web view2014 quarter two grade 00 ela/writing . yearly standards: k.r.rf.01d, k.r.rf.03a, k.r.rf.04,...
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2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
10/06/14 10/45 Days
[ K.L.02c] I can write a letter or letters for short-vowel sounds.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). "I can write a letter or letters for short-vowel sounds."
N/A Stage I ELP/Common Core Crosswalk
Stage I ELP standards
BT Unwrapped Document K.L.02c
5/10 Days
[ K.L.05a] With guidance and support from adults, explore word relationships and nuances in word meanings.
a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
"I can sort objects into categories."
I-L-2:HI-1naming and sorting common objects and pictures into self-selected categories and providing rationale.
BT Unwrapped Document K.L.05a
5/10 [ K.R.RI.07] With prompting and N/A BT Unwrapped Document 1
Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
Days support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts.)
"I can describe how a picture shows information."
K.R.Ri.07
15 Days K.R.RL.07
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what moment in a story an illustration depicts.)
"I can describe how a picture shows the story.”
I-R-3:HI-2 making and confirming predictions based on the title, cover illustrations and text.
BT Unwrapped Document K.R.RL.07
10/13/14 5/45 [ K.L.02c] I can write a letter or letters for short-vowel sounds.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
c. Write a letter or letters for most consonant and short-vowel
N/A BT Unwrapped K.L.02c
2Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
sounds (phonemes). "I can write a letter or letters for short-vowel sounds."
50/50 Days
[ K.L.02d] I can spell words phonetically.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. "I can spell words phonetically."
N/A BT Unwrapped K.L.02d
35/35 [ K.W.04] I can write useful text with my teacher's help.
With guidance and support from
I-W-1:HI-2 writing expository responses using simple sentences that include sight words, CVC words, and phonetic spelling to describe, explain, or inform.
BT Unwrapped K.W.04
3Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above).
a. With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters, labels, graphs/tables) in which the development and organization are appropriate to task and purpose.
"I can write useful text with my teacher’s help."
I-W-1:HI-3writing to provide directions or information related to real world tasks using simple sentences that include sight words, CVC words, and phonetic spelling.
I-W-1:HI-4 writing friendly letters or thank you notes using simple sentences that include sight words, CVC words, and phonetic spelling.
I-W-3:HI-1generating or expanding on ideas independently by drawing pictures and using key vocabulary in graphic organizers. (e.g., storyboard)
I-W-3:HI-2experimenting with writing a draft for a specific purpose.
I-W-3:HI-4experimenting with reviewing the draft for errors in conventions including left to right, return sweep, capital letters at the beginning of sentences and names, spaces between words, and ending punctuation.
4Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
I-W-3:HI-5finalizing an original piece of writing for an intended audience.
15/15 [ K.R.RF.02b.1] I can count, say, blend, and take apart the number of syllables in a word
Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words.
"I can count, say, blend, and take apart the number of syllables in a word."
I-R-2:HI-1segmenting one-syllable words into its phonemes.
I-R-2:HI-2orally producing groups of words that begin with the same initial sounds (alliteration).
I-R-2:HI-3blending two or three spoken syllables to produce words.
Bt Unwrapped K.R.RF.02b.1
15/15 Days
[ K.R.RF.02b.2] I can put together and take apart the sounds that make up words.
Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words.
I-R-2:HI-1segmenting one-syllable words into its phonemes.
I-R-2:HI-2orally producing groups of words that begin with the same initial sounds (alliteration).
Bt Unwrapped K.R.RF.02b.2
5Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
"I can put together and take apart the sounds that make up words."
I-R-2:HI-3blending two or three spoken syllables to produce words.
15/15 Days
[ K.R.RF.02c] I can say the beginning sound of a word. I can say the ending sound of a word. I can say the middle sound of a word.
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel- consonant, or CVC) words. (This does not include CVCs ending with /l/, / r/, or /x/.)
"I can say the beginning sound of a word. I can say the ending sound of a word. I can say the middle sound of a word."
I-R-2:HI-1segmenting one-syllable words into its phonemes.
I-R-2:HI-10decoding common CVC words.
Bt Unwrapped K.R.RF.02c
50/50 Days
[ K.R.RF.03c] I can read sight words with fluency.
I-R-2:HI-7reading high frequency words with
Bt Unwrapped K.R.RF.03c
6Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
Read common high- frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
"I can read sight words with fluency. "
Quarterly Sight Words
automaticity in context.
15/15 Days
[ K.R.RL.07] I can describe how a picture shows the story.
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what moment in a story an illustration depicts.)
