Language Arts Planning and Pacing Guides Kindergarten

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1 Language Arts Planning and Pacing Guides Kindergarten Fairfax County Public Schools Dr. Jack D. Dale Superintendent Fairfax County Public Schools Dr. Richard Moniuszko Deputy Division Superintendent Instructional Services Peter Noonan Assistant Superintendent Instructional Services Mary Ann Ryan Director Office of Preschool-6 Instruction and Library Information Services 1

2 Acknowledgements The Kindergarten Language Arts Planning and Pacing Guide was published in the summer of 2008 by the Fairfax County Public Schools. It was completed under the direction of Pat Fege, Coordinator, Elementary Language Arts, and the following Fairfax County Public Schools personnel: Elementary Team Debbie Fulcher Lena Goreski Pat Hansen Teachers Marie Baroody, North Springfield Elementary Ellen Keyser, Aldrin Elementary Beth Workman, Stenwood Elementary We gratefully acknowledge the many teachers throughout the county whose valuable contributions guided the work of the Kindergarten Committee. 2

3 Language Arts Pacing Guide Overview of Kindergarten Ongoing Studies First Quarter Getting Started (Suggested Time: 6 weeks) Building a Foundation in Literacy (Suggested Time: 3 weeks) Second Quarter Investigating Letters, Sounds, and Words* (Suggested Time: 4 weeks) Visiting Fiction* (Suggested Time: 5 weeks) Third Quarter Visiting Nonfiction* (Suggested Time: 3 weeks) Building Readers and Writers* (Suggested Time: 6 weeks) Fourth Quarter Expanding Foundations in Literacy (Suggested Time: 6 weeks) School Choice (Suggested Time: 3 weeks) These units may be interchanged within their respective quarters. 3

4 Ongoing Studies (Suggested Time: All year as needed by students) How do young students... Develop concepts of print? (K.5, K.6) Identify and name capital and lowercase letters? (K.7.a.1-3) Identify letter-sound relationships? (K.7.b.1-4; K.7.c.1-4) Apply knowledge of phonics, meaning, and language structure? (K.6-7) Become aware of print sources such as books, picture dictionaries, and electronic media? (K.6.a.5) Demonstrate understanding by retelling stories? (K.8.b.1-4) Discuss stories and topics of informational text read or heard? (K.8.c.1-12; K.8.f.1-3) Explore uses of available technology for reading? (K.12.a.1,3) How do young students... Communicate and share ideas through drawing and writing? (K.11) Use writing for a variety of purposes? (K.11) Print capital and lowercase letters? (K.9.a.1-5) Print first and last name correctly? (K.10.a.1-5) Explore uses of available technology for writing? (K.12.a.2) How do young students... Participate in dramatic play, puppetry, and finger plays? (K.1.b.5; K.1.c.2-3) Participate in choral speaking using poems, rhymes, songs, and repeated patterns and refrains in stories? (K1.b.1, 3) Participate in shared reading? (K.1.b.2,4) Expand listening and speaking vocabulary? (K.2.a-e) Identify words that rhyme? (K.4.a.1-3) Identify words (orally) that begin or end with the same sound? (K.4.b.1-10) 4

5 First Quarter: Getting Started (Suggested time: 6 weeks) How do beginning readers... How do young students... How do young students... Recognize and identify common signs, logos, and labels? (K.6.b.1) Recognize own first name? (K.6.b.2) Develop an understanding that what is read should make sense? (K.6.a.4) Begin to understand that print conveys a message and provides information? (K.6.a.2) Begin to develop an awareness of letters and sounds? (K.7.a.1, K.7.b.1) Distinguish print from pictures? (K.5.c.2) Invent stories for pictures? (K.8.a.5) Communicate through drawing or writing? (K.11.a.1-5) Use a variety of writing materials? (K.11.a.12) Write own first name with a model or prompt? (K.10.a.4-5) Share writings and drawings? (K.11.a.13) Recognize written first name? (K.10.a.1.) Listen to a variety of literature, including stories, poems, nursery rhymes, and information? (K.1.a.1-3) Participate in choral speaking of poems, songs, rhymes, and repeated patterns in stories? (K.1.b.1-3) Use words to name people, places, and things? (K.2.b.1-2) Follow simple oral directions? (K.2.f.1-2) Share personal stories? (K.2.d.3, K.3.b.1) Take turns and listen to others? (K.3.a.1-2, K.3.d.1) Share a reading or writing experience? (K.3.f.16) book 5

