Grade K Reading, Unit 3 of 6 Changes All Around Us. Overview

Transcription

1 Grade K Reading, Unit 3 of 6 Changes All Around Us Overview Overall days: 30 (1 day = 110 minutes) The number of days is a guide for pacing to ensure that all the curriculum units for the year are implemented. Correlates with writing units 6 and 7 Phonological/ Phonemic Awareness Phonics, Spelling, Word Identification Vocabulary Comprehension Foundational Skills Students will identify beginning/final sounds in spoken words, and pictures; /b/, /n/, /r/, /d/, /k/, /f/, and /o/. Students will discriminate the correct initial/medial/final sound in words and pictures; /b,/n/,/r/,/d/,/k/,/f/, and /o/. Students will blend, segment and substitute three phonemes to create and recode CVC words Students will recognize the upper and lower case letters Nn, Bb, Ii, Rr, Dd, Kk, Ff, Oo. Students will match the following phonemes: /n/,/r/,/d/,/o/ with their graphemes. Students will apply their knowledge of letter sounds and correspondence by writing words with /n/, /b/, /i/, /r/,/d/, /k/,/f/, and /o/. Students will read, spell and write high-frequency words: me, with, she, see, look, they, you, and of. Students will demonstrate the ability to blend by orally combining sounds using the soundby-sound blending routine during whole group instruction. Students will write uppercase letters I,B,N,D,R,K,O,F, and lowercase letters i,b,n,d,r,k,o,f, using the proper left to right and top to bottom progression and proper spacing. Higher Order Concepts, Skill, & Strategies Students will learn sophisticated vocabulary to develop their oral language. Students will learn vocabulary to support their understanding of text they listen to and read. Students will learn unfamiliar words, color words, action words, position words, words for feelings, words for opposites, and words for textures. Students will apply the following comprehension skills to support their understanding of text they listen to and read: compare and contrast, plot, cause and effect, draw conclusions and main idea. Students will apply the following comprehension strategies to support their understanding of text they listen to and read: previewing, predicting, and retelling. Reading Selections Students will listen to and read the following types of text: Nonfiction, Animal Fantasy, Historical Fiction and Classic Fable. Essential questions students should be able to answer by end of unit Unit Question: How do changes affect us? Weekly questions: Week 1: How does a panda change in its first year of life? Week 2: What new things can you do as you get older? Week 3: How is life today different from life hundreds of years ago? Week 4: What happens when animals change? Week 5: How are things we use different from things used long ago? Week 6: What causes us to change the way we feel? D-i

2 Version 1 Grade K, Reading, Unit 3 Written Curriculum COMMON CORE STATE STANDARDS Reading: Literature Key Ideas and Details RL.K.1 With prompting and support, ask and answer questions about key details in a text. RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. Craft and Structure RL.K.5 Recognize common types of texts (e.g., storybooks, poems). Integration of Knowledge and Ideas RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). Range of Reading and Level of Text Complexity RL.K.10 Actively engage in group reading activities with purpose and understanding. Reading: Foundational Skills Print Concepts RF.K.1 Demonstrate understanding of the organization and basic features of print. RF.K.1 a. Follow words from left to right, top to bottom, and page by page. RF.K.1 d. Recognize and name all upper- and lowercase letters of the alphabet. Phonological Awareness RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonantvowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) Phonics and Word Recognition RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).. Speaking and Listening Comprehension and Collaboration SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. University of Connecticut s Center for Behavioral Education and Research D-ii

3 Version 1 Grade K, Reading, Unit 3 Presentation of Knowledge and Ideas SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. Language Conventions of Standard English L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a..print many upper- and lowercase letters. b. Use frequently occurring nouns and verbs. e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). Vocabulary Acquisition and Use L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. L.K.5 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. c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Writing Text Types and Purposes RF.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. RF.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. Production and Distribution of Writing RF.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. Research to Build and Present Knowledge RF.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Notes, Clarifications, and Prerequisites University of Connecticut s Center for Behavioral Education and Research D-iii

4 Version 1 Grade K, Reading, Unit 3 Assessed Curriculum Summative/Unit Assessment The unit assessment test is administered at the end of the unit and is located in the Unit/Benchmark Assessment Book. This assessment will help you make instructional decisions for each student, provide you with feedback about the effectiveness of your instruction, and will help you plan instruction for the next unit. This assessment measures students understanding of: Phonics: /n/ spelled Nn, /b/ spelled Bb, /i/ spelled Ii, /r/ spelled Rr, /d/ spelled Dd, /k/ spelled Kk, /f/ spelled Ff, /o/ spelled Oo. High-Frequency words: (me, with, she, see, look, they, you, of) Phonics/word analysis skills: sound-by-sound blending Comprehension Skills: (compare and contrast, plot, cause and effect, draw conclusions, main idea). Benchmark Unit Assessment Materials: Unit Assessment Checkpoints (Pearson/Scott Street Unit 3 Teacher s Edition, Vol. 2 p End of Week 6) Benchmark Test Scott Foresman Unit and End-of-Year Benchmark Tests Teacher s Manual o Individual Record sheet - T45 o Class Record Chart - T97 o Benchmark Assessments Teacher s Manual, Unit 3 T36-T43 Administer Parts 1, 2, 3, and 4 (Phonemic Awareness: Initial Sounds, Phonics: Letter- Sound Correspondence, Word Knowledge: High-Frequency Words, and Listening Comprehension: Main Idea); Do NOT administer Part 5: Writing: Verbs. Writing will be assessed through writing products indicated in the Writing Curriculum Framework section. o Benchmark Assessment Unit 3 Changes All Around Us - pp. 2-7 (student materials); Do NOT administer writing (p. 8). University of Connecticut s Center for Behavioral Education and Research D-iv