"I can describe how a picture shows the story."
I-R-3:HI-2making and confirming predictions based on the title, cover illustrations and text.
BT Unwrapped K.R.RL.07
10/20/14 45/50 Days
[ K.L.02d] I can spell words phonetically.
Demonstrate command of the conventions of standard English capitalization, punctuation, and
N/A BT Unwrapped K.L.02d
7Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
spelling when writing.
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. "I can spell words phonetically."
30/35 Days
[ K.W.04] I can write useful text with my teacher's help.
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above).
a. With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters,
I-W-1:HI-2 writing expository responses using simple sentences that include sight words, CVC words, and phonetic spelling to describe, explain, or inform.
I-W-1:HI-3writing to provide directions or information related to real world tasks using simple sentences that include sight words, CVC words, and phonetic spelling.
I-W-1:HI-4 writing friendly letters or thank you notes using simple sentences that include sight words, CVC words, and phonetic spelling.
BT Unwrapped K.W.04
8Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
labels, graphs/tables) in which the development and organization are appropriate to task and purpose.
"I can write useful text with my teacher’s help."
I-W-3:HI-1generating or expanding on ideas independently by drawing pictures and using key vocabulary in graphic organizers. (e.g., storyboard)
I-W-3:HI-2experimenting with writing a draft for a specific purpose.
I-W-3:HI-4experimenting with reviewing the draft for errors in conventions including left to right, return sweep, capital letters at the beginning of sentences and names, spaces between words, and ending punctuation.
I-W-3:HI-5finalizing an original piece of writing for an intended audience.
10/15 Days
[ K.R.RF.02b.1] I can count, say, blend, and take apart the number of syllables in a word
Count, pronounce, blend, and segment syllables in spoken words. Blend and segment
I-R-2:HI-1segmenting one-syllable words into its phonemes.
I-R-2:HI-2orally producing groups of words that begin with the same initial sounds
Bt Unwrapped K.R.RF.02b.1
9Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
onsets and rimes of single-syllable spoken words.
"I can count, say, blend, and take apart the number of syllables in a word."
(alliteration).
I-R-2:HI-3blending two or three spoken syllables to produce words.
10/15 Days
[ K.R.RF.02b.2] I can put together and take apart the sounds that make up words.
Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words.
"I can put together and take apart the sounds that make up words."
I-R-2:HI-1segmenting one-syllable words into its phonemes.
I-R-2:HI-2orally producing groups of words that begin with the same initial sounds (alliteration).
I-R-2:HI-3blending two or three spoken syllables to produce words.
Bt Unwrapped K.R.RF.02b.2
10/15 Days
[ K.R.RF.02c] I can say the beginning sound of a word. I can say the ending sound of a word. I can say the middle sound of a word.
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme
I-R-2:HI-1segmenting one-syllable words into its phonemes.
I-R-2:HI-10decoding common CVC words.
Bt Unwrapped K.R.RF.02c
10Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
(consonant-vowel- consonant, or CVC) words. (This does not include CVCs ending with /l/, / r/, or /x/.)
"I can say the beginning sound of a word. I can say the ending sound of a word. I can say the middle sound of a word."
45/50Days
[ K.R.RF.03c] I can read sight words with fluency.
Read common high- frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
"I can read sight words with fluency. "
Quarterly Sight Words
I-R-2:HI-7reading high frequency words with automaticity in context.
Bt Unwrapped K.R.RF.03c
10/27/14 40/50 Days
[ K.L.02d] I can spell words phonetically.
Demonstrate command of the conventions of standard English capitalization, punctuation, and
N/A BT Unwrapped K.L.02d
11Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
spelling when writing.
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. "I can spell words phonetically."
25/35 Days
[ K.W.04] I can write useful text with my teacher's help.
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above).
a. With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters,
I-W-1:HI-2 writing expository responses using simple sentences that include sight words, CVC words, and phonetic spelling to describe, explain, or inform.
I-W-1:HI-3writing to provide directions or information related to real world tasks using simple sentences that include sight words, CVC words, and phonetic spelling.
I-W-1:HI-4 writing friendly letters or thank you notes using simple sentences that include sight words, CVC words, and phonetic spelling.
BT Unwrapped K.W.04
12Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
labels, graphs/tables) in which the development and organization are appropriate to task and purpose.
"I can write useful text with my teacher’s help."
I-W-3:HI-1generating or expanding on ideas independently by drawing pictures and using key vocabulary in graphic organizers. (e.g., storyboard)
I-W-3:HI-2experimenting with writing a draft for a specific purpose.
