals

CCSS

W.K.3 SL.K.4 L.K.1

W.K.5 SL.K.5 L.K.2

W.K.8



CCSS

RF.K.2

RF.K.3

Continue Word Wall

Activities

No More Letter of the

Week – Begin Cycle 3:

Initial Sounds

MODELED WRITING

Story

Journal


Editing

Incorporate Dialogue

Main Idea and Details

Word Choice

Sentence Structure: Capitals

Sentence Structure: Periods

Sentence Structure: Word Spacing

Sentence Structure: Word Order

GUIDED WRITING


groups




T – chooses topic






Theme 9: Part of Our Community

Read Aloud/Shared Reading: Be Polite and Kind, Kakadu Jack, I

Always Help Others (Poem)

COMPREHENSION STRATEGY: Make Connections


• Identify Setting

• Identify Repetition of Language

• Demonstrate Directionality

Guided Reading: See 3 reading groups per day. Take 1 or 2

running records each day. MSV the record. Do a retell and assess

fluency.

Theme 10: Part of the Family

Read Aloud/Shared Reading: My Little Brother, Helping Hands,

Polly Put the Kettle On

COMPREHENSION STRATEGY: Determine Importance


• Expository

• Match spoken word to print

• Teach distinguish types of genre



Additional Read Aloud titles can be found on the Text Exemplars page.


Reading Workshop Resources Writing Workshop Resources Word Study Resources Theme 9: Part of Our Community





chore, listen, community, decide, follow, question


Miss Spider’s Tea Party, A Big Fat Enormous Lie, Bear’s New Friend


Story Organizer– p. 41

Incorporate Dialogue – pp. 57-58

Main Idea and Details Organizer– p. 42

Sentence Structure: Capitals– p. 17

Sentence Structure: Periods – p. 18

Sentence Structure: Word Spacing – p. 19

Sentence Structure: Word Order – p. 20


Writing Charts 25, 26, 27, 28, 29, 30


NMLW Notebook


Connections


Theme 10: Part of the Family





care, job, give, teamwork, myself, partner


Cheep! Cheep!, Molly Goes Shopping, The Berenstain Bears and the

Trouble with Chores

Additional Resources:

The following links include some suggested books that can be used in

kindergarten: • “Scholastic”- the site is divided by months and themes-click

on the “Book for teaching…” to find book list-

http://teacher.scholastic.com/lessonplans/gradesPreKK_curricu

lum.htm

• “Kindergarten Books and Authors”-

http://www.snowhawk.com/kids/kbooks.html

• “Tippecanoe County Public Library, Youth Services”-

http://www.tcpl.lib.in.us/youth/firstdaykind.htm

• “Between the Lions”-

http://pbskids.org/lions/parentsteachers/activities/recommende

d_books.html

• “Carol Hurst’s Children’s Literature Site”-

http://www.carolhurst.com/titles/k.html

• “Best Kindergarten Books”-

http://www.associatedcontent.com/article/82429/best_kinderga

rten_books.html

• “Predictable Books”

http://www.earlyliterature.ecsd.net/predictable_books.htm

• “Hubbard’s Cupboard”-

http://www.hubbardscupboard.org/Quick_Reference_Shared_

Reading_Book_List.PDF


http://teacher.scholastic.com/lessonplans/gradesPreKK_curriculum.htm

http://teacher.scholastic.com/lessonplans/gradesPreKK_curriculum.htm

http://www.snowhawk.com/kids/kbooks.html

http://www.tcpl.lib.in.us/youth/firstdaykind.htm

http://pbskids.org/lions/parentsteachers/activities/recommended_books.html

http://pbskids.org/lions/parentsteachers/activities/recommended_books.html

http://www.carolhurst.com/titles/k.html

http://www.associatedcontent.com/article/82429/best_kindergarten_books.html

http://www.associatedcontent.com/article/82429/best_kindergarten_books.html

http://www.earlyliterature.ecsd.net/predictable_books.htm

http://www.hubbardscupboard.org/Quick_Reference_Shared_Reading_Book_List.PDF

http://www.hubbardscupboard.org/Quick_Reference_Shared_Reading_Book_List.PDF



Unit Five Read-Aloud Anchor Text From Seed to Plant, Gail Gibbons (Appendix B Exemplar, Informational)


The Carrot Seed, Ruth Krauss

The Gigantic Sweet Potato, Dianne De Las Casas


The Tiny Seed, Eric Carle

How a Seed Grows, Helene Jordan

One Bean, Anne Rockwell

A Seed is Sleepy, Dianna Hutts Aston

Compost Stew, Mary McKenna Siddals

Nonnprint Texts (e.g., Media, Website, Video, Film, Music, Art, Graphics)

Leaf, Stephan Michael King (Wordless Picture Book)

Building Student Knowledge Students will learn that living things interact with each other and the environment. Students will begin to comprehend how their choices and actions affect and impact the natural world and themselves. This unit connects to science.

Possible CCSS

Reading RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.9, RL.K.10


Text Complexity Rationale The anchor text and The Carrot Seed fall below the grades 2-3 band. They are still suitable for Read-Aloud, but they could be useful for reading along with students in whole-group instruction after the initial read alouds by the teacher. The remaining texts are from the grades 2-3 band and support students’ developing vocabularies (including content vocabulary) and awareness of sophisticated syntax and fluent reading through interactive read alouds and, when appropriate, whole-group literacy instruction.