5 Version 1 Grade K, Reading, Unit 3.1 Taught Curriculum Unit 3.1 (Unit 3, Week 1) Learning Objectives CONCEPT LAUNCH Students will acquire concept understanding through discussion of the concept launch, Big Question, and/or by viewing the Big Question video, selections, Envision It!, Animations and/or Concept Talk Video to set the stage for transferring the Big Ideas from week to week. GET READY TO READ Concept Talk Oral Vocabulary (i.e., Amazing Words) Phonological Awareness/Phonemic Awareness Phonics High-Frequency Words Spelling Comprehension Students will demonstrate their understanding of how a baby panda grows and changes during its first year of life through song and discussion. Students will demonstrate their understanding of the amazing words (weigh, measure, healthy, bamboo, curious, explore) by completing oral sentences using the words, answering questions about the words, and using words in context. Students will demonstrate knowledge of beginning sounds /n/, /w/, and /b/ by identifying pictures that begin with these sounds. Students will demonstrate knowledge of beginning sounds by identifying two of three words that begin with target sounds /b/ and /n/. Students will demonstrate ability to orally blend three phonemes to make cvc words using taught sounds. Students will demonstrate ability to segment three phoneme words by orally identifying each individual sound. Students will demonstrate knowledge of medial sounds /a/ and /i/ by identifying pictures or words that contain these sounds in the medial position. Students will demonstrate knowledge of initial and final sounds: /n/, and /b/ by identifying words that begin and end with the target sounds. Students will demonstrate the ability to match the phonemes /n/, /b/ and /i/with the graphemes Nn, Bb, and Ii, by identifying them in print. Students will demonstrate the ability to blend by orally combining sounds using the sound-by-sound blending routine during whole group instruction. Students will demonstrate knowledge of high-frequency words by reading them in isolation and in context (me, with, she). Students will write uppercase letters B and N and lowercase letters b and n, using the proper left to right and top to bottom progression and proper spacing. Students will demonstrate the ability to spell three-phoneme cvc words using sounds taught: /b/, /a/,/n/,/p/,/t/,/i/,/c/, and /m/ by matching phonemes to graphemes. Students will also demonstrate the ability to discriminate beginning, medial and final sounds in order to spell words. READ AND COMPREHEND Students will apply the comprehension skill of compare and contrast by telling how things are alike and different through an oral discussion. Students will demonstrate their understanding of the story by sequencing events through an oral retell. Students will demonstrate their ability to identify the main idea of a story by drawing a picture. University of Connecticut s Center for Behavioral Education and Research D-1

6 Version 1 Grade K, Reading, Unit 3.1 Vocabulary Students will demonstrate knowledge of color words (black, brown, green) by identifying pictures that contain these colors, matching the color word picture to its word in print, and recognizing items in the classroom that contain these colors. Reading Resources Unit Launch - Pearson/Scott, pp. xx-xxi My Planning Guide - Pearson/Scott pp Day 1 Day 2 Day 3 Day 4 Day 5 TE pp TE pp Foresman Reading Street Unit 3, Vol. 1 TE p. 22 Reader s and Writer s Notebook p. 161 Foresman Reading Street Unit 3, Vol. 1 TE p. 38 Reader s and Writer s Notebook p.162 TE pp Read and Comprehend pp (Follow Day 3) TE pp Read and Comprehend pp (Follow Day 4) TE pp Support for English Language Learners Learners (Differentiation of core content to support culturally and linguistically diverse students in acquiring skills and strategies covered throughout the unit. Utilize weekly assessments and monitor progress data collected throughout the unit to determine skills and strategies for which students need further practice and reinforcement.) Pearson/Scott, DI 12-DI 17 Small Group Differentiated Instruction (Differentiation of core content to support students in acquiring skills and strategies covered throughout the unit. Utilize weekly assessments and monitor progress data collected throughout the unit to determine skills and strategies for which students need further practice and reinforcement.) Pearson/Scott DI 1-DI 11 Instructional Considerations Key Vocabulary Oral Vocabulary Week 1: weigh, measure, healthy, bamboo, curious, explore High-Frequency Words Week 1: me, with, she Planning and Instructional Delivery Considerations Reading Refer to the Align Instruction to Common Core Anchor Standards tab that begins week 1 for an alignment between the Common Core Standards and this week s skills and strategies. (TE p. 21) Sound-by-sound blending is taught as a routine but not a target skill during this week. (TE p. 23) Nondecodable words are taught as a routine but not a target skill during this week. Unit 3 Weeks 1-3 can be found in Volume 1. University of Connecticut s Center for Behavioral Education and Research D-2

