kk q4 3-8-16... · web vie

Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.

English Language Arts 4th Nine Weeks Kindergarten

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

Shelby County Schools2015/2016

of 36



How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map,


of 36



there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The TNCore Literacy Standards

The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards):

http://www.tncore.org/english_language_arts.aspx

Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:

http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Work Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:

http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced:

http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.


of 36



Curriculum Maps, Grades K-2

● Begin by examining the text(s) selected for the week and the target Reading Foundational Skills. Read them carefully and become familiar with both the text(s) and the target foundational skills for the week. At this grade band, decoding and language comprehension are of equal importance and need to be addressed fully every day.

● Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to a learning target in the center column. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text:

○ CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

○ CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.● Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.● Plan your weekly and daily objectives, using the learning target statements to help.● Study the suggested performance assessments in the right-hand column, and match them to your objectives.● When planning for the reading of a text, plan the questions you will ask each day using these three types of questions: those that derive

general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments. Remember that at this grade band complex text will probably need to be addressed through a read aloud or shared reading, as students have not fully mastered decoding skills well enough to tackle complex text on their own.

● Examine the other standards and skills you will need to address—writing, language skills, and speaking and listening skills.● Using your Journeys TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember

to include differentiated activities for small group instruction and literacy stations.

Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.


of 36



TN DOE Curriculum Standards Learning Outcomes Content & Tasks

Week 1-Lesson 22Reading Selections Read Aloud: A Tiger Grows Up Big Book: Leo the Late BloomerBig Idea: A baby takes time to grow up.

Reading Foundational SkillsRF.K.2d-Isolate and pronounce sounds in three-phoneme words.RF.K.2e-Add or substitute sounds in one-syllable words to make new words.RF.K.3a-Demonstrate knowledge of letter-sound correspondences by producing the most frequent sound of each consonant.RF.K.3b-Associate long and short sounds with common spellings for the five major vowels.RF.K.3c-Read common high-frequency words by sight.RF.K.3d-Distinguish between similarly spelled words by identifying the sounds of the letters that differ.RF.K.4-Read emergent-reader texts with purpose and understanding.

Strategies and Skills Pronounce and isolate Xx/x/ Jj/j/ Blend Phonemes Substitute Phonemes Strategies for systematic and explicit phonemic awareness

and phonics instruction in Unit 3 of the TNCore Summer Training 2013 http://tncore.org/english_language_arts/instructional_resources/k-3/summer2013k3.aspx

Phonics activities aligned with whole/small group content: Istation student icon, click on “early reading” and then on “activities” https://secure.istation.com/https://secure.istation.com/TeacherResource/Search

Learning Targets (I Can…) Recognize high frequency words. Read from left to right, and top to bottom. Name upper- and lower-case letters of the alphabet. Identify beginning, middle, and ending sounds in words. Substitute sounds in one syllable words to make new words. Name sounds for letters. Name long and short vowel sounds.

Fluency Listen to fluent reading. Practice reading fluently.

Print Concepts, Phonemic Awareness, Phonics, Fluency Blend and Segment Phonemes Substitute Phonemes Letters/Sounds: x /x/, j /j/ Blending Words Reading Rate

Performance Assessments Journeys Progress Monitoring, Lesson 22 Journeys Grab-and-Go Assessments, Lesson 22 SCS Kindergarten Report Card Assessment Book Teacher-created

Literacy Station Activities Phonemic Awareness/Phonics/Word study station: Journeys

Word Study flip chart Lesson 22, letter matching, match pictures with the same beginning or ending sounds, review previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/PA_023b.pdfhttp://www.fcrr.org/studentactivities/P_045a.pdfhttp://www.fcrr.org/for-educators/sca_cc_rfs_k.asp

Reading Literature and Informational Text Strategies and Skills Performance Assessments


of 36

http://www.fcrr.org/for-educators/sca_cc_rfs_k.asp

http://www.fcrr.org/studentactivities/P_045a.pdf

http://www.fcrr.org/studentactivities/PA_023b.pdf

https://secure.istation.com/TeacherResource/Search

https://secure.istation.com/

http://tncore.org/english_language_arts/instructional_resources/k-3/summer2013k3.aspx





LiteratureRL.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.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).RI.K.2-With prompting and support, identify the main topic and retell key details of a text.RI.K.3-With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.RI.K.4-Ask and answer questions about unknown words.

Comprehension Skill Story Structure

Comprehension Strategy Analyze/Evaluate

Learning Targets (I Can…) Ask and answer questions about key details citing evidence

from the text. Retell familiar stories. Identify main idea and details in a text. Describe the relationship between the characters. Ask and answer questions to learn unknown words. . Describe connections between illustrations and text. Describe the way a character feels in a story. Identify where the story takes place.

Journeys Progress Monitoring, Lesson 22 Journeys Grab-and-Go Assessments, Lesson 22 SCS Kindergarten Report Card Assessment Book Teacher-created

Performance Task-Optional With a partner, discuss something that you could not do as a

baby that you can do now, and why you can do it. Share what you discussed with the group.

Text Dependent Questions According to the text, A Tiger Grows Up, how does the tiger

change over time? (general understanding) What does the word “prowl” mean on p. 8? (vocabulary) How would you describe the relationship between the mother

and her cub? (inference)

Literacy Station Activities Comprehension station: Journeys Comprehension flip chart

Lesson 22, listening station/audio book, illustrate a story using details, illustrate/write about main idea and details, review previously taught skills, additional optional activities:http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdfhttp://www.fcrr.org/studentactivities/c_013b.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RLK.3: With prompting and support, identify characters, settings, and major events in a story.

Read

ing

Level 1: EnteringIdentify and describe the main characters and setting of a story using single words, simple phrases.

Level 2: EmergingIdentify and describe the main characters and setting of a story using simple phrases and simple sentences with general vocabulary related to the story.

Level 3: DevelopingIdentify and describe the main characters and setting of a story using simple sentences with general and some specific vocabulary related to the story.

Level 4: ExpandingIdentify and describe the main characters and setting of a story using detailed sentence of varied lengths with specific and some technical vocabulary related to the story.

Level 5: BridgingIdentify and describe the main characters and setting of a story using complete, detailed sentences of varied lengths and types, using specialized vocabulary related to the story.


of 36

http://www.fcrr.org/studentactivities/c_013b.pdf

http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdf%20




For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs

Writing/ResearchW.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.3-Use drawing, dictating, and writing to narrate.W.K.8-Recall information from experiences or gather information from sources to answer a question.

Strategies and Skills Informative Writing Focus Trait: Organization

Learning Targets (I Can…) Use drawing, dictating, and writing to compose

informative/explanatory texts. Use drawing, dictating, and writing to narrate.