Sample Shared Research and Writing Plant a small garden (or a portable indoor garden consisting of beans or seeds in plastic cups or plastic baggies with moistened paper towels) and document the stages of growth. Compare the stages to the texts and explain in shared writing the lessons students learn from growing plants. Then discuss what interacts with plants or impacts plants at the various stages (e.g., food for a bird, insect, or humans, home for insect eggs, etc.).


6


Writing W.K.1, W.K.2, W.K.3, W.K.5, W.K.6, W.K.7, W.K.8


Language L.K.1a-f, L.K.2.a-d, L.K.4a-b, L.K.5.a-d, L.K.6

Possible Teacher Resources Invite a Louisiana Cooperative Extension Agent to speak to your class. Parish agents can be contacted through www.lsuagcenter.com.




http://www.lsuagcenter.com/



The Primary Spelling Inventory

The Primary Spelling Inventory (PSI) is used in kindergarten through third grade. The 26 words are ordered by difficulty to sample features of the letter name/sound correspondence as

well as word pattern stages. Call out enough words so that you have at least five or six misspelled words to analyze. For kindergarten or other emergent readers, you may only

need to call out the first five words. In late kindergarten and early first grade classrooms, call out at least 15 words so that you sample digraphs and blends; use the entire list for

late first, second, and third grades. If any students spell more than 20 words correctly, you may want to use the Elementary Spelling Inventory.

1. fan I could use a fan on a hot day. fan

2. pet I have a pet cat who likes to play. pet

3. dig He will dig a hole in the sand. dig

4. rob A raccoon will rob a bird’s nest for eggs. rob

5. hope I hope you will do well on this test. hope

6. wait You will need to wait for the letter. wait

7. gum I stepped on some bubble gum. gum

8. sled The dog sled was pulled by huskies. sled

9. stick I used a stick to poke in the hole. stick

10. shine He rubbed the coin to make it shine. shine

11. dream I had a funny dream last night. dream

12. blade The blade of the knife was very sharp. blade

13. coach The coach called the team off the field. coach

14. fright She was a fright in her Halloween costume. fright

15. chewed The dog chewed on the bone until it was gone. chewed

16. crawl You will get dirty if you crawl under the bed. crawl

17. wishes In fairy tales wishes often come true. wishes

18. thorn The thorn from the rosebush stuck me. thorn

19. shouted They shouted at the barking dog. shouted

20. spoil The food will spoil if it sits out too long. spoil

21. growl The dog will growl if you bother him. growl

22. third I was the third person in line. third

23. camped We camped down by the river last weekend. camped

24. tries He tries hard every day to finish his work. tries

25. clapping The audience was clapping after the program. clapping

26. riding They are riding their bikes to the park today. riding


Unit 6: Reading Workshop

February


The focus of this unit will be on teaching students how to discover more about the world through the reading of informational texts. Within your Literacy by Design materials, theme 11

provides informational text on the changing of the seasons and theme 12 focuses on the sun. As you visit the literacy library at your school for additional titles, keep in mind that this unit

provides an opportunity for you to teach students about concepts that may be “out of their personal backgrounds.” For example, your informational reading last semester may have been

on community or school and now may focus on topics or concepts slightly beyond their reach with you acting as the guide and interpreter.

Take this time to strengthen vocabulary key to understandings about the concepts you choose to present. Continue the good work of using vocabulary journals to use Robert Marzano’s

method of vocabulary acquisition by following the steps of: explain, restate, show, discuss, reflect and refine and apply in a learning game. Having students draw or create a visual

representation of the word is quite powerful and gives young students the platform they need to discuss, reflect and refine. As they learn more about the concept, encourage students to

reflect on their initial representation of the word and add to or scratch over as needed to refine their understanding.

Collect high quality materials on the topics you choose to explore from the literacy library at your school. All elementary campuses have Benchmark Education big books and poster sets

that may be useful for this unit. As you collect additional materials, consider displaying the books with covers facing out. This simple act draws more students to the material for further

exploration during center time.

During guided reading, move beyond first letter and coach those who are ready to look through the word for ending and medial visual information. Avoid creating readers who depend on

you to do all the reading work. If they are not already, coach students to cross-check using more than one source of information. We regularly use several strategies interchangeably as

good readers and want them to be able to do the same. What looks right, what sounds right, what would make sense?

Features of Informational Text

Do lessons on features such as title, front cover, back cover, title page (title page often shows a different photo or illustration than cover), table of contents, labels, diagrams and words in

bold. The CCSS call for students to identify the main idea and retell key details of an informational text and these key features will assist with that task. Teach students to recall facts

using their fingers - main idea (thumb), fact (finger), fact (finger), fact (finger), fact (finger).

Goals for this Unit

1. Read a variety of informational texts around the same topic. Compare and contrast the information learned from the different sources including vocabulary.

2. Retell the main idea and several facts or details from the selection using your hand. Touch the title again and put up one finger. The title of an informational text is often the main

idea. Recall key details or facts from the selection, each time raising a finger.

3. Do demonstration lessons revealing how much we can learn from informational text even before we begin by reading title, looking carefully at front cover, back cover and title page.

4. Do demonstration lessons to model how consulting the table of contents, studying photos, labels or diagrams, and special words can help us learn about the topic.

5. Have students bring book bags to whole group. Spread out. Spill the contents of the book bag and make two piles. One pile being informational and the other literary. Have

partnerships discuss what makes them so and share with the group using agreed-upon rules for discussion.