7 Version 1 Grade K, Reading, Unit 3.1 Unit 3 Weeks 4-6 begins in Volume 2. Homework is outlined in the Wrap Up Your Day section. Family Times need to be printed from the Let s Practice It! (TR DVD). Days Monday thru Friday will be listed on this one sheet. Therefore, students will have their homework for the week on Day 1. Wrap Up Your Day will have a preview your day for the next instructional day. : This content is explicitly taught on Day 1 of the Get Ready to Read reading block and practiced throughout the week in the Language Block during days 3-5. Assessed Curriculum 3.1 Formative/Embedded Assessments Monitor Progress/ Daily Embedded Assessment The daily progress monitoring assessments are found in your teacher s edition within each day of instruction. These assessments will give you information on student progress with targeted skills throughout the week. Keep in mind that you will administer some of these assessments to the whole group but you will need to focus on individual students for other assessments. Weekly Assessment The weekly test needs to be administered on Day 5 and measures understanding of the following: High-Frequency Words : me, with, she Phonics/word analysis skills: to match phonemes /n/,/b/,/i/ to the graphemes Nn, Bb, Ii Comprehension Skill: compare and contrast The information gained from these assessments will help you make ongoing decisions about the emphasis of instruction including decisions related to re-teaching and reviewing. The following materials will be needed to administer, score, and record the results of this assessment: Assessment Checkpoints for the week - Pearson/Scott Street Unit 3, Vol.1 - p.106 Assessment/Monitor Progress o Directions for administration & scoring forms - Scott/ - pp. 96 & 97, 100 & 101 o Scoring forms can also be found in the Scott Foresman Assessment Handbook pp Letter/Word Reading Chart (Week 1) Scott Foresman Assessment Handbook p. 240 (to record results) University of Connecticut s Center for Behavioral Education and Research D-3

8 Version 1 Grade K, Reading, Unit 3.2 Taught Curriculum Unit 3.2 (Unit 3, Week 2) Learning Objectives Concept Talk GET READY TO READ Students will identify things they can do as they get older through song and discussion. Oral Vocabulary (i.e., Amazing Words) Students will demonstrate their understanding of the amazing words (duckling, pond, paddle, plunged, proud, brave) by completing oral sentences using the words, answering questions about the words, and using words in context. Phonological Awareness Phonemic Awareness Phonics High-Frequency Words Comprehension Vocabulary Students will demonstrate knowledge of beginning sound /r/ by identifying pictures that begin with same sound. Students will demonstrate ability to discriminate between beginning sounds by identifying the words that begin with the target sound /r/. Students will demonstrate ability to blend three phonemes by making cvc words using taught sounds. Students will demonstrate knowledge of beginning sounds /b/and /n/ by identifying pictures that begin with same sound. Students will demonstrate ability to segment three-phoneme words by orally identifying each individual sound. Students will demonstrate knowledge of initial and final sounds: /n/, and /b/ by identifying words that begin and end with the target sounds. Students will demonstrate the ability to delete initial sounds from cvc words by creating new vc words. Students will demonstrate the ability to match the phonemes /r/, /b/, and /n/ with the graphemes Rr, Bb, and Nn by identifying them in print. Students will demonstrate the ability to blend by orally combining sounds using the sound-by-sound blending routine during whole group instruction. Students will demonstrate knowledge of high-frequency words by reading them in isolation and in context (me, she, with). Students will write uppercase letter R and lowercase letter r, using the proper left to right and top to bottom progression and proper spacing. READ AND COMPREHEND Students will demonstrate their understanding of plot by identifying the beginning, middle, and end of a story. Students will demonstrate comprehension of a literary non-fiction text by differentiating realism and fantasy by identifying clues that tell if a story can be true or make-believe. Students will demonstrate their understanding of the story by sequencing events through an oral retell. Students will demonstrate knowledge of action words (walk, run, fly, swim) by using the action words in a sentence and acting out sentences that contain the target words. D-4

9 Version 1 Grade K, Reading, Unit 3.2 Reading Resources My Planning Guide (overview of this week s resources and key skills) Pearson/Scott Street Unit 3, Vol. 1 pp Day 1 Day 2 Day 3 Day 4 Day 5 TE pp TE pp Foresman Reading Street Unit 3, Vol. 1 TE p. 122 Reader s and Writer s Notebook p. 173 Foresman Reading Street Unit 3, Vol. 1 TE p. 138 Reader s and Writer s Notebook p. 174 TE pp Read and Comprehend pp (Follow Day 3) TE pp Read and Comprehend pp (Follow Day 4) TE pp Support for English Language Learners (Differentiation of core content to support culturally and linguistically diverse students in acquiring skills and strategies covered throughout the week) Pearson/Scott, DI 29-DI 34 Small Group Differentiated Instruction (Differentiation of core content to support students in acquiring skills and strategies covered throughout the week) - Pearson/Scott, DI 18-DI 28 Instructional Considerations Key Vocabulary Oral Vocabulary Week 2: duckling, pond, paddle, plunged, proud, brave High-Frequency Words Week 2: me, with, she Planning and Instructional Delivery Considerations Reading Refer to the Align Instruction to Common Core Anchor Standards tab that begins week 2 for an alignment between the Common Core Standards and this week s skills and strategies. (TE p. 123) Sound-by-sound blending is taught as a routine but not a target skill during this week. Unit 1 Weeks 1-3 can be found in Volume 1. Unit 1 Weeks 4-6 begins in Volume 2. Homework is outlined in the Wrap Up Your Day section. Family Times need to be printed from the Let s Practice It! (TR DVD). Days Monday thru Friday will be listed on this one sheet. Therefore, students will have their homework for the week on Day 1. University of Connecticut s Center for Behavioral Education and Research D-5

