spotsylvania county schools curriculum map
TRANSCRIPT
June 2012 Page 1 of 34
www.Spotsylvania.k12.va.us Course/Grade: English Kindergarten
Note: Revisions to Curriculum Map for the 2012-13 School Year
Some skills have been moved from the 1st nine weeks to the 2nd nine weeks to allow more time for teachers to help
students acclimate to the school environment.
Keyboarding Guidelines and Computer/Technology Standards of Learning have been added to the writing sections
of the map for the second, third, and fourth quarters.
High frequency word lists have been adjusted.
Kindergarten English Curriculum Map
This document is intended to simplify the planning process for Kindergarten reading, writing and word work. Information
from several resources was merged to create the attached document. The following were used:
2010-2011 Kindergarten English Curriculum Map
English Standards of Learning Curriculum Framework 2010
Kindergarten Spotsylvania County Writing Rubric
Spotsylvania County High Frequency Words to Read and Spell
Houghton Mifflin Pacing Guide (Used as a flexible guide for pacing instruction)
Expectations for Writing Genres, Strategies
Our hope is that in combining information from several documents, teachers will be able to use the English Curriculum Map
as their main guide (along with HM Reading 2005 Teachers’ Editions Write Source Teacher’s Edition or Calkins Units of Study
for Teaching Writing) to develop lesson plans.
Please be aware that the Virginia SOL’s in this document may not be presented in linear order.
Spotsylvania County Schools
Curriculum Map
June 2012 Page 2 of 34
Reminder: Please refer to the preceding parts of the map each quarter to expand and enrich skills to be taught as the
curriculum does spiral throughout the year.
Links to additional Resources:
Assessment Calendar - http://tinyurl.com/4xhzbt6 Terms for Academic Success - http://tinyurl.com/3tgqfgc
Concept of Word Continuum - http://tinyurl.com/3ffanxj Glossary Terms - http://tinyurl.com/3oqggks
HM Pacing Guide - http://tinyurl.com/3mko6wa English Terms for Academic Success - http://tinyurl.com/3rdmfab
Spot Checks - http://tinyurl.com/3jv266z
Writing Prompt Scoring Rubric - http://tinyurl.com/3wfud2m Spotsy Big 7
Chart of Spotsy Big 7Definitions & Clues - http://tinyurl.com/43axsz6
Writing Handbook Clarify - http://tinyurl.com/3lq54uc
Anchor Paper - http://tinyurl.com/3omr9xx Evaluate - http://tinyurl.com/3so3ukp
Checklist - http://tinyurl.com/3zhb68m Infer - http://tinyurl.com/42n5ntf
Cover Sheet - http://tinyurl.com/3kdsku3 Make A Connection - http://tinyurl.com/4yjgofm
Crew Right Writing - http://tinyurl.com/3evcl3y Monitor and Repair - http://tinyurl.com/3czlf5r
Daily Schedule - http://tinyurl.com/3bvtmrq Predict - http://tinyurl.com/4253vrt
Directions to Teacher Writing Prompt – http://tinyurl.com/3lrla3o Question the Author - http://tinyurl.com/3kb92ox
Kids Checklist – http://tinyurl.com/3wblra5 Question - http://tinyurl.com/3e89h4e
Philosophy, Best Practices, Overview, Expectations, and Sensory Images - http://tinyurl.com/3nrozqc
Developmental Stages – http://tinyurl.com/3ghcl9v Synthesize - http://tinyurl.com/44g8ayq
Professional Resource List – http://tinyurl.com/3syynba Spotsy Big 7 Poster - http://tinyurl.com/3u7qg6d
Writing Icons – http://tinyurl.com/3l4agl2
Writing Prompt Scoring Rubric – http://tinyurl.com/3t38bwn
Writing to Prompt - http://tinyurl.com/42e3q7l
June 2012 Page 3 of 34
Pacing
Guide
Standards of Learning Expanded Essential Knowledge, Skills, and Processes Assessments
1st Nine
Weeks
Theme 1:
Welcome to
Kindergarten
Look at Us!
Theme 2:
Colors All
Around
ORAL LANGUAGE
K.1 The student will demonstrate growth in the use
of oral language.
a) Listen to a variety of literary forms, including
stories and poems.
b) Participate in a variety of oral language
activities including choral and echo speaking
and recitation of short poems, rhymes, songs, and
stories with repeated word order patterns.
d) Participate in creative dramatics.
ORAL LANGUAGE
At this point skills should be introduced but mastery is
not expected
K.1a) listen to texts read aloud and ask and answer
questions for further understanding.
K.1b) participate in choral and echo speaking and
recitation of short poems, rhymes, songs, and stories
with repeated patterns and refrains.
K.1d) use drama to retell familiar stories, rhymes, and
poems (e.g., storytelling with role play or puppets).
participate in creative dramatics, such as classroom
songs, plays, skits, and group activities designed to
give students frequent opportunities for listening and
speaking.
ORAL LANGUAGE
Applications For
Informal Assessments
Teacher observation
(individual and
group)
Oral questioning
Student “think aloud”
Interviews
Student
demonstrations
Anecdotal records
Responses to stories
Sing-A-Longs
K.2The student will expand understanding and
use of word meanings.
a) Increase listening and speaking vocabularies.
b) Use number words.
c) Use words to describe/name people, places,
and things.
d) Use words to describe/name location, size,
color, and shape.
K.2b) understand and use number words in
conversations, during partner and group activities,
and during teacher-directed instruction.
K.2d) use size, shape, color, and spatial words to
describe people, places, and things during group or
individual activities and during teacher-directed
instruction.
K.2e) use a variety of words to describe the actions of
characters and people in real and make-believe
settings in response to stories or class activities.
June 2012 Page 4 of 34
1st Nine
Weeks
(cont’d)
e) Use words to describe/name actions.
f) Ask about words not understood.
g) Use vocabulary from other content areas.
