Greene County Public Schools Kindergarten Grade English/LA Pacing Guide 2017 -18 Quarter 1 st Bloom’s Taxonomy Abbreviations R=Remember; U=Understand; Ap=Apply; An=Analyze; E=Evaluate; C=Create Time/ Dates SOL/Strand Objective/Content/ Essential Questions/Cognitive Level Vertical Alignment Vocabulary Cross- curricular Connections Aug. 16- Daily K.1a/8b- Oral Language Demonstrate growth in the use of oral language Ap Listen to a variety of literary forms R Essential Skills: K1 •listen to texts read aloud and ask and answer questions for further understanding. •participate in choral and echo speaking and recitation of short poems, rhymes, songs, and stories with repeated patterns and refrains. •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). •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 teacher needs to use a variety of literary forms daily, including books, poems, rhymes, songs, chants stories, poems fiction, nonfiction Unit related books Math literacy videos (Brain Pop) Ebooks
Transcript
Greene County Public SchoolsKindergarten Grade English/LA Pacing Guide 2017 -18 Quarter 1 st
K.1a/8b- Oral LanguageDemonstrate growth in the use of oral language Ap
Listen to a variety of literary forms REssential Skills:K1
•listen to texts read aloud and ask and answer questions for further understanding.•participate in choral and echo speaking and recitation of short poems, rhymes, songs, and stories with repeated patterns and refrains.•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).•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.• use complete sentences that include subject, verb, and object when speaking.K8
discuss meanings of specific words including synonyms and antonyms in partner, group and teacher-guided settings.
identify new meanings for familiar words and apply them accurately (e.g., knowing water as a drink and learning the verb water the flowers).
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.)
ask and respond to questions about unknown words in a text.
teacher needs to use a variety of literary forms daily, including books, poems, rhymes, songs, chants
stories, poemsfiction, nonfiction
Unit related booksMath literacy videos (Brain Pop)Ebooks
identify real-life connections between words and their use (e.g., places that are loud).
use newly learned words in literacy tasks.
Aug. 16- Daily
K.1b- Oral LanguageDemonstrate growth in the use of oral language Ap
Participate in choral speaking using a variety of text with repeated patterns REssential Skills:
listen to texts read aloud and ask and answer questions for further understanding.
participate in choral and echo speaking and recitation of short poems, rhymes, songs, and stories with repeated patterns and refrains.
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).
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.
use complete sentences that include subject, verb, and object when speaking.
using poems and chants repeatedly
patterns Math money poemsPoems and songs for unit themes and holidays
Aug. 16- ongoing
K.3g-Oral LanguageBuild oral communication Rskills
Follow one-step directions UEssential Skills:
begin to use voice level, phrasing, and intonation appropriate for the language situation.
match language to the purpose, situation, environment, and audience.
repeat and follow one- and two-step oral directions.
ask who, what, where, when, why, and how questions to obtain information, seek help, or clarify something not understood.
have students repeat directions back to teacher
follow, directions Every subject
Aug. 16- ongoing
K.3a-f /K.1c,e – Oral Language
Students will follow rules for conversation: taking turns, staying
following classroom
take turns, stay on topic, complete
Every subject
Build R and demonstrate growth in oral communication skillsAp
on topic, using complete sentences, appropriate tone, participating in and initiating formal and informal conversationsUEssential Skills:K3
begin to use voice level, phrasing, and intonation appropriate for the language situation.
match language to the purpose, situation, environment, and audience.
repeat and follow one- and two-step oral directions.
ask who, what, where, when, why, and how questions to obtain information, seek help, or clarify something not understood.
K1
listen to texts read aloud and ask and answer questions for further understanding.
participate in choral and echo speaking and recitation of short poems, rhymes, songs, and stories with repeated patterns and refrains.
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).
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.
use complete sentences that include subject, verb, and object when speaking.
procedures and rules for conversation
sentences, tone, conversations
Aug. 22 – ongoing
K.11b- WritingPrint in manuscript his/her first name R,
Write his/her first name R, Ap Essential Skills:
use appropriate pencil grip.
use model first name Write name on papers in every subject
Ap print upper- and lower-case letters of the alphabet legibly and independently.
use manuscript letter formation.
use manuscript number formation.
form the letters of and space their first and last names.
write their first and last names for a variety of purposes.
capitalize the first word in a sentence and the pronoun I.