10 Version 1 Grade K, Reading, Unit 3.2 Wrap Up Your Day will have a preview your day for the next instructional day. : This content is explicitly taught on Day 1 of the Get Ready to Read reading block and practiced throughout the week in the Language Block during days 3-5. Assessed Curriculum 3.2 Formative/Embedded Assessments Monitor Progress/ Daily Embedded Assessment The daily progress monitoring assessments are found in your teacher s edition within each day of instruction. These assessments will give you information on student progress with targeted skills throughout the week. Keep in mind that you will administer some of these assessments to the whole group but you will need to focus on individual students for other assessments. Weekly Assessment The weekly test needs to be administered on Day 5 and measures understanding of the following: Phonics: /r/ spelled Rr High-Frequency Words: me, with, she Comprehension Skill: plot The information gained from these assessments will help you make ongoing decisions about the emphasis of instruction including decisions related to re-teaching and reviewing. The following materials will be needed to administer, score, and record the results of this assessment: Assessment Checkpoints for the week - Pearson/Scott Street Unit 3, Vol.1 p. 206 Assessment/Monitor Progress o Directions for administration & scoring forms - Scott/ pp. 196 & 197, 200 & 201 o Scoring forms can also be found in the Scott Foresman Assessment Handbook pp Letter/Word Reading Chart (Week 2) Scott Foresman Assessment Handbook p. 238 (to record results) University of Connecticut s Center for Behavioral Education and Research D-6

11 Version 1 Grade K, Reading, Unit 3.3 Taught Curriculum Unit 3.3 (Unit 3, Week 3) Learning Objectives Concept Talk Oral Vocabulary (i.e., Amazing Words) GET READY TO READ Students will demonstrate their understanding of how life today is different from life hundreds of years ago through song and discussion. Students will demonstrate their understanding of the amazing words (celebration, sprinted, barn, blacksmith, arch, soldier) by completing oral sentences using the words, answering questions about the words, and using words in context. Phonological Awareness/Phonemic Awareness Phonics High-Frequency Words Comprehension Vocabulary Students will demonstrate knowledge of beginning sounds /d/, /k/, and /r/ by identifying pictures that begin with same sounds. Students will demonstrate ability to discriminate between beginning sounds by identifying the words that begin with the target sounds /d/, /k/, and /r/. Students will demonstrate the ability to blend three phonemes by making cvc words using taught sounds. Students will demonstrate ability to segment three-phoneme words and segment words into syllables by orally identifying each individual sound or syllable. Students will demonstrate knowledge of initial and final sounds: /d/, /k/ and /r/ by identifying words that begin and end with the target sounds. Students will demonstrate the ability to segment phonemes by deleting initial sounds from cvc words to create new vc words. Students will demonstrate the ability to substitute the initial sounds in three-phoneme words to create new words. Students will demonstrate the ability to match the phonemes /d/, /r/, and /k/ with the graphemes Dd, Rr, and Kk by identifying them in print. Students will demonstrate the ability to blend sounds by orally combining sounds using sound-by-sound routine cards. Students will demonstrate knowledge of high-frequency words by reading them in isolation and in context (see, look). Students will write uppercase letters D and K and lowercase letters d and k, using the proper left to right and top to bottom progression and proper spacing. READ AND COMPREHEND Students will apply the comprehension skill of compare and contrast by telling how things are alike and different through an oral discussion. Students will demonstrate their understanding of the story by sequencing events through an oral retell. Students will demonstrate their understanding of cause and effect by identifying what happened, and why it happened through oral discussion. Students will demonstrate knowledge of position words (over, under, on, around) by acting out the target words after being given a command and by acting out sentences that contain the target words. University of Connecticut s Center for Behavioral Education and Research D-7

