english language arts curriculum map...

ENGLISH LANGUAGE ARTS CURRICULUM MAP 2012-13

Kindergarten

Canyons School District elementary literacy maps are created by CSD elementary teachers and published by the CSD Office of Evidence-Based Learning

KINDERGARTEN ENGLISH LANGUAGE ARTS (ELA) CURRICULUM MAP CANYONS SCHOOL DISTRICT

2012 – 2013 Curriculum Mapping Purpose Canyons School District’s language arts curriculum maps are standards-based maps driven by the Common Core State Standards and implemented using Scott Foresman Reading Street ©2011. Student achievement is increased when both teachers and students know where they are going, why they are going there, and what is required of them to get there.

Curriculum Maps are a tool for:

• ALIGNMENT: Provides support and coordination between concepts, skills, standards, curriculum, and assessments

• COMMUNICATION: Articulates expectations and learning goals for students • PLANNING: Focuses instruction and targets critical information • COLLABORATION: Promotes professionalism and fosters dialogue between colleagues about best

practices pertaining to sequencing, unit emphasis and length, integration, and review strategies

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These maps were collaboratively developed and refined by teacher committees using feedback from classroom teachers, achievement coaches, building administrators, and the office of Evidence-Based Learning. It is with much appreciation that we recognize the many educators that collaborated in the effort to provide these maps for the teachers and students of CSD. Specific individuals that have assisted in the writing and editing of this document include:

Tana Allred Leigh Anstadt Paige Attridge Rachel Bingham Carolyn Brooks Melissa Brown Tiffany Bruett Natasha Buckner Madaline Chilcutt Shelly Christensen Stephanie Cobabe Tami Dautel Leighann Dohanos Lori Dragoo Casey Draper Sierra Eastmond Sheri Ebert Alana Farber Connie Farr Patricia Fenton Beth Ferguson Julie Fielding

Joni Gallacher LaNae Goates Jana Gold Laura Grzymkowski Sue Harris Lori Hatton Hawley Hawkins Susan Henrie Barbara Hopkins Alisa Hyer Sue Johnson KLynn Johnson Natalie Johnson Stacie King Susan LaDuke Jill Landes-Lee Michele Law Casandra Mackris Tina Mahon-Reynolds Libby McShinsky Senja Merrill Karen Millenbach

Monica Milovich Mary Jo Murray Katie Norris Jenny Olsen Rachel Ostvig Rachelle Pease Brooke Peters Piper Riddle Amber Roderick-Landward Valinda Rose Ann Marie Sherman Tiffany Smith Ellen Stone Amy Szymanski Kina Tua Deb VanGorder Cindy Wagstaff Sallianne Wakley Karrie Wilbur Julie Winfree Libby Woodworth

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TABLE OF CONTENTS

CSD RtI Framework to Promote Student Achievement page 1

Evidence-Based Instructional Priorities page 2

K-12 ELA Core Overview page 3

Key Points in the ELA Common Core pages 4-5

Kindergarten ELA Core Standards Overview page 6

Kindergarten Literacy Block pages 7-10

Kindergarten Five-Day Plan for Instruction pages 11-15

Kindergarten ELA Year at a Glance page 16

Kindergarten Reading Street Scope and Sequence pages 17–22

Kindergarten Assessment Continuum page 23

Kindergarten Instructional Tune-Ups page 24

Four Square Writing pages 25-27

Kindergarten Science and Social Studies Text Support pages 28-33

Kindergarten Instructional Sort pages 34-37

The K-2 ELA Core Standards pages 38-52

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RtI: Multi-Tiered System of Supports for Academics and Behavior RtI: Multi-Tiered System of Supports for Academics and Behavior RtI: Multi-Tiered System of Supports for Academics and Behavior RtI: Multi-Tiered System of Supports for Academics and Behavior RtI !"#providing high quality core instruction (and intervention)

matched to students’ needs(2) using data over time (i.e. rate of learning, level of performance, fidelity of implementation)

(3) to make important educational decisions.

CSD Student Achievement

Principles

• ALL CSD students and educators are part of ONE proactive educational system.

• Evidence-based instruction and interventions are aligned with rigorous content standards.

• Data are used to guide instructional decisions, align curriculum horizontally and vertically, and allocate resources.

• CSD educators use instructionally relevant assessments that are reliable and valid.

• CSD educators problem solve collaboratively to meet student needs.

CSD Student Achievement

Principles

• Quality professional development supports effective instruction for ALL students.• Leadership at all levels is vital.• Quality professional development supports effective instruction for ALL students.• Leadership at all levels is vital.• Quality professional development supports effective instruction for ALL students.• Leadership at all levels is vital.

Core Expectations for ALL students in the General Education Classrooms and Common AreasCore Expectations for ALL students in the General Education Classrooms and Common AreasCore Expectations for ALL students in the General Education Classrooms and Common AreasCore Expectations for ALL students in the General Education Classrooms and Common AreasCore Expectations for ALL students in the General Education Classrooms and Common AreasCore Expectations for ALL students in the General Education Classrooms and Common Areas

Curriculum(Standards and Materials)

Evidence-Based Instructional Priorities

Time Allocation Data Collection and Use Fidelity of Implementation Data-based Decision Making

• Big ideas, bodies of knowledge

• Content standards and expectations aligned with the Utah Core and Common Core State Standards

• World-Class Instructional Design and Assessment (WIDA)

• Schoolwide Positive Behavioral Interventions and Supports

• Prioritized Curriculum Maps

• Scientific, research-based programs

• Explicit instruction (I, We, Ya’ll, You)

• Maximizing opportunities to respond

• Feedback

• Vocabulary

• Differentiated instruction & grouping structures

• Acquisition, automaticity, then application

• Classroom Positive Behavioral Interventions and Supports

! Daily maximization of instructional time

• English Language Development (ELD) time

• Building Leadership Team (BLT) meetings

• Protected time for grade level and/or department team learning & planning

• Establish rules, routines, and arrangements to increase efficiency for adults and students

• Working smarter, not harder

• Consistent evaluation of Core instruction

• Districtwide screening of key academic and behavior skills

• Benchmark assessments

• Progress monitoring

• Formative assessment practices (CFAs)

• Summative assessment practices

• Early warning system for identification of risk (academic, social, and performance)

• Timely and consistent review of relevant data

• Monitoring and evaluating effectiveness of implementation using formalized protocols (e.g. Walk-Throughs, fidelity checks)

• Instructional and Peer Coaching supports

• Products to demonstrate evidence of implementation

Use problem solving protocol to:• Evaluate the

effectiveness of Core/Initial instruction (>80% proficiency) for all subgroups and maintain or adjust

• Analyze trends to inform decisions

• Evaluate and adjust CSIP

• Determine needs for supplemental instruction

On-going, targeted professional developmentOn-going, targeted professional developmentOn-going, targeted professional developmentOn-going, targeted professional developmentOn-going, targeted professional developmentOn-going, targeted professional development

Canyons School District Response to Intervention (RtI) Framework to Promote Student Achievement

December 2011 V.2.0

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Evidence-Based Instructional Priorities Applied to Literacy Instruction

Explicit Instruction I Do - We Do - Y’all Do - You Do Model - Guide Practice – Partner - Independent Systematic ! Focused on critical content ! Skills, strategies, and concepts are sequenced

logically ! Break down complex skills ! Lessons are organized and focused ! Instructional routines are used ! Examples and non-examples ! Step-by-step demonstrations

Relentless ! Adequate initial practice: ELA Literacy Block

NOTE: Students who struggle may require 10-30 more times as many practice opportunities than their peers.