6. Continue assisting students during guided reading to use more than one strategy to problem solve. What looks right? What sounds right? What makes sense? Make these questions a

part of the language you use in small group. When students slow down or stop reading say: What did you notice? When they self-correct and reread say: Were you right? Did that

make sense?

7. Do 1 or 2 running records a day. MSV these records and look for patterns within the records. Assess comprehension through retell and fluency.



CCSS



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












SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is

not understood.








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



Unit 6: Writing Workshop – All About Books

February


The CCSS call for students to participate in shared research and writing projects. Further, they say that students should compose informative/explanatory texts in which they name what

they are writing about and supply some information about the topics. The focus of this unit will be for you to share the experience of choosing, doing simple research and creating a class

book about an agreed upon topic. Further, you will expect your students to create their own little informational booklets using a 3 or 5 page booklet format.

What you write about will depend on what you’re interested in. Review the events of the year. Do you have a class pet? Doing simple research using your Promethean, demonstrate how

to use a search engine to find more information. Do read alouds or shared readings of appropriate materials. When modeling, look for opportunities to show students how to create a

table of contents, pictures, labels and diagrams. Show how important words can be in bold or highlighted. You can even create a glossary of terms. Think of ways to inspire your

students to write their own All About … books.

Students will be ready to do their own informational books. Ask them to look at their Topics I Can Write About page. Encourage them to find something such as a game or sport,

growing flowers, hurricanes, a T.V. show they like, or even a Wii. Chances are most students will know enough about something to write an All About … book.

A 5 page (or more) booklet becomes the organizational tool students need to create their own All About books. It’s easy to see how the structure of the pages stapled together, with plenty

of space for drawing and lines for writing makes the process transparent. See Chapter 6 in Primarily Writing for an example of an All About book. You may also use it to inspire your

little authors.

Don’t be disappointed if at first your students throw together a bunch of jumbled facts on one page. During your conference time with individuals or groups, you can ask “just right”

questions to help them begin to separate or to put into categories certain types of information making their little booklets more easily understood. Your conferences will be more like

conversations than drilling. Ask questions about the picture/s. Ask students to point to the words that explain the picture/s. Ask students to tell you more.

A bonus of the unit will be the transfer of knowledge from writing to reading. What is takes to write an informational text will help students comprehend more of the informational texts

they read. Select mentor texts from suggested authors including Gail Gibbons who writes beautiful information texts for young children. She actually has an All About series. You may

also look for Capstone Press’s All About series.

Goals for this Unit

1. Compose a shared All About class book during your modeled writing time. Consider topics of particular interest to your students such as a class pet. Show students how to use

features of informational text such as a table of contents, pictures, diagrams, labels, highlighted or bolded words and perhaps a glossary of terms.

2. Encourage all students to use either a 3, 4 or 5 page booklet.

3. Choose mentor texts that inspire your students such as All About books from Capstone Press or Gail Gibbons.

4. Continue to encourage students to say words slowly and to write letters to represent as many sounds as they can hear in a word, leave spaces, and use punctuation.

5. Continue to encourage students to use the Word Wall or other resources such as Words I’m Learning to Spell from the writing folder to spell words.

6. If you’re not already comfortable conferencing with your students, make this the month you put forth your best effort to have short, productive conferences. Ask the Instructional

Strategist at your school for DVDs of powerful conferences.

7. Choose a piece for the writing portfolio at the end of this quarter.



CCSS


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


















Unit 6: Word Study

February


According to the CCSS, students should be able to blend and segment onsets and rimes of single-syllable words. The ability to hear rimes in words will support the work they do with

spelling patterns.

You will want to show students how knowing these patterns can help them know lots of other words. If you know cat, then what else can you know? Students should know many

different spelling patterns so they can use them to read and write many new words.

Routines

Continue to introduce more simple spelling patterns (-at, -an, -in, -it, -op, -ot). This will help students notice patterns in words when they are reading and use these patterns to help them

write new words. You might give out the magnetic letters needed to make all the –op words, or do this work as a whole group at your whiteboard or easel. Point out that by changing the

first letter in the word and keeping the last part, you can make many new words.

Continue to use Elkonin Boxes (sound boxes) to support students having difficulty hearing the individual sounds in simple words.

Continue to work on high-frequency word recognition by playing Word Wall games daily.

Word Wall Games

4 Corners- Place 4 dry erase boards around the classroom. Write sight words on each one, and have students find specific words. Ex: Have red table stand next to the word that

rhymes with bike. Students should be standing next to like. This is also a great assessment for students.

Who Wants to Read Like a Millionaire- Divide the class into two teams. Give each student a chance to read a word (going back and forth from team to team). I f they need

help, the student may “phone a friend” to help them. Students who know the answer should put their imaginary phones to their ears. To reduce noise, make it a rule that if they

talk and it is not their turn, their team will lose a point.

Goals for this Unit










Unit 6 Word Study

CCSS






with /l/, /r/, or /x/).




consonant.