K.3The student will build oral communication
skills.
b) Begin to initiate conversations.
d) Listen and speak in informal conversations with
peers and adults.
e) Participate in group and partner discussions
about various texts and topics.
g) Follow one- and two-step directions.
K.3b) initiate conversations with peers and teachers in
a variety of school settings.
K.3d) listen attentively to others in a variety of formal
and informal settings involving peers and adults.
K.3e) participate in a range of collaborative discussions
building on others’ ideas and clearly expressing their
own (e.g., one-on-one, small group, teacher- led).
participate in partner or group activities, (i.e.,
conversations, discussions, book chats, retellings of
stories, choral speaking, language experience
narratives, morning routines, dramatizations and role
play).
listen to and discuss a variety of texts that reflect the
Virginia Standards of Learning in English, history and
social science, science, and mathematics.
in group and partner discussions clearly state a thought
related to the book or topic being discussed.
K.3g) repeat and follow one- and two-step oral
June 2012 Page 5 of 34
1st Nine
Weeks
(cont’d)
directions.
K.4The student will identify, say, segment, and
blend various units of speech sounds.
a.) Begin to discriminate between spoken
sentences, words, and syllables.
b) Identify and produce words that rhyme.
e) Identify words according to shared beginning
and/or ending sounds.
ORAL LANGUAGE CROSS CURRICULAR
CONNECTION
SSK.8
SSK.9
Social Studies Tradebooks:
Red, White and Blue – Story of the Flag by John
Herman
Up, Down, All Around from Newbridge Publishers
K.4a) demonstrate the concept of word by
segmenting spoken sentences into individual words.
focus on speech sounds.
K.4b) identify a word that rhymes with a spoken word.
supply an appropriate rhyming word to complete
a familiar nursery rhyme or a predictable text with
rhyming lines.
K.4e) determine the order of speech sounds in a given
word by answering the following questions:
•What is the beginning sound you hear?
•What is the ending sound you hear?
identify pictures of objects whose names share the
same beginning or ending sound.
sort pictures or objects whose names share the same
beginning or ending sound.
June 2012 Page 6 of 34
1st Nine
Weeks
(cont’d)
READING
K.5 The student will understand how print is
organized and read.
a) Hold print materials in the correct position.
b) Identify the front cover, back cover, and title
page of a book.
c) Distinguish between print and pictures.
d) Follow words from left to right and from top to
bottom on a printed page. (Developing Stage of
Concept of Word.)
READING
At this point skills should be introduced but mastery is
not expected
HM Tested Skills
Theme 1Rhyming Words, Identifying lLtters, Compare
and Contrast, Beginning Sounds, Noting Detail,
Directionality
Theme 2 Beginning Sounds, Words in Oral Sentences,
Identifying Letters, Sequencing, Predict/Infer,
Punctuation, Capitalization at Beginning of Sentence,
End Punctuation
K.5a) hold printed material the correct way.
K.5b) identify the front and back covers of a book.
distinguish the title page from all the other pages in a
book.
K.5c) distinguish print from pictures.
K.5d) turn pages appropriately.
follow text with a finger, pointing to each word as it is
read from left to right and top to bottom.
READING
Applications For
Informal Assessments
Teacher observation (individual and group)
Oral questioning
Student “think aloud”
Interviews
Student demonstrations
Anecdotal records
Student products: booklets
Daily message
Predictable charts
Responses to stories
Nursery rhyme charts
Teacher made charts
Sing-A-Longs
DISTRICT-WIDE
REQUIRED
ASSESSMENTS
Fiction Retelling
Fall PALS-K
Self-Portrait
K.6 The student will demonstrate an
understanding that print conveys meaning.
a) Identify common signs and logos.
b) Explain that printed materials provide
information.
K.6a) recognize and identify common signs, logos, and
labels.
K.6b) apply knowledge that print conveys meaning.
explain that printed material provides information.
June 2012 Page 7 of 34
1st Nine
Weeks
(cont’d)
c) Read and explain own writing and drawings.
d) Read his/her name and read fifteen
meaningful, concrete words (i.e., names of family
members, pets).
K.6c) read and explain their own drawings and writings.
K.6d) locate commonly used words and phrases in
familiar text.
recognize a selection of high-frequency and sight
words as well as read fifteen meaningful, concrete
words. (Each student may know a different set of
words.) words.
recognize and identify their own first and last names.
Spotsy High Frequency Words to Read: I, am, a, can,
my, see
K.7 The student will develop an understanding of
basic phonetic principles.
a) Identify and name the uppercase and
lowercase letters of the alphabet.
b) Match consonant, short vowel, and initial
consonant digraph sounds to appropriate letters.
c) Demonstrate a speech-to-print match through
accurate finger-point reading in familiar text that
includes words with more than one syllable. (Firm
Stage of Concept of Word)
K.7a) recognize and name rapidly and with ease
uppercase and lowercase letters in sequence and in
random order.
match uppercase and lowercase letter pairs.
While mastery of the following letters is expected at this
point, letter sound instruction should be differentiated
and extended as needed.
*HM letters to know s, m, r
K.7b) produce the usual sounds of consonants, short
vowels, and initial consonant digraphs.
K.7c) demonstrate concept of word by:
•tracking familiar print from left to right and top to
bottom.
June 2012 Page 8 of 34
1st Nine
Weeks
(cont’d)
K.8 The student will expand vocabulary.
a) Discuss meanings of words.
b) Develop vocabulary by listening to a variety of
texts read aloud.
K.8b) identify real-life connections between words and
their use (e.g., places that are loud).
identify new meanings for familiar words and apply
them accurately (e.g., knowing water as a drink and
learning the verb water the flowers).
K.9 The student will demonstrate comprehension
of fictional texts.
a) Identify what an author does and what an
illustrator does.
b) Relate previous experiences to what is read.
c) Use pictures to make predictions.
f) Retell familiar stories, using beginning, middle,
and end.
K.9a) identify the roles of the author and the illustrator
of selected texts.
