first 9 weeks pacing guide resource...
TRANSCRIPT
Lexington County School District OneKindergarten Pacing Guide 2009-2010
Note: The following indicators should be introduced to students during the first nine weeks. Teachers are expected to continuously address the stated indicators throughout the remainder of the school year.
First Nine WeeksReading Literary
TextReading
Informational Text
Oral Language and Vocabulary Development
Writing Process Written Communication
Research
Standard 1 The student will begin to read and comprehend a variety of literary texts in print and nonprint formats.
Standard 2 The student will begin to read and comprehend a variety of informational texts in print and nonprint formats
Standard 3 The student will learn to read by applying appropriate skills and strategies.
Standard 4 The student will begin to create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.
Standard 5 The student will begin to write for a variety of purposes and audiences.
Standard 6 The student will begin to access and use information from a variety of sources
K-1.2 Use pictures and words to make predictions regarding a story read aloud.
K-1.8 Create responses to literary texts through a variety of methods.
K-1.11
K-2.3 Find facts in texts read aloud.
K-2.4 Create responses to informational texts through a variety of methods.
K-2.9 Read independently to gain information.
K-3.1 Use pictures and context to construct the meaning of unfamiliar words in texts read aloud.
K-3.3 Use vocabulary acquired from a variety of sources (including conversations, texts read aloud, and the media).
K-3.6 Use oral rhymes, poems, and songs to build fluency.
K-3.7
K-4.1 Generate ideas for writing by using techniques (for example, participating in conversations and looking at pictures)
K-4.3 Use pictures, letters, or words to tell a story from beginning to end.
K-5.3 Use symbols (drawings, letters, and words) to create descriptions of personal experiences, people, places, or things.
K-6.1 Generate how and why questions about a topic of interest.
K-6.5 Follow one-step oral directions
Read independently for pleasure.
Use appropriate voice level when speaking.K-3.12 Match consonant and short-vowel sounds to the appropriate letters.K-3.13 Recognize uppercase and lowercase letters and their order in the alphabet.K-3.14 Identify beginning and ending sounds in words.(Teach ending sounds when student is ready.)K-3.15 Classify words by categories. (for example, beginning sounds).K-3.18 Use letters and relationships to sounds to write words.K-3.19 Use prior knowledge and life experiences to construct meaning from texts.K-3.20Recognize environmental print in such forms as signs in the school, road signs, restaurant and store signs, and logos.K-3.21 Know the parts of a book (including the front and back covers, the title, and the name of the author). K-3.22 Demonstrate left-to-right and top-to-bottom directionality on the printed page.K-3.23 Distinguish between letters and words.
Note: The following indicators should be introduced to students during the second nine weeks. Teachers are expected to continuously address the stated indicators throughout the remainder of the school year.
Second Nine Weeks
Reading Literary Text
Reading Informational
Text
Oral Language and Vocabulary Development
Writing Process Written Communication
Research
Standard 1
The student will begin to read and comprehend a variety of literary texts in print and nonprint formats.
Standard 2
The student will begin to read and comprehend a variety of informational texts in print and nonprint formats
Standard 3
The student will learn to read by applying appropriate skills and strategies.
Standard 4
The student will begin to create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.
Standard 5
The student will begin to write for a variety of purposes and audiences.
Standard 6
The student will begin to access and use information from a variety of sources
K-1.4 Find examples of sound devices (including onomatopoeia and alliteration) in texts read aloud.
K-1.7Use relevant details in summarizing stories read aloud.
K-2.5 Understand that headings and print styles (for example, italics, bold, larger type) provide information to the reader
K-2.7 Recognize tables of contents.
K-3.4 Recognize high frequency words. (See Instructional Appendix: High-Frequency Words.)K-3.8 Use beginning sounds, ending sounds, and onsets and rimes to generate words orally.
K-3.9 Create rhyming words in response to an oral prompt.
K-4.2 Generate complete sentences orally.
K-4.4 Use letters and relationships to sounds to write words.
K-4.6 Understand that a person’s name is a proper noun.K-4.9 Use uppercase and lowercase letters.