I-W-3:HI-4experimenting with reviewing the draft for errors in conventions including left to right, return sweep, capital letters at the beginning of sentences and names, spaces between words, and ending punctuation.
I-W-3:HI-5finalizing an original piece of writing for an intended audience.
5/15 Days
[ K.R.RF.02b.1] I can count, say, blend, and take apart the number of syllables in a word
Count, pronounce, blend, and segment syllables in spoken words. Blend and segment
I-R-2:HI-1segmenting one-syllable words into its phonemes.
I-R-2:HI-2orally producing groups of words that begin with the same initial sounds
Bt Unwrapped K.R.RF.02b.1
13Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
onsets and rimes of single-syllable spoken words.
"I can count, say, blend, and take apart the number of syllables in a word."
(alliteration).
I-R-2:HI-3blending two or three spoken syllables to produce words.
5/15 Days
[ K.R.RF.02b.2] I can put together and take apart the sounds that make up words.
Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words.
"I can put together and take apart the sounds that make up words."
I-R-2:HI-1segmenting one-syllable words into its phonemes.
I-R-2:HI-2orally producing groups of words that begin with the same initial sounds (alliteration).
I-R-2:HI-3blending two or three spoken syllables to produce words.
Bt Unwrapped K.R.RF.02b.2
5/15 Days
[ K.R.RF.02c] I can say the beginning sound of a word. I can say the ending sound of a word. I can say the middle sound of a word.
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme
I-R-2:HI-1segmenting one-syllable words into its phonemes.
I-R-2:HI-10decoding common CVC words.
Bt Unwrapped K.R.RF.02c
14Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
(consonant-vowel- consonant, or CVC) words. (This does not include CVCs ending with /l/, / r/, or /x/.)
"I can say the beginning sound of a word. I can say the ending sound of a word. I can say the middle sound of a word."
40/50Days
[ K.R.RF.03c] I can read sight words with fluency.
Read common high- frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
"I can read sight words with fluency. "
Quarterly Sight Words
I-R-2:HI-7reading high frequency words with automaticity in context.
Bt Unwrapped K.R.RF.03c
11/03/14 35/50 Days
[ K.L.02d] I can spell words phonetically.
Demonstrate command of the conventions of standard English capitalization, punctuation, and
N/A BT Unwrapped K.L.02d
15Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
spelling when writing.
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. "I can spell words phonetically."
20/35 Days
[ K.W.04] I can write useful text with my teacher's help.
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above).
a. With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters,
I-W-1:HI-2 writing expository responses using simple sentences that include sight words, CVC words, and phonetic spelling to describe, explain, or inform.
I-W-1:HI-3writing to provide directions or information related to real world tasks using simple sentences that include sight words, CVC words, and phonetic spelling.
I-W-1:HI-4 writing friendly letters or thank you notes using simple sentences that include sight words, CVC words, and phonetic spelling.
BT Unwrapped K.W.04
16Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
labels, graphs/tables) in which the development and organization are appropriate to task and purpose.
"I can write useful text with my teacher’s help."
I-W-3:HI-1generating or expanding on ideas independently by drawing pictures and using key vocabulary in graphic organizers. (e.g., storyboard)
I-W-3:HI-2experimenting with writing a draft for a specific purpose.
I-W-3:HI-4experimenting with reviewing the draft for errors in conventions including left to right, return sweep, capital letters at the beginning of sentences and names, spaces between words, and ending punctuation.
I-W-3:HI-5finalizing an original piece of writing for an intended audience.
20/20 Days
[ K.R.RF.02a] I can say and make words that rhyme.
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
I-R-2:HI-4orally forming words by substituting simple onsets (/c/) with given rimes (/at/).
BT Unwrapped K.R.RF.02a
17Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
a) Recognize and produce rhyming words.
"I can say and make words that rhyme."
20/20 Days
[ K.R.RF.02d] I can make a new word by taking away, adding, or changing a sound.
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
"I can make a new word by taking away, adding, or changing a sound."
I-R-2:HI-1segmenting one-syllable words into its phonemes.
BT Unwrapped K.R.RF.02d
18Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
35/50Days
[ K.R.RF.03c] I can read sight words with fluency.
Read common high- frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
"I can read sight words with fluency. "
Quarterly Sight Words
I-R-2:HI-7reading high frequency words with automaticity in context.
Bt Unwrapped K.R.RF.03c
11/10/14 30/50 Days
[ K.L.02d] I can spell words phonetically.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. "I can spell words phonetically."