CCSS

RI.K.3 RI.K.9 RF.K.1 SL.K.1 L.K.4

RI.K.6 RI.K.10 RF.K.4 SL.K.2 L.K.5

RI.K.7 L.K.6



books)


CCSS

W.K.6 SL.K.4 L.K.1

W.K.7 SL.K.5 L.K.2

W.K.8 SL.K.6



CCSS

RF.K.2

RF.K.3

Continue Word Wall

Activities

No More Letter of the Week

- Continue Cycle 3

MODELED WRITING

Informational/All About …

• Story


Sentence Fluency

• Keep Language Fresh

• Main Idea and Details

• Publishing

• Simple Sentences

• Review Simple Sentences

• Sentence Types: Telling Sentences

• Telling Sentences: Capital and Period

GUIDED WRITING


groups




T – chooses topic






Theme 11: Greet the Seasons

Read Aloud/Shared Reading: Circle of Seasons, The Four

Boxes, Sand and Sun (Poem)

COMPREHENSION STRATEGY: Infer


• Fairy Tale

• Recognize Rhythm and Rhyme

• Teach- understand role of author and illustrator


running records a day. MSV the records. Do retell and assess

fluency.

Theme 12: The Mighty Sun

Read Aloud/Shared Reading: Who Gets the Sun Out of Bed?,

My Favorite Star, Itsy Bitsy Spider

COMPREHENSION STRATEGY: Ask Questions


• Question and Answer

• Identify End Punctuation

• Teach Nonfiction Feature: Headings

Guided Reading: See 3 reading groups per day. Take 1 or 2

running records each day. MSV the records. Do retell and assess

fluency.


page.



Theme 11: Greet the Seasons

Whole Class Charts: 101, 102, 103, 104, 105, 106, 107, 108,

109, 110




frost, wind, season, weather, compare, bring


A Color of His Own, Mud, The Seasons of Arnold’s Apple Tree


Story Organizer– page 43

Keep Language Fresh – pages 59-60

Main Ideas and Details Organizer - page 44

Simple Sentences – p. 21

Review Simple Sentences – p. 22

Sentence Types: Telling Sentences – p. 23

Telling Sentences: Capital and Period – p. 24


Writing Charts 31, 32, 33, 34, 35, 36


NMLW Notebook


Connections


Theme 12: The Mighty Sun


119, 120




glowing, heat, source, light, center, shade


Arrow to the Sun, The Sun is my Favorite Star, Sunshine on my

Shoulders




Unit Six Read-Aloud Anchor Text Cloudy with a Chance of Meatballs, Judi Barrett (Literary)


Bringing the Rain to Kapiti Plain, Verna Aardema

The Wind Blew, Pat Hitchens

The Rain Came Down, David Shannon

“April Rain Song,” Langston Hughes

“Who Has Seen the Wind?,” Christina Rossetti (Appendix B Exemplar, Poem)


Weather Words, Gail Gibbons

Weather Forecasting, Gail Gibbons

The Cloud Book, Tomie dePaolo

“The Weather Outside,” National Geographic Young Explorer, September 2011, p. 18-23

Nonprint Texts (e.g., Media, Website, Video, Film, Music, Art, Graphics)

Clementina’s Cactus, Ezra Jack Keats (Wordless Picture Book)

Building Student Knowledge Students will develop an awareness of weather and its patterns, and how weather affects living things and its relationship to the seasons. Students will learn how to obtain information from different media sources while investigating weather. Students will be introduced to using descriptive words for weather and investigating patterns through observations. This unit connects to science.

Possible CCSS

Reading RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.9, RL.K.10


Text Complexity Rationale The anchor text is from the grades 2-3 band, and the readability is more difficult than the previous anchor text. As such, the indicated texts are complex and should be used for interactive read alouds and, when appropriate, whole-group literacy instruction.


7


Sample Shared Research and Writing Keep a picture log of weather observations and write two to three sentences that describe the pattern and/or changes over time, using vocabulary from the texts read.

Writing W.K.1, W.K.2, W.K.3, W.K.5, W.K.6, W.K.7, W.K.8


Language L.K.1a-f, L.K.2.a-d, L.K.4a-b, L.K.5.a-d, L.K.6

Possible Teacher Resources Invite a local meteorologist to speak to your class. http://www.weatherwizkids.com/



http://ngexplorer.cengage.com/ngyoungexplorer/moreissues.html


http://www.weatherwizkids.com/



Unit 7: Reading Workshop – Hard Words and Tricky Parts

March/April


Since the first day of school, we have been coaching students in both whole and small groups to control concepts about print in order to be able to read increasingly difficult text. Your

goal is for most students to be on about level C at this time of year though you will have those who are not yet there and others who are reading way above that level. You have been

teaching small group reading since October, introducing a new book at least every other time if not each time you meet with a group. That’s quite a few books over the course of this

year.

This unit has been designed to support you in your efforts to move readers who appear to be stuck. You will be sharing your thinking with whole and small groups on how readers don’t

give up when the reading gets hard. The CCSS call for students to demonstrate understanding of the organization and basic features of print such as left to right, top to bottom, one to one

matching, and to recognize and name all upper and lower case letters as well as associating the long and short sounds with common spellings for the five major vowels by the end of the

year. They also call for students to read emergent texts with purpose and understanding.

As you plan for this unit, recall your running records. Using this data, design your demonstration lessons during read aloud and shared reading based on strengths and needs. Do students

preview texts before attempting to read? Do they self-monitor or monitor for meaning? Do they try something when the reading gets tricky or wait for you to supply the word? Are they

letting the first letter help? Are they able to look through the word and let more than the first letter help? You want to avoid what Calkins calls the “one-trick pony syndrome.” That

phrase is used to describe the behavior of students who get stuck using only one strategy regardless of whether or not it’s working. An example would be a student who keeps checking

the picture again and again even if there is nothing there that can help.