K-4.11 Identify sounds orally by segmenting words.
K-5.2 Use symbols (drawings, letters, and words) to create narratives (for example, stories and journal entries) about people, places, or things.
K-6.3 Classify information by constructing categories (for example, living and nonliving things).
K-6.4 Use complete sentences when orally communicating with others.
Note: The following indicators should be introduced to students during the third nine weeks. Teachers are expected to continuously address the stated indicators throughout the remainder of the school year.
Third Nine Weeks
Reading Literary Text
Reading Informational Text
Oral Language and Vocabulary Development
Writing Process Written Communication
Research
Standard 1 The student will begin to read and comprehend a variety of literary texts in print and nonprint formats.
Standard 2 The student will begin to read and comprehend a variety of informational texts in print and nonprint formats
Standard 3 The student will learn to read by applying appropriate skills and strategies.
Standard 4 The student will begin to create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.
Standard 5 The student will begin to write for a variety of purposes and audiences.
Standard 6 The student will begin to access and use information from a variety of sources
K-1.3 Understand that a narrator tells the story.K-1.5 Generate a retelling that identifies the characters and the setting in a story and relates the important events in sequential order.K-1.6 Discuss how the author’s choice of words affects the meaning of the text (for example, yell rather than said).K-1.9 Recall the characteristics of fantasy.
K-2.6 Understand graphic features (for example, illustrations and graphs).
K-2.8 Explain the cause of an event described in a text read aloud.
K-3.2 Create a different form of a familiar word by adding an –s or –ing ending.
K-3.10 Create words by orally adding, deleting, or changing sounds.
K-3.11 Use blending to generate words orally.
K-3.16 Use blending to begin reading words.
K-5.1 Use symbols (drawings, letters, and words) to create written communications (for example, notes, messages, and lists) to inform a specific audience.
K-6.2 Recognize that information can be found in print sources (for example, books, pictures, simple graphs, and charts) and nonprint sources (for example, videos, television, films, radio, and the Internet).
Note: The following indicators should be introduced to students during the fourth nine weeks. Teachers are expected to continuously address the stated indicators throughout the remainder of the school year.
Fourth Nine WeeksReading Literary Text
Reading Informational
Oral Language and Vocabulary Development
Writing Process Written Communication
Research
TextStandard 1 The student will begin to read and comprehend a variety of literary texts in print and nonprint formats.
Standard 2 The student will begin to read and comprehend a variety of informational texts in print and nonprint formats
Standard 3 The student will learn to read by applying appropriate skills and strategies.
Standard 4 The student will begin to create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.
Standard 5 The student will begin to write for a variety of purposes and audiences.
Standard 6 The student will begin to access and use information from a variety of sources
K-1.1 Summarize the main idea and details from literary texts read aloud.
K-1.10 Explain the cause of an event described in stories read aloud.
K-2.1 Summarize the central idea and details from informational texts read aloud.
K-2.2 Analyze texts during classroom discussions to make inferences.
K-3.5 Understand that multiple small words can make compound words.
K-3.17 Begin to spell high-frequency words. (See Instructional Appendix: High-Frequency Words)
K-4.5 Begin to spell high-frequency words. (See Instructional Appendix: High-Frequency Words)
K-4.7 Edit writing with teacher support.
K-4.8 Revise writing with teacher support.
K-5.4 Use symbols (drawings, letters, and words) to create written pieces (for example, simple rhymes) to entertain others.
Pacing Guide Resource SupplementStandard 1: The student will begin to read and comprehend a variety of literary texts in print and nonprint formats.
IndicatorRecommended Lessons Recommended
ResourcesAssessment Ideas
K1.1 Summarize the main idea and details from literary texts read aloud.
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Interactive Read Alouds K-1 p.57, 61,85, 111
Comprehension Toolkit K-2 Book 1 Lesson 1
State Dept. Lesson Module – Transitional Words and Story Language
State Dept. Lesson Module – Summarizing
State Dept. Lesson Module – Summarizing an Informational Text
Hattie and the Fox SMART board Lesson
Smart tech Lesson
Rigby Big Book – The Cat and the Monkey’s Tail
Pete’s Power Point – Summarize
K-1.2. Use pictures and words to make predictions regarding a story read aloud.