N/A BT Unwrapped K.L.02d
19Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
15/35 Days
[ K.W.04] I can write useful text with my teacher's help.
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above).
a. With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters, labels, graphs/tables) in which the development and organization are appropriate to task and purpose.
"I can write useful text with my teacher’s help."
I-W-1:HI-2 writing expository responses using simple sentences that include sight words, CVC words, and phonetic spelling to describe, explain, or inform.
I-W-1:HI-3writing to provide directions or information related to real world tasks using simple sentences that include sight words, CVC words, and phonetic spelling.
I-W-1:HI-4 writing friendly letters or thank you notes using simple sentences that include sight words, CVC words, and phonetic spelling.
I-W-3:HI-1generating or expanding on ideas independently by drawing pictures and using key vocabulary in graphic organizers. (e.g., storyboard)
I-W-3:HI-2experimenting with writing a draft for a specific purpose.
BT Unwrapped K.W.04
20Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
I-W-3:HI-4experimenting with reviewing the draft for errors in conventions including left to right, return sweep, capital letters at the beginning of sentences and names, spaces between words, and ending punctuation.
I-W-3:HI-5finalizing an original piece of writing for an intended audience.
15/20 Days
[ K.R.RF.02a] I can say and make words that rhyme.
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a) Recognize and produce rhyming words.
"I can say and make words that rhyme."
I-R-2:HI-4orally forming words by substituting simple onsets (/c/) with given rimes (/at/).
BT Unwrapped K.R.RF.02a
15/20 Days
[ K.R.RF.02d] I can make a new word by taking away, adding, or changing a sound.
Add or substitute individual
I-R-2:HI-1segmenting one-syllable words into its phonemes.
BT Unwrapped K.R.RF.02d
21Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
sounds (phonemes) in simple, one-syllable words to make new words.
"I can make a new word by taking away, adding, or changing a sound."
30/50Days
[ K.R.RF.03c] I can read sight words with fluency.
Read common high- frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
"I can read sight words with fluency. "
Quarterly Sight Words
I-R-2:HI-7reading high frequency words with automaticity in context.
Bt Unwrapped K.R.RF.03c
11/17/14 25/50 Days
[ K.L.02d] I can spell words phonetically.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
d. Spell simple words
N/A BT Unwrapped K.L.02d
22Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
phonetically, drawing on knowledge of sound-letter relationships. "I can spell words phonetically."
10/35 Days
[ K.W.04] I can write useful text with my teacher's help.
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above).
a. With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters, labels, graphs/tables) in which the development and organization are appropriate to
I-W-1:HI-2 writing expository responses using simple sentences that include sight words, CVC words, and phonetic spelling to describe, explain, or inform.
I-W-1:HI-3writing to provide directions or information related to real world tasks using simple sentences that include sight words, CVC words, and phonetic spelling.
I-W-1:HI-4 writing friendly letters or thank you notes using simple sentences that include sight words, CVC words, and phonetic spelling.
I-W-3:HI-1generating or expanding on ideas
BT Unwrapped K.W.04
23Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
task and purpose.
"I can write useful text with my teacher’s help."
independently by drawing pictures and using key vocabulary in graphic organizers. (e.g., storyboard)
I-W-3:HI-2experimenting with writing a draft for a specific purpose.
I-W-3:HI-4experimenting with reviewing the draft for errors in conventions including left to right, return sweep, capital letters at the beginning of sentences and names, spaces between words, and ending punctuation.
I-W-3:HI-5finalizing an original piece of writing for an intended audience.
10/20 Days
[ K.R.RF.02a] I can say and make words that rhyme.
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a) Recognize and produce rhyming words.
I-R-2:HI-4orally forming words by substituting simple onsets (/c/) with given rimes (/at/).
BT Unwrapped K.R.RF.02a
24Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
"I can say and make words that rhyme."
10/20 Days
[ K.R.RF.02d] I can make a new word by taking away, adding, or changing a sound.
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
"I can make a new word by taking away, adding, or changing a sound."
I-R-2:HI-1segmenting one-syllable words into its phonemes.
BT Unwrapped K.R.RF.02d
25/50Days
[ K.R.RF.03c] I can read sight words with fluency.
Read common high- frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
"I can read sight words with fluency. "
Quarterly Sight Words
I-R-2:HI-7reading high frequency words with automaticity in context.
Bt Unwrapped K.R.RF.03c
11/24/14 20/50 Days
[ K.L.02d] I can spell words phonetically.
N/A BT Unwrapped K.L.02d
25Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. "I can spell words phonetically."