12 Version 1 Grade K, Reading, Unit 3.3 Reading Resources My Planning Guide (overview of this week s resources and key skills)-pearson/scott Street Unit 3, Vol. 1, pp Day 1 Day 2 Day 3 Day 4 Day 5 TE pp TE pp Foresman Reading Street Unit 3, Vol. 1 TE p. 222 Reader s and Writer s Notebook p. 185 Foresman Reading Street Unit 3, Vol. 1 TE p. 229 Reader s and Writer s Notebook p. 186 TE pp Read and Comprehend pp (Follow Day 3) TE pp Read and Comprehend pp (Follow Day 4) TE pp Support for English Language Learners (Differentiation of core content to support culturally and linguistically diverse students in acquiring skills and strategies covered throughout the week) Pearson/Scott, DI 46-DI 51 Small Group Differentiated Instruction (Differentiation of core content to support students in acquiring skills and strategies covered throughout the week) - Pearson/Scott, DI 35-DI 45 Instructional Considerations Key Vocabulary Oral Vocabulary Week 3: celebration, sprinted, barn, blacksmith, arch, soldier High-Frequency Words Week 3: see, look Planning and Instructional Delivery Considerations Reading Refer to the Align Instruction to Common Core Anchor Standards tab that begins week 3 for an alignment between the Common Core Standards and this week s skills and strategies. (TE p. 221) Sound-by-sound blending is taught as a routine but not a target skill during this week. (TE p. 223) Nondecodable words are taught as a routine but not a target skill during this week. Unit 3 Weeks 1-3 can be found in Volume 1. Unit 3 Weeks 4-6 begins in Volume 2. Homework is outlined in the Wrap Up Your Day section. Family Times need to be printed from the Let s Practice It! (TR DVD). Days Monday thru Friday will be listed on this one sheet. Therefore, students will have their homework for the week on Day 1. University of Connecticut s Center for Behavioral Education and Research D-8

13 Version 1 Grade K, Reading, Unit 3.3 Wrap Up Your Day will have a preview your day for the next instructional day. : This content is explicitly taught on Day 1 of the Get Ready to Read reading block and practiced throughout the week in the Language Block during days 3-5. Assessed Curriculum 3.3 Formative/Embedded Assessments Monitor Progress/ Daily Embedded Assessment The daily progress monitoring assessments are found in your teacher s edition within each day of instruction. These assessments will give you information on student progress with targeted skills throughout the week. Keep in mind that you will administer some of these assessments to the whole group but you will need to focus on individual students for other assessments. Weekly Assessment The weekly test needs to be administered on Day 5 and measures understanding of the following: Phonics: /d/ spelled Dd, /k/ spelled Kk High Frequency Words: see, look Comprehension Skill: cause and effect The information gained from these assessments will help you make ongoing decisions about the emphasis of instruction including decisions related to re-teaching and reviewing. The following materials will be needed to administer, score, and record the results of this assessment: Assessment Checkpoints for week - Pearson/Scott Street Unit 3, Vol.1 - p. 304 Assessment/Monitor Progress o Directions for administration & scoring forms - Scott/ - pp. 294&295, 298&299 o Scoring forms can also be found in the Scott Foresman Assessment Handbook pp Letter/Word Reading Chart (Week 3) Scott Foresman Assessment Handbook p. 240 (to record results) University of Connecticut s Center for Behavioral Education and Research D-9

14 Version 1 Grade K, Reading, Unit 3.4 Taught Curriculum Unit 3.4 (Unit 3, Week 4) Learning Objectives Concept Talk Oral Vocabulary (i.e., Amazing Words) GET READY TO READ Students will demonstrate their understanding of animals and how they change through song and discussion. Students will demonstrate their understanding of the amazing words (goose, gosling, caterpillar, butterfly, reflection, cocoon) by completing oral sentences using the words, answering questions about the words, and using words in context. Phonological Awareness/Phonemic Awareness Phonics High-Frequency Words Comprehension Vocabulary Students will demonstrate knowledge of initial and final sounds /f/, /d/, and /k/ by identifying pictures that begin with same sound and identifying words that begin and end with the target sounds. Students will demonstrate the ability to manipulate phonemes by substituting the medial and final sounds in a three-phoneme word to create a new word. Students will demonstrate ability to blend three phonemes by making cvc words using taught sounds. Students will demonstrate the knowledge of taught sounds by segmenting threephoneme words into each individual sound. Students will demonstrate the ability to match the phonemes /d/, /k/, and /f/ with the graphemes Dd, Kk,and Ff, by identifying them in print. Students will demonstrate the ability to blend sounds by orally combining sounds using sound-by-sound routine cards. Students will demonstrate knowledge of high-frequency words by reading them in isolation and in context (see, look) Students will write uppercase letter F and lowercase letter f using the proper left to right and top to bottom progression and proper spacing. READ AND COMPREHEND Students will demonstrate their understanding of plot by identifying the beginning, middle, and end of a story. Students will demonstrate their understanding of the story by sequencing events through an oral retell. Students will identify characters in a story and describe what they say and do to aid them in comprehending the story. Students will demonstrate knowledge of words for feeling (happy, sad, excited, surprised) by acting out the target words through facial expressions and using the words in sentences. University of Connecticut s Center for Behavioral Education and Research D-10