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Interactive Read Alouds K-1 p.33, 37, 41
Comprehension Toolkit K-2 Book 4 Lesson 12 and 13
State Dept. Lesson Module – The Language of Story
State Dept. Lesson Module – Connecting the Picture to the Text Message
Read Write Think Lesson – Prediction
Read Write Think Lesson – The Wonder of Leo Lionni: Increasing Comprehension with Prediction Statements
Read Alouds Scroll down to Inferring, Wordless Picture Books
Rigby Big Books – The Monster Pet, Baabooom!
K-1.3 Understand that a narrator tells the story
Interactive Read Alouds K-1 p.129
State Dept. Lesson Module – Stories Have a Narrator
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K-1.4 Find examples of sound devices (including onomatopoeia and alliteration) in texts read aloud.
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Interactive Read Alouds K-1 p.165, 179
State Dept. Lesson Module – Words Matter Developing Robust Vocabulary
State Dept. Lesson Module – Becoming Word Conscious Vocabulary
State Dept. Lesson Module – Having Fun with Vocabulary Sound Devices Such as Alliteration
State Dept. Lesson Module – Having Fun with Vocabulary Sound Devices Onomatopoeia
State Dept. Lesson Module- What is Relevant in this Story! Relevant Details
Read Write Think Lesson – Dr. Seuss’s Sound Words: Playing with Phonics and Spelling
Read Write Think Lesson – An Ocean Unit Exploring Word Sounds
Smart tech Lesson
Read Alouds Scroll down to Alliteration
Read Alouds Scroll down to Onomatopoeia
Rigby Big Books – BaaBooom!, Kakadu Jack, Gogo’s Goat
Pete’s Power Point – Alliteration
K-1.5 Generate a retelling that identifies the
Interactive Read Alouds K-1 p.49, 99, 115, 119
State Dept. Lesson Module – The
Read Alouds Scroll down to Character Development, Setting, Compare/Contrast Characters, and Sequencing
characters and the setting in a story and relates the important events in sequential order.
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Language of Story
State Dept. Lesson Module – Comprehending Story: What is a Character?
State Dept. Lesson Module – What is a Setting?
State Dept. Lesson Module – Comprehending Oral Narrative – Sequential Order
State Dept. Lesson Module – Navigating Text: Story Elements
Read Write Think Lesson – Text Talk: Julius, the Baby of the World
Beginning, Middle, End SMART board lesson
Gingerbread Boy SMART board lesson
Humpty Dumpty SMART board Lesson
Three Billy Goats Gruff SMART board Lesson
Story Events
Rigby Big Book – I Looked Through My Window
Pete’s Power Point – Elements of Literature
K-1.6 Discuss how the author’s choice of words affects the meaning of the text (for example, yell rather than said).
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Read Alouds for Voice
Interactive Read Alouds K-1 p. 187,193, 197, 203, 207, 211, 215, 267, 271
State Dept. Lesson Module – Author’s Choice of Words
Smart tech Lesson
Read Alouds Scroll down to Rhyming Words, Word Choice
Rigby Big Books – I Want My Mom!, You Noisy Monkey!
K-1.7 Use relevant details in summarizing stories read aloud.
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Interactive Read Alouds K-1 p.85
State Dept. Lesson Module- What is Relevant in this Story! Relevant Details
Smart tech Lesson
K-1.8 Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts.)
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D. Diller’s Literacy Workstations
Meaningful Reading Centers
Smart tech Lesson
Rigby Big Book – I Want My Mom!
K-1.9 Recall the characteristics of fantasy.
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Interactive Read Alouds K-1 p. 89, 95
Interactive Read Alouds K-1 p.219, 223, 227
Read Write Think Lesson – Teaching About Story Structure Using Fairy Tales
Pete’s Power Point – Fairy Tales
K-1.10 Explain the cause of an event
Interactive Read Alouds K-1 p.53
State Dept. Lesson Module – Cause and
Read Alouds Scroll down to Cause-Effect
described in stories read aloud.
