Reading Curriculum. Grade Level or Course: Kindergarten Focus Area(s) Addressed: Reading (PHONOLOGICAL AWARENESS)
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1 Focus Area(s) Addressed: Reading (PHONOLOGICAL AWARENESS) UTCOME Students will demonstrate phonological awareness through oral activities..2 a Component: Students will segment spoken sentences into words..2 Component: Students will identify same sounds in different words..2 Component: Students will categorize same and different phonemes..2 f / g Component: Students will identify beginning, middle and ending phonemes in words. UTCOME Students will be able to manipulate phonemes in words..2 Component: Students will substitute phonemes in different positions in words..2 Component: Students will delete phonemes in words (smile = mile)..2 Component: Students will add phonemes to words (park = spark)..2 Component: Students will segment phonemes in words (cat = /c/ /a/ /t/)..2 Component: Students will blend real and nonsense words. UTCOME Students will be able to identify and produce rhyming words..2 b Component: Students will identify words that rhyme. / Report Card Assessment.2 b Component: Students will produce words that rhyme. / Report Card Assessment.2 c Component: Students will blend and segment syllable sounds in spoken words (Ex: cupcake, birthday).2 d / e Component: Students will blend and segment spoken onsets and rimes (Ex: v-an, gr-ab) Kindergarten Page 1 Summer 2009
2 Focus Area(s) Addressed: Reading (PHONICS / WORD ANALYSIS) Students will be able to identify letters of the alphabet and associate each letter with its sound(s) a Component: Students will identify upper and lower case letters. / Report Card Assessment b Component: Students will identify common sounds of each letter. / Report Card Assessment Students will be able to decode and blend one syllable words Component: Students will blend letters in one syllable CVC and VC words. (CVC = /c/ /a/ /t/=cat ~ VC = /a/ /t/ =at) f Component: Students will blend and identify word families including nonsense words. (See attached list) d Component: Use phonetic knowledge to write (Ex: approximated spelling) Focus Area(s) Addressed: Reading (FLUENCY) Students will be able to develop and increase fluency Component: Students will identify letter names out of sequence at a rate of 60 letters per minute Component: Students will identify letter phonemes (sounds) out of sequence at a rate of phonemes per minute. DIBELS/AIMSWEB DIBELS/AIMSWEB Component: Students will identify sight words fluently. (Including: color words, number words, sight words, and classmates names.) a Component: Students will imitate adult s expression, reflecting meaning with voice (Ex: pause, stress, phrasing) Kindergarten Page 2 Summer 2009
3 0.1.4 b Component: Students will imitate repeating language patterns during reading (Ex: modeled reading, choral reading) c Component: Students will read familiar text with others, maintaining appropriate pace. s/ Report Card Assessment Focus Area(s) Addressed: Reading (VOCABULARY) Students will be able to develop and increase vocabulary..1.3 e Component: Students will build on their vocabulary including Basal Reading activities the use of unfamiliar words, descriptive words and common words (survival words, environmental print, color words, number words, and classmates names.).1.5 Component: Students will be able to name pictures Basal Reading activities.1.5 Component: Students will name pictures of common objects. Basal Reading activities.1.5 d Component: Students will be able to identify and sort pictures and words into basic categories..1.5 b Component: Students will be able to develop and increase reading vocabulary. Basal Reading activities.1.3 c Component: Students will read Kindergarten Sight Words. Attached Checklist (See attached list)..1.3 Component: Students will read word families. Attached Checklist.1.5 a Component: Students will examine word structure elements and word patterns to determine meaning (Ex: plural forms, compound words).1.5 c Component: Students will develop awareness of context clues (Ex: predictions, word and sentence clues) and text features (Ex: titles, bold print, illustrations) that may be used to infer the meaning of unknown words.1.5 e Component: Students will determine word meaning using reference materials and classroom resources (Ex: word wall, picture dictionary, peer(s), teacher) b Focus Area(s) Addressed: Reading (COMPREHENSION) Kindergarten Page 3 Summer 2009
4 Students will be able to apply reading strategies..1.6 l Component: Students will make predictions prior to reading / listening to a story..1.6 l Component: Students will use pictures and information to predict what will happen next. Kindergarten Page 4 Summer 2009 Basal Reading Activities Basal Reading Activities.1.6 Component: Students will identify cause and effect..6.1 m Component: Students will be able to respond to literature in a Basal Reading Activities variety of ways..6.1 Component: Students will retell a story using the book..1.6 i Component: Students will answer questions about the story including wh questions..1.6 k Component: Students will make connections and relate story to personal experience. (Ex: text to self, text to text, and text to world connections before, during, and after reading).6.1 Component: Students will use graphic organizers to compare story components. (Venn Diagrams and Story Maps)..6.1 Component: Students will make comparisons between two or more stories..1.1 a g.1.6 a Component: Students will demonstrate knowledge and apply concepts of print when reading. Front and Back cover Title Page Left to Right progression Top to Bottom Beginning / Ending of sentence Roles of author and illustrator Follows pages sequentially Holds books correctly Identify Punctuation Identify Variations in Print Demonstrate Voice to Print Match Demonstrate the Understanding that words are made up of letters Explain Purpose of print to carry information (Ex: environmental print names) Report Card Assessment
5 .1.6 b Component: Students will be able to recognize elements of literature (characters, setting and important events)..1.6 b / c Component: Students will retell a story including characters, setting and important events..1.6 b Component: Students will use sentence signals when retelling a story (Then, next, before, after, and, but, first, last, finally)..1.6 b Component: Students will retell a story without using a book including beginning, middle and end..1.6 b Component: Students will identify correct sequence of events in a story..1.6 g Component: Students will be exposed to a variety of genres. (Ex: folk tales, nursery rimes, poetry, etc..1.6 Component: Students will distinguish between real and make believe..1.6 h Component: Students will be exposed to stories representing a variety of cultures..1.6 d Component: Students will indicate that authors use words in different ways (Ex: rhythm, repeating line, simile, alliteration, sensory details).1.6 e / f Component: Students will retell main ideas and identify text features (Ex: titles bold print, illustration) from informational text.1.6 j Component: Students will identify different purposes for reading (Ex: information, pleasure) Kindergarten Page 5 Summer 2009
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