! Distributed practice--frequent exposure to content/skill over time: Literacy Practice Stations

! Cumulative review: Skill Reviews, Monitor Progress ! Teach to mastery: Skill-Based Instruction, Unit Tests

Engaging ! Increasing Opportunities to Respond ! Feedback ! Instructional Grouping ! Classroom PBIS

Increasing Opportunities to Respond Explicit Vocabulary Instruction

Group Reading Strategies ! Model: All students track as the teacher reads the passage. Teacher emphasizes

reading in phrases with expression. “My turn to model. Everyone tracking.” - Choose this strategy when text contains dialogue, advanced punctuation or

other content that makes it more difficult for students. ! Echo Reading: The teacher reads a sentence fluently and immediately the students

read it back to the teacher. Keep the time between the model and test very short. All students must track as the teacher or peer reads. “My turn. Echo read. Everyone tracking.” (Model) “Tracking back. Your turn, read.”

! Choral: Students and teacher read together aloud as all students are tracking. This should be only on short sentences and title. Teacher sets pace. “Everyone…choral read.”

- Choose this strategy with text that all students can read. ! Cloze: Teacher reads and pauses at a word (focused vocabulary words) and

students read the word. Continue for a paragraph or so. “My turn. Everyone tracking. Cloze read….”

! Partner: Partner A reads a sentence and Partner B reads a sentence. Students must track as their partners read.

! Introduce the word • Teacher says the word • All students repeat the word • Teacher gives a child-friendly definition • All students repeat the definition (with teacher guidance) • Repeat above steps as necessary

! Demonstrate • Provide an example • Provide a non-example • Repeat above steps as necessary

! Apply • Students turn to a partner and use the word in a sentence • Teacher shares a sentence using the word

Feedback Instructional Grouping Acquire – Auto – Apply Classroom PBIS ! Corrective and Affirmative ! Timely and Frequent ! Specific and Reinforcing

! Whole group, Small groups, Partners ! Fluid and flexible ! Skill-Based Small Group Instruction

! Learn (acquire) the skill ! Build the skill to automaticity ! Apply the skill

! Forming clear behavior expectations ! Explicitly teaching expectations to

students ! Reinforcing expectations with students ! Correcting of problem behaviors in a

systematic manner

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Common Core StandardsEnglish Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Access the ELA Core Standards at corestandards.org

College and Career Readiness Anchor Standards(found in each of the strands below)

READINGGrade Specific Standards

Key Ideas and DetailsCraft and Structure

Integration of Knowledge and IdeasRange of Reading &

Level of Text Complexity

WRITINGGrade Specific Standards

Text Types and PurposesProduction and Distribution of Writing

Research to Build and Present KnowledgeRange of Writing

SPEAKING & LISTENINGGrade Specific Standards

Comprehension and CollaborationPresentation of Knowledge and Ideas

LANGUAGEGrade Specific Standards

Conventions of Standard EnglishKnowledge of Language

Vocabulary Acquisition and Use

Foundational Skills

Grades K-5Print Concepts

Phonological AwarenessPhonics and Word Recognition

Fluency

Literacy in History/Social Studies, Science, and Technical Subjects

Grades 6-12Reading and Writing standards for content area

subjects

AppendicesA: Research behind the standards and glossary of the termsB: Text exemplars illustrating complexity, quality and range of reading appropriate and sample performance tasks for various grade levelsC: Annotated samples of students writing at various grades

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Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers ~ Title: Common Core State Standards English Language Arts Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. ~ Copyright Date: 2010

Key Points in English Language Arts Core Standards

Reading

• The standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school. The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from whatever they read.

• Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective. Because the standards are building blocks for successful classrooms, but recognize that teachers, school districts and states need to decide on appropriate curriculum, they intentionally do not offer a reading list. Instead, they offer numerous sample texts to help teachers prepare for the school year and allow parents and students to know what to expect at the beginning of the year.

• The standards mandate certain critical types of content for all students, including classic myths and stories from around the world, foundational U.S. documents, seminal works of American literature, and the writings of Shakespeare. The standards appropriately defer the many remaining decisions about what and how to teach to states, districts, and schools.

Writing

• The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing—a basic form of argument—extending down into the earliest grades.

• Research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research —is emphasized throughout the standards but most prominently in the writing strand since a written analysis and presentation of findings is so often critical.

• Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments, informational/explanatory texts, and narratives in the various grades.

Speaking and Listening

• The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.

• An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems.

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Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers ~ Title: Common Core State Standards English Language Arts Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. ~ Copyright Date: 2010

Key Points in English Language Arts Core Standards (cont.)

Language

• The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards will help students determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases.

• The standards help prepare students for real life experience at college and in 21st century careers. The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language.

• Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading, writing, speaking, and listening.

Media and Technology

• Just as media and technology are integrated in school and life in the twenty-first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards.

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Kindergarten ELA Core Standards Overview

! Naming upper- and lower-case letters, matching those letters with their sounds, and printing them

! Using knowledge of letters and letter-sound correspondences to figure out how to spell words as they sound

! Learning to recognize, spell, and properly use those little grammatical words that hold the language together (e.g., a, the, to, of,

from, I, is, are)

! Comparing the adventures and experiences of characters in familiar stories

! Retelling familiar stories and talking about stories read to them using details from the text

! Using a combination of drawing, dictating, and writing to describe an event, including his or her reaction to what happened

! Stating an opinion or preference about a topic in writing (e.g., “My favorite book is . . .”)

! Taking part in classroom conversations and following rules for discussions (e.g., learning to listen to others and taking turns when

speaking)

! Speaking clearly to express thoughts, feelings, and ideas, including descriptions of familiar people, places, things, and events

! Asking and answering questions about key details in stories or other information read aloud

! Understanding and using question words (e.g., who, what, where, when, why, how) in discussions

! Reading and understanding a story designed for early readers

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CSD ! Day Kindergarten Literacy Block: FALL Literacy Component Range of Time Class Configuration Focus of Instruction

Reading Content Integration

20-30 minutes

Whole Group Time

Partners

• Build Background • Oral Vocabulary • Phonemic Awareness • Phonics • Listening Comprehension

Language Arts Content Integration

15 minutes

Table Time Partners

• KPALS • Reading Street Writing with Four Square

Skill-Based Instruction

Additional skill-based instruction in small group setting with teacher. Other students engage in Practice

Stations that review, reinforce, or extend.

