kindergarten literacy letter/sight word/phonemic · pdf filekindergarten literacy letter/sight...

Kindergarten Literacy

Letter/Sight Word/Phonemic Awareness Skills/Decodable Alignment

SY 15 /16

1

Unit Theme 1: I’m in School!

August 31 – September 25

Unit Take-Home Project: I’m in School

Week by

Year

Week by

Unit

Letter(s) Sight Words Morning Message

Reading

Week 1 8/31 – 9/4

Week 1

N/A – Fundations®

Orientation

N/A Theme-based focus: basic concepts

of print

Unit1Week1theme 1. First 30 Days of Reading: Mini lessons: Days 1-5

2. Unit 1 Interactive Read Aloud: see choices below

Week 2 9/7 – 9/11

Week 2

(4 days)

b, f the, a Theme-based focus: Directionality-

left to right; Proper capitalization

Unit1Week2theme

Unit1Week2book

1. First 30 Days of Reading: Mini lessons: Days 6-9


Week 3 9/14 – 9/18

Week 3

b, f, m, n an, is Theme-based focus: Proper spacing

between words; Rhyming words

Unit1Week3theme

Unit1Week3book

1. First 30 Days of Reading: Mini lessons: Day 10-14

2. Unit 1, Lesson Set 1: Chrysanthemum by Kevin Henkes

Week 4 9/21 – 9/25

Week 4

m, n, short i, short u here, be Theme-based focus: Identifying

different types of punctuation;

Discriminate between letters and

numbers

Unit1Week4theme

Unit1Week4book


2. Unit 1, Lesson Set 2: The Kissing Hand by Audrey Penn

NEW PHONEMIC AWARENESS SKILLS

Teachers should select phonemic awareness activities that can be utilized to teach the following skills during small group

instruction (not during Fundations®). Small group phonemic awareness instruction should be 15 minutes/day during the 45

minute Language Acquisition/Word Study block.

Recognition of rhymes

Production of rhymes

Recognition of beginning sounds

Production of beginning sound

http://www.bcpss.org/bbcswebdav/xid-3094060_4








https://www.bcpss.org/bbcswebdav/xid-4909871_4





SY 15 /16

2

One to one letter-sound correspondence for each consonant

Association of long and short sounds with five major vowels

Beginning consonants

Syllables (counting of syllables in words)

INTERACTIVE READ ALOUDS FOR UNIT 1

Teacher should select Interactive Read Aloud lessons to utilize during weeks when provided Lesson Sets are not scheduled.

Look Out Kindergarten, Here I Come! by Nancy Carlson

Annabelle Swift, Kindergartener by Amy Schwartz

David Goes to School by David Shannon

My Five Senses by Aliki

Vera’s First Day of School by Vera Rosenberry

DECODABLE BOOKS

The teacher should select decodables that are aligned to whole group instruction (Fundations® ). Please note decodables are

intended for small group instruction. Other decodable texts may be utilized as well, given their alignment to whole group

instruction.

ORAL LANGUAGE SKILLS

The following oral language skills should be incorporated in all areas of the day and should not be taught in isolation. We have

interspersed the skills throughout the Unit 1 curriculum to show how oral language development is integrated in everything

children experience.

Explicit Teaching (Scope and Sequence of Skills)

Oral Language: Listening

Attentive listening by facing the speaker and maintain eye contact

Following one-step directions

Deriving meaning from nonverbal cues

Listening for rhymes

Responses to questions

Following two and three step directions

Listening to and engaging in sustained conversations

Oral Language: Speaking

Use of appropriate volume when speaking

Use of vocabulary specific to book reading experiences

Participation in group discussions

Following agreed upon rules in discussions Description of familiar places, things, and events









SY 15 /16

3

Understanding ideas expressed by others

Logical self expression (explains things and can be understood)

Appropriate use of frequently used nouns and verbs

Recitation of short poems from memory

Speaking in complete sentences

Increased vocabulary while interacting with the environment

Understand and use question words

Increased use of action verbs

Understand and use frequently occurring prepositions

Identification of new meanings for familiar words

Accurate use of new meanings for words

Increased use of descriptive words to communicate ideas

Fluent verbalization of ideas

Speaking in large/small groups and in formal/informal settings

Expression of feelings about self and others in socially acceptable ways

Unit Theme 2: Fall Fun with Friends

September 28 – October 30

Unit Take-Home Project: Fall Fun with Friends

Week by

Year

Week by

Unit Letter Sight Words Morning Message

Week 5 9/29 – 10/2

Week 1

short i, short u, c, short o I, see Theme-based focus: Rhyming

words; Identifying known

letter/sound correspondences

Unit2Week1book

Unit2Week1theme



Week 6 10/5 – 10/9

Week 2 c, short o, short a, g we, and Theme-based focus: Identifying

known letter/sound 1. First 30 Days of Reading: Mini lessons: Day 25-29






SY 15 /16

4


correspondences; Syllables

Unit2Week2book

Unit2Week2theme

Week 7 10/12 – 10/16

Week 3

(3 days)