August 22Ongoing
K.4b/e – Oral LanguageIdentify , say, segment, and blend units of speech soundsR, An
Identify orally words that rhyme and according to shared beginning sounds or ending sounds REssential Skills:
focus on speech sounds.
demonstrate the concept of word by segmenting spoken sentences into individual words.
segment a word into individual syllables by clapping hands or snapping fingers.
discriminate between large phonological units of running speech, sentences, words, and syllables.
identify a word that rhymes with a spoken word.
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.
supply an appropriate rhyming word to complete a familiar nursery rhyme or a predictable text with rhyming lines.
blend and segment consonants and rimes of spoken words (e.g., /b/- /oat/ = boat, black = /bl/- /ack/).
blend and segment multisyllabic words into syllables (e.g., the teacher asks students to say robot without the /ro-/ and students respond with /bot/).
recognize that a word can be segmented into individual speech sound units.
recognize how phonemes sound when spoken in
expose to books that have rhyming patterns and contain alliteration
rhyme, beginning,ending, alike, same,different
Use literature related to units and math that have rhyming patterns
isolation.
recognize similarities and differences in beginning and ending sounds of words.
Aug.29– ongoing
K.5a/b - ReadingStudent will understand how print is organized and read U
Hold printed materials in the correct position, while identifying the features of a book
REssential Skills:
hold printed material the correct way.
identify the front and back covers of a book.
distinguish the title page from all the other pages in a book.
turn pages appropriately.
distinguish print from pictures.
follow text with a finger, pointing to each word as it is read from left to right and top to bottom.
locate lines of text, words, letters, and spaces.
match voice with print in syllables, words, and phrases.
locate and name periods, question marks, and exclamation points.
teacher modeling correct way
front, back, title, hold
Teacher models in all subjects
Sept. 6-ongoing
K.2a/b- Oral LanguageExpand understanding and use of word meanings Ap
Use number words ApIncrease listening and speaking vocabulary REssential Skills:
understand and use number words in conversations, during partner and group activities, and during teacher-directed instruction.
use words to describe or name people, places, feelings, and things during partner and group activities and during teacher-directed instruction.
use size, shape, color, and spatial words to describe people, places, and things during group or individual activities and during teacher-directed instruction.
use words to show direction and location (e.g., on, off, in, out, over, under, between, and beside).
use a variety of words to describe the actions of
explain definitions of new or unknown words for student understanding
Math word wallLabeling
characters and people in real and make-believe settings in response to stories or class activities.
recognize when they do not understand a word or phrase and seek clarification by asking a peer or an adult.
use vocabulary from content areas during partner or group activities and during teacher-directed instruction.
Sept. 6 – ongoing
K.5c-e/K.7c - Reading
Student will understand how print is organized U and read using basic phonetic principles R
Follow words through accurate finger pointing from left-right, top-bottom on a printed page while matching voice with print and pictures U
Essential Skills:K5
hold printed material the correct way.
identify the front and back covers of a book.
distinguish the title page from all the other pages in a book.
turn pages appropriately.
distinguish print from pictures.
follow text with a finger, pointing to each word as it is read from left to right and top to bottom.
locate lines of text, words, letters, and spaces.
match voice with print in syllables, words, and phrases.
locate and name periods, question marks, and exclamation points.
K7
recognize and name rapidly and with ease uppercase and lowercase letters in sequence and in random order.
match uppercase and lowercase letter pairs.
produce the usual sounds of consonants, short vowels and initial consonant digraphs.
demonstrate concept of word by: tracking familiar print from left to right
and top to bottom; and matching spoken words to print including
words with more than one syllable.
concept of word point, top, bottom, left, right, words, letters, spaces
Track when students read to selfMath/units stories1to 1 correspondence
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.
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.
segment onsets and rimes and begin to blend to form the words.
Sept. 6-2X a week
K.6c - ReadingUnderstand that print conveys meaning U
Read and explain own writing and drawing R, U Essential Skills:
apply knowledge that print conveys meaning.
recognize and identify common signs, logos, and labels.
explain that printed material provides information.
read and explain their own drawings and writings.
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.)
recognize and identify their own first and last names.
reinforce letter sounds as they are taught
write, draw Math journalsDraw pictures to represent standardsDraw pictures to represent Numbers
Sept. 6-1 letter per week
K.7a/b - ReadingUnderstand the basics of phonetic principles U
Identify and name uppercase and lowercase letters while matching appropriate sounds R
Essential Skills:
recognize and name rapidly and with ease uppercase and lowercase letters in sequence and in random order.
match uppercase and lowercase letter pairs.
produce the usual sounds of consonants, short vowels and initial consonant digraphs.
review previously taught letters and soundsMatching activities
uppercase, lowercase, sound
Use skills to write in units and math
demonstrate concept of word by: tracking familiar print from left to right
and top to bottom; and matching spoken words to print including
words with more than one syllable.
