Grade K Literacy Curriculum.pdf

7/30/2019 Grade K Literacy Curriculum.pdf

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FNWSU Literacy Curriculum Grade K Fall 2010 1

FNWSU Literacy Curriculum GRADE K

Power Standard #1 Literate

Community

Students

participate as

members of a

21st century

literate

community by

creating,

comprehending,

and responding

purposefully to

a range of

media, images,

and texts.

(Aligns with Standards

1.4, 5.14)

Concepts Skills/Strategies Power Indicators Common LocalAssessment

Reading Extensively

Reading Widely and

In-Depth

Literate Community

-Listen to at least one or two books read aloud every day

-Reread, read two familiar books, charts or poems every day:

alone

with a peer

with an adult

- Read or listen to at least three different genres/ kinds of text

and a variety of authors as in the following:

literary texts: poetry/nursery rhymes, fairy tales,

fantasy, realistic fiction;

informational: content trade books, children’s

magazines

practical/functional texts: lists, signs, labels

- Self-select reading materials of personal interest

-Participate in discussions about text offering comments related

to the text or topic

Active Listening

-Ask clarifying questions

-Restate information

-Respond appropriately in a

variety of modes

-Be responsive, respectful to

the speaker

-Extend and apply

-Make connections

Speaking

-Share knowledge and

perspectives

-Show awareness of audience

by adapting language & style

-Respond effectively to

audience

-Use language expressively

-Speak clearly with

appropriate pacing and volume

-Assume roles in group

communication tasks

-Individual and

Class Reading

Logs?

-Teacher

Observations?





Power Standard #2 Reading

Strategies

Students

effectively

apply a

combination of

word

identification,

vocabulary,

monitoring, &

broad

comprehension

strategies to

help them read.

(act of reading)

(Aligns with Standards

1.1, 1.13, 1.14, 1.18, 1.19, 2.1,

2.2, 2.6, 2.9, 3.2)


Early Reading Skills &

Strategies

Phonological Awareness

Concepts of Print

Auditory recognition of

language

Visual recognition of

print

Phonological Awareness

-Segment sentences into words

-Recognize and produce rhyming words

-Blend syllables into words

-Identify beginning and ending sounds

-Identify and blend the onset and the rime when a

single-syllable word is produced--onset (/c/), rime (-

at)

-Isolate and sequence phonemes in single-syllable

words

-Segment words into syllables

Concepts of Print

-Recognize that print goes from left to right, top to

bottom, front to back, return sweep

-Follow continuous text (e.g., text on charts, simple

books), with tracking to demonstrate left-to-right,

top-to-bottom and return sweep

-Distinguish letters from words and numbers

-Know the parts of a book and their functions, front,

back, print, and illustrations

-Match printed words to spoken words while being

read to

-Match voice to print with 1:1 correspondence on

predictable texts

-Identify the first and last part of a word

Word ID/Vocabulary

Apply phonological

knowledge and decoding

skills (by blending onset

and rimes) and use

resources to identify

and understand

unfamiliar vocabulary

words

^F & P Initial

Sounds

^F & P Letter

Recognition

Upper & Lower

Case

^F & P

Blending

Words

^F & P

Segmenting

Words

^F & P

Phonograms

Word List (1)

^F & P Writing

Picture Names




(beginning/end of the word)

Word Study/Word

Identification/Phonics

Word identification

Analyzing word

structure

Sound-symbol

correspondence

Word patterns

Syllables

-Read approximately 20 high-frequency words

including names, environmental print (signs and

labels), and sight words

-Locate familiar words in text

- Recognize, name and write all upper/lower case

letters

-Demonstrate sound-symbol relationship

-Recognize and say the common sound of mostletters and writes a letter that goes with a spoken

sound

-Demonstrate a basic understanding of how the

letters of phonetically-regular words, going from left

to right, represent their sounds

Word ID/Vocabulary

Apply phonological



and rimes) and use

resources to identify

and understand

unfamiliar vocabulary

words

Vocabulary

Identifying meaning of

words

-Use strategies to identify the meaning of unfamiliar

words

-Learn new words from everyday conversation

Word ID/Vocabulary

Apply phonological



and rimes) and use






Correction Strategies

Monitoring and

Adjusting Strategies

sense

-Notice when something does not make sense when

reading simple text-Self-correct using meaning/structure/visual when

prompted

-Recognize when something does not make sense and

ask clarifying questions

-Use known words to self-monitor 1:1 correspondence

correcting using

sentence structure and

context cues

Level)





Power Standard

#3 Reading

Accuracy

Students read

grade

appropriate

text with

accuracy andfluency in a way

that makes

meaning clear

Aligns with Standard 1.2

Concepts Skills/Strategies

Power Indicators Common Local

Assessment

Accuracy & Fluency

Rate & Accuracy

Phrasing (e.g.

expression, punctuation)

- Read material appropriate for end of kindergarten

(levels A-C) with 90-94% accuracy.