short a, g, d, s he, she Theme-based focus: Proper

capitalization; Rhyming

Unit2Week3book

Unit2Week3theme

1. First 30 Days of Reading: Mini lessons: Day 30

2. Unit 2, Lesson Set 1: When Autumn Comes by Robert

Maas

Week 8 10/19 – 10/23

Week 4

d, s, short e, r have Theme-based focus: Onset and

rime; Ending sounds

Unit2Week4book

Unit2Week4theme Unit 2 Interactive Read Aloud: see choices below

Week 9 10/26 – 10/30

Week 5

short e, r, p, j small, big Theme-based focus: Phoneme

manipulation (initial sound

substitution); Identifying vowels

Unit2Week5book

Unit2Week5theme

Unit 2, Lesson Set 2: Seed, Sprout Pumpkin Pie by Jill Esbaum



instruction (not during Fundations® ). Small group phonemic awareness instruction should be 15 minutes/day during the 45


Blending onset/Rime

Substitution(beginning and ending sounds)

Read emergent reader texts with purpose and understanding



Big Al by Andrew Clements

When Autumn Comes by Robert Maas

Seed, Sprout, Pumpkin Pie by Jill Esbaum

Ruby’s Falling Leaves by Rosemary Wells

Let’s Be Friends by Amanda Miller

Every Autumn Comes the Bear by Jim Arnosky

How To Be A Friend by Laurie Krasny Brown and Marc Brown




















SY 15 /16

5

My Friends by Taro Gomi

A Splendid Friend Indeed by Suzanne Brown

DECODABLE BOOKS



instruction.

Unit Theme 3: Families Everywhere

November 2 – November 27

Unit Take-Home Project: Families Everywhere

Week by

Year

Week by

Unit

Letter Sight Words Morning Message

Week 10 11/2 – 11/6

Week 1

(4 days)

p, j, l, h, k Review/practice: he, she Theme-based focus: Syllables;

Beginning sounds

Unit3Week1book


Week 11 11/9 – 11/13

Week 2

l, h, k, v, w no, it, this Theme-based focus: Initial sound

substitution; Rhyming words

Unit3Week2book

Unit3Week2theme Unit 3, Lesson Set 1: Who’s in A Family? By Robert Skutch

Week 12 11/16 – 11/20

Week 3

v, w, y, x go, up, down Theme-based focus: Identify

question marks; Identify known

letter/sound correspondences

and beginning sounds Unit 3 Interactive Read Aloud: see choices below












SY 15 /16

6

Unit3Week3book

Unit3Week3theme

Week 13 11/23 – 11/27

Week 4

(3 days)

y, x who, has Theme-based focus: Ending

sounds; Short Aa

Unit3Week4book

Unit3Week4theme Unit 3, Lesson Set 2: Jonathan and His Mommy by Irene Small



instruction (not during Fundations®). Small group phonemic awareness instruction should be 15 minutes/day during the 45


Ending consonants

Medial sounds (long vowels)

Segment and blend onset/rhyme

Deletion (compound words and syllables)



Leo the Late Bloomer by Robert Kraus

Bea and Mr. Jones by Amy Schwartz

The Family Book by Todd Parr

Just the Two of Us by Will Smith

Family Pets by Lola M. Schaefer

Grandfather’s Journey by Allen Say

Families by Susan Kukiln

DECODABLE BOOKS



instruction.

ORAL LANGUAGE






















SY 15 /16

7








Following agreed upon rules in discussions

Description of familiar places, things, and events









Form regular plural nouns by adding /s/ or /es/

Recitation of short poems from memory








Grammatical sentences

Accurate recall of the sequence of an oral activity

Engagement in group reading with purpose and understanding (guided reading **Grey highlighting indicates that this is the first time a skill is being introduced.**