15 Version 1 Grade K, Reading, Unit 3.4 Reading Resources My Planning Guide (overview of this week s resources and key skills)-pearson/scott Street Unit 3, Vol. 2, pp Day 1 Day 2 Day 3 Day 4 Day 5 TE pp TE pp Foresman Reading Street Unit 3, Vol. 2 TE p. 320 Reader s and Writer s Notebook p. 197 Foresman Reading Street Unit 3, Vol. 2 TE p. 336 Reader s and Writer s Notebook p. 198 TE pp Read and Comprehend pp (Follow Day 3) TE pp Read and Comprehend pp (Follow Day 4) TE pp Support for English Language Learners (Differentiation of core content to support culturally and linguistically diverse students in acquiring skills and strategies covered throughout the week) Pearson/Scott, DI 63-DI 68 Small Group Differentiated Instruction (Differentiation of core content to support students in acquiring skills and strategies covered throughout the week) - Pearson/Scott, DI 52-DI 62 Instructional Considerations Key Vocabulary Oral Vocabulary Week 4: goose, gosling, caterpillar, butterfly, reflection, cocoon High-Frequency Words Week 4: see, look Planning and Instructional Delivery Considerations Reading Refer to the Align Instruction to Common Core Anchor Standards tab that begins week 4 for an alignment between the Common Core Standards and this week s skills and strategies. (TE p. 319) Sound-by-sound blending is taught as a routine but not a target skill during this week. (TE p. 321) Nondecodable words are taught as a routine but not a target skill during this week. Unit 3 Weeks 1-3 can be found in Volume 1. Unit 3 Weeks 4-6 begins in Volume 2. Homework is outlined in the Wrap Up Your Day section. Family Times need to be printed from the Let s Practice It! (TR DVD). Days Monday thru Friday will be listed on this one sheet. Therefore, students will have their homework for the week on Day 1. Wrap Up Your Day will have a preview your day for the next instructional day. University of Connecticut s Center for Behavioral Education and Research D-11

16 Version 1 Grade K, Reading, Unit 3.4 : This content is explicitly taught on Day 1 of the Get Ready to Read reading block and practiced throughout the week in the Language Block during days 3-5. Assessed Curriculum 3.4 Formative/Embedded Assessments Monitor Progress/ Daily Embedded Assessment The daily progress monitoring assessments are found in your teacher s edition within each day of instruction. These assessments will give you information on student progress with targeted skills throughout the week. Keep in mind that you will administer some of these assessments to the whole group but you will need to focus on individual students for other assessments. Weekly Assessment The weekly test needs to be administered on Day 5 and measures understanding of the following: Phonics: /f/ spelled Ff High-Frequency Words: see, look Comprehension Skill: plot The information gained from these assessments will help you make ongoing decisions about the emphasis of instruction including decisions related to re-teaching and reviewing. The following materials will be needed to administer, score, and record the results of this assessment: Assessment Checkpoints for week - Pearson/Scott p. 402 Assessment/Monitor Progress o Directions for administration & scoring forms - Scott/ - pp. 394 & 395, 398 & 399 o Scoring forms can also be found in the Scott Foresman Assessment Handbook pp Letter/Word Reading Chart (Week 4) Scott Foresman Assessment Handbook p. 240 (to record results) University of Connecticut s Center for Behavioral Education and Research D-12

17 Version 1 Grade K, Reading, Unit 3.5 Taught Curriculum Unit 3.5 (Unit 3, Week 5) Learning Objectives Concept Talk Oral Vocabulary (i.e., Amazing Words) Phonological Awareness/Phonemic Awareness Phonics High-Frequency Words Comprehension Vocabulary GET READY TO READ Students will demonstrate their understanding of how things we use today differ from things used long ago through song and discussion. Students will demonstrate their understanding of the amazing words (gears, headphones, webcams, handwritten, phonographs, newspapers) by completing oral sentences using the words, answering questions about the words, and using words in context Students will demonstrate knowledge of beginning sound /o/ by identifying pictures that begin with same sound. Students will demonstrate the knowledge of taught sounds by segmenting threephoneme words into each individual sound. Students will demonstrate the ability to manipulate phonemes by substituting the medial sound in a three-phoneme word to create a new word. Students will demonstrate knowledge of initial and medial sounds by identifying words that have the target sound in the initial and medial position. Students will demonstrate the ability to match the phonemes /o/ and /f/ with the graphemes Oo and Ff, by identifying them in print. Students will demonstrate the ability to blend sounds by orally combining sounds using sound-by-sound routine cards. Students will demonstrate knowledge of high-frequency words by reading them in isolation and in context (they, you, of). Students will write uppercase letter O and lowercase letter o, using the proper left to right and top to bottom progression and proper spacing. READ AND COMPREHEND Students will apply the comprehension skill of compare and contrast by telling how things are alike and different through an oral discussion. Students will demonstrate their understanding of the story by sequencing events through an oral retell. Students will demonstrate their ability to draw conclusions in a story by using information they already know to help them answer questions not answered in the story. Students will demonstrate knowledge of words for opposites (old, new, fast, slow) by giving examples of the target words, illustrating each target word, and using the words in context. University of Connecticut s Center for Behavioral Education and Research D-13