6 First Quarter: Building a Foundation in Literacy (Suggested Time: 3 weeks) How do young students... How do young students... How do young students... Use pictures to develop meaning, make connections, and make predictions? (K.8.a.1-2, K.8.c.5) Hold books the correct way and turn pages appropriately? (K.5.a.1-2) Explain that print provides information? (K.6.a.1) Apply knowledge that print conveys a message? (K.6.a.2) Continue to develop an awareness of letters and sounds? (K.7.a.1, K.7.b.1) Identify the front and back of a book and the title page? (K.5.b.1-2) Communicate through drawing or writing? (K.11.a.1) Participate in a group writing experience with the teacher? (K.11.a.16) Write own first name with a model or prompt? (K.10.a.5) Share information? (K3.f.4-5) Listen to a variety of literature? (K.1.a.1-3) Participate in choral speaking? (K.1.b.1-4) Participate in shared reading? (K.1.b.2, 4) Use words to describe? (K.2.b.1-2; K.2.c.1) Participate in discussions about pictures, stories, experiences, and specific topics? (K.2.g.4; K.3.f.1, 3-5, 8-9) Take turns and listen to others without interruptions? (K.3.a.1-2, K.3.d.1) Initiate conversations? (K.3.e.1) Participate in class projects? (K.3.f.6) Develop an awareness of rhymes and sounds? (K.1.e.1-2; K.4.a.1) cover, letter, story, title 6

7 Second Quarter: Investigating Letters, Sounds, and Words (Suggested Time: 4 weeks) How do young students... How do young students... How do young students... Understand that what is read should make sense? (K.6.a.4) Distinguish among pictures, letters, and words? (K.5.c.2-3) Develop concepts of print including top to bottom, left to right? (K.5.b.3) Use pictures to develop meaning, make connections, and make predictions? (K.8.a.1-2) Develop knowledge of letter names? (K.7.a.1, K.7.a.3) Recognize that words are made of letters? (K.7.b.3) Begin to develop knowledge of letter-sound relationships? (K.7.b.1) Draft a group story? (K.11.a.16) Use known letter-sound relationships when writing? (K.11.a.7-9) Print letters and numerals? (K.9.a.1-5) Clarify understanding by asking questions and using details?(k.2.e.2) Use appropriate voice level, phrasing, and intonation? (K.3.c.1-2) Begin to stay on topic in classroom discussions? (K.3.a.3-4) Work in small groups to accomplish a task? (K.3.f.12) Report results of a group activity? (K.3.f.13) Notice and discuss rhyming words in stories and poems? (K.1.e.1-2) Recognize words that begin with the same or different sounds? (K.4.b.2, 9-10) Hear and identify sounds in words? (K.4.b.2, 8) beginning, first, word 7

8 Second Quarter: Visiting Fiction (Suggested Time: 5 weeks) How do young students... How do young students... How do young students... Develop an awareness of voice-print match? (K.5.c.1, K.5.c.7) Match capital and lowercase pairs of letters? Draw and write about topics of personal interest? (K.11.a.6) Write using strings of letters? Stay on topic? (K.3.a.3-4, K.3.f.2) Participate in retellings through creative dramatics, role-play, or dramatic play? (K.1.c.1-3) (K.7.a.2) (K.11.a.7) Ask questions to gain information? (K.2.g.1-2, 5) Write letters that represent sounds? (K.7.b.2) Develop use of letter-sound Identify (orally) words that rhyme? (K.1.e.1, Make predictions based on pictures? (K.8.a.1- relationships? (K.11.a.8-9) K.4.a.1) 2) Print letters and numerals? Begin to generate rhyming patterns? (K.1.f.1) Notice patterns in stories and poems? (K.8.d.2) (K.9.a.1-5) Identify and sort objects or pictures by beginning Discuss story characters and events? (K.8.c.2, Write messages to others? sounds? (K.4.b.5-6) 7) (K.11.a.14) Recognize similarities and differences in speech Respond to simple questions? (K.8.c.3) Participate in story innovations? sounds? (K.4.b.1-2) Begin to understand what authors and illustrators do? (K.8.e.1-2) (K.11.a.16) Divide spoken sentences into individual words? (K.1.d.2; K.4.f.1) Use background knowledge and personal Hear and identify sounds in words? (K.4.b.3, 8) experiences when talking about stories? (K.8.c.5-6) Respond to stories in a variety of ways? (K.8.c.1, K.8.c.4) Retell information gathered from pictures or something read to them? (K.6.a.3) Read own writing? (K.6.d.1-2) end, last, middle 8