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.
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.
segment onsets and rimes and begin to blend to form the words.
Sept. 6-1 letter per week
K.7d - ReadingUnderstand the basics of phonetic principles U
Identify beginning consonant sounds R
Essential Skills:
recognize and name rapidly and with ease uppercase and lowercase letters in sequence and in random order.
match uppercase and lowercase letter pairs.
produce the usual sounds of consonants, short vowels and initial consonant digraphs.
demonstrate concept of word by: tracking familiar print from left to right
and top to bottom; and matching spoken words to print including
words with more than one syllable.
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.
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.
use picture sorts beginning, sounds, consonants
Identify sounds in reading materials in all subject areas
distinguish between similarly spelled words by identifying sounds of the letters that differ.
segment onsets and rimes and begin to blend to form the words.
Sept. 6 –Ongoing
K.13 - WritingStudent will explore the uses of technology for reading and writing An
Use the SmartBoard, iPad to explore technology Ap Essential Skills:
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.
use technology to review/practice previously taught concepts
computers, SmartBoards, iPads
Math and units educational games
Sept. 6 –1-2 letters per weekOngoing
K.11a - WritingPrint in manuscript uppercase/lowercase letters of the alphabet R, Ap
Write uppercase/lowercase lettersR, Ap
Essential Skills:
use appropriate pencil grip.
print upper- and lower-case letters of the alphabet legibly and independently.
use manuscript letter formation.
use manuscript number formation.
form the letters of and space their first and last names.
write their first and last names for a variety of purposes.
capitalize the first word in a sentence and the pronoun I.
fine motor activities, Handwriting Without Tears, ABC Books, Journals
uppercase letterslowercase letters
Use writing skills in math and units
Sept. 12 – ongoing
K.12a-d - WritingStudents will write to communicate ideas for a variety of purposes C
Draw pictures and/or use letters to write, while writing left-right/top-bottom C
Essential Skills:
distinguish print from pictures.
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 …).
Writing journals on topics related to math and units
use writing, dictation, and drawing to narrate an event.
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.
write left to right and top to bottom.
Sept 12-14 Progress Report Assessing
Sept. 19 –ongoing
K.9a/c/e-g/10a Reading
Demonstrate comprehension of fiction and nonfiction text
Predict,(U) discuss, (U) and retell (R)stories while using appropriate story language and pictures(author, illustrator, story sequence, character, setting, and events)
Essential Skills:K9
identify the roles of the author and the illustrator of selected texts.
make ongoing predictions based on illustrations and text.
describe the relationship between illustration and the story (e.g., what moment in the story does the illustration depict).
link knowledge from their own experiences to make sense of and talk about a text.
give evidence that they understand the meaning of what is being read aloud, including the who, what, when, where, why, and how.
ask and respond to simple questions about the content of a book.
use vocabulary from a story in discussions and retellings.
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).
produce artwork or a written response (letters or phonetically spelled words) that demonstrates comprehension of a story that they have heard read aloud.
K.4a – Oral LanguageIdentify (R)say (An) segment, and blend units of speech sounds
Discriminate between spoken sentences, words, and syllables E
when given a series of syllables, words, or sentences identify the one that is different
sentence, word, syllable
Use vocabulary and sentences from math and units
Oct. 24Ongoing
K.2a/c-e/g/K.8a – Oral LanguageExpand (Ap)understanding and use of word meanings
Use words, including vocabulary from other content areas , to describe/name people, places, things, location, size color, shape, and actions ApEssential Skills:K2
understand and use number words in conversations, during partner and group activities, and during teacher-directed instruction.
use words to describe or name people, places, feelings, and things during partner and group activities and during teacher-directed instruction.
use size, shape, color, and spatial words to describe people, places, and things during group or individual activities and during teacher-directed instruction.
use words to show direction and location (e.g., on, off, in, out, over, under, between, and beside).
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.
recognize when they do not understand a word or phrase and seek clarification by asking a peer or an adult.
use vocabulary from content areas during partner or group activities and during teacher-directed
use multiple choice to identify a concept, play odd man out to work on vocabulary
Color, shape, location, positions, size, sort are also covered in mathScience-use 5 senses to classify objects
instruction.K8
discuss meanings of specific words including synonyms and antonyms in partner, group and teacher-guided settings.
identify new meanings for familiar words and apply them accurately (e.g., knowing water as a drink and learning the verb water the flowers).