18 Version 1 Grade K, Reading, Unit 3.5 Reading Resources My Planning Guide (overview of this week s resources and key skills)-pearson/scott Street Unit 3, Vol. 2, pp Day 1 Day 2 Day 3 Day 4 Day 5 TE pp TE pp Foresman Reading Street Unit 3, Vol. 2 TE p. 420 Reader s and Writer s Notebook p. 209 Foresman Reading Street Unit 3, Vol. 2 TE p. 427 Reader s and Writer s Notebook p. 210 TE pp Read and Comprehend pp (Follow Day 3) TE pp Read and Comprehend pp (Follow Day 4) TE pp Support for English Language Learners (Differentiation of core content to support culturally and linguistically diverse students in acquiring skills and strategies covered throughout the week) Pearson/Scott, DI 80-DI 85 Small Group Differentiated Instruction (Differentiation of core content to support students in acquiring skills and strategies covered throughout the week) - Pearson/Scott, DI 69-DI 79 Instructional Considerations Key Vocabulary Oral Vocabulary Week 5: gears, headphones, webcams, handwritten, phonographs, newspapers High Frequency Words Week 5: they, you, of Planning and Instructional Delivery Considerations Reading Refer to the Align Instruction to Common Core Anchor Standards tab that begins week 5 for an alignment between the Common Core Standards and this week s skills and strategies. (TE p. 419) Sound by Sound Blending is taught as a routine but not a target skill during this week. (TE p. 421) Nondecodable words are taught as a routine but not a target skill during this week. Unit 3 Weeks 1-3 can be found in Volume 1. Unit 3 Weeks 4-6 begins in Volume 2. Homework is outlined in the Wrap Up Your Day section. Family Times need to be printed from the Let s Practice It! (TR DVD). Days Monday thru Friday will be listed on this one sheet. Therefore, students will have their homework for the week on Day 1. University of Connecticut s Center for Behavioral Education and Research D-14

19 Version 1 Grade K, Reading, Unit 3.5 Wrap Up Your Day will have a preview your day for the next instructional day. : This content is explicitly taught on Day 1 of the Get Ready to Read reading block and practiced throughout the week in the Language Block during days 3-5. Formative/Embedded Assessments Assessed Curriculum 3.5 Monitor Progress/ Daily Embedded Assessment The daily progress monitoring assessments are found in your teacher s edition within each day of instruction. These assessments will give you information on student progress with targeted skills throughout the week. Keep in mind that you will administer some of these assessments to the whole group but you will need to focus on individual students for other assessments. Weekly Assessment The weekly test needs to be administered on Day 5 and measures understanding of the following: Phonics: /o/ spelled Oo High-Frequency Words: they, you, of Comprehension Skill: draw conclusions The information gained from these assessments will help you make ongoing decisions about the emphasis of instruction including decisions related to re-teaching and reviewing. The following materials will be needed to administer, score, and record the results of this assessment: Assessment Checkpoints for week - Pearson/Scott Street Unit 3, Vol.2 p. 502 Assessment/Monitor Progress o Directions for administration & scoring forms - Scott/ pp. 492 & 493, 496 & 497 o Scoring forms can also be found in the Scott Foresman Assessment Handbook pp Letter/Word Reading Chart (Week 5) Scott Foresman Assessment Handbook p. 240 (to record results) University of Connecticut s Center for Behavioral Education and Research D-15

20 Version 1 Grade K, Reading, Unit 3.6 Taught Curriculum Unit 3.6 (Unit 3, Week 6) Learning Objectives Concept Talk Oral Vocabulary (i.e., Amazing Words) GET READY TO READ Students will demonstrate their understanding of what causes us to change the way we feel through song and discussion. Students will demonstrate their understanding of the amazing words (jungle, beast, nibbling, snarled, trembling, entangled) by completing oral sentences using the words, answering questions about the words, and using words in context. Phonological Awareness/Phonemic Awareness Phonics High-Frequency Words Comprehension Vocabulary Students will demonstrate knowledge of beginning sounds /o/, /b/, /n/, /r/, /d/, /k/, and /f/ by identifying pictures that begin with the same sound. Students will demonstrate the knowledge of taught sounds by segmenting threephoneme words into each individual sound. Students will demonstrate the ability to manipulate phonemes by substituting the medial sound in a three-phoneme word to create a new word. Students will demonstrate knowledge of initial and medial sounds by identifying words that have the target sound in the initial and medial position Students will demonstrate the ability to match the phoneme /o/ with the grapheme Oo by identifying it in print. Students will demonstrate the ability to blend sounds by orally combining sounds using sound-by-sound routine cards. Students will demonstrate knowledge of high frequency words by reading them in isolation and context (they, you, of). READ AND COMPREHEND Students will apply the comprehension skill of classifying and categorizing to aid in their understanding by describing how to group things that are alike and different, before, during, and after reading the story. Students will demonstrate their ability to make meaningful predictions while previewing the title, cover, and illustrations before reading the story. Students will demonstrate their understanding of the story by sequencing events through an oral retell using the illustrations from the story. Students will demonstrate their understanding of setting by identifying the time and place of the story in whole group discussion by looking at pictures. Students will demonstrate knowledge of words for sizes (big, little, tall, short), by identifying objects in the classroom and comparing them using the words. Students will write uppercase letter O and lowercase letter o, using the proper left to right and top to bottom progression and proper spacing. CONCEPT WRAP-UP Students will be able to connect the questions of the week to the Big Question of the unit through whole group and paired discussions. University of Connecticut s Center for Behavioral Education and Research D-16