30-40

minutes

10 minutes per group

Teach and Model procedures for Practice Stations Small Groups Focus of Instruction Instructional Materials

Group 1 FALL: Adequate First Sound Fluency Adequate Letter Name Fluency

• Blending phonemes • Segmenting phonemes • Decoding • Encoding

• Reading Street decodable texts • KPALS materials • Elkonin boxes with discs or pushing up sounds with

fingers • White boards, erasers, letter tiles, magnetic letters • Reading Street Small Group: Advanced Level lessons

(AL)

Group 2 FALL: Low First Sound Fluency Adequate Letter Name Fluency

• Sound and word discrimination • Syllable blending • Rhyming/Alliteration • Blending onset and rime • Matching initial sounds • Letter-Sound correspondence • Phoneme isolation

• Reading Street Sound/Spelling Cards • KPALS materials • Initial sound picture sorts • Elkonin boxes with discs or pushing up sounds with

fingers • Alpha Arc, letter tiles, magnetic letters • Tactile supplies for tracing letters • Reading Street Small Group: On-Level lessons (OL)

Group 3 FALL: Low First Sound Fluency Low Letter Name Fluency

• Letter identification • Sound and word discrimination • Syllable blending • Rhyming/Alliteration • Blending onset and rime • Matching initial sounds • Letter-Sound correspondence • Phoneme isolation


fingers • Alpha Arc, letter tiles, magnetic letters • Tactile supplies for tracing letters • Reading Street Small Group: Strategic Intervention

lessons (SI)

Group 4 FALL: Adequate First Sound Fluency Low Letter Name Fluency

• Letter identification • Letter-Sound correspondence • Blending phonemes

• Reading Street Sound/Spelling Cards • KPALS materials • Reading Street decodable texts • Elkonin boxes with discs or pushing up sounds with


lessons (SI)

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CSD ! Day Kindergarten Literacy Block: WINTER/SPRING Literacy Component Range of

Time Class Configuration Focus of Instruction


20-30 minutes

Whole Group Time

Partners



15 minutes

Table Time

Partners


Skill-Based Instruction Additional skill-based

instruction in small group setting with teacher. Other students engage in Practice


30-40

minutes

10 minutes

per group

Teach and Model procedures for Practice Stations

Small Groups Focus of Instruction Instructional Materials Group 1

WINTER/SPRING: Adequate Phonemic Segmentation Fluency Adequate Letter Sound Fluency

• Decoding (Acquisition, Automaticity, Application)

• Writing • Vocabulary instruction • Sound by sound blending

• Reading Street decodable texts • Reading Street Leveled Readers • Writing notebooks • Reading Street Small Group: Advanced Level

lessons (AL)

Group 2 WINTER/SPRING: Low Phonemic Segmentation Fluency Adequate Letter Sound Fluency

• Building automaticity with phoneme segmenting and blending

• Decoding • Sound by sound blending

• Reading Street decodable texts • Elkonin boxes with discs or pushing up sounds

with fingers • Elkonin boxes with letter tiles • Phoneme segmentation activities • Reading Street Small Group: On-Level lessons

(OL)

Group 3 WINTER/SPRING: Low Phonemic Segmentation Fluency Low Letter Sound Fluency

• Identifying initial, final, and vowel phonemes

• Phoneme segmentation • Phoneme blending • Letter-Sound correspondence

• Reading Street Sound/Spelling Cards • KPALS materials • Initial sound picture sorts • Elkonin boxes with discs or pushing up sounds

with fingers • Alpha Arc, letter tiles, magnetic letters • Tactile supplies for tracing letters • Reading Street Small Group: Strategic

Intervention lessons (SI)

Group 4 WINTER/SPRING: Adequate Phonemic Segmentation Fluency Low Letter Sound Fluency

• Building automaticity with letter sounds

• Decoding

• Reading Street Sound/Spelling Cards • KPALS materials • Elkonin boxes with letter tiles • Alpha Arc, letter tiles, magnetic letters • Tactile supplies for tracing letters • Reading Street Small Group: Strategic


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CSD Full Day Kindergarten Literacy Block: FALL Literacy Component Range of Time Class Configuration Focus of Instruction


20-30 minutes

Whole Group Time

Partners



15 minutes

Table Time Partners



Additional skill-based instruction in small group setting with teacher. Other students engage in Practice


45-60

minutes

10-15 minutes per

group

Teach and Model procedures for Practice Stations Small Groups Focus of Instruction Instructional Materials



• Reading Street decodable texts • KPALS materials • Elkonin boxes with discs or pushing up sounds with

fingers • White boards, erasers, letter tiles, magnetic letters • Reading Street Small Group: Advanced Level lessons

(AL)


• Sound and word discrimination • Syllable blending • Rhyming/Alliteration • Blending onset and rime • Matching initial sounds • Letter-Sound correspondence • Phoneme isolation


fingers • Alpha Arc, letter tiles, magnetic letters • Tactile supplies for tracing letters • Reading Street Small Group: On-Level lessons (OL)


• Letter identification • Sound and word discrimination • Syllable blending • Rhyming/Alliteration • Blending onset and rime • Matching initial sounds • Letter-Sound correspondence • Phoneme isolation



lessons (SI)


• Letter identification • Letter-Sound correspondence • Blending phonemes

• Reading Street Sound/Spelling Cards • KPALS materials • Reading Street decodable texts • Elkonin boxes with discs or pushing up sounds with


lessons (SI)

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CSD Full Day Kindergarten Literacy Block: WINTER/SPRING Literacy Component Range of

Time Class Configuration Focus of Instruction


20-30 minutes

Whole Group Time

Partners



15 minutes

Table Time

Partners


Skill-Based Instruction Additional skill-based

instruction in small group setting with teacher. Other students engage in Practice


45-60

minutes

10-15 minutes

per group

Teach and Model procedures for Practice Stations

Small Groups Focus of Instruction Instructional Materials Group 1



• Writing • Vocabulary instruction • Sound by sound blending

• Reading Street decodable texts • Reading Street Leveled Readers • Writing notebooks • Reading Street Small Group: Advanced Level

lessons (AL)



• Decoding • Sound by sound blending

• Reading Street decodable texts • Elkonin boxes with discs or pushing up sounds

with fingers • Elkonin boxes with letter tiles • Phoneme segmentation activities • Reading Street Small Group: On-Level lessons

(OL)



• Phoneme segmentation • Phoneme blending • Letter-Sound correspondence

• Reading Street Sound/Spelling Cards • KPALS materials • Initial sound picture sorts • Elkonin boxes with discs or pushing up sounds

with fingers • Alpha Arc, letter tiles, magnetic letters • Tactile supplies for tracing letters • Reading Street Small Group: Strategic


Group 4 WINTER/SPRING: Adequate Phonemic Segmentation Fluency Low Letter Sound Fluency


• Decoding

• Reading Street Sound/Spelling Cards • KPALS materials • Elkonin boxes with letter tiles • Alpha Arc, letter tiles, magnetic letters • Tactile supplies for tracing letters • Reading Street Small Group: Strategic


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Kindergarten: Five-Day Plan for Reading Street

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Literacy Block Component Day 1 Day 2 Day 3 Day 4 Day 5

Application Day

Reading

20-30 minutes

*Instructional

Tune Up

(SR) = Student Reader

(MSB) = My Skills Buddy

Build Background Trucktown-Truckery Rhymes Concept Talk

• Big Question Video (beginning of each Unit) OR Concept Talk Video (Digital)

• Question of the Week • Routine: Activate Prior

Knowledge Anchored Talk

• Talk With Me/Sing With Me Chart

• Amazing Words • ELL Poster

Phonemic Awareness • Phonemic Awareness lesson • Let’s Listen For (MSB) • Picture Cards