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Effect
Read Write Think Lesson – The Day Jimmy’s Boa Taught Cause and Effect
Rigby Big Books – My House is Your House, The Cat and the Monkey’s Tail
Pete’s Power Point – Cause and Effect
K-1.11 Read independently for pleasure.
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Exploring Books Independently
D. Diller’s Literacy Workstations
Meaningful Reading Centers
Read Write Think Lesson – Choosing the Right Book
Standard 2: The student will begin to read and comprehend a variety of informational texts in print and nonprint formats.
IndicatorRecommended Lessons Recommended
ResourcesAssessment Ideas
K-2.1 Summarize the central idea and details from informational texts read aloud.
Return to Top
Comprehension Toolkit K-2 Book 2 Lesson 4, Book 6 Lesson 19Book 5 Lesson 16, 17, and 18
State Dept. Lesson Module – Summarizing the Main Idea using Nonfiction Texts
Read Write Think Lesson – Reading Informational Texts Using the 3-2-1 Strategy
Rigby Big Book – Wheels, Wings, and Other Things
K-2.2 Analyze texts during classroom
Comprehension Toolkit K-2 Book 4 Lesson 15, Book 6 Lesson 20
Read Alouds Scroll down to Inferring
discussions to make inferences.
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State Dept. Lesson Module – Making an Inference
K-2.3 Find facts in texts read aloud.
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State Dept. Lesson Module – Immersion in Informational Text
State Dept. Lesson Module – Informational Text Makes Me Wonder
State Dept. Lesson Module – Informational Text – Finding the Facts
State Dept. Lesson Module – Informational Text – Print Style
K-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations).
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Comprehension Toolkit Book 2 Lesson 5, Book 6 Lesson 22
State Dept. Lesson Module – Immersion in Informational Text
Smart tech Lesson
K-2.5 Understand that headings and print styles (for example, italics, bold, larger type) provide
Comprehension Toolkit K-2 Book 1 Lesson 2
State Dept. Lesson Module – Informational Text – Print Style
Rigby Big Book – It’s the Weekend
information to the reader.
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State Dept. Lesson Module – What is a Proper Noun?
K-2.6 Understand graphic features (for example, illustrations and graphs).
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Comprehension Toolkit K-2 Book 1 Lessons 3
Rigby Big Books – Mixing Colors, Cocoons and Cases
K-2.7 Recognize tables of contents.
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Comprehension Toolkit K-2 Book 1 Lesson 3
State Dept. Lesson Module – Informational Text – Finding the Facts
State Dept. Lesson Module – Informational Text – Print Style
State Dept. Lesson Module – What is a Proper Noun?
Big Books – All About Us, Whose Baby?, It’s the Weekend
K-2.8 Explain the cause of an event described in a text read aloud.
Return to Top
State Dept. Lesson Module – Cause and Effect
Read Alouds Scroll down to Cause-Effect
Big Books – You Noisy Monkey!, Gogo’s Goat, Kakadu Jack
K-2.9 Read independently to gain information.
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Comprehension Toolkit K-2 Book 6 Lesson 21
Standard 3: The student will learn to read by applying appropriate skills and strategies.
IndicatorRecommended Lessons Recommended
ResourcesAssessment Ideas
K-3.1 Use pictures and context to construct the meaning of unfamiliar words in texts read aloud.
Return to Top
Interactive Read Aloud K-1 p.79
State Dept. Lesson Module – Pictures Tell a Story
State Dept. Lesson Module – Becoming Word Conscious VocabularyState Dept. Lesson Module- What is Relevant in this Story! Relevant Details
Smart tech Lesson
K-3.2 Create a different form of a familiar word by adding an –s or –ing ending.
Return to Top
State Dept. Lesson Module – Creating New Words, Going from the Known to the Unknown
K-3.3 Use vocabulary acquired from a variety of sources (including conversations, texts read aloud, and the media).