Shared Reading

Show students during shared reading that one trick rarely works. Design lessons using big books. Model a failed attempt to use a picture to solve an unknown word. Model another

attempt but this time use the first letter of the word. Does the word sound right in the sentence? Does it make sense? Refer to the Word Solving Strategies poster that you use in small

group to assist you in these lessons. You are doing the powerful work of teaching students to cross-check. Demonstrate how important it is after the reading work has been done, to go

back and reread for meaning and fluency. Follow up with a retell across your fingers.

With all of this said, you may still have some readers who are stuck at levels A and B. These students may be confused about letter/sound correspondences or not be able to break an over

reliance on pictures. These students will need much attention. Their book bags should be full of books they CAN read – perhaps sticker books as well as level A and B texts.

Goals for this Unit

1. Analyze current running records taken on the students in your class. Use the data to inform your instruction in shared reading.

2. Demonstrate lessons that your students need to become readers who cross-check.

3. Think aloud about how you can use more than one source of information when the reading becomes difficult. What looks right? What sounds right? AND What makes sense?

4. Reread, after problem solving a word, for fluency and meaning. Ask: Did that make sense? Did it sound like talking?

5. Continue to take one or two running records a day to keep your data current.

6. Continue to see at least 3 reading groups a day.

7. Continue to use sticker books with students who are stuck on levels A/B.

8. Continue to use the alphabet chart with students who still do not know all letters and sounds.

9. Visit the literacy library for books at higher levels for readers who are D and above. Maintain a balance between literary and informational texts.



CCSS


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

















Unit 7: Writing Workshop – Author Study

March/April


Most of your students have grown exponentially as readers and writers this year. Looking back at beginning writing samples to compare them to the work your students are doing now is

likely rewarding for all. This unit will focus on writing like your favorite author. Your advice to students will be, “You can write just like that!” The reading/writing connection is strong

for this unit. Most of your students will be able to observe and have conversations about the craft particular authors use and some will even be able to imitate it with support from you.

Which author will your class study as you prepare for your modeled writing? That should be the author that will make your students say, “I want to try to write just like that!” Introduce

your own favorite children’s author to begin this study. Suggestions include books by Angela Johnson, starting with Joshua’s Night Whispers, Kevin Henkes Box of Treats, which

includes Sheila Rae’s Peppermint Sticks, Wemberly’s Ice Cream Star and Lily’s Chocolate Heart. Rosemary Wells is another excellent choice. Her collection about Max and Ruby

includes Max’s Breakfast, Max’s Bedtime, Max’s Birthday and Max’s First Words. These books are strong examples of craft.

Teach your students to use “the moves” of these authors rather than to write about the same topic. This will take modeling and thinking aloud about how you can use some of the craft or

structure of these texts but use your own experiences. Those who are able will soak up your examples and come up with their own experiences to insert. Others will simply “copy” your

modeled writing. It’s very important that you flip the chart tablet you’ve used for modeled writing to an empty page. This discourages copying and also prevents others from seeing your

sound spelling attempts. It also prevents your students from “reading” words that are spelled incorrectly.

This is a full month and you will be able to get much done. The hard work of this unit will be for you to show students how to use their own ideas AND the author’s craft to compose a

piece using a 3, 4 or 5 page booklet. It is sometimes helpful to put a first draft next to the book and negotiate a goal that is attainable. Remember your goal is not to make the writing

perfect but to make the writer more knowledgeable. Repeated practice will make your students better writers. Some students will not be able to transfer the pattern or craft of an author to

their own book. Simply allow them to compose a narrative, connecting events using first, next and last in the form of a 3 page booklet.

There will be a hum in your classroom during Writing Workshop this time of year. Students will be talking to you and each other about their writing. Encourage as much conversation as

possible, especially for those who are still working on getting thoughts onto paper. By the end of the month, it is your goal to have these students not only labeling the picture but to be

able to describe actions and feelings to add to the labels. Continue to say words slowly, writing letters to represent all the sounds they hear.

This is an appropriate time of year to allow students to share their work with loved ones. Some teachers call these sharing sessions an Author’s Tea. Consider the following before

planning a tea: 1) Make sure the work has been edited by you. Most teachers choose to use a large sized font and type the piece that the student will share. Cut this out and paste it onto

booklet that has already been illustrated or students can work on new illustrations. It usually works best to cut and paste unless you have a special reason for doing otherwise. 2) Don’t

plan on having all of your students share on the same day. Students become inattentive which makes it difficult for all to share without interruptions to correct behavior. Divide your

class into thirds. You may continue this sharing through the month of May.

Goals for this Unit

1. Introduce powerful mentor texts for an author study to inspire your students to use their own ideas but the author’s craft to compose their own pieces. Model how to use the author’s

craft with your own ideas to create a new book.

2. Accept students where they are. For those who are ready, plan on booklets exceeding 5 pages. For those who have not grasped the concept of story, encourage 3 pages booklets and

lots of conversation. Start with first, next and last. Help them label pictures and through discussion, label actions and feelings.

3. Continue to expect students to say words slowly and write all of the letters they can to represent the sounds they hear in words.

4. Expect mostly all of your students to use the Word Wall and Words I’m Learning to Spell page in their writing folder. Expect spaces and punctuation.



CCSS






.

















Unit 7: Word Study

March/April


During this month, your shared reading will bridge word study with reading workshop. You will continue to support students using various sources of information to comprehend texts at

their level and slightly higher. Ask yourself how you can help students move from one level to the next. The goal is to help children use all sources of information independently when

they encounter difficulty. What looks right? What sounds right? What makes sense? You can support students by asking, “Does that make sense? Does that look right and make sense?