Routine Writing Teacher’s Edition pp. T123, 139, 151, 161, 167

Daily/ Weekly Writing Letter formation Draw and label Journal Shared writing activities

Writing Tasks Write a sentence describing three things you can do now that

you could not do as a baby.

Speaking and ListeningSL.K.1-Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.SL.K.1a-Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).SL.K.1b-Contiune a conversation through multiple exchanges.SL.K.2-Confirm understanding of a text read aloud, information presented orally, or through other media by asking/answering questions and requesting clarification.SL.K.3 -Ask and answer questions to seek help, get information, or clarify something not understood.SL.K.4-Describe familiar people, places, things, and events/provide detail.SL.K.5-Add drawings or visual displays to descriptions to provide detail.

Strategies and Skills Opening Routines: Teacher’s Edition pp. T106-107, T124-

125, T140-141, T152-153, T162-163 Dig Deeper T240-241

Learning Targets (I Can…) Follow agreed-upon rules for discussions. Continue to learn and follow classroom rules for conversation

and discussion. Participate in group discussions. Use appropriate listening and speaking skills. Ask and answer questions from teacher and classmates. Speak clearly and understandably.



of 36

http://www.livebinders.com/play/play?id=1089921%20




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

LanguageL.K.1a-Print many upper- and lowercase letters.L.K.1b-Use frequently occurring nouns and verbs.L.K.1f-Produce and expand complete sentences in shared language activities.L.K.2a-Capitalize the first word in a sentence and the pronoun I.L.K.2b-Recognize and name end punctuation.L.K.5b-Demonstrate understanding of verbs and adjectives by relating them to their opposites.L.K.5c-Identify real-life connections between words and their use.

Strategies and Skills Antonyms Pronouns – they, it, I Routine for explicit vocabulary instruction, TNCore K-3

Yearlong Reading Course, Classes 5, 6 & 7, p. 19 http://tncore.org/Login.aspx?page=training/reading_class/k-3_instructionhttps://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.htmlhttps://secure.istation.com/TeacherResource/SearchResults ?pk=EN&sterm=Vocabulary

Learning Targets (I Can…) Print all upper- and lower-case letters. Use common nouns and verbs. Capitalize the first word in a sentence and the pronoun I. Name period, question mark, and exclamation point. Demonstrate understanding of verbs and adjectives by

relating them to their opposites. Identify real-life connections between words and their use.

Vocabulary Daily Vocabulary Boost

Vocabulary for Explicit Instruction retell, main idea, cub, opposite, pronoun, change http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-teach-

and-how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Literacy Station Activities Vocabulary station: draw/label/match antonyms, illustrate

activities done by tiger cubs, discuss activities using pronouns, additional optional activities:http://www.fcrr.org/Curriculum/pdf/GK-1/V_Final.pdfhttp://www.fcrr.org/studentactivities/v_023a.pdf

Language ArtsGrammar Focus Pronouns


Week 2-Lesson 23Reading Selections Big Book: Zinnia’s Flower Garden


of 36

http://www.fcrr.org/studentactivities/v_023a.pdf

http://www.fcrr.org/Curriculum/pdf/GK-1/V_Final.pdf

http://achievethecore.org/page/61/which-words-do-i-teach-and-how-detail-pg


http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf


https://secure.istation.com/TeacherResource/SearchResults%20?pk=EN&sterm=Vocabulary


https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html


http://tncore.org/Login.aspx?page=training/reading_class/k-3_instruction%C2%A0%20





Read Aloud: Oscar and the FrogBig Idea: Living things change as they grow.

Reading Foundational SkillsRF.K.1a-Follow words from left to right, top to bottom, and page by page.RF.K.1b-Recognize that spoken words are represented in written language by specific sequences of letters.RF.K.2d-Isolate and pronounce sounds in three-phoneme words.RF.K.2e-Add or substitute sounds in one-syllable words to make new words.RF.K.3a-Demonstrate knowledge of letter-sound correspondences by producing the most frequent sound of each constant.RF.K.3b-Associate long and short sounds with common spellings for the five major vowels.RF.K.3c-Read common high-frequency words by sight.RF.K.4-Read emergent-reader texts with purpose and understanding.

Strategies and Skills Identify letter Ee short /e/ and long /e/ Blend Phonemes Substitute Phonemes Strategies for systematic and explicit phonemic awareness





Print Concepts, Phonemic Awareness, Phonics, Fluency Blend and Segment Phonemes Substitute Phonemes Letter/Sound: Long and short e /e/ Blending Words Pause for Punctuation

Performance Assessments Journeys Progress Monitoring, Lesson 23 Journeys Grab-and-Go Assessments, Lesson 23 SCS Kindergarten Report Card Assessment Book Teacher Created


Word Study flip chart Lesson 23, match pictures with the same middle sounds (focus on short and long /e/), substitute phoneme activities, additional optional activities:http://www.fcrr.org/curriculum/pdf/GK-1/PA_Final_Part5.pdfhttp://www.fcrr.org/studentactivities/PA_024b.pdf

Reading Literature and Informational TextRI.K.2-With prompting and support, identify the main topic and retell key details of a text.

Strategies and SkillsComprehension Skill Sequence of Events

Performance Assessments Journeys Progress Monitoring, Lesson 23 Journeys Grab-and-Go Assessments, Lesson 23


of 36


http://www.fcrr.org/curriculum/pdf/GK-1/PA_Final_Part5.pdf








RI.K.3-With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information 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.7-Describe relationships between illustrations and the text.RI.K.8-Identify the reasons an author gives to support points.

Related Science StandardKindergarten: Standard 10-Various forms of energy are constantly being transformed into other types without any net loss of energy from the system.

Comprehension Strategy Visualize


from the text. Identify main idea and details in a text. Describe the relationship between the characters. Name the author and illustrator and define the roles of

each. Describe connections between illustrations and text. Identify author’s purpose in story. Identify similarities and differences in two texts. Use phrases and picture clues to define unknown words. Participate in discussions about read aloud.

SCS Kindergarten Report Card Assessment Book Teacher Created

Performance Task-Optional List the places that the animals lay eggs.

Text Dependent Questions What are some of the things that all living things need to

grow? (general understanding) What does the word “bank” mean on p. 8? (vocabulary) Why does Oscar tell Frog not to be silly at the end of the

story? (inferences)


Lesson 23, listening station/audio book, story sequence cards, illustrate a story using details, review previously taught skills, additional optional activities:http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdf

Writing/ResearchW.K.2-Use a combination 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.8-Recall information from experiences or gather information from sources to answer a question.

Strategies and Skills Informative Writing Focus Trait: Organization


informative/explanatory texts.