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Interactive Read Aloud K-1 p.151, 155
State Dept. Lesson Module- What is Relevant in this Story! Relevant Details
Read Write Think Lesson – Using Poetry to Teach Reading
Read Write Think Lesson – Teaching Print Concepts, Rhyme, and Vocabulary
Read Write Think Lesson – Text Talk: Julius, the Baby of the World
Read Write Think Lesson – Vocabulary with Franklin: Helping Students Become Word Wizards
Four Corners Vocabulary SMART board Lesson
K-3.4 Recognize high-frequency words.
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State Dept. Lesson Module - Rhyming
State Dept. Lesson Module –Moving from Generating Rhyming Words to Onset and Rimes
State Dept. Lesson Module – Hearing Syllables in Words
State Dept. Lesson Module- What is Relevant in this Story! Relevant
Pete’s Power Point – Sight Word Games
Details
Read Write Think Lesson – Active Reading Using The Enormous Watermelon
Read Write Think Lesson – The Big Green Monster Teaches Phonics in Reading and Writing
Read Write Think Lesson – Using a Predictable Text to Teach High-Frequency Words
Florida Center for Reading Research - High Frequency Words
Flashlight Sight Words SMART board Lesson
High-Frequency Words – SMART board Lesson
Sight Words SMART board Lesson
Sight Words Kindergarten Review SMART board Lesson
K-3.5 Understand that multiple small words can make compound words.
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Mastering the Mechanics p.66
State Dept. Lesson Module – Summarizing the Main Idea using Nonfiction Texts
Smart tech Lesson
Read Alouds Scroll down to Compound Words
Pete’s Power Point – Compound Words
K-3.6 Use oral rhymes, poems, and songs to
Interactive Read Alouds K-1 p.169, 173
Read Alouds Scroll down to Rhyming Words, Rhythm and/or Rhyme Good for
build fluency.
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State Dept. Lesson Module - Rhyming
State Dept. Lesson Module –Moving from Generating Rhyming Words to Onset and Rimes
State Dept. Lesson Module – Hearing Syllables in Words
Read Write Think Lesson – Growing Readers and Writers with Help From Mother Goose
Read Write Think Lesson – Improving Fluency through Group Literacy Performance
Building Fluency and Reading Together
K-3.7 Use appropriate voice level when speaking.
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K-3.8 Use beginning sounds, ending sounds, and onsets and rimes to generate words orally.
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State Dept. Lesson Module –Moving from Generating Rhyming Words to Onset and Rimes
State Dept. Lesson Module – Hearing Syllables in Words
Read Write Think Lesson – Getting the ig in Pig
Read Write Think Lesson – Whole-to-Parts Phonics Instruction
Read Alouds Scroll down to Playing with Words
Sound Isolaltion
Hubbard’s Cupboard Phonemic Awareness Assessment
Word Families SMART board Lesson
Rhyming Words SMART board Lesson
K-3.9 Create rhyming words in response to an oral prompt.
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Interactive Read Alouds K-1 p.169, 173
State Dept. Lesson Module - Rhyming
State Dept. Lesson Module –Moving from Generating Rhyming Words to Onset and Rimes
State Dept. Lesson Module – Hearing Syllables in Words
Read Write Think Lesson – Teaching Rhyming Through Musical Verse
Read Write Think Lesson – Generating Rhymes: Developing Phonemic Awareness
Read Write Think Lesson – Word Recognition Strategies Using Nursery Rhymes
Read Write Think Lesson – Writing Poetry with Rebus and Rhyme
Rhyming Words 2 SMART board Lesson
Jack and Jill Nursery Rhymes
Read Alouds Scroll down to Playing with Words, Rhythm and/or Rhyme Good for Building Fluency and Reading Together
Rhyming Word Activities
Hubbard’s Cupboard Phonemic Awareness Assessment
K-3.10 Create words by orally adding, deleting,
Read Write Think Lesson – Word Wizards
Florida Center for Reading Research –
Read Alouds Scroll down to Playing with Words
Phonemic Awareness Deletion Test Section 2 –
or changing sounds.
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Phoneme Manipulating
Phonemic Awareness SMART board Lesson
Teaching Sound Substitution Dominie
K-3.11 Use blending to generate words orally.