-Reread easy texts independently with accuracy

- Read predictable books, Levels A-C, with support

- Read easy texts with support

- Read and reread charts, class names and

environmental print (labels & signs)

Accuracy: Read

appropriate materials

for end of K with 90-

94% accuracy.

Fluency: Oral reading

of material appropriate

for end of grade K,

demonstrate phrasing,

expression and

attention to text

features.

^F & P

Benchmark

Assessment

Text Level C

90-94%(Instructional

Level)

^F & P 25 High

Frequency

Word

Assessment

Benchmark

100%










Power Standard

#5 Reading

Comprehension

Students read,

understand,

interpret and

analyze literary

texts.

Aligns with Standards

1.3, 1.15, 2.1, 2.2, 2.7, 2.11

Concepts Skills/Strategies Power Indicators Common Local

Assessment

Initial Understanding

of Literary Text

(Comprehension)

When listening to or reading text, students will be

able to cite evidence from the text to:

Identify characters in the story and their actions

Retell the story in own words or re-enacts it with

the events and relevant details in the correct

sequence

Use prior knowledge and sense of story to

understand text

Demonstrate they know the meaning of the story

Recognize terms: author and illustrator

Reread and find answers to questions

-Identify characters

-Recall details in order

to respond to literal

questions about what

was read

-Make predictions and

connections

F & P Level C

(Instructional

Level)

Comment [DFS2]: Just focus on LITERARY

text…revise power indicators.




Analysis and

Interpretation of

Literary Text/ Citing

Evidence

When listening to or reading text, students will be

able to cite evidence from the text to:

Identify physical characteristics or personality

traits of main characters

Identify problems within the story

Infer author’s message/lesson of a simple story

Make predictions and connections based on

illustrations or story

Generate personal response by comparing stories

or other texts to personal experience, prior

knowledge, or other books





Power Standard #2 Writing

Dimensions/

Process

Students apply

the processes

of writing

including

drafting,revising, editing,

and critiquing to

create a written

product for the

purpose of

communication,

discovery, or

expression.


Prewriting, Drafting,

Revising, Editing,

Publishing

Pre-write

- Use background knowledge and experiences to

generate ideas for drawing and writing (with or

without prompting)

- State purpose and audience before writing

Draft

-Write or draw a simple message that communicates

the writer’s purpose

- Construct a written text or drawing to convey an

idea or story

-Express information in a logical, sequential way

Prewriting

Generate and share

ideas using pictures,

words (oral or written)

given a topic or focus

Drafting

Develop a given topic or

focus using pictures

and/or words

Formative

PS #4

(response to

informationa

l text OR

report)

PS #5

(narrative)

Summative

None atthis level





Power Standard #3

Writing

Conventions &

Structures

Students

demonstrate

command of the

structures ofEnglish language

by writing with

appropriate

English grammar

and conventions.


Concepts of Print,

Grammar, Usage,

Mechanics, Spelling,

Handwriting

Concepts of Print

- Distinguish between lower case and upper case

letters

- Write lower case and upper case letters correctly

- Write from left to right, top to bottom

- Begin to use spaces between words

- Write own name with upper case and lower case

letters

Grammar/Usage/Mechanics (GUM)

When writing or speaking,

-Form regular plural nouns by adding s or es orally

-Use question words (who, what, where, when, how)

Spelling

- Use a variety of strategies to approximate

conventional spelling

- Use correct initial and final consonant to spell

Students will build

meaning with…

Words separated by

spaces, Capitals with

names and first words,

and periods

Students will edit for

clarity …

Reading their words out

loud.




- Begin to spell grade appropriate sight words

Handwriting

- Grasp pencil appropriately

- Begin legible printing using appropriate strokes for

letter information





Power Standard

#4

Informational

Writing

Students will

write

informational

pieces with

purpose,

organization,

voice and

details in order

to show thinking

through

analysis,

synthesis and

evaluation.


Purpose, Voice,

Organization, Details

Response to Informational Text

- Articulate parts of a book (in a group setting)

-Use prior knowledge or reference to text to support

a given focus, using pictures and/or labels

- Arrange pictures in a logical, sequential way

- Through a shared writing activity, include details

and information related to the topic and/or focus

Reports

-Identify details/information related to topic or to a

given focus (pictures may include labels)

Purpose: n/a

Voice: n/a

Organization: n/a

Details (Elaboration):

Use prior knowledge

and/or reference to

text in order to list or

illustrate details to

support a given focus.



Documents

Grade K Literacy Curriculum.pdf