SY 15 /16

8

Unit Theme 4: Winter Around the World

November 30 – December 23

Unit Take-Home Project: Winter Around The World

Week by

Year

Week by


Week 14 11/30 – 12/4

Week 1

y, x, z, qu Review/practice: it, this Theme-based focus: Compound words

Unit4Week1book


Week 15 12/7 – 12/11

Week 2

z, qu, Unit 1 Test

(administered individually,

approx. 20 min/student)

are, in Theme-based focus: Phoneme

manipulation: deletion; Alliteration

Unit4Week2book

Unit4Week2theme Lesson Set 1: The Snowy Day by Ezra Jack Keats

Week 16 12/14 – 12/18

Week 3

Unit 1 Test - continued

(administered individually,

approx. 20 min/student)

Review/practice: b, f

on, can, you Theme-based focus: Ending sounds;

Oral segmentation

Unit4Week3book

Unit4Week3theme

Lesson Set 2: It’s Winter by Linda Glaser

Week 17 12/21 – 12/23

Week 4

(3 days)

Review/practice: m, n what, do Theme-based focus:

Unit4Week4book






Oral Blending- phoneme by phoneme

Oral Segmentation- phoneme by phoneme










ttps://www.bcpss.org/bbcswebdav/xid-4505123_4





SY 15 /16

9



Celebrate Kwanzaa by Carolyn Otter

Celebrate Hanukkah by Deborah Heiligman

Celebrate Christmas by Deborah Heiligman

The Night of Los Posadas by Tomie de Paola

Can You See the Wind? By Allen Fowler

The Snowy Day by Ezra Jack Keats

Wind Says Good Night by Katy Rydell

When Winter Comes by Nancy Van Laan

DECODABLE BOOKS



instruction.

ORAL LANGUAGE













Following agreed upon rules in discussions
















SY 15 /16

10
















Engagement in group reading with purpose and understanding (guided reading)

**Grey highlighting indicates that this is the first time a skill is being introduced.**

Unit Theme 5: Healthy Habits, Healthy Minds!

January 4 – January 29

Unit Take-Home Project: Healthy Habits, Healthy Minds!

Week by

Year

Week by


Week 18 1/4 – 1/8

Week 1

Review/practice: c, o at Theme-based focus: long and short /a/

Unit5Week1book







SY 15 /16

11

Week 19 1/11 – 1/15

Week 2

Review/practice: a, g like, to Theme-based focus: long and short /o/

Unit5Week2book

Unit5Week2theme Unit 5, Lesson Set 1: My Amazing Body! By Pat Thomas

Week 20 1/18 -1/22

Week 3

(4 days)

Review/practice: d, s not Theme-based focus: letter-sound

correspondence

Unit5Week3book


Week 21 1/25 – 1/29

Week 4

(4 days)

Review/practice: e, r eat Theme-based focus: long and short /u/

Unit5Week4book

Unit5week4theme Unit 5, Lesson Set 2: Good Enough to Eat by Lizzy Rockwell

Unit 5 Interactive Read Aloud: see choices below





Medial sounds (short vowels)

Deletion (beginning and ending sounds)



Growing Strong by Christina Goodings

Taking Care of Pets by Susan Ring

Good Enough to Eat by Lizzy Rockwell

The Vegetables We Eat by Gail Gibbons

Germs Are Not For Sharing by Elizabeth Verdick

Jo-Jo’s Flying Side Kick by Brian Pinkney

The Great Trash Bash by Loreen Leedy

DECODABLE BOOKS



instruction.




















SY 15 /16

12

ORAL LANGUAGE
























Engagement in group reading with purpose and understanding (guided reading) **Grey highlighting indicates that this is the first time a skill is being introduced.**

Unit Theme 6: Heroes and Helpers

February 1 – February 26

Unit Take-Home Project: Heroes and Helpers




SY 15 /16

13

Week by

Year

Week By


Week 22 2/1 -2/5

Week 1

Review/practice: p, j they, did Theme-based focus: antonyms

Unit6Week1book


Week 23 2/8 – 2/12

Week 2 Review/practice: l, h, k all, was Theme-based focus: deletion

Unit6Week2book

Unit6Week2theme Unit 6, Lesson Set 1: The Hero In Me by Susan Fitzsimonds

Week 24 2/15 – 2/19

Week 3

(4 days)

Review/practice: v, w good, our Theme-based focus: plural words

Unit6Week3book


Week 25 2/22 – 2/26

Week 4

(4 days)

Review/practice: y, x four, say Theme-based focus: substitution

Unit6Week4book

Unit6Week4theme Unit 6, Lesson Set 2: The Night Worker by Kate Banks OR

Unit 6, Lesson Set: Stone Soup by Heather Forest





Medial vowels with consonants



Martin’s Big Words by Doreen Rappaport

Helpers in the Community by Bobbie Kalman

A Day In the Life of a Teacher by Heather Adamson

I Want to Be A Police Officer by Dan Liebman

I Want to Be A Firefighter by Dan Liebman

Meet President Barack Obama by Laine Falk

Wanda’s Roses by Pat Brisson

Stone Soup by Heather Forest

Community Helpers From A-Z by Bobbie Kalman

The Hero In Me by Susan Fitzsimonds
























SY 15 /16

14

DECODABLE BOOKS



instruction.