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Florida Center for Reading Research – Phoneme Segmenting and Blending
Catch the Word Game SMART board lesson
Fishing for Words: Nonsense Words
If the Dinosaurs Came Back SMART board Lesson
Nonsense Word Generator SMART board Lesson
Phonics Treasure Island SMART board Lesson
Race Around The World SMART board Lesson
Short Vowel Word Grid Game SMART board Lesson
Sight Word Activities SMART board Lesson
Smart tech Lesson Fill in the 3 boxes and scroll down to indicator 3.11
Read Alouds Scroll down to Playing with Words
Beanie Baby Strategies
Phonemic Awareness Segmentation Test Section 1 - Dominie
K-3.12 Match consonant and short-vowel sounds
Read Write Think Lesson – Phonics in Context
Pete’s Power Point - Vowels Hearing Words and Sounds –Dominie
to the appropriate letters.
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Read Write Think Lesson – Using Repetition and Picture Clues
Read Write Think Lesson – Building Letter Recognition Fluency
Read Write Think Lesson – Exploring letter-sound Knowledge
Read Write Think Lesson – Phonics Through Literature
Read Write Think Lesson – Teaching Short-Vowel Discrimination
Letter Sound Check First 9 Weeks SMART board Lesson
Short “a” and short “I” review SMART board Lesson
K-3.13 Recognize uppercase and lowercase letters and their order in the alphabet.
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Read Write Think Lesson – Phonics Through Literature
Letter Recognition SMART board Lesson
Recognize the Letter M SMART board Lesson
Pete’s Power Point – Alphabet and Ordering
Inventory of Letter Recognition - Dominie
K-3.14 Identify beginning and ending sounds in words.
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Read Write Think Lesson – Building Phonemic Awareness with Phoneme Isolation
Read Write Think Lesson – Using Songwriting to Build Awareness of Beginning Letter Sounds
Beginning Consonants SMART board
Sound Boxes – Dominie
Lesson
Beginning Consonants SMART board Lesson K4-K5
Beginning Sounds SMART board Lesson
Brown Bear, Brown Bear SMART board Lesson
K-3.15 Classify words by categories (for example, beginning and ending sounds.)
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Read Write Think Lesson – Vowel Influences on the Letter G
Read Write Think Lesson – Word Recognition Strategies Using Nursery Rhymes
Read Write Think Lesson – Word Sorts for Beginning and Struggling Readers
K-3.16 Use blending to begin reading words.
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Read Write Think Lesson – Gingerbread Phonics
Core Reading Words - Dominie
K-3.17 Begin to spell high-frequency words.
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State Dept. Lesson Module – Summarizing an Informational Text
State Dept. Lesson Module – Characteristics of Informational Texts
Sentence Writing and Spelling - Dominie
K-3.18 Use letters and Read Write Think Lesson – Gingerbread Phonics
Sentence Writing and Spelling – Dominie
relationships to sounds to write words.
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Core Writing Words - Dominie
K-3.19 Use prior knowledge and life experiences to construct meaning from texts.
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Interactive Read Alouds K-1 p.1
State Dept. Lesson Module - Rhyming
Read Alouds Scroll down to Making Connections
Beanie Baby Strategies
K-3.20 Recognize environmental print in such forms as signs in the school, road signs, restaurant and store signs, and logos.
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Wonder Writers 19. Copying Environmental Print
State Dept. Lesson Module – Environmental Print
Read Write Think Lesson – Environmental Print
Read Write Think Lesson – Writing with Environmental Print
K-3.21 Know the parts of a book (including the front and back covers, the title, and the author’s name).
Show Me Book - Dominie
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K-3.22 Carry out left-to-right and top-to-bottom directionality on the printed page.
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Wonder Writers 20, 21, 22 Directionality
Read Write Think Lesson – Teaching Print Concepts, Rhyme, and Vocabulary
Show Me Book - Dominie
K-3.23 Distinguish between letters and words.
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Wonder Writers 23 Letters and Words
Mastering the Mechanics K-1 p.42, 52
State Dept. Lesson Module – What is White Space?
Sentence-Word Segmentation
Show Me Book - Dominie
Standard 4: The student will begin to create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.