How do you know?” By asking these questions, you are encouraging cross-checking. That is, using more than one source of information to confirm or adjust reading. Your goal is for

students to learn to monitor themselves for coherence. Using clear prompts during shared reading, like those you use in guided reading, will help children problem solve independently.

(Lucy Calkins, A Curricular Plan for the Reading Workshop Grade K)

Routines

Model how to use print strategies to problem solve hard parts and words in texts. Reinforce the strategies that students are using independently and will need to move up to higher levels.

You may choose this time to begin focusing on consonant blends and digraphs.

Have students “guess the covered word”. Students will cross check using meaning, letter/sound knowledge and syntax. Using a post-it, cover the last word of a sentence such as, Look at

the hen. Looking at a picture of a feathered bird, students may guess chicken. Reveal one letter at a time until students are able to either confirm or adjust the initial guess. Reveal the h.

Discuss how one would know if it could or could not be chicken. Continue in this way until the prediction has been adjusted, always asking, How do you know?

Word Wall Games

Pass the Plate- Divide students into teams. Each team gets a plate divided into four sections. The teacher calls a word and the first student writes the word in a section. The

plate is passed to the next student, who can fix the word (if needed) and then write the second word the teacher calls. This will be repeated four times and the team that gets all

words correct wins.

Word Wall Baseball- Use three books for bases. Divide the class into two teams. One team is up at a time. That team reads the word off of the index card that you have

prepared, or directly from the word wall. Each child moves along the bases. When the child goes home, they score a point for their team. When a child misses the word, that is

an out. Each team gets up once. The team with the most points wins.

Goals for this Unit

1. Begin focusing on consonant blends and digraphs.

2. Begin playing “guess the covered word” to develop cross-checking strategies.







9. Continue playing several Word Wall games each day


Unit 7 Word Study

CCSS






with /l/, /r/, or /x/).




consonant.






CCSS

RL.K.1 RL.K.9 RI.K.1 RF.K.4 L.K.4

RL.K.5 RL.K.10 RI.K.2 L.K.5

RL.K.6 L.K.6


Daily Routine: Independent Reading (wordless picture books)


CCSS

W.K.1 SL.K.4 L.K.1

W.K.2 SL.K.5 L.K.2

W.K.7 SL.K.6



CCSS

RF.K.2

RF.K.3

Continue Word Wall Activities


Begin Cycle 4:

Phonetic Writing

MODELED WRITING

• Narrative/Story


• Prewriting


• End Effectively

• Conventions

• Sentence Type: Telling Sentences

• Sentence Type: Asking Sentences

• Telling Sentence: Capital and Period

• Asking Sentence: Capital

• Asking Sentence: Question Mark

GUIDED WRITING


groups




T – chooses topic






Theme 13: Many Friends

Read Aloud/Shared Reading: I Am America, My House is Your

House, Surprise! (Poem)

COMPREHENSION STRATEGY: Fix-Up Strategies


• Humorous Fiction,

• Understanding Humor

• Locate Author and Illustrator


records a day. MSV the record. Assess retell and fluency.

Theme 14: Where I Live

Read Aloud/Shared Reading: Happy Birthday America!, Our

Country, Our Flag, You’re a Grand Old Flag

COMPREHENSION STRATEGY: Create Images


• Question and answer

• Teach Nonfiction Feature: Picture Glossary


records a day. MSV the record. Assess retell and fluency.

Additional Read Aloud titles can be found on the Text Exemplars page.


Reading Workshop Resources Writing Workshop Resources Word Study Resources Theme 13: Many Friends





proud, culture, treat, kind, meal, custom


Ira Sleeps Over, Enemy Pie, Chester’s Way


Main Idea and Details Organizer – p. 45


End Effectively – pp.61-62

Word Order in a Telling Sentence – p. 25

Review Telling Sentences – p. 26

Sentence Types: Asking Sentences – p. 27

Asking Sentences: Capital and Question Mark – p. 28


Writing Charts 37, 38, 39, 40, 41, 42


NMLW Notebook


Connections


Theme 14: Where I Live





march, country, past, understand, place, history


F is for Flag, The Pledege of Allegiance, Betsy Ross

Fiction Animal Books:

1, 2, 3 to the Zoo by Eric Carle

Animals Should Definitely Not Wear Clothing by Judi Barrett, Ron Barrett

Baboon by Kate Banks and Georg Hallensleben

Big Blue Whale by Nicola Davies

Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr.

Do You Want to Be My Friend? by Eric Carle

Flotsam by David Wiesner

From Head to Toe by Eric Carle

Giraffes Can't Dance by Giles Andreae

Good Night, Gorilla by Peggy Rathmann

If You Give a Mouse a Cookie by Laura Numeroff

Is Your Mama a Llama? by Deborah Guarin

Lost in the Woods : A Photographic Fantasy by Carl R. Sams, Jean Stoick

Make Way for Ducklings by Robert McCloskey

Mama Cat Has Three Kittens by Denise Fleming

Polar Bear, Polar Bear, What Do You Hear? by Bill Martin

Stellaluna by Janell Cannon

Stranger in the Woods : A Photographic Fantasy by Carl R. Sams, Jean Stoick

The Kissing Hand by Audrey Penn



Unit 8: Reading Workshop – Reader’s Theater

May


This unit will focus on developing comprehension and fluency through Reader’s Theater. One goal is to develop a solid sense of character, setting and story events as the CCSS call for

kindergarteners to identify characters and major events in a story as well as to compare and contrast the adventures and experiences of characters in familiar stories with prompting and

support by the end of the year. Reader’s Theater is a fun and productive way to end the year.