K.9b) link knowledge from their own experiences to
make sense of and talk about a text.
K.9c) describe the relationship between illustration and
the story (e.g., what moment in the story does the
illustration depict).
make ongoing predictions based on illustrations and
text.
K.9f) retell a story from pictures or text in their own
words, arranging the events in the correct sequence
(beginning, middle, and end).
use words to sequence events (e.g., before, after, and
next).
K.10 The student will demonstrate comprehension
of nonfiction texts.
a) Use pictures to identify topic and make
predictions.
K.10a) make ongoing predictions based on graphics
and text.
June 2012 Page 9 of 34
1st Nine
Weeks
(cont’d)
b) Identify text features specific to the topic, such
as titles, headings, and pictures.
READING CROSS CURRICULAR CONNECTIONS
SSK.2
relate pictures and illustrations to the text in which they
appear.
link knowledge from their own experiences to make
sense of and talk about a text.
identify the topic of a nonfiction selection.
ask and respond to simple questions about the content
of a book.
discuss simple facts and information relevant to the
topic.
K.10b) identify the author and illustrator of a text and
define the role of each in presenting the ideas or
information in a text.
WRITING
K.11 The student will print in manuscript.
a) Print uppercase and lowercase letters of the
alphabet independently.
b) Print his/her first and last names.
WRITING
At this point skills should be introduced but mastery is
not expected
K.11a) use appropriate pencil grip.
print upper- and lower-case letters of the alphabet
legibly and independently.
HM letters to write: s,m,r
use manuscript letter formation.
use manuscript number formation.
K.11b) form the letters of and space their first and last
names.
WRITING
Applications For
Informal Assessments
Daily message
(modeled)
Recording
Observations
(shared)
Making Lists (shared)
Various writing forms
(shared)
Descriptions (shared)
Labeled pictured
(shared)
Journals (shared,
independent)
Graphic Organizers
(shared)
June 2012 Page 10 of 34
1st Nine
Weeks
(cont’d)
write their first and last names for a variety of purposes. Record information
Spotsylvania County
Writing Rubric
District-Wide Required
Assessments
PALS-K (spelling)
High Frequency word
list
Spotsylvania County
Writing Prompt
K.12 The student will write to communicate ideas
for a variety of purposes.
a) Differentiate pictures from writing.
b) Draw pictures and/or use letters and
phonetically spelled words to write about
experiences.
c) Use letters and beginning consonant sounds to
spell phonetically words to describe pictures or
write about experiences.
d)Write left to right and top to bottom
WRITING CROSS CURRICULAR
SSK.8
K.12a) distinguish print from pictures.
K.12b) write daily for a variety of purposes (e.g.,
practicing formation of alphabet letters, labeling, and
journal writing).
write on assigned and/or self-selected topics
use writing, dictation, and drawing to compose
informative/explanatory texts that introduce a topic
(what they are writing about), state an opinion or some
facts and provide some information (e.g., My favorite
book is …).
use writing, dictation, and drawing to narrate an event.
K.12c) generate text to communicate and make
meaning by creating drawings, letter strings, scribbles,
letter approximations, or other graphic representations,
as well as phonetically spelled words.
K.12d) write left to right and top to bottom.
* HM high frequency words to spell: I, am, a, can, my,
see
June 2012 Page 11 of 34
Pacing
Guide
Standards of Learning Expanded Essential Knowledge, Skills, and Processes Assessments
2nd Nine
Weeks
Theme 3:
We’re a
Family
Theme 4:
Friends
Together
Theme 5:
Let’s Count
ORAL LANGUAGE
K.1 The student will demonstrate growth in the use
of oral language.
a) Listen to a variety of literary forms, including
stories and poems.
b) Participate in a variety of oral language
activities including choral and echo speaking
and recitation of short poems, rhymes, songs, and
stories with repeated word order patterns.
c) Participate in oral generation of language
experience narratives.
d) Participate in creative dramatics.
ORAL LANGUAGE
At this point skills should be introduced but mastery is
not expected
Expand, enrich, and reinforce oral language skills
introduced in the first nine weeks.
K.1c) generate ideas to develop a group language
experience narrative.
dictate sentences about a group experience for a
group language experience narrative (e.g., a story
about a class field trip).
dictate an experience or story to create an individual
language experience narrative (e.g., a story about a
family pet).
ORAL LANGUAGE
Applications For
Informal Assessments
Teacher observation
(individual and
group)
Oral questioning
Student “think aloud”
Interviews
Student
demonstrations
Anecdotal records
Responses to stories
Sing-A-Longs
K.2The student will expand understanding and
use of word meanings.
a) Increase listening and speaking vocabularies.
b) Use number words.
c) Use words to describe/name people, places,
and things.
d) Use words to describe/name location, size,
color, and shape.
e) Use words to describe/name actions.
K.2c) use words to describe or name people, places,
feelings, and things during partner and group activities
and during teacher-directed instruction.
K.2d) use words to show direction and location (e.g.,
on, off, in, out, over, under, between, and beside).
K.2f) recognize when they do not understand a word
June 2012 Page 12 of 34
2nd Nine
Weeks
(cont’d)
f) Ask about words not understood.
g) Use vocabulary from other content areas.
or phrase and seek clarification by asking a peer or an
adult.
K.2g) use vocabulary from content
areas during partner or group
activities and during teacher-directed
instruction.
K.3The student will build oral communication
skills.
b)Begin to initiate conversations.
c)Begin to follow implicit rules for conversation,
including taking turns and staying on topic.
d)Listen and speak in informal conversations with
peers and adults.
e)Participate in group and partner discussions
about various texts and topics.
f)Begin to use voice level, phrasing, and
intonation appropriate for various language
situations.
g)Follow one- and two-step directions.
h)Begin to ask how and why questions.
K.3c) wait for their turn to speak, allowing others to
speak without unnecessary interruptions.
maintain conversation on topic through multiple
exchanges.