IndicatorRecommended Lessons Recommended
ResourcesAssessment Ideas
K-4.1 Generate ideas for Wonder Writers 6.Getting Ideas Read Alouds Scroll down to
writing by using techniques (for example, participating in conversation and looking at pictures).
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Interactive Read Alouds K-1 p.243, 247
Ralph Fletcher’s Craft Lessons K-2 –Developing an Idea, Pulling a Topic from a “Grab-Bag” Piece of Writing
Read Alouds for Content and Development
State Dept. Lesson Module – Ideas for Stories
State Dept. Lesson Module – Characteristics of Informational Texts
Making Connections
K-4.2 Generate complete sentences orally.
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K-4.3 Use pictures, letters, or words to tell a story from beginning to end.
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Read Alouds for Organization
Wonder Writers 16 Drawing Pictures/Talking the Pictures
Wonder Writers 17 Writing Labels
Wonder Writers 18 Writing Captions for Pictures
Wonder Writers 32 Organizing Your Writing
Interactive Read Alouds K-1 p.251, 255
Ralph Fletcher’s Craft Lessons K-2 –
Read Alouds Scroll down to Text Structures for Primary Grades to Model Writing After
Beginning, Middle, and End (1) (2), Developing the Middle, Match Words with the Picture, Using Shared Writing to Help Students Learn to Focus, Using Illustrations to Convey Information, Adding Details to Drawing, Writing a Strong Ending, Surprise Endings, Focus: Staying on the Topic
State Dept. Module Lesson – Relationship Between Sounds and Letters
Read Write Think Lesson – Draw a Story
K-4.4 Use letters and relationships to sounds to write words.
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Wonder Writers 24 Invented/Developmental Spelling
Wonder Writers 23 Letters and Words
Mastering the Mechanics K-1 p.60,62, 132
State Dept. Module Lesson – Relationship Between Sounds and Letters
State Dept. Module Lesson – Learning to Communicate in Writing
State Dept. Module Lesson – Purposeful Reading with Embedded Word Work
Read Write Think Lesson – Dr. Seuss’s Sound Words: Playing with Phonics
Conventions of Writing Developmental Scale (Kid Writing) p. 1
Conventions of Writing Developmental Scale (Kid Writing) p. 2
and Spelling
K-4.5 Begin to spell high-frequency words.
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Smart tech lessons
K-4.6 Understand that a person’s name is a proper noun.
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Wonder Writers 50 Checking Capitalization: First Names and I
Mastering the Mechanics K-1 p.78, 118
Rigby Big Book – It’s the Weekend
K-4.7 Edit writing with teacher support
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Wonder Writers 42 Reading Your Work to Yourself
Wonder Writers 43 Reading to a Peer or a Group
Wonder Writers 46 Conferencing With the Teacher
Mastering the Mechanics K-1 p.44, 46, 48
State Dept. Lesson Module – Summarizing an Informational Text
State Dept. Lesson Module – Characteristics of Informational Texts
K-4.8 Revise writing with Wonder Writers 42 Reading Your Work to Yourself
teacher support
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Wonder Writers 43 Reading to a Peer or a Group
Wonder Writers 46 Conferencing With the Teacher
Mastering the Mechanics K-1 p.44
Ralph Fletcher’s Craft Lessons K-2 – Nudging Students to Move Beyond “List” and “Love” Stories, Using Details (General Versus Specific), Using Details to Create “Mind Pictures”, Using a Comparison to Paint a Picture with Words, Using “Talk Bubbles”, Physical Description of a Character
State Dept. Lesson Module – Summarizing an Informational Text
Read Write Think lesson – Revision
Read Write Think Lesson – Writing Workshop
K-4.9 Use uppercase and lowercase letters.
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Mastering the Mechanics K-1 p. 114
K-4.10 Use appropriate letter formation when printing.
Read Write Think Lesson – Phonics Through Literature
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K-4.11 Identify sounds orally by segmenting words.
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Mastering the Mechanics K-1 p.68 Sound Boxes
Pete’s Power Point – Segmentation
Phonemic Awareness Test - Dominie
Standard 5: The student will begin to write for a variety of purposes and audiences.