Phonics Teach/Model

• Phonics Songs and Rhymes Chart

Blend Words • Sound-Spelling * • Routine: Sound by Sound

Blending* High Frequency Words

• Routine: Nondecodable Words

Academic Vocabulary Decodable Story

• Decodable Story (Digital) • Routine: Reading Decodable

Books* Comprehension Listening Comprehension

• Envision It! (MSB) • Envision It! Animations

(Digital) • Read Aloud


• Concept Talk Video • Question of the Week • Talk With Me/Sing With Me

Chart • ELL Poster • Sing With Me Animations

(digital) Oral Vocabulary Amazing Words

• Routine: Oral Vocabulary Phonemic Awareness

• Phonemic Awareness lesson • Picture Cards • Let’s Listen For (MSB) • Phonics Sounds and Rhymes

Chart Phonics Phonics-Teach/Model

• Envision It! (MSB) • Routine: Sound-by-Sound

Blending* • Sound-Spelling *

High-Frequency Words (MSB) • Reader’s Writer’s Notebook

Decodable Reader (MSB) • Routine: Reading Decodable

Books* Comprehension Listening Comprehension

• Envision It! (MSB) • Envision It! Animations (Digital)

Main Selection First Read

• Big Book or Trade Book Retell

• Envision It! (MSB) • Envision It! Animations (Digital) • Story Sort (Digital) • Monitor Progress: Check

Retelling Think, Talk, Write (MSB)


• Question of the Week


• ELL Poster Oral Vocabulary Amazing Words

• Routine: Oral Vocabulary

Phonemic Awareness • Phonemic Awareness

lesson • Picture Cards

Phonics Phonics-Teach/Model

• Sound-Spelling * • Sound-by-Sound

Blending* • Reader’s & Writer’s

Notebook Kindergarten Student Reader (SR)

• High Frequency Word Wall

• Routine: Reading Decodable Books*

Comprehension • Envision It! (MSB) • Envision It! Animations

(Digital) • Story Sort (Digital) • Reader’s & Writer’s

Notebook Main Selection Second Read

• Big Book or Trade Book • Develop Vocabulary





• Routine: Oral Vocabulary

Phonemic Awareness • Phonemic

Awareness lesson • Picture Cards

Phonics • Phonics lesson • Sound-Spelling * • Sound-by-Sound

Blending * Word Study Spelling lesson

• Routine: Spell Words

Get Set, Roll! Reader Comprehension

• Envision It! (MSB) • Envision It!

Animations (Digital) • Reader’s & Writer’s

Notebook Main Selection Third Read

• Big Book or Trade Book

• Guide Comprehension

Build Background Trucktown-Truckery Rhymes Concept Wrap Up





Phonemic Awareness • Picture Cards

Phonics • Sound-Spelling

Cards

• Decodable Reader (MSB)

• Kindergarten Student Reader (SR)

• Get Set, Roll! Reader (SE)

Comprehension Let’s Practice It (MSB)

• Read Aloud Comprehension Assessment

• Read Aloud Anthology

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Literacy Block Component

Day 1 Day 2 Day 3 Day 4 Day 5 Application Day

Language Arts

15-20

minutes

Whole Group Table Time Cooperative

Groups & Partners

• KPALS

• Reading Street Writing with Four Square

• KPALS


• KPALS


• KPALS


• KPALS


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Day 1 Day 2 Day 3 Day 4 Day 5 Application Day


Small Group

30-60

minutes

What are the other students

doing?

Practice Stations

• Social Studies and/or Science Connections

• Listen Up (Sounds

• Word Work (Spelling Patterns)

• Words to Know (Vocabulary)

• Let’s Write! (Writing) or (Writing)

• Read for Meaning (Text Structures)

• Let’s Make Art (Fluency Practice)

Practice Stations








Practice Stations








Practice Stations








Practice Stations








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FALL

Skill-Based Instruction Small Group

30-60 minutes

Additional instruction with Teacher while students engage in

Practice Stations and/or Independent Activities that preview, review, reinforce, or extend

Fluid Skill Groups Focus on Instruction Instructional Resources



• Reading Street decodable texts • KPALS materials • Elkonin boxes with discs or pushing up sounds with fingers • White boards, erasers, letter tiles, magnetic letters • Reading Street Small Group: Advanced Level lessons (AL)


• Sound and word discrimination

• Syllable blending • Rhyming/Alliteration • Blending onset and rime • Matching initial sounds • Letter-Sound

correspondence • Phoneme isolation

• Reading Street Sound/Spelling Cards • KPALS materials • Initial sound picture sorts • Elkonin boxes with discs or pushing up sounds with fingers • Alpha Arc, letter tiles, magnetic letters • Tactile supplies for tracing letters • Reading Street Small Group: On-Level lessons (OL)


• Letter identification • Sound and word

discrimination • Syllable blending • Rhyming/Alliteration • Blending onset and rime • Matching initial sounds • Letter-Sound

correspondence • Phoneme isolation

• Reading Street Sound/Spelling Cards • KPALS materials • Initial sound picture sorts • Elkonin boxes with discs or pushing up sounds with fingers • Alpha Arc, letter tiles, magnetic letters • Tactile supplies for tracing letters • Reading Street Small Group: Strategic Intervention lessons (SI)


• Letter identification • Letter-Sound

correspondence • Blending phonemes

• Reading Street Sound/Spelling Cards • KPALS materials • Reading Street decodable texts • Elkonin boxes with discs or pushing up sounds with fingers • Alpha Arc, letter tiles, magnetic letters • Tactile supplies for tracing letters • Reading Street Small Group: Strategic Intervention lessons (SI)

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WINTER/SPRING

Skill-Based Instruction Small Group

30-60 minutes

Additional instruction with Teacher while students engage in

Practice Stations and/or Independent Activities that preview, review, reinforce, or extend

Fluid Skill Groups Focus on Instruction Instructional Resources Group 1



• Writing • Vocabulary instruction • Sound by sound

blending

• Reading Street decodable texts • Reading Street Leveled Readers • Writing notebooks • Reading Street Small Group: Advanced Level lessons (AL)



• Decoding • Sound by sound

blending

• Reading Street decodable texts • Elkonin boxes with discs or pushing up sounds with fingers • Elkonin boxes with letter tiles • Phoneme segmentation activities • Reading Street Small Group: On-Level lessons (OL)



• Phoneme segmentation • Phoneme blending • Letter-Sound

correspondence

• Reading Street Sound/Spelling Cards • KPALS materials • Initial sound picture sorts • Elkonin boxes with discs or pushing up sounds with fingers • Alpha Arc, letter tiles, magnetic letters • Tactile supplies for tracing letters • Reading Street Small Group: Strategic Intervention lessons (SI)

Group 4

WINTER/SPRING: Adequate Phonemic Segmentation Fluency Low Letter Sound Fluency


• Decoding

• Reading Street Sound/Spelling Cards • KPALS materials • Elkonin boxes with letter tiles • Alpha Arc, letter tiles, magnetic letters • Tactile supplies for tracing letters • Reading Street Small Group: Strategic Intervention lessons (SI)

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Kindergarten English Language Arts

Scope and Sequence At-A-Glance 2012-13

Dates Sep 4 – Oct 25 Oct. 26 – Dec 19 Jan 2 – Feb 28 Mar 1 – April 26 Apr 29 – Jun 6 REVIEW

Small Group and/or Last Week(s) of Instruction Instructional Days 36 days 35 days 36 days 35 days 28 days

Unit Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Big Question

How do we live, work, and play

together?

How are animals

and plants unique?

How do changes

affect us?

Where will our adventures take

us?

How do people and things get from here to

there?