21 Version 1 Grade K, Reading, Unit 3.6 Reading Resources My Planning Guide (overview of this week s resources and key skills)-pearson/scott Street Unit 3, Vol. 2, pp Day 1 Day 2 Day 3 Day 4 Day 5 TE pp TE pp Foresman Reading Street Unit 3, Vol. 2 TE p. 518 Reader s and Writer s Notebook p. 221 Foresman Reading Street Unit 1, Vol. 2 TE p. 534 Reader s and Writer s Notebook p. 222 TE pp Read and Comprehend pp (Follow Day 3) TE pp Read and Comprehend pp (Follow Day 4) TE pp Support for English Language Learners (Differentiation of core content to support culturally and linguistically diverse students in acquiring skills and strategies covered throughout the week) Pearson/Scott, DI 97-DI 102. Small Group Differentiated Instruction (Differentiation of core content to support students in acquiring skills and strategies covered throughout the week) - Pearson/Scott Street Unit 3, Volume 2, DI 86-DI 96. Unit Wrap-Up - Pearson/Scott, pp Instructional Considerations Key Vocabulary Oral Vocabulary Week 6: jungle, beast, nibbling, snarled, trembling, entangled High Frequency Words Week 6: they, you, of Planning and Instructional Delivery Considerations Reading Refer to the Align Instruction to Common Core Anchor Standards tab that begins week 6 for an alignment between the Common Core Standards and this week s skills and strategies. (TE p. 517) Sound by Sound Blending is taught as a routine but not a target skill during this week. (TE p. 519) Nondecodable Words are taught as a routine but not a target skill during this week. Unit 3 Weeks 1-3 can be found in Volume 1. Unit 3 Weeks 4-6 begins in Volume 2. University of Connecticut s Center for Behavioral Education and Research D-17

22 Version 1 Grade K, Reading, Unit 3.6 Homework is outlined in the Wrap Up Your Day section. Family Times need to be printed from the Let s Practice It! (TR DVD). Days Monday thru Friday will be listed on this one sheet. Therefore, students will have their homework for the week on Day 1. Wrap Up Your Day will have a preview your day for the next instructional day. : This content is explicitly taught on Day 1 of the Get Ready to Read reading block and practiced throughout the week in the Language Block during days 3-5. Formative/Embedded Assessments Assessed Curriculum 3.6 Monitor Progress/ Daily Embedded Assessment The daily progress monitoring assessments are found in your teacher s edition within each day of instruction. These assessments will give you information on student progress with targeted skills throughout the week. Keep in mind that you will administer some of these assessments to the whole group but you will need to focus on individual students for other assessments. Weekly Assessment The weekly test needs to be administered on Day 5 and measures understanding of the following: Phonics: /o/ spelled Oo High-Frequency Words: they, you, of Comprehension Skill: main idea The information gained from these assessments will help you make ongoing decisions about the emphasis of instruction including decisions related to reteaching and reviewing. The following materials will be needed to administer, score, and record the results of this assessment: Assessment Checkpoints for week - Pearson/Scott Street Unit 3, Vol.2 - p. 602 Assessment/Monitor Progress o Directions for administration & scoring forms - Scott/ - pp. 590 & 591, 594 & 595 o Scoring forms can also be found in the Scott Foresman Assessment Handbook pp Letter/Word Reading Chart (Week 6) Scott Foresman Assessment Handbook p. 240 (to record results) Summative/Unit Assessment The unit assessment test is administered at the end of the unit and is located in the Unit/Benchmark Assessment Book. This assessment will help you make instructional decisions for each student, provide you with feedback about the effectiveness of your instruction, and will help you plan instruction for the next unit. This assessment measures students understanding of: Phonemic Awareness: Initial Sounds (/b/,/n/,/r/,/d///k/,/f/, short /o/) Phonics: Letter-Sound Correspondence (/b/,/n/ /r/ /d/, /k/, /f/ short /o/) High-Frequency Words: (me, with, she, see, look, they, you, of) Listening Comprehension: Main Idea University of Connecticut s Center for Behavioral Education and Research D-18

23 Version 1 Grade K, Reading, Unit 3.6 Benchmark Unit Assessment Materials: Unit Assessment Checkpoints (Pearson/Scott p. 602 (end of week 6) Benchmark Test Scott Foresman Unit and End-of-Year Benchmark Tests Teacher s Manual o Individual Record sheet - T45 o Class Record Chart T97 o Benchmark Assessments Teacher s Manual, Unit 3 T36-T43 Administer Parts 1, 2, 3, and 4 (Phonemic Awareness, Phonics, Word Knowledge: High- Frequency Words, and Listening Comprehension: Main Idea); Do NOT administer Part 5 - Writing: Verbs. Writing will be assessed through writing products indicated in the Writing Curriculum Framework section. o Benchmark Assessment Unit 3 Changes All Around Us - pp. 2-7 (student materials); Do NOT administer writing (p.8). University of Connecticut s Center for Behavioral Education and Research D-19

24 Version 1 Grade K, Reading, Unit 3 Notes University of Connecticut s Center for Behavioral Education and Research D-20