K.3f) begin to use voice level, phrasing, and intonation
appropriate for the language situation.
match language to the purpose, situation,
environment, and audience.
K.3h) ask who, what, where, when, why,
and how questions to obtain information,
seek help, or clarify something not
understood.
June 2012 Page 13 of 34
2nd Nine
Weeks
(cont’d)
K.4The student will identify, say, segment, and
blend various units of speech sounds.
a.) Begin to discriminate between spoken
sentences, words, and syllables.
b) Identify and produce words that rhyme.
c) Blend and segment multi-syllabic words at the
syllable level.
d) Segment one-syllable words into speech sound
units including beginning phoneme(s) (onset)
and ending (rimes).
e) Identify words according to shared beginning
K.4b) supply a word that rhymes with a spoken word.
produce rhyming words and recognize pairs of rhyming
words presented orally.
generate rhyming words based on a given rhyming
pattern.
K.4c) blend and segment multi-syllabic words into
syllables (e.g., the teacher asks students to say robot
without the /ro-/ and students respond with /bot/).
K.4d) segment one-syllable words into speech sound
units (e.g., the teacher says the word bat, and the
student segments the sounds /b/- /a/- /t/).
segment one-syllable words into onset and rime (e.g.,
the teacher says the word hat and the student
segments the onset /h/ and /-at/).
blend three spoken phonemes to make words (e.g.,
the teacher says /c/ /a/ /t/, and the student blends the
phonemes to say the word cat).
blend and segment consonants and rimes of spoken
words (e.g., /b/- /oat/ = boat, black = /bl/- /ack/).
recognize that a word can be segmented into
individual speech sound units.
recognize how phonemes sound when spoken in
isolation.
K.4e) produce a word that has the same beginning or
June 2012 Page 14 of 34
2nd Nine
Weeks
(cont’d)
and/or ending sounds.
ORAL LANGUAGE CROSS CURRICULAR
CONNECTIONS
SSK.3
ending sound as a spoken word (e.g., /sock/- /sun/
and /hot/- /rat/).
recognize similarities and differences in beginning and
ending sounds of words
READING
K.5 The student will understand how print is
organized and read.
a) Hold print materials in the correct position.
b) Identify the front cover, back cover, and title
page of a book.
c) Distinguish between print and pictures.
d) Follow words from left to right and from top to
bottom on a printed page.
READING
At this point skills should be introduced but mastery is
not expected
Expand, enrich, and reinforce all reading skills
introduced in the first nine weeks.
HM Tested Skills
Theme 3 Blending/Segmenting Onset and Rime, Letter
and Sound Recognition, Character, Setting, Drawing
Conclusions, Capital at the Beginning of a Sentence,
Directionality, Return Sweep
Theme 4 Blending/Segmenting Onset and Rime, Letter
and Sound Recognition, Blending Phonemes, Blending
Short a Words, Organization and Summarizing, Cause
and Effect, Word Spacing, First Letter in a Written Word,
Match Spoken Word to Print
Theme 5 Blending Phonemes, Letter Sound
Recognition, Blending Short a Words, Familiar
Consonant, Categorize and Classify, Beginning/
Middle/End, Distinguish Letter/Word/Sentence,
First/Last Letter in a Written Word, Match Spoken Word
to Print
K.5d) locate lines of text, words, letters, and spaces.
locate and name periods.
READING
Applications For
Informal Assessments
Apply letter/sound
relationships
Teacher observation
(individual and
group)
Oral questioning
Student “think aloud”
Conferences or
interviews
Student
demonstrations
Anecdotal records
Student-made books
Daily message
Predictable charts
Art and written
responses to stories
Nursery rhyme charts
Big Books
Shared writing
DISTRICT-WIDE
REQUIRED
ASSESSMENTS
Fiction Retelling
Mid-Year PALS-K
Self-Portrait
High Frequency
June 2012 Page 15 of 34
2nd Nine
Weeks
(cont’d)
e) Match voice with print (concept of word). K.5e) match voice with print in syllables, words, and
phrases.
Words to Read
K.6 The student will demonstrate an
understanding that print conveys meaning.
a) Identify common signs and logos.
b) Explain that printed materials provide
information.
c) Read and explain own writing and drawings.
d) Read his/her name and read fifteen
meaningful, concrete words.
K.6d) locate commonly used words and phrases in
familiar text.
Recognize a selection of high-frequency and sight
words. (Each student may know a different set of
words.)
HM words to locate and read: I, am, a, can, my, see,
the, is, and, it, in go
K.7 The student will develop an understanding of
basic phonetic principles.
a) Identify and name the uppercase and
lowercase letters of the alphabet.
b) Match consonant, short vowel, and initial
consonant digraph sounds to appropriate letters.
K.7b) segment onsets and rimes and begin to blend to
form words.
write the grapheme (letter) that represents a spoken
sound.
use basic knowledge of one-to-one letter-sound
correspondences by producing sounds for each
consonant.
June 2012 Page 16 of 34
2nd Nine
Weeks
(cont’d)
c) Demonstrate a speech-to-print match through
accurate finger-point reading in familiar text that
includes words with more than one syllable.
isolate initial consonants in single-syllable words (e.g.,
/t/ is the first sound in top).
identify long and short sounds with common spellings
for the five major vowels.
distinguish between similarly spelled words by
identifying sounds of the letters that differ.
While mastery of these letters is expected at this point,
letter sound instruction should be differentiated and
extended as needed.
HM letters to know: S,M,R,T,B,N,H,V,C,P,G,F,A
K.8 The student will expand vocabulary.
a) Discuss meanings of words.
b) Develop vocabulary by listening to a variety of
texts read aloud.
K.8a) ask and respond to questions about unknown
words in a text.
K.9 The student will demonstrate comprehension
of fictional texts.
a) Identify what an author does and what an
illustrator does.
b) Relate previous experiences to what is read.
c) Use pictures to make predictions.
d) Begin to ask and answer questions about what
is read.
e) Use story language in discussions and retellings.