What are

different ways of building?

Letter Recognition, Phonemic Awareness

& Phonics Skills

Letters A-Z /m/ /t/

/a/ /s/ /p/ /k/ /i/

/b/ /n/ /r/ /d/ /k/ /f/ /o/

/h/ /l/ Consonant Blends

/g/ /e/

/j/ /w/ /ks/ (x)

/u/ /v/ /z/ /y/ /kw/ (qu)

/a/ /i/ /o/ /e/ /u/ Initial, Medial, and

Final Sounds

High Frequency Words

I, am the, little

a, to

have, is we, my, like

he, for

me, with, she see, look

they, you, of

are, that, do one, two, three,

four, five here, go, from

yellow, blue, green

what, said, was where, come

Review: here, do, little, with, what,

where, is, go, that, come, the, was, too,

like, from, for, of, my, we, yellow,

have, they, four, two, blue, you, said, see,

look, three !

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Kindergarten Reading Street Scope and Sequence

Unit One: September 4 – October 25 Flexible Pacing: 36 instructional days

Big Question: How do we live, work, and play together?

Week Question of the Week (Concept)

Main Selection Target Skills Comprehension

Target Skills Phonemic

Awareness/Phonics

1 How do children get to school? The Little School Bus Rhyming Words Character

Letters “ABCD” I, am

2 How do school children work and play together? We are so Proud! Syllables Sound Discrimination

Setting

Letters “F-N” I, am

3 How do families cooperate? Plaidypus Lost Initial Sounds Initial Sound

Discrimination

Sequence

Letters “O-S” the, little

4 How do people in a community cooperate? Miss Bindergarten takes a Field Trip

Initial Sounds

Classify and Categorize

Letters “T-Z” a, to

5 What do you like to do with your friends? Smash! Crash!

Character /m/

/m/ spelled Mm a, to

6

How do machines help people work? Dig Dig Digging Classify and Categorize

/t/ /t/ spelled Tt

a, to

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Unit Two: October 26 – December 19 Flexible Pacing: 35 instructional days

Big Question: How are animals and plants unique?



Target Skills Phonemic Awareness/Phonics

1 How are flowers unique? Flowers Compare and Contrast /a/ /a/ spelled Aa

have, is

2 What can we learn about nature when we look closely?

Nature Spy Setting /s/ /s/ spelled Ss

have, is

3 What animals live in the grasslands? Animal Babies in Grasslands

Main Idea /p/ /p/ spelled /p/ we, my, like

4 What unique thing does a bear do in the winter? Bear Snores On Realism and Fantasy /k/ /k/ spelled Cc we, my, like

5 What kind of home does an animal need? A Bed for the Winter Sequence /i/ /i/ spelled Ii

he, for

6 How are real and make-believe plants alike and different?

Jack and the Beanstalk Realism and Fantasy /i/ /i/ spelled Ii

he, for

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Unit Three: January 2 – February 28 Flexible Pacing: 36 instructional days

Big Question: How do changes affect us?




1 How does a panda change in its first year of life? Little Panda Compare and Contrast /b/ /n/ /n/ spelled Nn /b/ spelled Bb me, with, she

2 What new things can you do as you get older?

Little Quack Plot /r/ /r/ spelled Rr

me, with, she

3 How is life different from life hundreds of years ago? George Washington Visits

Cause and Effect /d/ /k/ /d/ spelled Dd /k/ spelled Kk

see, look

4 What happens when animals change? Farfallina and Marcel Plot /f/ /f/ spelled Ff

see ,look

5 How are things we use today different than things used long ago?

Then and Now Draw Conclusions /o/ /o/ spelled Oo they, you, of

6 What causes us to change the way we feel? The Lion and the Mouse

Main Idea /o/ /o/ spelled Oo they, you, of

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Unit Four: March 1 – April 26 Flexible Pacing: 35 instructional days

Big Question: Where will our adventures take us?




1 What can we learn from our adventures? Rooster’s Off to See the World

Sequence /h/ /h/ spelled Hh are, that, do

2 What is a lucky adventure? My Lucky Day Cause and Effect /l/ /l/ spelled Ll are, that, do

3 What adventures can animals have? One Little Mouse Sequence Consonant Blends one, two, three, four, five

4 How can an adventure cause trouble? Goldilocks and the Three Bears

Character /g/ /g/ spelled Gg

one, two, three, four, five

5 What would it be like to have an Antarctic adventure?

If You Could Go to Antarctica

Classify and Categorize /e/ here, go, from

6 What kind of adventures can you have in the city?

Abuela Setting /e/ /e/ spelled Ee here, go, from

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Unit Five: April 29 – Jun 6 Flexible Pacing: 28 instructional days

Big Question: How do people and things get from here to there?




1 What are different ways of going places? Max Takes the Train Realism and Fantasy /j/ /w/ /j/ spelled Jj

/w/ spelled Ww yellow, blue, green

2 What kinds of transportation help us in an emergency?

Mayday! Mayday! Cause and Effect /ks/ /ks/ spelled Xx

yellow, blue, green

3 What kinds of transportation help people do their jobs?

Trucks Roll! Compare and Contrast /u/ /u/ spelled Uu

what, said, was

4 What kind of work do trains do? The Little Engine that Could Plot /u/ /u/ spelled Uu

what, said, was

5 How do people in different parts of the world travel?

On the Move! Main Idea /v/ /z/ /v/ spelled Vv /z/ spelled Zz where, come

6 How do children around the world get to school? This is the Way We Go to School

Draw Conclusions /y/ /kw/ /y/ spelled Yy

/kw/ spelled Qu where, come

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Unit Six: REVIEW Small Group and/or Last Week(s) of Instruction

Big Question: What are different ways of building?


Main Selection Target Skills comprehension


1 How is a school built? Building with Dad Draw Conclusions /a/ /i/ /a/ spelled Aa /i/ spelled Ii

here, do, little, with, what

2 What tools do you need to build things?

Old McDonald had a Woodshop Plot /o/ /o/ spelled Oo

where, is, go, that, come

3 How do beavers build their homes? Building Beavers Cause and Effect /e/ /e/ spelled Ed

the, was, too, like, from

4 What can friends build together? Alistair and Kip’s Great Adventure

Draw Conclusions /u/ /u/ spelled Uu

for, of, my, we, yellow

5 Who helps to build a house? The House that Tony Lives In Realism and Fantasy Initial, Medial, and Final Sounds Decode Words

have, they, four, two, blue

6 How do ants build their nests? Ants and their Nests Compare and Contrast Initial, Medial, Final Words you, said, see, look, three

Piper Riddle

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Kindergarten GradeEnglish Language Arts

Assessment Continuum2012-13

Fall CBMs

FSF, LNF, LSF

CFA Unit 4

CFA Unit 5

= Weekly Tests or Progress Monitoring (optional assessments)

* Please submit Unit SuccessNet scores to your school principal by this date.

CFA Unit 1

CFA Unit 2

CFA Unit 3

Oct 25 Dec 19 Feb 28 Apr 26 Jun 6

WinterCBMs

FSF, LNF, LSF, PSF, NWF

SpringCBMs

LNF, LSF, PSF, NWF

Piper Riddle

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Instructional Tune-Ups provide additional, explicit support to “rev up” the Reading Street instructional routine.