ORAL LANGUAGE


















Engagement in group reading with purpose and understanding (guided reading)

Accurate recall of the main idea of an oral activity


Unit Theme 7: On the Move!

February 29 – March 24

Unit Take-Home Project: On the Move!





SY 15 /16

15

Week by

Year

Week By


Week 26 2/29 – 3/4

Week 1 Review/practice: y, x four, say

Theme-based focus: vowel rules

Unit7Week1book

Unit7Weektheme Unit 7 Interactive Read Aloud: see choices below

Week 27 3/6 – 3/11

Week 2 Review/practice: qu, z under, into Theme-based focus: phoneme

substitution

Unit7Week2book

Unit7Week2theme Unit 7, Lesson Set 1: The Little Engine That Could by Watty Piper

Week 28 3/14 -3/18

Week 3

Review/practice: short

vowels a, e, i

will, get Theme-based focus: double

consonants

Unit7Week3book

Unit7Week3theme Unit 7, Lesson Set 2: Me On The Map by Joanne Sweeney

Week 29 3/21 -3/25

Week 4

(4 days)

Review/practice: short

vowels o, u, y

there, soon Theme-based focus: long vowels with

silent /e/

Unit7Week4book


NEW PHONEMIC AWARENESS SKILLS/INTRODUCE LONG VOWELS


instruction (not during Fundations® ). During this unit, teachers may also begin introducing long vowel sounds for groups who

have mastered all phonemic awareness skills taught this year. Small group phonemic awareness instruction should be 15

minutes/day during the 45 minute Language Acquisition/Word Study block.

Deletion (beginning and ending blends)



Transportation in Many Cultures by Martha E.H. Rustad

Transportation: Then and Now by Robin Nelson

This Land Is Your Land by Woodie Guthrie and Kathy Jakobson

As The Crow Flies: A First Book Of Maps by Gail Hartman

Big Book of Things That Go by DK Publishing



















SY 15 /16

16

DECODABLE BOOKS



instruction.

ORAL LANGUAGE




Listening

attentive listening by facing the speaker and maintaining eye contact

following one step directions

listening for rhymes

deriving meaning from non-verbal cues

following two and three step directions

listening to and engaging in sustained conversations

responding to questions

Speaking

participation in group discussions

following agreed upon rules in discussions

description of familiar places, things and events

understanding ideas expressed by others

logical self expression

use of appropriate volume when speaking

use of frequently occurring nouns and verbs

form regular plural nouns by adding /s/ or /es/

recitation of short poems from memory

speaking in complete sentences

increased vocabulary while interacting with environment

increased use of action verbs

understand and use question words

understand and use frequently occurring prepositions

identification of new meanings for familiar words

accurate use of new meanings for words

increased use of descriptive words to communicate ideas




SY 15 /16

17

use of vocabulary specific to book reading experience

logical self expression (explains things and can be understood)

fluent verbalization of ideas

grammatical sentences

speaking in large groups/small groups and formal/informal settings

accurate recall of main idea of an oral activity

accurate recall of the sequence of an oral activity

expression of feelings about self and others in socially acceptable ways

engagement in group reading with purpose and understanding (guided reading) **Grey highlighting indicates that this is the first time a skill is being introduced.**

Unit Theme 8: Spring is in the Air!

April 6 – May 6

Unit Take-Home Project: Spring is in the Air!

Week by

Year

Week By


Week 30 4/4 – 4/8

Week 1

long a Review Unit 7 sight words Theme-based focus: substitution

Unit8Week1book


Week 31 4/11 – 4/15

Week 2

long e now, saw Theme-based focus: recognizing ‘-ing’

Unit8Week2book

Unit8Week2theme Unit 8, Lesson Set 1: Everything Spring by Jill Esbaum

Week 32 4/18 – 4/22

Week 3 long i came, out Theme-based focus: recognizing ‘–ing’

Unit8Week3book


Week 33 4/25 – 4/29

Week 4

(3 days)

long o pretty, that Theme-based focus: recognizing ‘-ed’

Unit8Week4book

Unit8Week4theme Unit 8, Lesson Set 2: Flower Garden by Eve Bunting

Week 34 Week 5 Long /u/ well, but Theme-based focus: r-controlled






http://www.bcpss.org/bbcswebdav/xid-4317907_4.








