Words Their Way TM. Word Study in Action. Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Kindergarten

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1 TM Word Study in Action Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Kindergarten For More Information Contact Debbie Owens, Sales Representative Ext

2 GRADE K LEVEL K NORTH CAROLINA LANGUAGE ARTS STANDARDS :: 2004 :: KINDERGARTEN During the kindergarten year, students need to experience the enjoyment of reading while they learn the foundational strategies and skills that will enable them to read independently. Students learn these enabling skills of phonemic awareness, letter names, sound-letter correspondences, decoding skills, high frequency vocabulary, and comprehension skills as they listen and respond to a variety of texts. They enjoy listening to stories, relating characters and events to their own life experiences, dramatizing stories, and responding to stories through art and writing activities. They can extend their oral language skills when given opportunities to express themselves, and they can learn how oral language is recorded to convey experiences and ideas as they observe their experiences and ideas being written. Kindergarten students will: Engage in word play. Listen and respond to children's literature. Build reading and writing concepts, skills, and strategies. Strands: Oral Language, Written Language, and Other Media/Technology Goal 1 The learner will develop and apply enabling strategies and skills to read and write Develop book and print awareness: identify the parts of books and function of each part. demonstrate an understanding of directionality and voice-print match by following print word for word when listening to familiar text read aloud. demonstrate an understanding of letters, words, sentence and story. identify the title, name of the author and the name of the illustrator. During the preliterate stage, teachers are encouraged to select read-aloud core books that will support the development of print awareness skills. (WTWR p. 95) Students will learn to match the oral and written structures as they explore the phrases, sentences, words, and sounds. (WTWR p. 96) Teachers are encouraged have students use fingerpoint reading or tracking as they reread familiar text. (WTWR p ) The WTW sorts are introduced through poems found in the Big Book of Rhymes, Level K. Students watch as the teacher reads and tracks the text. Later students are given the opportunity to volunteer to track familiar text. (WTW TRG p. 20, 22, etc.) 1.02 Develop phonemic awareness and knowledge of alphabetic principle: demonstrate understanding that spoken language is a sequence of identifiable speech sounds. demonstrate understanding that the sequence of letters in the written word represents the sequence of sounds in the spoken word. During large group time, students are given the opportunity to pay attention to, identify, and reflect on various sound segments of speech. (WTWR p. 103) Rhymes, jingles, and poems give the opportunity for students to listen for and produce rhyming words. (TRG p. 24, 26, etc.) (BBR p. 9, 11, etc.) Students practice sorting onsets and rimes by using pictures in their word study notebooks. (WSN p. 11, 15, etc.) WTWL = Library CD = CD-ROM (2)

3 demonstrate understanding of the sounds of letters and understanding that words begin and end alike (onsets and rimes) Demonstrate decoding and word recognition strategies and skills: recognize and name upper and lower case letters of the alphabet. recognize some words by sight including a few common words, own name, and environmental print such as signs, labels, and trademarks. recognize most beginning consonant letter-sound associations in one syllable words Read or begin to read: read or attempt to read own dictated story. attempt to read/reads simple patterned text, decodable text, and/or predictable texts using letter-sound knowledge and pictures to construct meaning. Students learn to identify and differentiate the letters of the alphabet through a variety of picture and letter sorts, alphabet games, and matching games. (WTWR p ) (TRG p ) (WSN p ) Beginning and ending consonant sounds are also practiced through picture sorts. (TRG p ) (WSN p ) Advanced students begin matching and sorting word-to-picture using one syllable words. (TRG p ) (WSN p ) More advanced students are given the opportunity to identify and sort pictures with short vowel sounds. TRG p ) (WSN p ) Students move from emergent to beginning reading through dictated experience stories, fingerpoint reading, rereading familiar text, and simple pattern books. (WTWR p ) Teachers are also encouraged to provide various small group center activities where students "read" previously read poems, patterned text and their own writing. (WTWR p , ) Goal Interact for at least 10 minutes daily with self-selected texts that are consistent with the student's independent reading level. The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed Demonstrate sense of story (e.g., beginning, middle, end, characters, details and setting) Demonstrate familiarity with a variety of types of books and selections (e.g., picture books, caption books, short informational texts, nursery rhymes, word plays/finger plays, puppet plays, reenactments of familiar stories) Use preparation strategies to activate prior knowledge and experience before and during the reading of a text Formulate questions that a text might answer before beginning to read (e.g., what will happen in this story, who might this be, where do you think this happens) Predict possible events in texts before and during reading Understand and follow oral-graphic directions. Suggested reading materials for self-selected reading include simple predictable books, familiar nursery rhymes poems, songs, jump rope jingles, and student's own talk written down.. (WTWR p. 101) WTW encourages frequent, daily read-aloud time using a wide variety of children's literature. (WTWR p ) Teachers may use this time to develop story sense, questioning skills, predicting, and story sequencing skills. Each lesson suggests little books from the Library (WTWL) Level K that correlate with each sort. (TRG p. 25, 27, etc.) These books provide students the opportunity to find and read in context the words they are sorting. WTWL = Library CD = CD-ROM (3)

