Course Title: Language Arts Grade: Kindergarten Year:

Transcription

1 Dear Kindergarten ELA teacher, Welcome to the new version of the BCPS ELA Curriculum Planning Guide. There have been some changes to the guide. Please take a moment to look over these changes. Technology is embedded in the Common Core State Standards (see Technology Curriculum). Work closely with your Media Specialist to ensure that the technology piece is implemented. Please note that this is a living document and will most likely change as we make our way through it this year. Your suggestions, concerns and ideas are always welcome and the document will be adjusted accordingly as we progress through the year. The following changes have been made to the Planning Guide this year: MAISA Writing units and on-demand assessments (pre and post) have been added to the pacing guide. These on-demand assessments will replace MLPP writing assessments. MAISA units to be assessed in this order are: narrative, opinion, and informational. MAISA Unit Oral language, although not assessed, should still be taught. MAISA Units Pattern books, and How-to books are not assessed and not required this year, but you may incorporate them into instruction at appropriate time. The Curriculum Pacing Guide is aligned to the Common Core State Standards, Skills, and Assessment. The focus is on the content that is taught based on the CCSS s rather than the resource (Macmillan) that is used. This allows the teacher flexibility to teach the content using materials that best meet the needs of individual students. If you have suggestions, concerns or ideas please Joan Anderson, andersonj@bcschools.net. These suggestions can be added to future Planning Guides. We hope you have a wonderful school year! Kindergarten Curriculum Team

2 At the end of 12 weeks your students will know: Reading Recognize and name all upper- and lowercase letters of the alphabet. Recognize and produce the sounds of letters. Understand the organizations and basic features of books and print. Understand the relationship between illustrations and text in a book. Identify characters, setting, and major events in a story. Retell a story after listening to the story. Writing Print many upper- and lowercase letters. Students can rehearse and share their stories. (MAISA Units-Oral Language) Write and/or draw pictures about a specific topic and provide details about the topic. Use drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in order and provide a reaction to what happened. (MAISA Units-Narrative)

3 Essential Questions: 1. What do good readers do? 2. Where do I start reading? 3. Can you follow print? 4. How do writers use talk to focus, rehearse, and share their stories? 5. How do writers learn the process for writing? 6. How do writers make their writing ready for the world? RL.K.2 With prompting and support, retell Weeks 1-3 Weeks 1-3 familiar stories, including key details. RL.K.5 Recognize common types of texts (e.g., Classroom/School Rules DiBels Dolch List Orientation/Procedures RL.K.6 With prompting and support, name the Self-help Skills MLPP Macmillan Series author and illustrator of a story and define the Letters: Introduce all for Smart Start role of each in telling the story. exposure DRA Unit 1 RL.K.7 With prompting and support, describe storybooks, poems). Constitution Day the relationship between illustrations and the Writing: MAISA Oral Word List Daily 5 story in which they appear (e.g., what moment Language Unit in a story an illustration depicts). MAISA Narrative pre Trade Books in the RL.K.10 Actively engage in group reading writing on-demand Genre assessment RI.K.1 With prompting and support, ask and Bookflix answer questions about key details in a text. RI.K.2 With prompting and support, identify Weeks 4-6 Tumble Books the main topic and retell key details of a text. Weeks 4-6 RI.K.5 Identify the front cover, back cover, and Listening Orton Gillingham title page of a book. Comprehension RI.K.6 Name the author and illustrator of a text All About Me Recognizing Text Raz Kids and define the role of each in presenting the Structure ideas or information in a text. RI.K.7 With prompting and support, describe Making Predictions MAISA Writing Units the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). Letters: Mm, Aa Lucy Calkins Rubric Focus Words: I, can, we, the, a, red, on Writing: MAISA Launching Writers Workshop

4 Weeks 4-6 All About Me RF.K.1 Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper-and lowercase letters of the alphabet. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of lettersound correspondences by producing the primary or most frequent sound for each consonant. b. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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. L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Produce and expand complete sentences in shared language activities. L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