IndicatorInstructional Strategies Recommended Resources Assessment Ideas
K-5.1 Use symbols (drawings, letters, and words) to create written communications (for example, notes, messages, and lists) to inform a specific audience.
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Wonder Writers 37 Writing Letters and Cards
Mastering the Mechanics K-1 p.138
State Dept. Module Lesson – Learning to Communicate in Writing
State Dept. Module Lesson – Purposeful Reading with Embedded Word Work
K-5.2 Use symbols (drawings, letters, and words) to create
Wonder Writers 31 Writing a Story (Narrative)
Ralph Fletcher’s Nonfiction Craft Lesson – Observing the World p.21
Read Alouds Scroll down to Personal Narratives
narratives (for example, stories and journal entries) about people, places, or things.
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Ralph Fletcher’s Nonfiction Craft Lesson – Talking Before You Write p.22
Ralph Fletcher’s Nonfiction Craft Lesson – Labeling a Picture p.32
Ralph Fletcher’s Nonfiction Craft Lesson – Adding Supporting Details p.46
Ralph Fletcher’s Fiction Craft Lessons- Nudging Students to Move Beyond “List” and “Love stories p.25, Using Details (General versus specific) p.28, Using Details to Create “Mind Pictures” p.29, Adding Details to the Drawing p.62.
K-5.3 Use symbols (drawings, letters, and words) to create descriptions of personal experiences, people, places, or things.
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Mastering the Mechanics K-1 p.150
Read Write Think Lesson – Descriptive Language
Read Write Think Lesson – Using Children’s Natural Curiosity to Lead to Descriptive Writing
Read Write Think Lesson – How Does My Garden Grow-Science Journals
Ralph Fletcher’s Nonfiction Craft Lesson – Drawing on Personal Experience p.40
Ralph Fletcher’s Fiction Craft Lesson – Using Sensory Details p.62
Read Alouds Scroll down to Adjectives, Descriptive Writing
K-5.4 Use symbols (drawings, letters, and words) to create written pieces (for example, simple rhymes) to entertain others.
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Ralph Fletcher’s Craft Lessons K-2 – Repeating a Word, The Repeating Line
Read Write Think Lesson – Use Song Lyrics for Reading and Writing
Standard 6 : The student will begin to access and use information from a variety of sources.
IndicatorRecommended Lessons Recommended
ResourcesAssessment Ideas
K-6.1 Generate how and why questions about a topic of interest.
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Interactive Read Alouds K-1 p.5
Comprehension Toolkit K-2 Book 3 Lessons 8,9,10, and 11
State Dept. Lesson Module – Informational Text Makes Me Wonder
Read Write Think Lesson – Creating Question and Answer Books through Guided Research
Read Write Think Lesson – How Does My Garden Grow-Science Journals
Read Write Think Lesson – Investigating Animals Inquiry Based Research
Read Alouds Scroll down to Questioning
K-6.2 Recognize that information can be found in print sources (for example, books, pictures, simple graphs, and charts) and nonprint sources (for example, videos, television, films, radio, and the Internet).
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Comprehension Toolkit K-2 Book 1 Lesson 2, Book 2 Lesson 7, Book 4 Lesson 14
State Dept. Lesson Module – Creating New Words, Going from the Known to the Unknown
Read Write Think Lesson – Let’s Build A Snowman
Read Write Think Lesson – Information Gathering Process
Read Write Think Lesson – Investigating Animals Inquiry Based Research
Read Write Think Lesson – The Frog Beyond the Fairy Tale
K-6.3 Classify information by constructing categories (for example, living and nonliving things).
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State Dept. Lesson Module – Informational Text- Classifying Information
State Dept. Lesson Module – What is a Proper Noun?
Read Write Think Lesson – Introducing the Venn Diagram in the Kindergarten Classroom
Smart tech Lesson
K-6.4 Use complete sentences when orally
communicating with others.
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K-6.5 Follow one-and two-step oral directions.
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School Vocabulary SMART board Lesson
Pete’s Power Point – Follow Directions