4 Goal Demonstrate understanding of literary language; e.g., "once upon a time" and other vocabulary specific to a genre Distinguish fantasy from reality when reading text Identify the sequence of events in a story. The learner will make connections through the use of oral language, written language, and media and technology Connect information and events in text to experience Discuss concepts and information in a text to clarify and extend knowledge Associate target words with prior knowledge and explore an author's choice of words Use speaking and listening skills and media to connect experiences and text: listening to and re-visiting stories. discussing, illustrating, and dramatizing stories. discovering relationships. As each of the 36 word sorts is introduced, students compare, contrast and analyze the words for that week. Oral discussion is strongly encouraged as students explore, contrast, and compare known words to new words. During open sort activities students take turns explaining their rationale for the placement of each word. Vocabulary development is a natural byproduct of these activities. Students are encouraged to use words that have been sorted and discussed as they engage in shared, guided, and independent writing activities. (WTWR p ) Teachers are encouraged to read aloud a variety of books, stories, and poems, pausing to allow children to guess and create rhyming words and nonsense words. (WTWR p ) Each of the 36 word sorts in WTW is introduced by a poem in the WTW Big Book of Rhymes. (BBR) The WTW CD provides activities for additional practice in sorting through games and other various activities. Goal 4 The learner will apply strategies and skills to create oral, written, and visual texts Use new vocabulary in own speech and writing Use words that name and words that tell action in a variety of simple texts (e.g., oral retelling, written stories, lists, journal entries of personal experiences) Use words that describe color, size, and location in a variety of texts: e.g., oral retelling, written stories, lists, journal entries of personal experiences Maintain conversation and discussions: attending to oral presentations. taking turns expressing ideas and asking questions. The word sorts, games, and activities often include the process of categorization. Students compare, contrast, and analyze words as they sort during both constructivist and teacher-directed activities. Oral discussion of meaning sorts and concept sorts provide opportunities for students to explore, contrast, and compare known words to new words. During open sort activities students take turns explaining their rationale for the placement of each word. Vocabulary development is a natural byproduct of these activities. Students are encouraged to use words that have been sorted as they compose group experience stories and in their own personal journals. (WTWR p ) WTWL = Library CD = CD-ROM (4)

5 Goal Use a variety of sentence patterns such as interrogative requests (Can you go with me?) and sentence fragments that convey emotion (Me, too!). write from left to right and from top to bottom. write most letters and some words when dictated Write and/or participate in writing behaviors by using authors' models of language. The learner will apply grammar and language conventions to communicate effectively Develop spelling strategies and skills by: representing spoken language with temporary and/or conventional spelling. writing most letters of the alphabet. analyzing sounds in a word and writing dominant consonant letters Use capital letters to write the word I and the first letter in own name Use legible manuscript handwriting. In Level K students learn to recognize and practice writing all letters of the alphabet. (WSN p ) Beginning consonants are identified and categorized. (WSN p ) Students also practice writing rimes associated with one-syllable CVC words. (WSN p ) More advanced students will practice identifying and writing medial short vowels in CVC words. (WSN p ) WTWL = Library CD = CD-ROM (5)

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