K.9d) ask and respond to simple questions about the
content of a book.
K.9e) use vocabulary from a story in discussions and
June 2012 Page 17 of 34
2nd Nine
Weeks
(cont’d)
f) Retell familiar stories, using beginning, middle,
and end.
g)Discuss characters, setting, and events.
retellings.
use descriptive language to talk about characters,
settings, and events of a story.
K.9g) produce artwork or a written response (letters or
phonetically spelled words) that demonstrates
comprehension of a story that they have heard read
aloud.
K.10 The student will demonstrate comprehension
of nonfiction texts.
a) Use pictures to identify topic and make
predictions.
b) Identify text features specific to the topic, such
as titles, headings, and pictures.
READING CROSS CURRICULAR CONNECTIONS
SSK.1a,b
SSK7.d
K.10b) identify text features including titles, headings
and pictures in text.
2nd Nine
Weeks
(cont’d)
WRITING
K.11 The student will print in manuscript.
a) Print uppercase and lowercase letters of the
alphabet independently.
WRITING
At this point skills should be introduced but mastery is
not expected
Expand, enrich, and reinforce all writing skills
introduced in the first nine weeks.
HM letters to write S,M,R,T,B,N,H,V,C,P,G,F,A,I
WRITING
Applications For
Informal Assessments
Daily message
(modeled)
Recording
Observations
(shared)
Making Lists (shared)
Various writing forms
(shared)
Descriptions (shared)
June 2012 Page 18 of 34
b) Print his/her first and last names.
K.12 The student will write to communicate ideas
for a variety of purposes.
a) Differentiate pictures from writing.
b) Draw pictures and/or use letters and
phonetically spelled words to write about
experiences.
c) Use letters and beginning consonant sounds to
spell phonetically words to describe pictures or
write about experiences.
d) Write left to right and top to bottom.
Keyboarding
WRITING CROSS CURRICULAR CONNECTIONS
SSK.1a,b
SSK.6
SSK.7
SSK.8
K.11b) capitalize the first word in a sentence and the
pronoun I.
HM words to spell: I, see, am, a, can, my, the, is, and,
it, in, go
Dancemat Typing-
http://www.bbc.co.uk/schools/typing/
Students are encouraged to “play” at this keyboarding
site, both at school and at home.
Labeled pictured
(shared)
Journals (shared,
independent)
Graphic Organizers
(shared)
Record information
Spotsylvania County
Writing Rubric
District-Wide Required
Assessments
PALS-K (spelling)
High Frequency word
list
Spotsylvania County
Writing Prompt
TECHNOLOGY
K.13 The student will use available technology for
reading and writing
TECHNOLOGY
At this point skills should be introduced but mastery is
not expected
K.13) Use available digital tools for reading and writing.
Ask and respond to questions about material
presented through various media formats.
Share their writing with others.
TECHNOLOGY
Tools and Software
available
Pixie
Kidspiration
Inspiration
Smart board
Smart Response
Photo Story
June 2012 Page 19 of 34
2nd Nine
Weeks
(cont’d)
Computer/Technology Standards of Learning Basic Operations and Concepts
C/T K-2.1The student will demonstrate knowledge of
the nature and operation of technology systems.
Identify the computer as a machine that helps
people at school, work, and play.
Use technology to demonstrate the ability to perform
a variety of tasks; among them turning on and off a
computer, starting and closing programs, saving
work, creating folders, using pull-down menus, closing
windows, dragging objects, and responding to
commands.
Social and Ethical Issues
C/T K-2.3 The student will practice responsible use of
technology systems, information, and software.
Know the school’s rules for using computers.
Understand the importance of protecting personal
information or passwords.
Understand the basic principles of the ownership of
ideas.
C/T K-2.4 The student will use technology responsibly.
Demonstrate respect for the rights of others while
using computers.
Understand the responsible use of equipment and
resources.
Technology Research Tools
C/T K-2.5 The student will use technology to locate,
evaluate, and collect information from a variety of
sources.
Identify information in various formats.
Identify available sources of information.
Problem-solving and Decision-making Tools
C/T K-2.6 The student will use technology resources for
solving problems and making informed decisions.
Recognize that technology can be used to solve
problems and make informed decisions.
Identify and select technologies to address problems.
Technology Communication Tools
C/T K-2.7 The student will use a variety of media and
Funfonix.com
Starfall.com
Learningplanet.com
Playkidsgames.com/
alphabetgames
Tumblebooks
Site word
http://www.mrcpl.or
g/literacy/lessons/sig
ht/index.html
PBSkids
June 2012 Page 20 of 34
formats to communicate information and ideas
effectively to multiple audiences.
Identify the best tool to communicate information.
Use technology tools for individual writing,
communication, and publishing activities.
Demonstrate the ability to create, save, retrieve, and
print document.
June 2012 Page 21 of 34
Pacing
Guide
Standards of Learning Expanded Essential Knowledge, Skills, and Processes Assessments
3rd Nine
Weeks
Theme 6:
Sunshine and
Raindrops
Theme 7:
Wheels Go
Around
Theme 8:
Down on the
Farm
ORAL LANGUAGE
K.1 The student will demonstrate growth in the use
of oral language.
a) Listen to a variety of literary forms, including
stories and poems.
b) Participate in a variety of oral language
activities including choral and echo speaking
and recitation of short poems, rhymes, songs, and
stories with repeated word order patterns.
c) Participate in oral generation of language
experience narratives.
d) Participate in creative dramatics.
e) Use complete sentences that include subject,
verb, and object.
ORAL LANGUAGE
Students should begin working towards mastery of skills
from first semester.
Expand, enrich, and reinforce all oral language skills
introduced in the first semester.
K.1e) use complete sentences that include subject,
verb, and object when speaking.