Continue to teach your small groups as you may still have readers who are not yet on level C. For those who are new to level C, they will need support to read independently at that level

by the end of this month. You may be administering the Developmental Reading Assessment this month in place of your regular running records. Begin with your strongest readers and

end with those who require the most assistance. Continue to teach strategies your students need to become good decoders and fluent readers. Continue to teach them to make meaning

each time they read.

To prepare for this unit, search through the leveled texts in your classroom or literacy library for books that fit the Reader’s Theater profile. Look for books with prominent characters,

either people or animals/other things, that have human characteristics. Use read aloud and shared reading time to prepare students for Reader’s Theater. Model what Mrs. Wishy Washy

says when the animals get out of the tub. Gather a few students in your classroom to pretend to be those animals running away. Use feeling, expression and even gestures to model

Reader’s Theater. There can’t be too much drama for this unit. For parts where there are no lines, show students how to imagine what the characters may do based on inferences they’ve

made from the pictures or details of the story.

When you’re comfortable students have the skills necessary to pull small books from the basket or bag and continue this activity, assign a partner. Circulate among the partnerships

encouraging those who seem to be stuck to look back at the book and think about what happened in the story. Encourage partnerships to use energy and expression. When students are

able to follow agreed upon rules, add this icon to your work board so that students may choose this activity during center or work station time.

Guided Reading

Place an emphasis on the facial expressions of characters while you are in guided reading. Often, much can be inferred from an expression or gesture. Help students understand that there

is much to be gained by paying attention to subtle changes in expressions or gestures. How does this change help to influence the outcome of the story? What does this change tell you

about the way the character is reacting to events? Noticing these things will help students understand more about what they are reading.

Goals for this Unit

1. Establish Reader’s Theater in your classroom during read aloud and shared reading.

2. Teach your students to get to know the characters in their stories very well through pictures and text thus extending comprehension of the story.

3. Place a Reader’s Theater icon on your work board so that students may work with a partner during center or work station time.

4. Continue to teach guided reading placing a new emphasis on characters. Show students how to analyze a snapshot or picture of a character from page to page to infer more about

events and details in the story.

5. Ask your administrator if you will be administering the DRA to document ending reading levels. If you will be administering the DRA, begin with students who are reading at the

highest levels and end with those reading at lower levels.



CCSS

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


RL.K.7 With prompting and support, describe the relationships between illustrations and the story in which they appear (e.g., what moment in a story an illustration

depicts).


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


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

text an illustration depicts).

RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.

















Unit 8: Writing Workshop – We Have an Opinion!

May


The last month of school will be full of programs, assessments, report cards and meetings. Try to stay on track and finish strong in writing workshop. The CCSS call for kindergarten

students to use a combination of drawing, dictation and writing to compose opinion pieces in which they tell a reader the topics or name of the book they are writing about and state an

opinion or preference about the topics or book. So, this is a perfect time to use what students have learned all year about reading and writing to begin expressing opinions and cite

evidence for these opinions.

Your author study is happening now in Reading Workshop. Students may choose to write opinions about their favorite author and why. Think back over the year to informational topics

studied. You will find your students have opinions about many things. Revisit your work in Reading Workshop from the year with the purpose of sparking a friendly kindergarten debate

on favorite author or topic and why. What science or social studies topics have you studied? Once your students begin expressing opinions about these topics, you won’t be able to stop

them. Guide them to do more than state an opinion. Guide them to give reasons or evidence for their opinions.

As in every other unit you have done this year, modeling is the key to success. Some students will pick up on your model from the beginning and construct 5 (or more) page booklets that

express opinions about their favorite authors. Be on the lookout for students who are ready to move to 5 page booklets perhaps for the first time. While modeling, use the hand to plan.

Thumb (state opinion – I think …), index finger (state evidence – because …), finger (also …), finger (in addition), finger (restate opinion). Use the same procedure of thinking – talking

– touching page – sketching – writing. You may have a student or two who asks to write a letter to express an opinion. Certainly allow and encourage this type of expression.

Review of Year

As you approach the finish line, think about the big picture. What do students know and what are they able to do as a result of a year of Writing Workshop?

1. Do they have a firm grasp of concepts about print? Can they go left to right, top to bottom, know that words match pictures, one to one matching, spaces between words, difference

between a letter and word?

2. Can they work with a partner?

3. Can they discuss topics they can write about then sketch a picture and write words to go with that picture?

4. Can they say a word slowly and write many letters to represent the sounds they hear in the words?

5. Can they write some CVC words unassisted?

6. Can they use the Word Wall or other kindergarten resources to spell words?

7. Can they ask and answer questions and have discussions while following agreed-upon rules?

8. Can they respond to questions and suggestions from peers to clarify and strengthen their writing?

9. Choose a final piece for the writing portfolio.

10. Have students used digital resources to “publish” their writing?

11. Do your students see themselves as writers?



CCSS

W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory text in which they name what they are writing about and

supply some information about the topic.

W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in

which they occurred, and provide a reaction to what happened.