5 Essential Questions: 1. Am I clear about what I just read? How do I know? 2. Can I describe the adventures and experiences of characters in a story? 3. How do writers make books just like the ones they read? 4. How do writers live and work like scientists? Weeks 7-9 Weeks 7-9 RL.K.1 With prompting and support, ask and Weeks 7-9 answer questions about key details in a text. Asking Questions DiBels Dolch List Friends RL.K.2 With prompting and support, retell Compare and Contrast MiBLSi schools familiar stories, including key details. Identify Characters Macmillan Series RL.K.3 With prompting and support, identify MLPP Unit 2 characters, settings, and major events in a story. Optional Letters: Ss, Pp RL.K.5 Recognize common types of texts (e.g., Daily 5 storybooks, poems). DRA Focus Words: like, it, RL.K.6 With prompting and support, name the Optional blue, one, to, big, get Trade Books in the author and illustrator of a story and define the Genre role of each in telling the story. Word List Writing: MAISA RL.K.9. With prompting and support, compare Narrative -Growing as Bookflix and contrast the adventures and experiences of Small Moment Writers characters in familiar stories. Tumble Books RI.K.1 With prompting and support, ask and answer questions about key details in a text. RF.K.1 Demonstrate understanding of the Orton Gillingham organization and basic features of print. a. Follow words from left to right, top to Raz Kids bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper-and lowercase letters of the alphabet. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). MAISA Writing Units

6 Weeks 7-9 Friends W.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. W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

7 RL.K.1 With prompting and support, ask and Weeks answer questions about key details in a text. Weeks RL.K.2 With prompting and support, retell Recognize Story DiBels Dolch List familiar stories, including key details. Structure MiBLSi schools Transportation RL.K.3 With prompting and support, identify Make and Confirm Macmillan Series characters, settings, and major events in a story. Predictions MLPP Unit 3 RL.K.5 Recognize common types of texts (e.g., Optional Classify and Organize storybooks, poems). Identify Character and Daily 5 RL.K.9 With prompting and support, compare Plot DRA and contrast the adventures and experiences of Optional Trade Books in the characters in familiar stories. Letters: Tt, Ii Genre RL.K.10 Actively engage in group reading Word List Focus Words: see, go, Bookflix RI.K.1 With prompting and support, ask and MAISA Narrative post in, and, up, run, new answer questions about key details in a text. writing on-demand Tumble Books RI.K.10 Actively engage in group reading assessment RF.K.1 Demonstrate understanding of the Orton Gillingham organization and basic features of print. a. Follow words from left to right, top to Raz Kids bottom, and page by page. b. Recognize that spoken words are MAISA Writing Units represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper-and lowercase letters of the alphabet. RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Blend and segment onsets and rimes of single-syllable spoken words. c. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Lucy Calkins Rubric

8 W.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 Transportation reaction to what happened. W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). b. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. See CCSS L.K.5 With guidance and support from adults, explore word relationships and nuances in word meaning. See CCSS L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Weeks 10-13

9 At the end of 24 weeks your students will know: Reading (Continue first 12 weeks standards along with the following standards.) Ask and answer questions about key details in a text. Ask and answer questions about unknown words in a text. Compare and contrast the adventures and experiences of characters in familiar stories. Describe the connection between two individuals, events, ideas, or pieces of information in a text. Read sight words. Associate the long and short sounds with common spellings for the five major vowels. Recognize and produce rhyming words, and syllables as well as sounds at the beginning, middle, and end of words. Writing With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Capitalize the first word in a sentence and the pronoun. Spell simple words, drawing on knowledge of sound letter relationships. Recognize, name, and use end punctuation in writing sentences. Use drawing, dictating, and writing to state an opinion using the format of a letter. (MAISA Units-Opinion)