Routine Writing Teacher’s Edition pp. T217, 233, 245, 255, 261

Daily Routines Letter formation Draw and label Daily Journal Shared Writing Activities

Writing Tasks Illustrate and write about how to grow a plant.

Speaking and ListeningSL.K.1- Participate in collaborative conversations with

Strategies and SkillsOpening Routines

Performance Assessments Journeys Progress Monitoring, Lesson 23


of 36





diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.SL.K.1a-Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).SL.K.1b-Contiune a conversation through multiple exchanges.SL.K. 2-Confirm understanding of a text read aloud, information presented orally, or through other media by asking/answering questions and requesting clarification.SL.K.4-Describe familiar people, places, things, and events/provide detail.SL.K.5-Add drawings or visual displays to descriptions to provide detail.SL.K.6-Speak audibly and express thoughts, feelings, and ideas clearly.

Teacher’s Edition pp.. T294-295, T312-313, T328-329, T340-341, T350-351

Dig Deeper T334-335 Classroom Conversation:T353

Learning Targets (I Can…) Follow agreed-upon rules for discussions. Continue to learn and follow classroom rules for conversation


Journeys Grab-and-Go Assessments, Lesson 23 SCS Kindergarten Report Card Assessment Book Teacher Created

LanguageL.K.1a-Print many upper- and lowercase letters.L.K.1b-Use frequently occurring nouns and verbs.L.K.1c-Form plural nouns orally by adding /s/ and /es/.L.K.1f-Produce and expand complete sentences in shared language activities.L.K.2a-Capitalize the first word in a sentence and the pronoun I.L.K.4a-Identify new meanings for familiar words and apply them accurately.L.K.5a-Sort common objects into categories to gain a sense of concepts the categories represent.L.K.5c-Identify real-life connections between words and their use.

Strategies and Skills Proper Nouns: Days and Months Routine for explicit vocabulary instruction, TNCore K-3


Learning Targets (I Can…) Print all upper- and lower-case letters. Use common nouns and verbs. Make nouns plural by adding /s/ and /es/. Capitalize the first word in a sentence and the pronoun I.

Vocabulary Daily Vocabulary Boost Context Clues

Vocabulary for Explicit Instruction safe, proper nouns, life, pesky, plant, http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary station: draw/label/match, illustrate words, build

words, sort days and months, additional optional activities:http://www.engageny.org/resource/kindergarten-listening-


of 36

http://www.engageny.org/resource/kindergarten-listening-learning-domain-4-image-card-set-plants














Identify new meanings for known words. Identify real-life connections between words and their use. Use words and phrases acquired through conversations,

reading and being read to, and responding to text.

learning-domain-4-image-card-set-plantshttp://www.fcrr.org/studentactivities/v_023b.pdf

Language Arts Proper Nouns


Week 3-Lesson 24Reading Selections Big Book: Chameleon, Chameleon Read Aloud: Red Eyes or Blue FeathersBig Idea: The color of an animal can help it survive.

Reading Foundational SkillsRF.K.1b-Recognize that spoken words are represented in written language by specific sequences of letters.RF.K.2d-Isolate and pronounce sounds in three-phoneme words.RF.K.2e-Add or substitute sounds in one-syllable words to make new words.RF.K 3a-Demonstrate knowledge of letter-sound correspondences by producing the most frequent sound of each constant.RF.K.3b-Associate long and short sounds with common spellings for the five major vowels.RF.K.3c-Read common high-frequency words by sight.

Strategies and Skills Pronounce and isolate h /h/, k /k/ Blend/Segment Phonemes Strategies for systematic and explicit phonemic awareness



Print Concepts, Phonemic Awareness, Phonics, Fluency Blend and Segment Phonemes Substitute Phonemes Letters/Sounds: h /h/, k /k/ Blending Words Pause for Punctuation



of 36





http://www.fcrr.org/studentactivities/v_023b.pdf






RF.K.3d-Distinguish between similarly spelled words by identifying the sounds of the letters that differ.RF.K.4-Read emergent-reader texts with purpose and understanding.




Word Study flip chart Lesson 24, match pictures with the same beginning/ending sounds, additional optional activities:http://www.fcrr.org/studentactivities/PA_022b.pdfhttp://www.fcrr.org/curriculum/pdf/GK-1/PA_Final_Part4.pdf

Reading Literature and Informational TextRI.K.3-With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information 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-Identify the reasons an author gives to support points.

Strategies and SkillsComprehension Skill Conclusions

Comprehension Strategy Monitor/Clarify


from the text. Describe connections between illustrations and text Identify author’s purpose in story. Engage in group reading activities with purpose and

understanding. Participate in discussions about read alouds.


Performance Task-Optional Use story sequence cards to retell the story or complete a flow

chart about the sequence of events.

Text Dependent Questions What animals does the chameleon see in the story? (key

details) The author states that the chameleon’s skin has peaceful

colors. What does she mean? Use the illustrations to support your answer. (author’s purpose)

Why does the chameleon take slow steps? (inferences)


of 36

http://www.fcrr.org/curriculum/pdf/GK-1/PA_Final_Part4.pdf






Lesson 24, listening station/audio book, illustrate/write a story using details, review previously taught skills, additional optional activities:http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdfhttp://www.fcrr.org/studentactivities/c_018a.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for 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).

Read

ing

Level 1: EnteringDescribe connections between the illustration and text in using single words.

Level 2: EmergingDescribe connections between the illustration and text using a phrase and/or short sentences that represent ideas using formulaic sentence patterns and general, content-based vocabulary

Level 3: DevelopingDescribe connections between the illustration and text using simple sentences.

Level 4: ExpandingDescribe connections between the illustration and text using expanded and some complex sentences.

Level 5: BridgingDescribe connections between the illustration and text using multiple, complex sentences.


Writing/ResearchW.K.2-Use a combination 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.8-Recall information from experiences or gather information from sources to answer a question.

Strategies and Skills Informative Writing Focus Trait: Ideas



Routine Writing Teacher’s Edition pp.T311, 327, 339, 349, 355 Letter formation Draw and label Daily Journal Shared Writing Activities

Writing Tasks Illustrate and write about an animal and why it has its colors.

Speaking and ListeningSL.K.1-Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

Strategies and SkillsOpening Routines Teacher’s Edition pgs. T294-295, T312-313, T328-329, T340-



of 36


http://www.fcrr.org/studentactivities/c_018a.pdf

http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdf




SL.K.1a-Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).SL.K.2-Confirm understanding of a text read aloud, information presented orally, or through other media by asking/answering questions and requesting clarification.SL.K.4-Describe familiar people, places, things, and events/provide detail.SL.K.5-Add drawings or visual displays to descriptions to provide detail.SL.K.6-Speak audibly and express thoughts, feelings, and ideas clearly.