SY 15 /16

18

4/27 – 5/1

Unit 8 Interactive Read Aloud: see choices below

vowels

Unit8Week5book

Unit8week5theme

REVIEW PHONEMIC AWARENESS SKILLS/INTRODUCE LONG VOWELS

Teachers should select phonemic awareness and phonics activities that can be utilized to teach and reinforce skills during small

group instruction (not during Fundations® ) as needed. Groups who have mastered all phonemic awareness skills taught should

work on long vowel sounds. Small group phonemic awareness instruction should be 15 minutes/day during the 45 minute

Language Acquisition/Word Study block.



Seed, Soil, Sun by Cris Peterson

Insects by Robin Bernard

The Carrot Seed by Ruth Krauss

Spring by Tanya Thayer

Mrs. Spitzer’s Garden by Edith Pattau

A Fruit Is A Suitcase for Seeds by Jean Richards

DECODABLE BOOKS



instruction.

ORAL LANGUAGE




Listening








Speaking











SY 15 /16

19



description of familiar places, things, and events


logical self-expression










identification of new meanings for words


use of inflections and affixes to derive meaning of unknown words

use of vocabulary specific to book reading experiences

logical self-expression (explains things and can be understood)







engagement in group reading with purpose and understanding (guided reading)


Unit Theme 9: Animals Around Us

May 9 – June 3



SY 15 /16

20

Unit Take-Home Project: Animals Around Us

Week by

Year

Week By


Week 35 5/9 – 5/13

Week 1 Review/practice: long

vowel sounds

Review: Unit 8 sight words Theme-based focus: r-controlled

vowels

Unit9Week1book


Week 36 5/16 – 5/20

Week 2

Review/practice: long a,

e

ran, with, must Theme-based focus: similarly spelled

words

Unit9Week2book

Unit9Week2theme Unit 9, Lesson Set 1: Kids First Big Book of Animals by Catherine

Hughes

Week 37 5/23 – 5/27

Week 3

Review/practice: long i,

o

want, please, new Theme-based focus: using ‘-ing’

Unit9Week3book

Unit9Week3theme Unit 9, Lesson Set 2: Biggest, Strongest, Fastest by Steve Jenkins

Week 38 5/30 – 6/3

Week 4

(4 days) Review/practice: long u ate, so Theme-based focus: substituting

medial vowels

Unit9Week4book


REVIEW PHONEMIC AWARENESS SKILLS/LONG VOWEL SOUNDS







Actual Size by Steve Jenkins

Little Pink Pup by Johanna Kerby

Animal Orchestra by Scott Gustafson

Fish Faces by Norbert Wu

A House for a Hermit Crab by Eric Carle





















SY 15 /16

21

Friends: True Stories of Extraordinary Animal Friendships by Catherine Thimmesh

Almost Gone: The World’s Rarest Animals by Steve Jenkins

DECODABLE BOOKS



instruction.

ORAL LANGUAGE




Listening








Speaking



description of familiar places, things, and events


logical self-expression














SY 15 /16

22


accurate use of new meanings for words


use of inflections and affixes to derive meaning of unknown words

use of vocabulary specific to book reading experiences

logical self-expression (explains things and can be understood)







engagement in group reading with purpose and understanding (guided reading)

Unit Theme 10: School’s Out for Summer

June 6 – June 13*

*number of days in week 2 will be dependent on the number of emergency closings during the school year

**The final lesson set will be Unit 9, Lesson Set 2

Unit Take-Home Project: School’s Out for Summer

Week by

Year

Week by


Week 39 6/6 – 6/10

Week 1 Review: p play, run Theme-based focus: initial blends

Unit10Week1book


Week 40 6/13 –

Week 2*

Review: J jump Theme-based focus: initial blends

Unit10Week2book


REVIEW PHONEMIC AWARENESS SKILLS/LONG VOWEL SOUNDS










SY 15 /16

23




INTERACTIVE READ-ALOUD


Last Day Blues by Julie Danneburg

The Last Day of School by Louise Borden

Happy Birthday, America! By Marsha Wilson Chall

Summer Wonders by Bob Raczka

Mama, Is It Summer Yet? By Nikki McClure

Feel The Summer by Sarah L. Thomson

DECODABLE BOOKS



instruction.

ORAL LANGUAGE

Oral language skills should be incorporated in all areas of the day and should not be taught in isolation. During Unit 10, teachers

should review and reinforce all oral language skills taught during the year.








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