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.)
ask and respond to questions about unknown words in a text.
identify real-life connections between words and their use (e.g., places that are loud).
use newly learned words in literacy tasks.
Oct. 31Ongoing
K.3g – Oral LanguageBuild oral communication skills R
Follow two-step directions UEssential Skills:
begin to use voice level, phrasing, and intonation appropriate for the language situation.
match language to the purpose, situation, environment, and audience.
repeat and follow one- and two-step oral directions.
ask who, what, where, when, why, and how questions to obtain information, seek help, or clarify something not understood.
follow one step directions
directions, repeat,follow
Every subject
Oct. 31Ongoing
K.3e – Oral LanguageBuild oral communication skills R
Participate in discussions about books and specific topics UEssential Skills:
begin to use voice level, phrasing, and intonation appropriate for the language situation.
match language to the purpose, situation, environment, and audience.
repeat and follow one- and two-step oral directions.
ask who, what, where, when, why, and how questions to obtain information, seek help, or clarify something not understood.
ask how and who, what, when, where, and why questions
K.9b/d - ReadingDemonstrate comprehension of fictional texts Ap
Make connections to, and ask and answer questions about what is readAnEssential Skills:
identify the roles of the author and the illustrator of selected texts.
make ongoing predictions based on illustrations and text.
describe the relationship between illustration and the story (e.g., what moment in the story does the illustration depict).
link knowledge from their own experiences to make sense of and talk about a text.
give evidence that they understand the meaning of what is being read aloud, including the who, what, when, where, why, and how.
ask and respond to simple questions about the content of a book.
use vocabulary from a story in discussions and retellings.
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).
produce artwork or a written response (letters or phonetically spelled words) that demonstrates comprehension of a story that they have heard read aloud.
use descriptive language to talk about characters, settings, and events of a story.
recognize various types of fictional texts (e.g., storybooks, poems).
ask how and who, what, when, where and questions to obtain information
Identify (R) and explain(U) printed materials provide information, such as signs and logosEssential Skills:
identify common signs and logos
signs, logos Environmental printMath symbolsSafety UnitShapes of signs
conveys meaning U
apply knowledge that print conveys meaning.
recognize and identify common signs, logos, and labels.
explain that printed material provides information.
read and explain their own drawings and writings.
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.)
recognize and identify their own first and last names.
Nov.14Ongoing
K.6d - ReadingUnderstand that print conveys meaning U
Read/identify high frequency words REssential Skills:
apply knowledge that print conveys meaning.
recognize and identify common signs, logos, and labels.
explain that printed material provides information.
read and explain their own drawings and writings.
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.)
recognize and identify their own first and last names.
play interactive games containing high frequency words
word wall, sight words
Math word wallAdd important unit words to word wall
Nov. 9-11Progress Report AssessmentNov. 21 K.7b Reading Match consonant, short and long
vowel sounds, and digraph sounds to appropriate letters (R)Essential Skills:
Letter names, sounds Letter, sound, digraph, vowel, consonant
Story problems, unit related books
recognize and name rapidly and with ease uppercase and lowercase letters in sequence and in random order.
match uppercase and lowercase letter pairs.
produce the usual sounds of consonants, short vowels and initial consonant digraphs.
demonstrate concept of word by: tracking familiar print from left to right and
top to bottom; and matching spoken words to print including
words with more than one syllable.
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.
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.
segment onsets and rimes and begin to blend to form the words.
Dec. 5-16Report Card and Rigby Assessment
Greene County Public SchoolsKindergarten Grade English/LA Pacing Guide 2016-17 Quarter 3 rd
Participate in creative dramatics CEssential Skills:
take turns, stay on topic, use complete
entertain, communicate,
Read literature related to units and
Demonstrate growth in the use of oral language Ap
listen to texts read aloud and ask and answer questions for further understanding.
participate in choral and echo speaking and recitation of short poems, rhymes, songs, and stories with repeated patterns and refrains.
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).
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.
use complete sentences that include subject, verb, and object when speaking.
sentences, appropriate tone, participate in and initiate formal and informal conversations
poem, role play,skit, rhyme, drama
math (ex. The Mitten, The Hat)
Jan.17Ongoing
K.2f –Oral LanguageExpand understanding and use of word meanings AP
Ask about words not understood UEssential Skills:
understand and use number words in conversations, during partner and group activities, and during teacher-directed instruction.
use words to describe or name people, places, feelings, and things during partner and group activities and during teacher-directed instruction.
use size, shape, color, and spatial words to describe people, places, and things during group or individual activities and during teacher-directed instruction.
use words to show direction and location (e.g., on, off, in, out, over, under, between, and beside).