5/35 Days
[ K.W.04] I can write useful text with my teacher's help.
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above).
a. With guidance and support from adults, produce functional
I-W-1:HI-2 writing expository responses using simple sentences that include sight words, CVC words, and phonetic spelling to describe, explain, or inform.
I-W-1:HI-3writing to provide directions or information related to real world tasks using simple sentences that include sight words, CVC words, and phonetic spelling.
I-W-1:HI-4 writing friendly letters or thank you notes
BT Unwrapped K.W.04
26Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
writing (e.g., classroom rules, experiments, notes/messages, friendly letters, labels, graphs/tables) in which the development and organization are appropriate to task and purpose.
"I can write useful text with my teacher’s help."
using simple sentences that include sight words, CVC words, and phonetic spelling.
I-W-3:HI-1generating or expanding on ideas independently by drawing pictures and using key vocabulary in graphic organizers. (e.g., storyboard)
I-W-3:HI-2experimenting with writing a draft for a specific purpose.
I-W-3:HI-4experimenting with reviewing the draft for errors in conventions including left to right, return sweep, capital letters at the beginning of sentences and names, spaces between words, and ending punctuation.
I-W-3:HI-5finalizing an original piece of writing for an intended audience.
5/20 Days
[ K.R.RF.02a] I can say and make words that rhyme.
Demonstrate understanding of
I-R-2:HI-4orally forming words by substituting simple onsets (/c/) with given rimes (/at/).
BT Unwrapped K.R.RF.02a
27Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
spoken words, syllables, and sounds (phonemes).
a) Recognize and produce rhyming words.
"I can say and make words that rhyme."
5/20 Days
[ K.R.RF.02d] I can make a new word by taking away, adding, or changing a sound.
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
"I can make a new word by taking away, adding, or changing a sound."
I-R-2:HI-1segmenting one-syllable words into its phonemes.
BT Unwrapped K.R.RF.02d
25/50Days
[ K.R.RF.03c] I can read sight words with fluency.
Read common high- frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
I-R-2:HI-7reading high frequency words with automaticity in context.
Bt Unwrapped K.R.RF.03c
28Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
"I can read sight words with fluency. "
Quarterly Sight Words12/01/14 15/50
Days[ K.L.02d] I can spell words phonetically.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. "I can spell words phonetically."
N/A BT Unwrapped K.L.02d
5 Days Benchmark #2 20/50Days
[ K.R.RF.03c] I can read sight words with fluency.
Read common high- frequency words by sight (e.g., the, of, to,
I-R-2:HI-7reading high frequency words with automaticity in context.
Bt Unwrapped K.R.RF.03c
29Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
you, she, my, is, are, do, does).
"I can read sight words with fluency. "
Quarterly Sight Words12/08/14 10/50
Days[ K.L.02d] I can spell words phonetically.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. "I can spell words phonetically."
N/A BT Unwrapped K.L.02d
15/50Days
[ K.R.RF.03c] I can read sight words with fluency.
Read common high- frequency words by sight (e.g., the, of, to,
I-R-2:HI-7reading high frequency words with automaticity in context.
Bt Unwrapped K.R.RF.03c
30Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
you, she, my, is, are, do, does).
"I can read sight words with fluency. "
Quarterly Sight Words12/15/14 5/50
Days[ K.L.02d] I can spell words phonetically.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. "I can spell words phonetically."
N/A BT Unwrapped K.L.02d
31Chinle Unified School District, No. 24September 2014
2014 Quarter Two Grade 00 ELA/Writing Yearly Standards: K.R.RF.01d, K.R.RF.03a, K.R.RF.04, K.L.01a
Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies
10/50Days
[ K.R.RF.03c] I can read sight words with fluency.
Read common high- frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
"I can read sight words with fluency. "
Quarterly Sight Words
I-R-2:HI-7reading high frequency words with automaticity in context.
Bt Unwrapped K.R.RF.03c
Yearly Standards: K.R.RF.01d Recognize and name all upper‐ and lowercase letters of the alphabet
I-R-2:HI-5 naming all upper and lower case letters of the alphabet with different fonts out of sequence
K.R.RF.03a Demonstrate basic knowledge of one‐to‐one letter‐sound correspondences by producing the primary or many of the most frequent sound for each consonant.
I-R-2:HI-6 Producing letter sounds represented by the single lettered consonant and vowels.
K.R.RF.04 Read emergent‐reader texts with purpose and understanding
K.L.01a Print many upper‐ and lowercase letters. BT Unwrapped K.L.01a
32Chinle Unified School District, No. 24September 2014