341, T350-351 Dig Deeper: T334-335 Classroom Conversation: T353

Learning Targets (I Can…) Continue to learn and follow classroom rules for conversation



LanguageL.K.1a-Print many upper- and lowercase letters.L.K.1d-Understand and use question words.L.K.1f-Produce and expand complete sentences in shared language activities.L.K.2a-Capitalize the first word in a sentence and the pronoun I.L.K.2b-Recognize and name end punctuation.L.K.4b-Use frequently occurring inflections and affixes as a clue to the meaning of an unknown word.L.K.5a-Sort common objects into categories to gain a sense of concepts the categories represent.L.K 5c-Identify real-life connections between words and their use.

Strategies and Skills Adjectives Capitalization and Punctuation in Questions Routine for explicit vocabulary instruction, TNCore K-3


Learning Targets (I Can…) Print all upper- and lower-case letters. Use question words to ask a question. Capitalize the first word in a sentence and the pronoun I. Name period, question mark, and exclamation point. Identify real-life connections between words and their use. Use words and phrases acquired through conversations,


Vocabulary Daily Vocabulary Boost Classify and Categorize

Vocabulary for Explicit Instruction peaceful, describe, vet, conclude, figure out http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary station: draw/label/match elements of different

seasons, illustrate activities done in different seasons, additional optional activities:http://www.fcrr.org/studentactivities/v_025b.pdf

Language Arts Questions


of 36
















Week 4-Lesson 25Reading Selections Big Book: Pie in the Sky Read Aloud: Bread Comes to LifeBig Idea: People get food from plants.

Reading Foundational SkillsRF.K.1b-Recognize that spoken words are represented in written language by specific sequences of letters.RF.K.2d- Isolate and pronounce sounds in three-phoneme words.RF.K.2e-Add or substitute sounds in one-syllable words to make new words.RF.K.3a-Demonstrate knowledge of letter-sound correspondences by producing the most frequent sound of each constant.RF.K.3b-Associate long and short sounds with common spellings for the five major vowels.RF.K.3c-Read common high-frequency words by sight.RF.K.4-Read emergent-reader texts with purpose and understanding.

Strategies and Skills Review Letters Ee, Xx, Jj, Oo, Hh, Kk Blend/Segment Phonemes Strategies for systematic and explicit phonemic awareness



Learning Targets (I Can…) Recognize high frequency words. Read from left to right, and top to bottom. Name upper- and lower-case letters of the alphabet. Identify beginning, middle, and ending sounds in words. Substitute sounds in one syllable words to make new word. Name sounds for letters. Name long and short vowel sounds.

Print Concepts, Phonemic Awareness, Phonics, Fluency Blend and Segment Phonemes Substitute Phonemes Review Blending Review Letters Ee, Xx, Jj, Oo, Hh, Kk Read with Expression

Performance Assessments Journeys Grab-and-Go Assessments, Lesson 25 SCS Kindergarten Report Card Assessment Book Teacher Created


Word Study flip chart Lesson 25, match pictures with the same beginning/middle/ending sounds, substitute sound cards, additional optional activities:http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part2.pdfhttp://www.fcrr.org/studentactivities/P_047a.pdf


of 36


http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part2.pdf









Reading Literature and Informational TextRL.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.RL.K.4-Ask and answer questions about unknown words in a text.RL.K.7-With prompting and support, describe the relationship between illustrations and the story in which they appear.

RI.K.2-With prompting and support, identify the main topic and retell key details of a text.RI.K.3-With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.RI.K.7-Describe relationships between illustrations and the text.

Related Social Studies StandardK.6-Identify and explain how the basic human needs of food, clothing, shelter and transportation are met.

Strategies and SkillsComprehension Skill Text and Graphic Features Sequence of Events

Comprehension Strategy Summarize

Learning Targets (I Can…) Use phrases and picture clues to define unknown words. Name and describe common types of texts. Ask and answer questions citing evidence from the text. Describe the relationship between the characters. Ask and answer questions to learn unknown words. Describe connections between illustrations and text.


Performance Task-Optional Make a chart with rhyming words from the story “Bread

Comes to Life.”

Text Dependent Questions What are the many kinds of bread the author describes? (key

details) What does “sowed” mean on p. 16? (vocabulary) The author named the story “Bread Comes to Life.” How

does the story show bread coming to life? (inferences)


Lesson 25, listening station/audio book, retell story using retelling cards, illustrate/label/write a story using details, review previously taught skills, additional optional activities:http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdfhttp://www.fcrr.org/studentactivities/c_006b.pdf

Writing/ResearchW.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…).

Strategies and Skills Report Focus Trait: Ideas Informative Writing

Routine Writing Teacher’s Edition pp. T405, T423, T435, T445, T451

Daily/ Weekly Writing Letter formation


of 36






W.K 2-Use a combination 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.5-Respond to questions/suggestions from peers and add details to strengthen writing.W.K.6-Explore digital tools to produce and publish writingW.K.7-Particpate in shared research and writing projects.W.K.8-Recall information from experiences or gather information from sources to answer a question.

Learning Targets (I Can…) Use drawing, dictating, and writing to compose opinion

pieces. Use drawing, dictating, and writing to compose


Draw and label Daily Journal Shared Writing Activities

Writing Tasks Have children share examples of activities they can do.

Illustrate and write to show the steps for doing something that you know how to do.

Speaking and ListeningSL.K 1-Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.SL.K.1a-Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).SL.K.2-Confirm understanding of a text read aloud, information presented orally, or through other media by asking/answering questions and requesting clarification.SL.K.3-Ask and answer questions to seek help, get information, or clarify something not understood.

Strategies and SkillsOpening Routines Teacher’s Edition pp. T388-389, T406-407, T424-425, 436-

437, T446-447 Dig Deeper: T430-431

Learning Targets (I Can…) Learn to follow classroom rules for conversation and

discussion. Participate in group discussions. Use appropriate listening and speaking skills. Ask and answer questions from teacher and classmates. Speak clearly and understandably.


LanguageL.K.2a-Capitalize the first word in a sentence and the pronoun I.L.K.2b-Recognize and name end punctuation.L.K.2c-Write a letter or letters for consonant and short-vowel sounds.L.K.2d-Spell simple words phonetically, drawing on knowledge of sound-letter relationships.L.K.2e-Spell untaught words phonetically.L.K.5c-Identify real-life connections between words and

Strategies and Skills Exclamations (Capitalization and Punctuation) Routine for explicit vocabulary instruction, TNCore K-3


Vocabulary Daily Vocabulary Boost Classify and Categorize Seasons

Vocabulary for Explicit Instruction scratch, patch, exclaim, wonder, first, next, last/end http://achievethecore.org/content/upload/


and-how-detail-pg (Supplemental Resources, click


of 36














their use.L.K.6-Use words and phrases acquired through conversations, reading and being read to, and responding to text.