Instructional Tune-Ups

Piper Riddle

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Four Square Writing Overview

!"#$%&'#($)%*$+,+-.%/),0"1%2"$%3$(1)4%567!"#$%&!'()*+',('--().!/01!!!"#$%&'#($)%*$+,+-.%/),0"1%2"$%3$(1)4%869!"'()*+',('-2(+.!!

/34!5367740!89!:;167<!$=!/01!>?/0!:/9!@A;B1=!

You can easily write properly structured paragraphs with a topic sentence and conclusion using a simple “four square” graphic organizer. With further practice, you will learn to write well-developed compositions of five or more paragraphs, complete with introductory and concluding paragraphs.

Step 1: Write your topic sentence based on your writing prompt or topic.

Divide an entire piece of notebook paper into equal quarters, leaving a large rectangle in the center (as illustrated below.) Once you have formulated your position into a main idea (K-1), topic sentence (2-3) or thesis statement (4-6), write your Main Idea or Topic Sentence in Box 1.

The main idea (topic sentence) is placed in the center box of the four square (box 1). Boxes 2, 3, and 4 are used for supporting ideas. The lower right box (box 5) is used to build a summary or concluding sentence. This "wrap-up" sentence encompasses all the ideas developed in the four square, and is the basis of developing good introductory and concluding paragraphs in the essay.

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Step 2: Write three supporting ideas and a concluding sentence.

Once you've written your topic or prompt in Box 1, BRAINSTORM three supporting ideas (Write these in Boxes 2, 3 and 4.) Finally, write a concluding sentence in Box #5. Now the center box will contain a complete sentence (topic sentence based on your prompt), and boxes 2, 3, and 4 will contain supporting ideas (reasons, examples, or explanations) that prove or support box 1. These ideas must be all different from one another, real, and not simple opinions.

Step 3: Develop your ideas in sentences/paragraph(s) on a separate sheet of paper. (Your sentences/paragraph(s) ideas are now taken off the organizer and put into sentences/paragraph(s) form on a separate sheet of paper, which will give you plenty of room to add to your sentences/paragraph(s).) Begin writing sentences/paragraph(s) using what you wrote in the Four Square (one sentences/paragraph(s) for each box).

Four Square and MORE:

4 Square + 3D: Adding more Details- Now these "supporting ideas" (reasons, examples, or explanations) need further development by adding supporting details in boxes 2, 3, and 4. Adding detail and support can be difficult since you may not be accustomed to elaborating. You will be challenged to " strain your brains." At this time it is important to remember that there may not be a repetition anywhere on the four-square.

4 Square + 3D + C: Adding Connecting words to provide transition between thoughts- By now you are developing your thesis statement (box 1) into three reasons, examples or explanations and supporting elaboration (boxes 2, 3, and 4). Connecting (transition) words are now needed to provide for smooth transition and reading between what will become paragraphs.

4 Square + 3D + C + V: Incorporating Vivid language into writing- This step helps you develop personal writing style by using carefully chosen specific words to provide sensory details and imagery for the reader. Your goal is to show the reader, not to just tell the reader. You can list several words under each detail in the organizer and later decide which ones to use. Addition of vivid language furthers elaboration and enhances maturity of writing. Building these descriptions prepares the writer for longer and more complex compositions.

Now all that is left is to take your paragraphs and develop the 5-paragraph essay; even your introduction and conclusion ideas are taken from your original four square organizer.

Piper Riddle

26

Kindergarten Four Square Writing Organizer Four Square Writing Method for Early Learners is written by Judith S. and Evan Jay Gould.

Topic

(Connecting word)

First reason, example, or explanation

(Connecting word)

Third reason, example, or explanation

(Connecting word)

Second reason, example, or explanation

(Connecting word)

Final Wrap-up

Piper Riddle

27

Kindergarten Science & Social Studies Text Supports

Science Standards

Reading Street Student Texts (U = Unit; W = Week; D = Day)

Student Reader (SR) Teacher Edition (TE) Concept Reader (CR)

Reading Street Leveled Readers L= Lexile

Book Title: Lexile# Decodable Reader (DR) Beginning Reader (BR) On Level Reader (OL)

Strategic Intervention Reader (SI) Advanced Level Reader (A)

Reading Street Science & Social Studies Leveled

Readers L= Lexile

G = Grade

REACH National

Geographic Readers

Standard 1: The Processes of

Science, Communication of Science, and the Nature of

Science. Students will be

able to apply scientific processes,

communicate scientific ideas effectively, and understand the

nature of science.

Where Is Fish? L150 Nothing Stays the Same L110

Observing Matter L100 Science in Our World L90

Standard 2: Earth and Space Science.

Students will gain an understanding

of Earth and Space Science

through the study of earth materials,

celestial movement, and

weather.

U2 W4 Main Selection: Bear Snores On Read Aloud: Bolie’s First Winter TE p. 325. Talk with Me, Sing with Me Chart 10A and 10B ELL Poster 10 A Bed for the Winter: Big Book

Winter Fun (OL) Changes in the Gardens L90 All Kinds of Weather L130 Earth and Space L270 Gardens Change L100 Seasons Come and Go L170 How Do We Explore Space? L100 U4 W3 Season Change (BR) Growing and Changing (BR)

Earth and Space L270 Earth’s Weather and Seasons L170 Land, Water, and Air L200 Our Land, Water, and Air L20 Weather L80 Weather and Seasons L160 The Sky L120 Day and Night Sky L20 Space Star L260 Heat and Light L150

Unit 8, Part 1:

Sun, Moon and Stars

Unit 5, Part 1 and 2: Wind, Rain, and Snow

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Science Standards

Reading Street Student Texts (U = Unit; W = Week; D = Day)

Reading Street Leveled Readers


Readers

REACH National

Geographic Readers

Standard 3: Physical Science. Students will gain an understanding

of Physical Science through the study of the forces of motion

and the properties of materials.

U4 W5 Living and Non Living (BR) People Help the Environment (BR)

Matter L120 Matter L250 Forces and Motion L130 Movement and Sound L130 Forces and Sounds L160 Properties of Matter L210

Standard 4: Life Science.


of Life Science through the study

of changes in organisms over

time and the nature of living

things.

U3 W1 Big Book: Little Panda U3 W2 Big Book: Little Quack U2 W2 Flowers: Big Book Talk with Me, Sing with Me Chart Nature Spy: Big Book Talk with Me Sing with Me Chart U2 W3 Animal Babies and Grasslands: Big Book Talk with me, Sing with Me Chart 9A and 9B ELL Poster 9 Animal Babies: Big Book

At the Zoo (DR) Max the Duck (DR) Five Bears (DR) Caterpillars Change L90 Harvest Time L180 U3 Decodable Readers A Winter Home (DR) Pigs (DR) Frog’s New Home (DR) Safe Places For Animals (DR) A Walk in the Forest (DR) Looking For Animals (DR) Big Cats (DR) U3 W1 The Baby Panda (OL) Panda’s Can Nap (SI) Panda’s Grow Up (SI) The Fawn (A) U2 Parts of a Flower (SI) Tam in the Garden (OL) Buds for Mom (A)

Animals Change and Grow L120 Animals Change L150 Animals Grow and Change L120 Animals Work Together L110 Animals and Plants L270 Plants and Animals All Around L120 Animals Help L90 Around the Forest L120 Caterpillars Change L90 Changes in the Garden L90 Food Chains L120 Gardens Change L90 Habitats L80 Helping Pets L80

Unit 3, Part 2:

Visit the Farm

Unit 4, Part 1:

All Kinds of Plants

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(continued)

Standard 4: Life Science.


of Life Science through the study

of changes in organisms over

time and the nature of living

things.