9 Third Quarter: Visiting Nonfiction (Suggested Time: 3 weeks) How do young students... How do young students... How do young students... Locate high-frequency words and phrases in familiar text? (K.6.c.2) Read own writing? (K.6.d.1-2) Draw and write about topics of personal interest? (K.11.a.6) Write first and last name? Begin to use content vocabulary? (K.2.a.1; K.2.b.1-2; K.2.c.1-2) Ask how and why questions to gain Match spoken word to print? (K.5.c.1) (K.10.a.2-5) information? (K.2.g.2, 5) Expand knowledge of letter-sound relationships? (K.7.b.1, K.7.b.4) Write some familiar words? (K.11.a.10) Predict how to find answers to questions? (K2.g.3) Isolate initial consonant in single syllable words? (K.7.c.1) Use known letter-sound associations? (K.11.a.8) Ask questions when a word is not understood? (K.2.e.1) Make predictions based on pictures? (K.8.a.1-2; K.8.a.4) Begin to write left to right and top to bottom? (K.11.b.1) Begin to discriminate among spoken sentences, words, and syllables? (K.1.d.1) Discuss and identify topic of nonfiction selection? (K.8.f.1-2) Select writing as an independent experience? (K.11.a.15) Divide words into syllables by clapping? (K.4.e.1) Respond to simple questions? (K.8.c.3) Generate rhyming patterns? (K.1.f.1) Understand what authors and illustrators do? (K.8.e.1-2) Sort objects or pictures by beginning and ending sounds? (K.4.b.5-6) Use background knowledge and personal experiences when talking about the topic? (K.8.c.5) Respond to the topic in a variety of ways? (K.8.c.1, 4) Identify (orally) words with the same beginning or ending sound? (K.4.b.4, 9-10) cover, letter, story, title 9

10 Third Quarter: Building Readers and Writers (Suggested time: 6 weeks) How do young students... How do young students... How do young students... Locate high-frequency words in familiar text? (K.6.c.2) Identify some known words? (K.6.c.3) Draw and write about selfselected topics for a variety of purposes? (K.11.a.1-2, 6, 11) Use a variety of words to describe actions of characters, events, and settings? (K.2.d.1-2) Identify capital and lowercase letters? (K.7.a.1-3) Write first and last name with spacing and beginning each with Compare stories or information? (K.3.f.11) Choose books with others? (K.3.f.7, 10, 14) Match speech sound with appropriate letter? (K.7.b.1,4) a capital letter? (K.10.a.2-3) Write familiar words? Use content vocabulary? (K.2.b.1-2, K.2.c.1-2) Use knowledge of voice-print match? (K.5.c.1, 6-7) Blend and separate the onset and rime in a given word? (K.7.c.2-3) (K.11.a.10) Respond to how, why, and when questions? (K.3.d.2) Recognize that a one-syllable word contains individual sounds? (K.4.d.1) Predict action of a story? (K.8.a.3) Segment one-syllable words into onset and Use vocabulary from a story in discussions rime? (K.4.d.3) and retellings? (K.8.d.1) Segment one-syllable words into sounds? Form opinions about content? (K.8.c.12) (K.4.d.4) Respond to stories in a variety of ways? Read with others? (K.3.f.15) (K.8.c.1, 4) Retell stories using beginning, middle, and end with prompts? (K.8.b.1-4) author, illustrator 10

11 Fourth Quarter: Expanding Foundations in Literacy (Suggested Time: 6 weeks) How do young students... How do young students... How do young students... Use vocabulary from a story in discussions and retellings? (K.8.c.2; K.8.d.3) Discuss the story characters, setting, problem, and steps taken to solve the problem? (K.8.c.7-10) Retell familiar stories using beginning, middle, and end? (K.8.b.1-4) Predict action of a story? (K.8.a.3) Substitute onsets to form rhyming words (cat to bat)? (K.7.c.4) Blend onsets and rimes to form words? (K.7.c.3) Recognize ten high-frequency words? (K.6.c.1) Locate high-frequency words in familiar text? (K.6.c.2) Match spoken word to syllables, words, and phrases? (K.5.c.1, 7; K.5.d.1) Develop understanding of the concepts of letter, word, and sentence? (K.5.c.5) Demonstrate knowledge of letter-sound relationships? (K.7.b.1, 4) Locate periods, question marks, and exclamation marks in text? (K.5.c.4) make-believe, real Write about self-selected topics for a variety of purposes? (K.11.a.1-2, 6, 11) Continue to develop an awareness of spacing? (K.10.a.2) Write familiar words? (K.11.a.10) Apply knowledge of lettersound associations when writing? (K.11.a.8) Write left to right and top to bottom? (K.11.b.1) Tell personal stories with details? (K.2.c.3, K.2.d.3) Blend sounds to make words? (K.4.c.1) Generate rhyming words? (K.1.f.1-3; K.4.a.2-3) Substitute beginning consonants to make new words? (K.4.b.7) Segment multi-syllabic words into syllables? (K.4.e.2) 11

12 Fourth Quarter: School Choice (Suggested Time: 3 weeks) Local Choice: This unit is left to the school and individual teachers to determine the content, based on the needs of the students. This will allow for reteaching and enrichment opportunities. Possible Options Include: Reflection, author study, drama, a class research project, poetry, or genre study 12

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