ORAL LANGUAGE
Applications For
Informal Assessments
Teacher observation
(individual and
group)
Oral questioning
Student “think aloud”
Interviews
Student
demonstrations
Anecdotal records
Responses to stories
Sing-A-Longs
K.2The student will expand understanding and
use of word meanings.
a) Increase listening and speaking vocabularies.
b) Use number words.
c) Use words to describe/name people, places,
and things.
d) Use words to describe/name location, size,
color, and shape.
e) Use words to describe/name actions.
f) Ask about words not understood.
June 2012 Page 22 of 34
3rd Nine
Weeks
(cont’d)
g) Use vocabulary from other
content areas.
K.3The student will build oral communication
skills.
a) Express ideas in complete sentences and
express needs through direct requests.
b) Begin to initiate conversations.
c) Begin to follow implicit rules for conversation,
including taking turns and staying on topic.
d) Listen and speak in informal conversations with
peers and adults.
e) Participate in group and partner discussions
about various texts and topics.
f) Begin to use voice level, phrasing, and
intonation appropriate for various language
situations.
g) Follow one- and two-step directions.
h) Begin to ask how and why questions.
K.3a) speak audibly in complete sentences, expressing
thoughts, feelings and ideas clearly.
verbally express needs through direct requests.
K.4 The student will identify, say, segment, and
blend various units of speech sounds.
a.) Begin to discriminate between spoken
sentences, words, and syllables.
b) Identify and produce words that rhyme.
K.4a) discriminate between large phonological units of
running speech, sentences, words, and syllables.
June 2012 Page 23 of 34
3rd Nine
Weeks
(cont’d)
c) Blend and segment multi-syllabic words at the
syllable level.
d) Segment one-syllable words into speech sound
units including beginning phoneme(s) (onset)
and ending (rimes).
e) Identify words according to shared beginning
and/or ending sounds.
K.4c) substitute the beginning consonant to make a
new word (e.g., the teacher asks the student to say
cat, but in the place of /c/ she asks them to say /b/,
and the student responds with bat).
segment a word into individual syllables by clapping
hands or snapping fingers.
While mastery of these letters is expected at this point,
letter sound instruction should be differentiated and
extended as needed.
HM letters to know:
S,M,R,T,B,N,H,V,C,P,G,F,L,K,Q,D,Z,X,A,I,O
READING
K.5 The student will understand how print is
organized and read.
a) Hold print materials in the correct position.
b) Identify the front cover, back cover, and title
page of a book.
c) Distinguish between print and pictures.
READING
Students should begin working towards mastery of skills
from first semester.
Expand, enrich, and reinforce all reading skills
introduced in the first semester.
HM Tested Skills
Theme 6 Blending and Segmenting Phonemes,
Letter/Sound Recognition, Blending Short i Words,
Fantasy/Realism, Plot, Capital at Beginning of
Sentence, Ending Punctuation, Quotation Mark
Theme7 Blending and Segmenting Phonemes,
Letter/sound recognition, Text organization and
Summarizing, Cause and Effect, Making Predictions
Theme8 Blending Phonemes, Initial Phoneme
Substitution, Letter/Sound Recognition,
Fantasy/Realism, Noting Details, Drawing Conclusions,
Using Correct Capitalization, Directionality
READING
Applications For
Informal Assessments
Apply letter/sound
relationships
Teacher observation
(individual and
group)
Oral questioning
Student “think aloud”
Conferences or
interviews
Student
demonstrations
Anecdotal records
Student-made books
Daily message
Predictable charts
Art and written
responses to stories
Nursery rhyme charts
Big Books
June 2012 Page 24 of 34
3rd Nine
Weeks
(cont’d)
d) Follow words from left to right and from top to
bottom on a printed page.
e) Match voice with print (concept of word).
K.5d) locate and name periods, question marks, and
exclamation points.
Recognize a selection of high-frequency and sight
words.(Each student may know a different set of
words.)
HM words to read and know: I, am, a, can, my, see,
the, is, and, it, in, go, like, to, you, big, on, for
Shared writing
DISTRICT-WIDE
REQUIRED
ASSESSMENTS
High Frequency
Words to Read
K.6 The student will demonstrate an
understanding that print conveys meaning.
a) Identify common signs and logos.
b) Explain that printed materials provide
information.
c) Read and explain own writing and drawings.
d) Read his/her name and read fifteen
meaningful, concrete words.
K.7 The student will develop an understanding of
basic phonetic principles.
a) Identify and name the uppercase and
lowercase letters of the alphabet.
b) Match consonant, short vowel, and initial
consonant digraph sounds to appropriate letters.
c) Demonstrate a speech-to-print match through
accurate finger-point reading in familiar text that
includes words with more than one syllable.
June 2012 Page 25 of 34
3rd Nine
Weeks
(cont’d)
K.8 The student will expand vocabulary.
a) Discuss meanings of words.
b) Develop vocabulary by listening to a variety of
texts read aloud.
K.9 The student will demonstrate comprehension
of fictional texts.
a) Identify what an author does and what an
illustrator does.
b) Relate previous experiences to what is read.
c) Use pictures to make predictions.
d) Begin to ask and answer questions about what
is read.
e) Use story language in discussions and retellings.
f) Retell familiar stories, using beginning, middle,
and end.
g) Discuss characters, setting, and events.
K.8a) use newly learned words in literacy tasks.
discuss meanings of specific words including synonyms
and antonyms in partner, group and teacher-guided
settings.
sort common objects into categories (e.g., shapes,
foods) to gain a sense of the concepts the categories
represent.
use common adjectives to distinguish objects (e.g., the
small red square; the shy white cat). (Students are not
required to know the term adjective at this level.)
K.9g) give evidence that they understand the meaning
of what is being read aloud, including the who, what,
June 2012 Page 26 of 34
3rd Nine
Weeks
(cont’d)
when, where, why, and how.
K.10 The student will demonstrate comprehension
of nonfiction texts.
a) Use pictures to identify topic and make
predictions.
b) Identify text features specific to the topic, such
as titles, headings, and pictures.