U2 W5 Talk with Me Sing with Me 11A, 11B ELL Poster 11

Look Around (SI) Tam and Sam Look Around (OL) A Walk in the Forest (A) In the Grasslands (SI) Looking for Animals (A) Tam and Sam at the Zoo (OL) U2W5 Animal Homes (SI) The Iguana (SI) A House for Pip (OL) A Winter Home (A) Baby Animals in the Rain Forest L390 Birds Nest L280 A Frog’s Life L270 Growing and Changing (BR) How Living things Grow and Change L320 Lets Visit a Butterfly Greenhouse L180 Life Cycles L160 Links in the Food Chain L350 On the Farm L360 Swamp Life L430 We See Animals L100 What Animals Can You See L90 U3 W4 Animals Change (SI) They Will Grow (A) U4 W3

Frog’s New Home (A) A Home for Flap (A) U4 W4 Which Animal Will We See (BR) Will We See Animals (BR) The Rescue Dogs L260 We See Animals L100 Teamwork L330

How can You find Animals L90 Let’s Plant a Garden L90 Plants and Animals all Around L150 Wild Animals L70 The Rescue Dogs L260 We See Animals L100 Is It a Living Thing? L20 Life Cycles L160 Living and Nonliving (BR)

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Social Studies Standards

Reading Street Student Texts (U= Unit; W=Week; D=Day) UWD


Reading Street Leveled Readers

Concept Reader (CR) Decodable Reader (DR) Beginning Reader (BR) On Level Reader (OL)



Readers L= Lexile

G = Grade

REACH National

Geographic Readers

Standard 1 (Culture):

Students will recognize and describe how

individuals and families are both

similar and different.

U6 W4 Alistar and Kip Great Adventure (Trade Book) U1 W4 Mrs. Bindergarten Takes a Field Trip Talk with me Sing with Me Chart 4B ELL Poster 4 U1 W2 Ell poster 2 Celebrations Read aloud /Big Book: We Are Proud Student Reader Play k.1.3

Fun for Families L180 Treasures We Share L150 Coming Together L120 Help From a Friend L130 U3 W4 Dad and Fif (SI) U3 W5 Look at my Neighborhood (BR) How Beth Feels L230 How I Feel L180 I Like my Family L90 I Follow the Rules L140 In My Room L70 & L110 Making Rules L190 Just like Me (BR) My Family L120 My Friends L110 Neighbors Help Neighbors L90 All Kinds of Families L10 Animals Work Together L110 Around My Neighborhood L100 At Your Vet L80 The Class L30 Coming Together L120 Here in My Neighborhood L180 U4 W4 What Can I Do? (CR)

Making Rules L190 Jobs, Jobs, Jobs (BR) Jobs In My Community L100 Neighbors Near and Far L150 Working (BR) Rules (BR) Families (LR) Who Makes the Rules L70 Why we Have Rules L200 Making Rules L190

Unit 2, Part 1 and 2: My Family

and Me

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Reading Street Student Texts (U= Unit; W=Week; D=Day)


Reading Street Leveled Readers Concept Reader (CR) Leveled Reader (LR)

Decodable Reader (DR) Beginning Reader (BR) On Level Reader (OL)



Readers L= Lexile

G = Grade

REACH National

Geographic Readers

Standard 2 (Citizenship): Students will

recognize their roles and

responsibilities of being a good

citizen.

U1 W4 Talk with me, Sing with Me 1b, Proud of Our Nation Extend Your Day: Following Rules Extend your Day: Name and Address Read Aloud: United States Flag TE U1 W1 At School (SR) Off To school (CR) Talk with me/sing with me Chart We are Proud of Our Nation 2.a & 2.b Phonics and songs chart 2 Jimmy Found a Leaky Faucet k.1.2 Big Book The House that Tony Lives In Talk with Me, Sing with Me Chart 4B U1 W4 ELL Poster 4 Mrs. Bindergarten Takes a Field Trip E Reader Bike to Town DVD Rom--Jobs in the Community My Skills Buddy: Smash and Crash Talk With Me/Sing With Me Chart 5 B U6 W4 Trade Book: Alistar and Kip Great Adventure Eat Together (SR)

I Help (LR) Fun for Us (LR) Nick the Fix It Man (A) Skip and Run (LR) Sad and Glad (LR) A Yard For All (LR) Fun For Us (LR) The Box (LR) Red and Blue (LR) Buds for Mom (LR) Families (LR) I Follow the Rules (LR) L140 A Class L30 Coming Together L120 U1 W 4 Let’s Build a Park (BR) Neighborhood (BR) Rules (LR) I Follow the Rules L140 At the Zoo (DR) We Have Fun Together (LR) We Work and Play (CR) Who Helps (CR)

Symbols of Our Land L210 Who Makes the Rules L70 Why we Have Rules L200 Making Rules L190 Helping Earth L80 Symbols L270 Rules (BR) Who Helps? L50 Teamwork L330

Unit 6, Part 2: It’s Our Team

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Reading Street Student Texts (U= Unit; W=Week; D=Day)


Reading Street Leveled Readers Concept Reader (CR) Leveled Reader (LR)

Decodable Reader (DR) Beginning Reader (BR) On Level Reader (OL)



Readers L= Lexile

G = Grade

REACH National

Geographic Readers

Standard 3 (Geography):

Students will use geographic terms

and tools.

City Mouse and Country Mouse L380 A Big Change L190 The Country and The City L90

Maps and Globes G1 (L360) Reading Maps and Globes G1 Find It! G1 (L160) Neighbors Near and Far L150 This is Our World (BR)

Unit 1, Part 2:

Step into School

Standard 4 (Financial

Literacy): Students can explain how

humans meet their needs in many ways.

U1 W4 Talk with Me Sing with Me 4B ELL Poster 4 Big Book: Mrs. Bindergarten Takes a Field Trip U1 W6 Talk with Me Sing With Me 6A/B U5 W5 Big Book On the Move U6 W5 Big Book: The House That Tony Lives In

I Have a Dollar L120 Trading This For That L180 U6 W5 We Travel (CR) U1 W3 Nick the Fix It Man U1 W4 Ride to Town On the Farm L350 People at Work L110 Cowboys L200 Around My Neighborhood L100 Working (BR)

People at Work L110 Jobs in My Community L100 Jobs, Jobs, Jobs (BR) Working (BR)

Unit 6, Part 1: It’s Our Town

Unit 7, Part 1 & 2: On the Job

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INSTR

UC

TION

AL SO

RT

Kindergarten

R

efer to th

e AIM

Sweb

Instru

ction

al Reco

mm

endatio

n R

eports to

review T

ests Early Literacy (TEL).

Select criterion

report b

ased o

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SD b

ench

marks. T

his rep

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ill iden

tify the stu

den

ts that h

ave met

the in

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the tab

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grou

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additio

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lank so

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vided

at the b

ack of th

is section

to reco

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ups.