10 Essential Questions: 1. Can I capitalize the first word in a sentence along with the pronoun I? 2. Can I describe the connection between two individuals, events, ideas, or pieces of information in a text? 3. Can I spell simple words that relate to the picture/drawing I created? 4. How do writers use pattern books to communicate meaning? How do writers finish and publish their pattern books? How do writers write small moments with details, purpose, and feeling? Weeks Weeks Weeks RL.K.1 With prompting and support, ask and answer questions about key details in a text. Recognize Story DiBels Dolch List RL.K.2 With prompting and support, retell Structure Senses familiar stories, including key details. Identify Character and MLPP Macmillan Series RL.K.3 With prompting and support, identify Plot Unit 4 characters, settings, and major events in a story. Summarizing DRA RL.K.5 Recognize common types of texts (e.g., Sequencing Daily 5 storybooks, poems). Making Inferences Word List RL.K.9 With prompting and support, compare Trade Books in the and contrast the adventures and experiences of Letters: Nn, Cc MAISA Narrative pre Genre characters in familiar stories. writing on-demand RL.K.10 Actively engage in group reading Focus Words: have, is, assessment Bookflix play, yellow, not, at, eat RI.K.1 With prompting and support, ask and Tumble Books answer questions about key details in a text. Writing: MAISA RI.K.10 Actively engage in group reading Opinion Writing Orton Gillingham RF.K.1 Demonstrate understanding of the organization and basic features of print. Raz Kids a. Follow words from left to right, top to bottom, and page by page. MAISA Writing Units b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper and lowercase letters of the alphabet. Lucy Calkins Rubric

11 RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words b. Blend and segment onsets and rimes of Senses single-syllable spoken words. c. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). b. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Weeks W.K.1 -Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. See CCSS L.K.5 With guidance and support from adults, explore word relationships and nuances in word meaning. See CCSS L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

12 Weeks Weeks RL.K.1 With prompting and support, ask and Weeks answer questions about key details in a text. Recognize Story DiBels Dolch List RL.K.2 With prompting and support, retell Structure familiar stories, including key details. Animals Make and Confirm MLPP Macmillan Series RL.K.3 With prompting and support, identify Predictions Unit 5 characters, settings, and major events in a story. Classify and Categorize DRA RL.K.4 Ask and answer questions about Identify Character and Daily 5 unknown words in a text. Plot Word List RL.K.5 Recognize common types of texts (e.g., Trade Books in the storybooks, poems). Letters: Ff, Oo Genre RL.K.9 With prompting and support, compare and contrast the adventures and experiences of Focus Words: down, Bookflix characters in familiar stories. did, no, yes, look, my RL.K.10 Actively engage in group reading our Tumble Books RI.K.1 With prompting and support, ask and answer questions about key details in a text. Orton Gillingham RI.K.10 Actively engage in group reading Raz Kids RF.K.1 Demonstrate understanding of the organization and basic features of print. MAISA Writing Units a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper-and lowercase letters of the alphabet. RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Blend and segment onsets and rimes of single-syllable spoken words. c. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Lucy Calkins Rubric

13 RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Animals b. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Weeks L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. See CCSS. L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. See CCSS. L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

14 Weeks Weeks Weeks Neighborhood 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. RL.K.5 Recognize common types of texts (e.g., storybooks, poems). RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.10 Actively engage in group reading RI.K.1 With prompting and support, ask and answer questions about key details in a text. RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K4 With prompting and support, ask and answer questions about unknown words in a text. RI.K.10 Actively engage in group reading RF.K.1 Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper-and lowercase letters of the alphabet. RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. Summarize Identify Main Idea and Key Details Retell (Comprehension) Letters: Hh, Dd, Rr Focus Words: are, for, you, two, three, all, four DiBels MLPP DRA Word List MAISA Opinion post writing on-demand assessment Dolch List Macmillan Series Unit 6 Daily 5 Trade Books in the Genre Bookflix Tumble Books Orton Gillingham Raz Kids MAISA Writing Units Lucy Calkins Rubric