Learning Targets (I Can…) Capitalize the first word in a sentence and the pronoun I. Name period, question mark, and exclamation point. Write letter for consonants and short vowel sounds. Spell simple words. Identify real-life connections between words and their use. Use words and phrases acquired through conversations,


Vocabulary Quadrant)

Literacy Station Activities Vocabulary station: draw/label/match punctuation marks to

sentences, illustrate/label parts of trees during different seasons, additional activities:http://www.fcrr.org/Curriculum/pdf/GK-1/V_Final.pdfhttp://www.fcrr.org/studentactivities/v_020a.pdf

Language ArtsGrammar Focus Exclamations (Capitalization and Punctuation)


Week 5-Lesson 26Reading Selections Big Book: Kitten’s First Full Moon Read Aloud: Curious George Makes PancakesBig Idea: It is important to try hard.

Reading Foundational SkillsRF.K.1b-Recognize that spoken words are represented in written language by specific sequences of letters.RF.K.2d-Isolate and pronounce sounds in three-phoneme words.RF.K.2e-Add or substitute sounds in one-syllable words to make new words.RF.K.3a-Demonstrate knowledge of letter-sound correspondences by producing the most frequent sound of each constant.RF.K.3b-Associate long and short sounds with common

Strategies and Skills Pronounce and isolate Long and Short Uu /u/ Substitute Phonemes Blend Words Strategies for systematic and explicit phonemic awareness


Phonics activities aligned with whole/small group content:

Print Concepts, Phonemic Awareness, Phonics, Fluency Substitute Phonemes Letter/Sound: Long and Short Uu /u/ Blending Words Pause for Punctuation



of 36








spellings for the five major vowels.RF.K.3c-Read common high-frequency words by sight.RF.K.4-Read emergent-reader texts with purpose and understanding.

Istation student icon, click on “early reading” and then on “activities” https://secure.istation.com/https://secure.istation.com/TeacherResource/Search

Learning Targets (I Can…) Recognize high frequency words. Identify beginning, middle, and ending sounds in words. Substitute sounds in one syllable words to make new word. Name sounds for letters. Name long and short vowel sounds.




Word Study flip chart Lesson 26, match pictures with the same middle sounds (focus on short and long /u/), additional optional activities:http://www.fcrr.org/studentactivities/PA_024a.pdfhttps://www.engageny.org/ccls-ela/rfk2e

Reading Literature and Informational TextLiteratureRL.K.2-With prompting and support, retell familiar stories, including key details.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).RL.K.7-With prompting and support, describe the relationship between illustrations and the story in which they appear..

Strategies and SkillsComprehension Skill Conclusions Genre

Comprehension Strategy Visualize

Learning Targets (I Can…) Write or dictate and illustrate the character’s action in a story. Use phrases and picture clues to define unknown words. Name and describe common types of texts. Participate in discussions about read alouds. Ask and answer questions to learn unknown words.


Performance Task-Optional Discuss how the illustrations help support the text.

Text Dependent Questions What is the kitten trying to do? (general understanding) Why does the author use a moon to represent milk? (author’s

purpose) Why does the author refer to the kitten as “poor?” (opinions)


Lesson 26, listening station/audio book, illustrate/label a story


of 36

https://www.engageny.org/ccls-ela/rfk2e

http://www.fcrr.org/studentactivities/PA_024a.pdf






using details, review previously taught skills, additional optional activities:http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdfhttp://www.fcrr.org/studentactivities/c_031b.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.K.4: Ask and answer questions about unknown words in a text.

Read

ing

Level 1: EnteringAsk and answer questions about the meaning of content-based words and/or answer questions about high-frequency, unknown words in a leveled text using single words and short phrases.

Level 2: EmergingAsk and answer questions about the meaning of content-based words and/or answer questions about key words in a leveled text using pictures, phrases and short sentences.

Level 3: DevelopingAsk and answer questions about the meaning of key words in a leveled text using simple, related sentences.

Level 4: ExpandingAsk and answer questions about the meaning of key, unknown words in a grade-level text using expanded and some complex sentences.

Level 5: BridgingAsk and answer questions about the meaning of unknown words in a grade-level text using multiple, complex sentences.


Writing/ResearchW.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…).

Strategies and Skills Opinion Writing Focus Trait: Voice


pieces.

Routine Writing Teacher’s Edition pp.T29, T45, T57, T67, T73

Daily/ Weekly Writing Letter formation Draw and label Daily Journal Shared Writing Activities

Writing Tasks Write about a time when you tried hard to do something.

Speaking and ListeningSL.K 1-Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.SL.K.1a-Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about

Strategies and SkillsOpening Routines Teacher’s Edition pp.T12-13, T30-31, T46-47, T58-59, T68-

69 Dig Deeper: T52-53 Classroom Conversation: T171



of 36







the topics and texts under discussion).SL.K. 2-Confirm understanding of a text read aloud, information presented orally, or through other media by asking/answering questions and requesting clarification.SL.K.4-Describe familiar people, places, things, and events/provide detail.SL.K.6-Speak audibly and express thoughts, feelings, and ideas clearly.



LanguageL.K.1b-Use frequently occurring nouns and verbs.L.K.1c-Form plural nouns orally by adding /s/ and /es/.L.K.4b-Use frequently occurring inflections and affixes as a clue to the meaning of an unknown word.L.K.5b-Demonstrate understanding of verbs and adjectives by relating them to their opposites.L.K.5c-Identify real-life connections between words and their use.L.K.6-Use words and phrases acquired through conversations, reading and being read to, and responding to text.

Strategies and Skills Nouns: Singular and Plural Antonyms Routine for explicit vocabulary instruction, TNCore K-3


Learning Targets (I Can…) Use common nouns and verbs. Make nouns plural by adding /s/ and /es/. Demonstrate understanding of verbs and adjectives by

relating them to their opposites. Identify real-life connections between words and their use. Use words and phrases acquired through conversations,


Vocabulary Daily Vocabulary Boost Antonyms

Vocabulary for Explicit Instruction Poor, conclude, plural, volunteers, refer http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary station: draw/label/match antonyms, sort words by

category, additional optional activities:http://www.fcrr.org/Curriculum/pdf/GK-1/V_Final.pdf


Language ArtsGrammar Focus Nouns: Singular and Plural

Performance Assessments Journeys Progress Monitoring, Lesson 26


of 36
















Journeys Grab-and-Go Assessments, Lesson 26 SCS Kindergarten Report Card Assessment Book Teacher Created

Week 6-Lesson 27Reading Selections Big Book: One of Three Read Aloud: Someone BiggerBig Idea: Families can have fun by being together.