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.
recognize when they do not understand a word or phrase and seek clarification by asking a peer or an adult.
use vocabulary from content areas during partner or group activities and during teacher-directed instruction.
make inferences about situations and use context clues
K.3h – Oral LanguageBuild oral communication skills R
Begin to ask how and why questionsUEssential Skills:
participate in discussions about topics read and/or
ask, question, how,why, answer, listen
Encourage How and “Wh” questions in units and math
speak audibly in complete sentences, expressing thoughts, feelings and ideas clearly.
verbally express needs through direct requests.
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).
initiate conversations with peers and teachers in a variety of school settings.
listen attentively to others in a variety of formal and informal settings involving peers and adults.
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.
wait for their turn to speak, allowing others to speak without unnecessary interruptions.
maintain conversation on topic through multiple exchanges.
in group and partner discussions clearly state a thought related to the book or topic being discussed.
begin to use voice level, phrasing, and intonation appropriate for the language situation.
match language to the purpose, situation, environment, and audience.
repeat and follow one- and two-step oral directions.
ask who, what, where, when, why, and how questions to obtain information, seek help, or clarify something not understood.
specific concepts
March 20 K.7cDemonstrate speech to print match
Essential Skills:
recognize and name rapidly and with ease uppercase and lowercase letters in
concept of word
point, top, bottom, left,
Track when students read to
through accurate fingerpoint reading and familiar text that includes words with more than one syllable Ap
sequence and in random order.
match uppercase and lowercase letter pairs.
produce the usual sounds of consonants, short vowels and initial consonant digraphs.
demonstrate concept of word by: tracking familiar print from left to
right and top to bottom; and matching spoken words to print
including words with more than one
syllable.
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.
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.
segment onsets and rimes and begin to blend to form the words.
right, words, letters, spaces
selfMath/units stories1to 1 correspondence
March 27 K.7bMatch consonant, short vowel, and initial consonant digraph sounds to appropriate letters. R
Essential Skills:
recognize and name rapidly and with ease uppercase and lowercase letters in sequence and in random order.
match uppercase and lowercase letter pairs.
produce the usual sounds of consonants, short vowels and initial consonant digraphs.
demonstrate concept of word by: tracking familiar print from left to
right and top to bottom; and matching spoken words to print
including words with more than one
syllable.
review previously taught letters and soundsMatching activities
uppercase, lowercase, sound
Use skills to write in units and math
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.
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.
segment onsets and rimes and begin to blend to form the words.
April 17-19Progress Report testingApril 17 K.9
The student will demonstratecomprehension of fictional texts. Apa)Identify what an author doesand what anillustrator does. Rb)Relate previous experiences towhat is read. Apc)Use pictures to makepredictions. Ud)Begin to ask and answerquestions about what is read. Ane)Use story language indiscussions and retellings. Uf)Retell familiar stories, usingbeginning, middle, and end. R
g) Discuss characters, setting,
Essential Skills:
identify the roles of the author and the illustrator of selected texts.
make ongoing predictions based on illustrations and text.
describe the relationship between illustration and the story (e.g., what moment in the story does the illustration depict).
link knowledge from their own experiences to make sense of and talk about a text.
give evidence that they understand the meaning of what is being read aloud, including the who, what, when, where, why, and how.
ask and respond to simple questions about the content of a book.
use vocabulary from a story in discussions and retellings.
retell a story from pictures or text in their own words, arranging the events in the correct sequence (beginning, middle, and
use words to sequence events (e.g., before, after, and next).
produce artwork or a written response (letters or phonetically spelled words) that demonstrates comprehension of a story that they have heard read aloud.
use descriptive language to talk about characters, settings, and events of a story.
recognize various types of fictional texts (e.g., storybooks, poems).
April 24- April 28PALS
May 1-5 K.10The student will demonstratecomprehension of nonfiction texts. Apa)Use pictures to identify topic and makepredictions. Ub)Identify text features specific to thetopic, such as titles, headings, andpictures. R
Essential Skills:
make ongoing predictions based on graphics and text.
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.
identify text features including titles, headings and pictures in text.
identify the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
unit related books, compare nonfiction to fiction
non-fiction, title, heading, pictures
Units-Fiction, nonfiction selection of theme booksMath-Unit books
![160 scenarios [dictation]](https://static.documents.pub/doc/80x56/5598687f1a28ab95738b463f/160-scenarios-dictation.jpg)