READING CROSS CURRICULAR CONNECTIONS
SSK.1
SSK.3
SSK.4
SSK.6
SSK.7
SSK.9
WRITING
K.11 The student will print in manuscript.
a) Print uppercase and lowercase letters of the
alphabet independently.
b) Print his/her first and last names.
K.12 The student will write to communicate ideas
for a variety of purposes.
a) Differentiate pictures from writing.
b) Draw pictures and/or use letters and
phonetically spelled words to write about
experiences.
WRITING
Students should begin working towards mastery of skills
from first semester.
Expand, enrich, and reinforce all writing skills
introduced in the first semester.
HM letters to write
S,M,R,T,B,N,H,V,C,P,G,F,L,K,Q,D,Z,X,A,I,O
HM words to spell: I, am, a, can, my, see, the, is, and,
it, in, go, like, to, you, big, on, for
WRITING
WRITING
Applications For
Informal Assessments
Daily message
(modeled)
Recording
Observations
(shared)
Making Lists (shared)
Various writing forms
(shared)
Descriptions (shared)
Labeled pictured
(shared)
June 2012 Page 27 of 34
3rd Nine
Weeks
(cont’d)
c) Use letters and beginning consonant sounds to
spell phonetically words to describe pictures or
write about experiences.
d) Write left to right and top to bottom.
Keyboarding
WRITING CROSS CURRICULAR CONNECTIONS
SSK.11
Dancemat Typing-
http://www.bbc.co.uk/schools/typing/
Students are encouraged to “play” at this keyboarding
site, both at school and at home.
Journals (shared,
independent)
Graphic Organizers
(shared)
Record information
Spotsylvania County
Writing Rubric
District-Wide Required
Assessments
High Frequency word
list
TECHNOLOGY
K.13 The student will use available technology for
reading and writing
Computer/Technology Standards
TECHNOLOGY Students should begin working towards mastery of skills
from first semester.
Expand, enrich, and reinforce computer/technology
skills introduced in the first semester.
TECHNOLOGY
Tools and Software
available
Pixie
Kidspiration
Inspiration
Smart board
Smart Response
Photo Story
Funfonix.com
Starfall.com
Learningplanet.com
Playkidsgames.com/
alphabetgames
Tumblebooks
Site word
http://www.mrcpl.or
g/literacy/lessons/sig
ht/index.html
PBSkids
June 2012 Page 28 of 34
Pacing
Guide
Standards of Learning Expanded Essential Knowledge, Skills, and Processes Assessments
4th Nine
Weeks
Theme 9:
Spring is Here
Theme 10:
A World of
Animals
ORAL LANGUAGE
K.1 The student will demonstrate growth in the use
of oral language.
a) Listen to a variety of literary forms, including
stories and poems.
b) Participate in a variety of oral language
activities including choral and echo speaking
and recitation of short poems, rhymes, songs, and
stories with repeated word order patterns.
c) Participate in oral generation of language
experience narratives.
d) Participate in creative dramatics.
e)Use complete sentences that include subject,
verb, and object.
ORAL LANGUAGE
Students should be working towards mastery of skills
from first three quarters.
Expand, enrich, and reinforce all oral language skills
introduced in the first three quarters.
K.1e) use complete sentences that include subject,
verb, and object when speaking.
ORAL LANGUAGE
Applications For
Informal Assessments
Teacher observation
(individual and
group)
Oral questioning
Student “think aloud”
Interviews
Student
demonstrations
Anecdotal records
Responses to stories
Sing-A-Longs
K.2The student will expand understanding and
use of word meanings.
a) Increase listening and speaking vocabularies.
b) Use number words.
c) Use words to describe/name people, places,
and things.
d) Use words to describe/name location, size,
color, and shape.
e) Use words to describe/name actions.
f) Ask about words not understood.
June 2012 Page 29 of 34
4th Nine
Weeks
(cont’d)
g) Use vocabulary from other
content areas.
K.3The student will build oral communication
skills.
a) Express ideas in complete sentences and
express needs through direct requests.
b) Begin to initiate conversations.
c) Begin to follow implicit rules for conversation,
including taking turns and staying on topic.
d) Listen and speak in informal conversations with
peers and adults.
e) Participate in group and partner discussions
about various texts and topics.
f) Begin to use voice level, phrasing, and
intonation appropriate for various language
situations.
g) Follow one- and two-step directions.
h) Begin to ask how and why questions.
K.3a) speak audibly in complete sentences, expressing
thoughts, feelings and ideas clearly.
verbally express needs through direct requests.
K.4The student will identify, say, segment, and
blend various units of speech sounds.
a.) Begin to discriminate between spoken
sentences, words, and syllables.
b) Identify and produce words that rhyme.
K.4a) discriminate between large phonological units of
running speech, sentences, words, and syllables.
June 2012 Page 30 of 34
4th Nine
Weeks
(cont’d)
c) Blend and segment multi-syllabic words at the
syllable level.
d) Segment one-syllable words into speech sound
units including beginning phoneme(s) (onset)
and ending (rimes).
e) Identify words according to shared beginning
and/or ending sounds.
ORAL LANGUAGE CROSS CURRICULAR
CONNECTIONS
SSK.1a,b
K.4c) substitute the beginning consonant to make a
new word (e.g., the teacher asks the student to say
cat, but in the place of /c/ she asks them to say /b/,
and the student responds with bat).
K.4d) segment a word into individual syllables by
clapping hands or snapping fingers.
While mastery of these letters is expected at this point,
letter sound instruction should be differentiated and
extended as needed.
HM letters to know:
S,M,R,T,B,N,H,V,C,P,G,F,L,K,Q,D,Z,X,A,I,O
READING
4.5 The student will understand how print is
organized and read.
a) Hold print materials in the correct position.
b) Identify the front cover, back cover, and title
page of a book.
c) Distinguish between print and pictures.
READING
Students should be working towards mastery of skills
from first three quarters.
Expand, enrich, and reinforce all reading skills
introduced in the first three quarters.