Reading Foundational SkillsRF.K.2a-Recognize and produce rhyming words.RF.K.2e-Add or substitute sounds in one-syllable words to make new words.RF.K.3a-Demonstrate knowledge of letter-sound correspondences by producing the most frequent sound of each constant.RF.K.3b-Associate long and short sounds with common spellings for the five major vowels.RF.K.3c-Read common high-frequency words by sight.RF.K.4-Read emergent-reader texts with purpose and understanding.

Strategies and Skills Pronounce and isolate l /l/, W /w/ Substitute Phonemes Blend Words Strategies for systematic and explicit phonemic awareness



Learning Targets (I Can…) Recognize high frequency words. Read from left to right, and top to bottom. Name upper- and lower-case letters of the alphabet. Identify beginning, middle, and ending sounds in words. Substitute sounds in one syllable words to make new words.


Print Concepts, Phonemic Awareness, Phonics, Fluency Substitute Phonemes Letters/Sounds: l /l/, W /w/ Blending Words Word Building Read with Expression



Word Study flip chart Lesson 27, match pictures with the same beginning/middle/ending sounds, substitute sound cards, additional optional activities:https://www.engageny.org/ccls-ela/rfk2ehttp://www.fcrr.org/studentactivities/PA_006a.pdf


of 36










Reading Literature and Informational TextLiteratureRL.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.RL.K.5-Recognize common types of texts (e.g., storybooks, poems).RL.K.7-With prompting and support, describe the relationship between illustrations and the story in which they appear.

Related Science StandardKindergarten: Standard 11-Objects move in ways that can be observed, described, predicted, and measured.

Strategies and SkillsComprehension Skill Compare and Contrast

Comprehension Strategy Monitor/Clarify

Learning Targets (I Can…) Ask and answer questions about key details. Write/Dictate and illustrate the character’s action in a story. Identify the character and understand characters can be

animals or people. Name the characters from a story and discuss what they did. Name and describe common types of texts. Ask and answer questions citing evidence from the text. Describe the relationship between the characters. Engage in group reading activities with purpose and

understanding.


Performance Task-Optional Have children discuss with a partner, outings they have been

on with their families.

Text Dependent Questions How do you know this story is fiction? Give examples from the

story to support your answer. (general understanding) What does the word “light” mean on p.2? (vocabulary) On the last page, we see a kite in the air. Who do you think is

holding it? Why? Use evidence from the story to support your reason. (inferences)


Lesson 27, listening station/audio book, illustrate a story using details, retell a story with a partner using retelling cards, review previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/c_019a.pdf

Writing/ResearchW.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…).

Strategies and Skills Opinion Writing Focus Trait: Ideas


pieces.


Daily/ Weekly Writing Letter formation Draw and label Daily Journal Shared Writing Activities


of 36





Writing Tasks Draw and write about what it is (or would be) like having a

brother or a sister.

Speaking and ListeningSL.K.1-Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.SL.K.1a-Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).SL.K.1b-Contiune a conversation through multiple exchanges.SL.K.2-Confirm understanding of a text read aloud, information presented orally, or through other media by asking/answering questions and requesting clarification.SL.K.3-Ask and answer questions to seek help, get information, or clarify something not understood.SL.K.4-Describe familiar people, places, things, and events/provide detail.

Strategies and SkillsOpening Routines Teacher’s Edition Pgs. T106-107, T124-125, T140-141,

T152-153, T162-163 Dig Deeper: T146-147 Classroom Conversation: T165




LanguageL.K.1b-Use frequently occurring nouns and verbs.L.K.1c-Form plural nouns orally by adding /s/ and /es/).L.K.4-Use frequently occurring inflections and affixes as a clue to the meaning of an unknown word.L.K.5c-Identify real-life connections between words and their use.

Strategies and Skills Subject-Verb Agreement Routine for explicit vocabulary instruction, TNCore K-3


Learning Targets (I Can…) Use common nouns and verbs. Make nouns plural by adding /s/ and /es/.

Vocabulary Daily Vocabulary Boost Classify and Categorize Places

Vocabulary for Explicit Instruction light, compare, contrast, reply, firmly http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary station: draw/label/match nouns to verbs,

categorize words, sort words, additional optional activities:


of 36














http://www.fcrr.org/studentactivities/v_017b.pdf http://www.fcrr.org/Curriculum/pdf/GK-1/V_Final.pdf

Language ArtsGrammar Focus Subject-Verb Agreement


Week 7-Lesson 28Reading Selections Big Book: You Can Do It, Curious George Read Aloud: The Little Engine That CouldBig Book: It is important to help your friends.

Reading Foundational SkillsRF.K.2d-Isolate and pronounce sounds in three-phoneme words.RF.K.2e-Add or substitute sounds in one-syllable words to make new words.RF.K.3a-Demonstrate knowledge of letter-sound correspondences by producing the most frequent sound of each constant.RF.K.3b-Associate long and short sounds with common spellings for the five major vowels.RF.K.3c-Read common high-frequency words by sight.RF.K.4-Read emergent-reader texts with purpose and understanding.

Strategies and Skills Pronounce and isolate V /v/, Z /z/ Substitute Phonemes Blend Words Strategies for systematic and explicit phonemic awareness



Print Concepts, Phonemic Awareness, Phonics, Fluency Substitute Phonemes Letters/Sounds: V /v/, Z /z/ Blending Words Pause for Punctuation



of 36









Learning Targets (I Can…) Recognize high frequency words. Name upper- and lower-case letters of the alphabet. Identify beginning, middle, and ending sounds in words. Substitute sounds in one syllable words to make new words. Name sounds for letters. Name long and short vowel sounds.



Word Study flip charts Lesson 28, match pictures with the same beginning/middle/ending sounds, substitute sound cards, additional optional activities:http://www.fcrr.org/studentactivities/P_001b.pdfhttp://www.fcrr.org/for-educators/sca_cc_rfs_k.asphttps://www.engageny.org/ccls-ela/rfk2e

Reading Literature and Informational TextRL.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.RL.K.6-Name the author and illustrator and define the role of each.RL.K.7-With prompting and support, describe the relationship between illustrations and the story in which they appear.

Related Science StandardKindergarten: Standard 11-Objects move in ways that can be observed, described, predicted, and measured.

Strategies and SkillsComprehension Skill Story Structure

Comprehension Strategy Infer/predict

Learning Targets (I Can…) Ask and answer questions about key details. Use phrases and picture clues to define unknown words. Ask and answer questions about key details. Identify the character and understand characters can be

animals or people. Use phrases and picture clues to define unknown words.


Performance Task-Optional Use story sequence cards to retell the story or complete a

story map.