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




















Unit 8: Word Study

May


As the year comes to a close, you will be assessing students on letter/sound relationships and high-frequency words. You will also be assessing phonemic awareness skills such as

segmenting and blending. Many kindergarten teachers find it useful to begin assessments with students who are reading above level, saving the lowest readers for the end of the

assessment period. May is almost a full month with many opportunities still available to assist your most struggling students. Those students who have not yet mastered basic skills

should be met with independently or in small group settings daily. Word study should be integrated into shared reading and interactive writing activities.

Routines

Continue to work with words in explicit ways during word study as well as within the contexts of shared reading and interactive writing. Students should now be using all available

sources of information independently when they encounter difficulty, though some will still need coaching to cross check meaning with images, using letter/sound knowledge and

checking meaning with syntax, self-correcting when necessary.

It is important to apply what students are learning in word study to the text they are helping you create during modeled writing. When possible, include words that use the spelling

patterns the children are learning as well as high-frequency words.

Word Wall Games

Word Wall Bingo- Give each student a blank bingo card and have them choose words from the word wall to write on the card. Then take down all of the words and place them

in a bag. Take turns having students come up and choose a word from the bag. The first one to get four corners or three in a row calls Bingo!

Goals for this Unit

1. Integrate word study into shared reading and writing activities.

2. Continue to explore consonant blends and digraphs.

3. Continue playing “guess the word” games to develop cross-checking strategies.

4. Continue encouraging students to listen for and identify beginning, middle, and ending sounds in words.








Unit 8 Word Study

CCSS






with /l/, /r/, or /x/).




consonant.






CCSS

RL.K.3 RI.K.3 RI.K.7 RF.K.1 L.K.4

RL.K.6 RI.K.4 RI.K.8 RF.K.4 L.K.5

RL.K.7 RI.K.6 L.K.6



books)


CCSS

W.K.2 W.K.8 SL.K.1 SL.K.6 L.K.1

W.K.3 SL.K.2 L.K.2

W.K.7 SL.K.4



CCSS

RF.K.2

RF.K.3

Continue Word Wall

Activities


Begin Cycle 5:

Writing Complete Thoughts

MODELED WRITING

• Letter

• Reader Response

• Expository


• Presentation

• Adapt to Purpose and Audience


• Editing

• Word Order in an Asking Sentence

• Review Asking Sentences

• Is It Asking or Telling?

• Review Sentence Types

GUIDED WRITING


groups




T – chooses topic






Theme 15: Look at Me Grow!

Read Aloud/Shared Reading: I’m Growing, Just the Right Size,

Now That I’m Bigger (Poem)

COMPREHENSION STRATEGY: Synthesize

Literacy by Design TARGET SKILL

• Genre: Realistic Fiction


running records a day. MSV the record. Assess retell and

fluency.

Theme 16: What Will It Be?

Read Aloud/Shared Reading: Three Feet Small, See What It

Will Be, A Duck’s Life

COMPREHENSION STRATEGY: Monitor Understanding


• Understand how to read non-fiction text 13

• Non-fiction feature: Captions

Guided Reading: Your principal may require that you document

end of year reading levels using the Developmental Reading

Assessment – begin with highest readers assessing one or two a

day.


page.


For more information on the content contained in this document see A Curricular Plan for the Reading Workshop by Lucy Calkins, A Curricular Plan for the Writing Workshop

by Lucy Calkins, Primarily Writing by Debbie Rickards and Shirl Hawes, Guided Reading: Good First Teaching by Fountas & Pinnell, and Pathways to the Common Core by

Lucy Calkins. See the Instructional Strategist at your school for detailed teaching points from A Curricular Plan for the Reading Workshop and A Curricular Plan for the

Writing Workshop by Lucy Calkins. Due to space and time limitations, all units were not included in this document.


Theme 15: Look at Me Grow!


149, 150




inside, reach, chart, size, person, weight


The Growing-Up Tree, New Shoes for Silvia, Another Important

Book


Letter Organizer – p. 47

Main Idea and Details Organizer – p. 48

Adapt to Purpose and Audience – pp. 63-64

Word Order in an Asking Sentence – p. 29

Review Asking Sentences – p. 30

Is It Asking or Telling? – p. 31

Review Sentence Types – p. 32


Writing Charts 43, 44, 45, 46, 47, 48


NMLW Notebook


Connections


Theme 16: What Will It Be?


159, 160




high, height, change, group, start, age


Hortan Hatches the Egg, Verdi, Are You My Mother?



Dolch 220

Listed in order of frequency

the

to

and

he

a

I

you

it

of

in

was

said

his

that

she

for

on

they

but

had

at

him

with

up

all

look

is

her

there

some

out

as

be

have

go

we

am

then

little

down

do

can

could

when

did

what

so

see

not

were

get

them

like

one

this

my

would

me

will

yes

big

went

are

come

if

now

long

no

came

ask

very

an

over

your

its

ride

into

just

blue

red

from

good

any

about

around

want

don't

how

know

right

put

too

got

take

where

every

pretty

jump

green

four

away

old

by

their

here

saw

call

after

well

think

ran

let

help

make

going

sleep

brown

yellow

five

six


walk

two

or

before

eat

again

play

who

been

may

stop

off

never

seven

eight

cold

today

fly

myself

round

tell

much

keep

give

work

first

try

new

must

start

black

white

ten

does

bring

goes

write

always

drink

once

soon

made

run

gave

open

has

find

only

us

three

our

better

hold

buy

funny

warm

ate

full

those

done

use

fast

say

light

pick

hurt

pull

cut

kind

both

sit

which

fall

carry

small

under

read

why

own

found

Documents

English Language Arts - Lafayette Parish School System