HM Tested Skills
Theme 9 Syllables in Spoken Words, Phoneme
Substitution, Letter/Sound Recognition, Blending Short e
Words, Sequence of Events, Story Structure: Character
and Setting, Categorize and Classify, Distinguish
Letter/Word/Sentence, First/Last Letter in a Written
Word.
Theme 10 Phoneme Substitution, Letter/Sound
Recognition, Blending Short u Words, Story Structure:
Beginning/Middle/End, Compare and Contrast, Story
READING
Applications For
Informal Assessments
Apply letter/sound
relationships
Teacher observation
(individual and
group)
Oral questioning
Student “think aloud”
Conferences or
interviews
Student
demonstrations
Anecdotal records
Student-made books
Daily message
Predictable charts
Art and written
responses to stories
June 2012 Page 31 of 34
4th Nine
Weeks
(cont’d)
d) Follow words from left to right and from top to
bottom on a printed page.
e) Match voice with print (concept of word).
Structure: Plot, Capital at Beginning of a Sentence, End
of a Sentence/End Punctuation.
K.5d) locate and name periods, question marks, and
exclamation points.
K.5e) Recognize a selection of high-frequency and
sight words.(Each student may know a different set of
words.)
HM words to read and know: I, am, a, can, my, see,
the, is, and, it, in, go, like, to, you, big, on, for, get, he,
me, play, she, we
Nursery rhyme charts
Big Books
Shared writing
DISTRICT-WIDE
REQUIRED
ASSESSMENTS
Fiction Retelling
Spring PALS-K
Self-Portrait
High Frequency
Words to Read
K.6 The student will demonstrate an
understanding that print conveys meaning.
a) Identify common signs and logos.
b) Explain that printed materials provide
information.
c) Read and explain own writing and drawings.
d) Read his/her name and read fifteen
meaningful, concrete words.
K.7 The student will develop an understanding of
basic phonetic principles.
a) Identify and name the uppercase and
lowercase letters of the alphabet.
b) Match consonant, short vowel, and initial
consonant digraph sounds to appropriate letters.
c) Demonstrate a speech-to-print match through
accurate finger-point reading in familiar text that
June 2012 Page 32 of 34
4th Nine
Weeks
(cont’d)
includes words with more than one syllable.
K.8 The student will expand vocabulary.
a) Discuss meanings of words.
b) Develop vocabulary by listening to a variety of
texts read aloud.
K.8a) use newly learned words in literacy tasks.
discuss meanings of specific words including synonyms
and antonyms in partner, group and teacher-guided
settings.
sort common objects into categories (e.g., shapes,
foods) to gain a sense of the concepts the categories
represent.
use common adjectives to distinguish objects (e.g., the
small red square; the shy white cat). (Students are not
required to know the term adjective at this level.)
K.9 The student will demonstrate comprehension
of fictional texts.
a) Identify what an author does and what an
illustrator does.
b) Relate previous experiences to what is read.
c) Use pictures to make predictions.
d) Begin to ask and answer questions about what
is read.
e) Use story language in discussions and retellings.
June 2012 Page 33 of 34
4th Nine
Weeks
(cont’d)
f) Retell familiar stories, using beginning, middle,
and end.
g) Discuss characters, setting, and events.
K.9g) give evidence that they understand the meaning
of what is being read aloud, including the who, what,
when, where, why, and how.
K.10 The student will demonstrate comprehension
of nonfiction texts.
a) Use pictures to identify topic and make
predictions.
b) Identify text features specific to the topic, such
as titles, headings, and pictures.
WRITING
K.11 The student will print in manuscript.
a) Print uppercase and lowercase letters of the
alphabet independently.
b) Print his/her first and last names.
K.12 The student will write to communicate ideas
for a variety of purposes.
a) Differentiate pictures from writing.
b) Draw pictures and/or use letters and
phonetically spelled words to write about
experiences.
c) Use letters and beginning consonant sounds to
spell phonetically words to describe pictures or
write about experiences.
d) Write left to right and top to bottom.
Keyboarding
WRITING
Students should be working towards mastery of skills
from first three quarters.
Expand, enrich, and reinforce all writing skills
introduced in the first, second, and third nine weeks.
High frequency words to spell: HM words to read and
know: I, am, a, can, my, see, the, is, and, it, in, go, like,
to, you, big, on, for, get, he, me, play, she, we
Practice writing sentences using high frequency words:
I, am, a, can, my, see, the, is, and, it, in, go, like, to,
you, big, on, for, get, he, me, play, she, we
Dancemat Typing-
WRITING
WRITING
Applications For
Informal Assessments
Daily message
(modeled)
Recording
Observations
(shared)
Making Lists (shared)
Various writing forms
(shared)
Descriptions (shared)
Labeled pictured
(shared)
Journals (shared,
independent)
Graphic Organizers
(shared)
Record information
Spotsylvania County
Writing Rubric
June 2012 Page 34 of 34
4th Nine
Weeks
(cont’d)
WRITNG CROSS CURRICULAR CONNECTIONS
SSK.11
http://www.bbc.co.uk/schools/typing/
Students are encouraged to “play” at this keyboarding
site, both at school and at home.
District-Wide Required
Assessments
PALS-K (spelling)
High Frequency word
list
Spotsylvania County
Writing Prompt
TECHNOLOGY
K.13 The student will use available technology for
reading and writing
Computer/Technology Standards
TECHNOLOGY Students should be working towards mastery of skills
from first three quarters.
Expand, enrich, and reinforce computer/technology
skills introduced in the first, second, and third nine
weeks.
TECHNOLOGY
Tools and Software
available
Pixie
Kidspiration
Inspiration
Smart board
Smart Response
Photo Story
Funfonix.com
Starfall.com
Learningplanet.com
Playkidsgames.com/
alphabetgames
Tumblebooks
Site word
http://www.mrcpl.or
g/literacy/lessons/sig
ht/index.html
PBSkids