15 b. Blend and segment onsets and rimes of single-syllable spoken words. c. Add or substitute individual sounds DiBels Dolch List (phonemes) in simple, one-syllable words to Neighborhood make new words. MLPP Macmillan Series RF.K.3 Know and apply grade-level phonics and Unit 6 word analysis skills in decoding words. DRA a. Read common high-frequency words by sight Daily 5 (e.g., the, of, to, you, she, my, is, are, do, Word List does). Trade Books in the b. Distinguish between similarly spelled words MAISA Opinion post Genre by identifying the sounds of the letters that writing on-demand differ. assessment Bookflix L.K.1 Demonstrate command of the conventions of standard English grammar and Tumble Books usage when writing or speaking. See CCSS. W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which Orton Gillingham they tell a reader the topic or the name of the book they are writing about and state an Raz Kids opinion or preference about the topic or book (e.g., My favorite book is...). MAISA Writing Units W.K.5 With guidance and support from adults, respond to questions and suggestions from Lucy Calkins Rubric peers and add details to strengthen writing as needed. W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. See CCSS L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. See CCSS. L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Weeks 20-22

16 Weeks Weather Weeks 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. RL.K.5 Recognize common types of texts (e.g., storybooks, poems). RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.10 Actively engage in group reading RI.K.1 With prompting and support, ask and answer questions about key details in a text. RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K4 With prompting and support, ask and answer questions about unknown words in a text. RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text. RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). RI.K.10 Actively engage in group reading activities with purpose and understanding Weeks Visualize Identify Main Ideas and Details Identify Setting Distinguish between Fantasy and Reality Rhyming Letters: Ee, Bb, Ll Focus Words: am, ate, be, do, black, good, now, came DiBels MLPP DRA Word List MAISA Informational pre writing on-demand assessment Dolch List Macmillan Series Unit 7 Daily 5 Trade Books in the Genre Bookflix Tumble Books Orton Gillingham Raz Kids MAISA Writing Units Lucy Calkins Rubric

17 RF.K.1 Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper-and lowercase letters of the alphabet. RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Blend and segment onsets and rimes of single-syllable spoken words. c. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. b. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). c. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. W.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. W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. Weeks Weather

18 W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Weeks Weather L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. See CCSS. L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. See CCSS. L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. See CCSS. L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

19 At the end of 36 weeks your students will know: Reading (Continue with previous standards along with the following standards.) Ask and answer questions about key details in text. Actively engage in group reading activities. Read sight words. Identify new meanings for familiar words apply them accurately. Use the most frequently occurring affixes the meaning of unknown words. Writing Use drawing, dictating, and writing to compose informative/explanatory text. (MAISA Units-Informational) Label items and objects using one word or more. (MAISA Units Label and List) With guidance and support from adults, write to respond to questions from peers to strengthen writing. With guidance and support from adults, use digital tools to produce and publish writing. Use words and phrases acquired through conversations and reading activities.

20 Essential Questions: 1. Am I actively engaging in group reading activities? 2. Can I read and write high frequency words? 3. How do writers write to express an opinion? How do writers generate How To books? How do writers plan and write information in an organized way? Weeks Weeks RL.K.1 With prompting and support, ask and Weeks answer questions about key details in a text. Recognize Text DiBels Dolch List Plants RL.K.2 With prompting and support, retell Structure familiar stories, including key details. Sequence of Events MLPP Macmillan Series Unit 8 characters, settings, and major events in a story. Drawing Conclusions DRA RL.K.5 Recognize common types of texts (e.g., Rhyming Daily 5 storybooks, poems). Word List RL.K.3 With prompting and support, identify Retelling RL.K.9 With prompting and support, compare Letters: Kk, Uu Trade Books in the and contrast the adventures and experiences of Genre characters in familiar stories. Focus Words: little, RL.K.10 Actively engage in group reading said, here, brown, me, Bookflix help, into, must RI.K.1 With prompting and support, ask and Tumble Books answer questions about key details in a text. Writing: MAISA Label RI.K.3 With prompting and support, describe and List Writing Unit the connection between two individuals, events, Orton Gillingham ideas, or pieces of information in a text. Raz Kids RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. MAISA Writing Units RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text. RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). RI.K.10 Actively engage in group reading Lucy Calkins Rubric

21 RF.K.1 Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. Plants b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper-and lowercase letters of the alphabet. RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Blend and segment onsets and rimes of single-syllable spoken words. c. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. b. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). c. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. RF.K.4 Read emergent-reader texts with purpose and understanding. Weeks 26-28