Group 1:

FALL:

Adeq

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un

d Flu

ency

Adeq

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ame Flu

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WIN

TER

/SPR

ING

: A

deq

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hon

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Adeq

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un

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Group 2:

FALL:

Low

First Soun

d Flu

ency

Adeq

uate Letter N

ame Flu

ency

WIN

TER

/SPR

ING

: Lo

w P

hon

emic Segm

entatio

n Flu

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Adeq

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un

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G

roup 3: FA

LL: Lo

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un

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Low

Letter Nam

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INTER

/SPR

ING

: Lo

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hon

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Low

Letter Soun

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Group 4:

FALL:

Adeq

uate First So

un

d Flu

ency

Low

Letter Nam

e Fluen

cy W

INTER

/SPR

ING

: A

deq

uate P

hon

emic Segm

entatio

n Flu

ency

Low

Letter Soun

d Flu

ency

Piper Riddle

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Piper Riddle

34

FALL K

ind

ergarten

Focu

s of In

structio

n &

Materials

Gro

up

1:

Adequate First Sound Fluency

Adequate Letter N

ame Fluency

Focu

s of In

structio

n:

• B

lending phonemes

• Segm

enting phonemes

• D

ecoding •

Encoding In

structio

nal M

aterials:

• R

eading Street decodable texts •

KPA

LS materials

• Elkonin boxes w

ith discs or pushing up sounds with

fingers •

White boards, erasers, letter tiles, m

agnetic letters •

Reading Street Sm

all Group: A

dvanced Level lessons (A

L)

Gro

up

2:

Low First Sound Fluency

Adequate Letter N

ame Fluency

Focu

s of in

structio

n:

• Sound and w

ord discrimination

• Syllable blending

• R

hyming/A

lliteration •

Blending onset and rim

e •

Matching initial sounds

• Letter-Sound correspondence

• Phonem

e isolation

Instru

ction

al Materials:

• R

eading Street Sound/Spelling Cards

• K

PALS m

aterials •

Initial sound picture sorts •

Elkonin boxes with discs or pushing up sounds

with fingers

• A

lpha Arc, letter tiles, m

agnetic letters •

Tactile supplies for tracing letters •

Reading Street Sm

all Group: O

n-Level lessons (O

L)

Gro

up

3:

Low First Sound Fluency

Low Letter N

ame Fluency

Focu

s of In

structio

n:

• Letter identification

• Sound and w

ord discrimination

• Syllable blending

• R

hyming/A

lliteration •

Blending onset and rim

e •

Matching initial sounds


• Phonem

e isolation In

structio

nal M

aterials:

• R


• K

PALS m

aterials •

Initial sound picture sorts •

Elkonin boxes with discs or pushing up sounds w

ith fingers

• A

lpha Arc, letter tiles, m

agnetic letters •

Tactile supplies for tracing letters •

Reading Street Sm

all Group: Strategic Intervention

lessons (SI)

Gro

up

4:

Adequate First Sound Fluency

Low Letter N

ame Fluency

Focu

s of In

structio

n:

• Letter identification


• B

lending phonemes

Instru

ction

al Materials:

• R


• K

PALS m

aterials •

Reading Street decodable texts

• Elkonin boxes w

ith discs or pushing up sounds w

ith fingers •

Alpha A

rc, letter tiles, magnetic letters

• Tactile supplies for tracing letters

• R

eading Street Small G

roup: Strategic Intervention lessons (SI)

Piper Riddle

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Piper Riddle

35

W

INT

ER/SP

RIN

G K

ind

ergarten

Focu

s of In

structio

n &

Materials

G

roup 1:

Adequate Phonem

ic Segmentation Fluency

Adequate Letter Sound Fluency

Focu

s of In

structio

n:

• D

ecoding (Acquisition, A

utomaticity,

Application)

• W

riting •

Vocabulary instruction

• Sound by sound blending

Instru

ctional M

aterials: •


• R

eading Street Leveled Readers

• W

riting notebooks •

Reading Street Sm

all Group: A

dvanced Level lessons (A

L)

Gro

up 2

: Low

Phonemic Segm

entation Fluency A

dequate Letter Sound Fluency Fo

cus o

f Instru

ction:

• B

uilding automaticity w

ith phoneme

segmenting and blending

• D

ecoding •

Sound by sound blending

Instru

ctional M

aterials: •


• Elkonin boxes w


ith fingers •

Elkonin boxes with letter tiles

• Phonem

e segmentation activities

• R


roup: On-Level lessons

(OL)

G

roup 3

: Low

Phonemic Segm

entation Fluency Low

Letter Sound Fluency Fo

cus o

f Instru

ction:

• Identifying initial, final, and vow

el phonemes

• Phonem

e segmentation

• Phonem

e blending •

Letter-Sound correspondence

Instru

ctional M

aterials: •

Reading Street Sound/Spelling C

ards •

KPA

LS materials

• Initial sound picture sorts

• Elkonin boxes w


ith fingers •

Alpha A



• R



Gro

up 4

: A

dequate Phonemic Segm

entation Fluency Low

Letter Sound Fluency Fo

cus o

f Instru

ction:

• B

uilding automaticity w

ith letter sounds •

Decoding

Instru

ctional M

aterials: •

Reading Street Sound/Spelling C

ards •

KPA

LS materials

• Elkonin boxes w

ith letter tiles •

Alpha A



• R



Piper Riddle

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Piper Riddle

36

M

y Class In

structio

nal So

rt

Gro

up

1:

FALL:

Ad

equ

ate First Sou

nd

Fluen

cy A

deq

uate Letter N

ame Flu

ency

WIN

TER

/SPR

ING

: A

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nem

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tation

Fluen

cy A

deq

uate Letter So

un

d Flu

ency

Gro

up

2:

FALL:

Low

First Sou

nd

Fluen

cy A

deq

uate Letter N

ame Flu

ency

WIN

TER

/SPR

ING

: Lo

w P

ho

nem

ic Segmen

tation

Fluen

cy A

deq

uate Letter So

un

d Flu

ency

Gro

up

3:

FALL:

Low

First Sou

nd

Fluen

cy Lo

w Letter N

ame Flu

ency

WIN

TER

/SPR

ING

: Lo

w P

ho

nem

ic Segmen

tation

Fluen

cy Lo

w Letter So

un

d Flu

ency

Gro

up

4:

FALL:

Ad

equ

ate First Sou

nd

Fluen

cy Lo

w Letter N

ame Flu

ency

WIN

TER

/SPR

ING

: A

deq

uate P

ho

nem

ic Segmen

tation

Fluen

cy Lo

w Letter So

un

d Flu

ency

Piper Riddle

37

Piper Riddle

37

kinatua

K-2

Piper Riddle

38

kinatua

K-2

Piper Riddle

39

kinatua

kinatua

Piper Riddle

40

Piper Riddle

41

Piper Riddle

42

Piper Riddle

43

kinatua

kinatua

kinatua

K-2

kinatua

Piper Riddle

44

kinatua

K-2

Piper Riddle

45

kinatua

K-2 standards

kinatua

Piper Riddle

46

kinatua

kinatua

kinatua

K-2

Piper Riddle

47

kinatua

K-2

Piper Riddle

48

kinatua

K-2

Piper Riddle

49

Piper Riddle

50

Piper Riddle

51

kinatua

K-2

kinatua

kinatua

kinatua

kinatua

kinatua

kinatua

kinatua

kinatua

kinatua

K-2

Piper Riddle

52

english language arts curriculum map...

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