Text Dependent Questions Why is the train going to the other side of the mountain?

(general understanding) What does “merrily” mean on p.7? (vocabulary) How are the Little Blue Engine and Curious George alike?

(intertextual connections)


Lesson 28, listening station/audio book, illustrate a story


of 36


http://www.fcrr.org/for-educators/sca_cc_rfs_k.asp

http://www.fcrr.org/studentactivities/P_001b.pdf




using details, review previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/c_011a.pdfhttp://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RLK.2: With prompting and support, retell familiar stories, including key details.

Read

ing

Level 1: EnteringRetell story using single words, simple phrases and/or acting out the parts of the story.

Level 2: EmergingRetell story using simple phrases and simple sentences with general vocabulary related to the story.

Level 3: DevelopingRetell story using general and some specific vocabulary related to the story. Oral or written language with some phonological, syntactical or semantic errors is expected.

Level 4: ExpandingRetell the story in sequence using detailed sentences with specific and some technical language related to the story. Use sentences of varying lengths.

Level 5: BridgingRetell the story in sequence using complex detailed sentences. Make connections and use specialized language related to the story. Use a variety of sentence lengths and types.


Writing/ResearchW.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…).W.K.7-Participate in shared research and writing projects.

Strategies and Skills Opinion Writing Focus Trait: Ideas


pieces.

Routine WritingTeacher’s Edition pp. T217, T233, T245, T255, T261

Daily/ Weekly writing Letter formation Draw and label Daily Journal Shared Writing Activities

Writing Tasks Write and illustrate about a time someone helped you. Explain

why the person helped you.

Speaking and ListeningSL.K.1-Participate in collaborative conversations with diverse partners about kindergarten topics and texts with

Strategies and SkillsOpening Routines Teacher’s Edition pp. T200-201, T218-219, T234-235, T246-



of 36







peers and adults in small and larger groups.SL.K.1a-Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).SL.K.1b-Contiune a conversation through multiple exchanges.SL.K.2-Confirm understanding of a text read aloud, information presented orally, or through other media by asking/answering questions and requesting clarification.SL.K.3-Ask and answer questions to seek help, get information, or clarify something not understood.SL.K.6-Speak audibly and express thoughts, feelings, and ideas clearly.

247, T256-257 Dig Deeper T240-243




LanguageL.K.1b-Use frequently occurring nouns and verbs.L.K.4a-Identify new meanings for familiar words and apply them accurately.L.K.5c-Identify real-life connections between words and their use.L.K.5d-Distinguish shades of meaning among verbs by acting out the meanings.

Strategies and Skills Subject-Verb Agreement Context Clues Routine for explicit vocabulary instruction, TNCore K-3


Learning Targets (I Can…) Use common nouns and verbs. Identify new meanings for known words. Identify real-life connections between words and their use.

Vocabulary Daily Vocabulary Boost Context Clues

Vocabulary for Explicit Instruction engine, curious, clue, determine, explain http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary station: draw/label/match, draw/label/match

subjects to verbs, categorize words, word sorts, additional optional activities:http://www.fcrr.org/Curriculum/pdf/GK-1/V_Final.pdfhttp://www.fcrr.org/studentactivities/v_020b.pdf

Language Arts Subject-verb agreement


of 36

















Week 8-Lesson 29Reading Selections Big Book: Look At Us Read Aloud: Baby BrainsBig Idea: Children learn many things in kindergarten.

Reading Foundational SkillsRF.K.2b-Count, pronounce, blend, and segment syllables in spoken words.RF.K.2d-Isolate and pronounce sounds in three-phoneme words.RF.K.3a-Demonstrate knowledge of letter-sound correspondences by producing the most frequent sound of each constant.RF.K.3b-Associate long and short sounds with common spellings for the five major vowels.RF.K.3c-Read common high-frequency words by sight.RF.K.3d-Distinguish between similarly spelled words by identifying the sounds of the letters that differ.RF.K.4-Read emergent-reader texts with purpose and understanding.

Strategies and Skills Pronounce and isolate Y /y/, q (qu) /kw/ Blend Words Track Syllables Strategies for systematic and explicit phonemic awareness



Learning Targets (I Can…) Recognize high frequency words. Understand that words are separated by spaces in print. Name upper- and lower-case letters of the alphabet. Identify beginning, middle, and ending sounds in words. Name sounds for letters. Name long and short vowel sounds.

Print concepts, phonemic awareness, phonics, fluency Track Syllables Letters/Sounds: Y /y/, q (qu) /kw/ Blending Words Reading Rate



Word Study flip chart Lesson 29, match pictures with the same beginning/middle/ending sounds, segment syllables, additional optional activities:https://www.engageny.org/search-site/rf.k.2.b?solrsort=score deschttp://www.fcrr.org/studentactivities/PA_018a.pdf


of 36


https://www.engageny.org/search-site/rf.k.2.b?solrsort=score%20desc

https://www.engageny.org/search-site/rf.k.2.b?solrsort=score%20desc









Reading Literature and Informational TextRL.K.3-With prompting and support, identify characters, settings, and major events in a story.RL.K. 4-Ask and answer questions about unknown words in a text.RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear.

RI.K.2-With prompting and support, identify the main topic and retell key details of a text.RI.K.3-With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.RI.K.7-Describe relationships between illustrations and the text.

Strategies and SkillsComprehension Skill Main Idea and Details

Comprehension Strategy Question

Learning Targets (I Can…) Ask and answer questions about key details. Use phrases and picture clues to define unknown words. Name the author and illustrator and define the role of each. Relate illustrations to the text and meaning. Ask and answer questions citing evidence from the text. Identify the main topic and key details of a story. Describe the relationship between the characters. Engage in group reading activities with purpose and

understanding.


Performance Task-Optional Chart everyday activities that parents might do with their

babies.

Text Dependent Questions How is Baby Brains different from other babies? (key details) In Look at Us who is telling the story? Give details from the

story and illustrations to support your answer. (author’s craft) How do the children feel at school? Use the illustrations to

help support your answer. (inferences)


Lesson 29, listening station/audio book, illustrate a story using details, review previously taught skills, additional optional activities:http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdf

Writing/ResearchW.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…).W.K.2-Use a combination drawing, dictating, and writing




Writing Tasks Draw and write about something you learned to do in

kindergarten.


of 36





to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.W.K.6-Explore digital tools to produce and publish writing.W.K.7-Participate in shared research and writing projects.

pieces. Use drawing, dictating, and writing to compose


Speaking and ListeningSL.K.1-Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.SL.K.1b-Contiune a conversation through multiple exchanges.SL.K.2-Confirm understanding of a text read aloud, information presented orally, or through other media by asking/answering questions and requesting clarification.SL.K.3-Ask and answer questions to seek help, get information, or clarify something not understood.SL.K.4-Describe familiar people, places, things, and events/provide detail.