22 L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. See CCSS. L.K.2 Demonstrate command of the Plants conventions of standard English capitalization, punctuation, and spelling when writing. See CCSS. L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. See CCSS. L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. W.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. W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Weeks 26-28

23 Weeks Weeks Weeks RL.K.1 With prompting and support, ask and answer questions about key details in a text. Classify and Categorize DiBels Dolch List RL.K.2 With prompting and support, retell Ask Questions Insects familiar stories, including key details. Compare and Contrast MLPP Macmillan Series RL.K.3 With prompting and support, identify Distinguish between Unit 9 characters, settings, and major events in a story. RL.K.5 Recognize common types of texts (e.g., Fantasy and Reality DRA Daily 5 storybooks, poems). Letters: Vv, Xx, Gg, Ww Word List RL.K.9 With prompting and support, compare Trade Books in the and contrast the adventures and experiences of Focus Words: he, but, Genre characters in familiar stories. where, come, funny, RL.K.10 Actively engage in group reading jump, make, with Bookflix RI.K.1 With prompting and support, ask and Writing: MAISA Tumble Books answer questions about key details in a text. Informational Writing: RI.K.3 With prompting and support, describe Personal Expertise Orton Gillingham the connection between two individuals, events, ideas, or pieces of information in a text. RI.K.4 With prompting and support, ask and Raz Kids answer questions about unknown words in a text. MAISA Writing Units RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text. RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). RI.K.10 Actively engage in group reading activities with purpose and understanding Lucy Calkins Rubric

24 RF.K.1 Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. Insects b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper-and lowercase letters of the alphabet. RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Blend and segment onsets and rimes of single-syllable spoken words. c. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. b. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). c. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. RF.K.4 Read emergent-reader texts with purpose and understanding. L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. See CCSS. L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. See CCSS. Weeks 29-31

25 L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. See CCSS. Insects L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. See CCSS. L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Weeks W.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. W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer questions.

26 Weeks Weeks RL.K.1 With prompting and support, ask and Weeks answer questions about key details in a text. Monitor DiBels Dolch List RL.K.2 With prompting and support, retell Comprehension familiar stories, including key details. End of Year Reread MLPP Macmillan Series RL.K.3 With prompting and support, identify Identify Cause and Unit 10 characters, settings, and major events in a story. Effect DRA RL.K.5 Recognize common types of texts (e.g., Identify Setting Daily 5 storybooks, poems). Poetry (narrative, Word List RL.K.9 With prompting and support, compare dramatic, lyrical) Trade Books in the and contrast the adventures and experiences of MAISA Informational Genre characters in familiar stories. Letters: Jj, Qq, Yy, Zz post writing ondemand assessment Bookflix RL.K.10 Actively engage in group reading Focus Words: review RI.K.1 With prompting and support, ask and previous words or add Tumble Books answer questions about key details in a text. additional Primer RI.K.3 With prompting and support, describe words Orton Gillingham the connection between two individuals, events, ideas, or pieces of information in a text. RI.K.4 With prompting and support, ask and Raz Kids answer questions about unknown words in a text. MAISA Writing Units RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text. RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). RI.K.10 Actively engage in group reading Lucy Calkins Rubric

27 RF.K.1 Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented End of Year in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper-and lowercase letters of the alphabet. 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 threephoneme (consonant-vowel-consonant, or CVC) words. * (This does not include CVCs ending with /l/,/r/, or /x/.) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. b. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). c. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. RF.K.4 Read emergent-reader texts with purpose and understanding. Weeks 32-36

28 W.K.2 - Use a combination of drawing, dictating, and writing to compose informative/explanatory Weeks texts in which they name what they are writing about and supply some information about the topic. End of Year W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. See CCSS. L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. See CCSS. L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. See CCSS. L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. See CCSS. L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. *Note some assessments are mandatory and some are suggested. Some MAISA units are optional: Pattern Books (during opinion unit) and How-to (during informational unit). These can be taught during re-teach time.