Strategies and SkillsOpening Routines Teacher’s Edition pp.T294-295, T312-313, T328-329, T340-

341, T350-351 Dig Deeper T334-337

Learning Targets (I Can…) Learn to follow classroom rules and procedures. Learn to follow classroom rules for conversation and

discussion. Participate in group discussions. Learn appropriate listening and speaking skills. Ask and answer questions from teacher and classmates. Speak clearly and understandably.


LanguageL.K.1e-Use frequently occurring prepositions.L.K.2a-Capitalize the first word in a sentence and the pronoun I.L.K.5c-Identify real-life connections between words and their use.L.K.6-Use words and phrases acquired through conversations, reading and being read to, and responding to text.

Strategies and Skills Prepositions: for, to, with, from, of Figurative Language Routine for explicit vocabulary instruction, TNCore K-3


Learning Targets (I Can…)

Vocabulary Daily Vocabulary Boost Figurative Language

Vocabulary for Explicit Instruction identify, off, too, study, language, activity http://achievethecore.org/content/upload/




of 36














Use prepositions. Capitalize the first word in a sentence and the pronoun I. Identify real-life connections between words and their use. Use words and phrases acquired through conversations,


Literacy Station Activities Vocabulary station: draw/label/match words with same

meaning, categorize words, word sort, illustrate prepositions, additional activities:https://www.engageny.org/ccls-ela/lk1ehttp://www.fcrr.org/studentactivities/v_020a.pdf

Language Arts Prepositions: for, to, with, from, of


Week 9-Lesson 30Reading Selections Big Book: Miss Bindergarten Celebrates the Last Day of Kindergarten Read Aloud: Pet ShowBig Idea: Being a good neighbor is like being a good friend.

Reading Foundational SkillsRF.K.2b-Count, pronounce, blend, and segment syllables in spoken words.RF.K.3a-Demonstrate knowledge of letter-sound correspondences by producing the most frequent sound of each constant.RF.K.3b-Associate long and short sounds with common spellings for the five major vowels.RF.K.3c-Read common high-frequency words by sight. RF.K.4-Read emergent-reader texts with purpose and understanding.

Strategies and Skills Review Short Vowel Sounds Track Syllables Review Blending Strategies for systematic and explicit phonemic awareness



Print Concepts, Phonemic Awareness, Phonics, Fluency Track Syllables Review Short Vowels Blending Review: All letters Words with –s, -ing Read with Expression



of 36






https://www.engageny.org/ccls-ela/lk1e




Learning Targets (I Can…) Recognize high frequency words. Read from left to right, and top to bottom. Name upper- and lower-case letters of the alphabet. Identify beginning, middle, and ending sounds in words. Name sounds for letters. Name long and short vowel sounds.



Word Study flip chart Lesson 30, match pictures with the same beginning/middle/ending sounds, segment syllables, additional optional activities:https://www.engageny.org/search-site/rf.k.2.b?solrsort=score deschttp://www.fcrr.org/studentactivities/P_052a.pdf

Reading Literature and Informational TextRL.K.3-With prompting and support, identify characters, settings, and major events in a story.RL.K.6-Name the author and illustrator and define the role of each.RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear.

Strategies and SkillsComprehension Skill Understanding characters and genre

Comprehension Strategy Summarize

Learning Targets (I Can…) Use phrases and picture clues to define unknown words. Ask and answer questions citing evidence from the text. Describe the relationship between the characters. Engage in group reading activities with purpose and

understanding.

Performance Assessments Journeys Benchmark Assessments, Lesson 30 Journeys Grab-and-Go Assessments, Lesson 30 SCS Kindergarten Report Card Assessment Book Teacher Created

Performance Task-Optional Have children discuss their favorite pet from the story and why

they like it.

Text Dependent Questions What are the prizes that the animals received? (key details) In Miss Bindergarten…what does the word “tremendous”

mean? (vocabulary) Although Archie did not have a real pet, why do you think the

judges gave him a prize? (opinions)



of 36





Lesson 30, listening station/audio book, illustrate a story using details, review previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/c_012a.pdfhttp://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdf

Writing/ResearchW.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…)W.K.5-Respond to questions/suggestions from peers and add details to strengthen writing.W.K.6-Explore digital tools to produce and publish writing.



pieces. Respond to questions from peers and add details to my

writing.


Writing Tasks Draw and write about what you would like to do to celebrate

the last day of kindergarten.

Speaking and ListeningSL.K.1-Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.SL.K.1b-Contiune a conversation through multiple exchanges.SL.K.2-Confirm understanding of a text read aloud, information presented orally, or through other media by asking/answering questions and requesting clarification.SL.K.3-Ask and answer questions to seek help, get information, or clarify something not understood.SL.K.4-Describe familiar people, places, things, and events/provide detail.SL.K.6-Speak audibly and express thoughts, feelings, and ideas clearly.

Strategies and SkillsOpening Routines Teacher’s Edition pp. T388-389, T406-407, T424-425, T436-437, T446-447 Dig Deeper: T430-433 Classroom Conversation: T449

Learning Targets (I Can…) Participate in group discussions. Use appropriate listening and speaking skills. Ask and answer questions from teacher and classmates. Speak clearly and understandably.


LanguageL.K.1e-Use frequently occurring prepositions.L.K.1f-Produce and expand complete sentences in shared language activities.

Strategies and Skills Prepositions: in, on, out, off, by Synonyms Routine for explicit vocabulary instruction, TNCore K-3

Vocabulary Daily Vocabulary Boost Synonyms


of 36






L.K.2a-Capitalize the first word in a sentence and the pronoun I.L.K.2c-Write a letter or letters for consonant and short-vowel sounds.L.K.2d-Spell simple words phonetically, drawing on knowledge of sound-letter relationships.L.K.2e-Spell untaught words phonetically.L.K.5a-Sort common objects into categories to gain a sense of concepts the categories represent.L.K.5c-Identify real-life connections between words and their use.


Learning Targets (I Can…) Use prepositions. Write a simple sentence that expresses a complete thought. Capitalize the first word in a sentence and the pronoun I. Write letter for consonants and short vowel sounds. Spell simple words. Identify real-life connections between words and their use.

Vocabulary for Explicit Instruction discuss, details, moment, daily, compare http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary station: draw/label/match words with same

meaning, categorize words, word sort, illustrate prepositions, additional optional activities:http://www.fcrr.org/Curriculum/pdf/GK-1/V_Final.pdf


Language Arts Prepositions: in, on, out, off, by



of 36













kk q4 3-8-16... · web vie

Documents