Kindergarten Language Arts Curriculum Milford, CT

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1 Cycle # 1 6 weeks KindergartenLanguageArtsCurriculum Milford,CT Fundations Unit: Unit 1 through Week 5 Essential Questions: Skills: Unit 1 (12 weeks) - What does a good reader do? Letter formations (a-z) - What does it mean to be a good reader? Letter name, keywords and sounds: short vowels, consonants - Why do people read? Word awareness - How does reading affect your life? Print awareness Story retelling Enduring Understandings: Prosody with echo reading - Good readers demonstrate certain behaviors. - Good readers see themselves as readers. Good Habits Great Readers (GHGR) Unit 1 - Print contains a message. Skills: Unit 1 Great Readers See Themselves as Readers Professional Article Understanding in Conversations by Kathy Collins Comprehension Focus: Week 1 Taking Care of Books - What do good readers do? Week 2 Choosing Books Week 3 Knowing Yourself as a Reader Week 4 Building Reading Stamina Assessments*: Letter Identification, Sound/Symbol Association, Rhyme Recognition AIMSWeb: LNF, LSF Vocabulary: alphabet, letter, sound, print, lower case letter, upper case/capital letter, word, space, title, title page, author, illustrator, illustration, rhyme, writing, journal, syllable, poem, picture walk, sight word STANDARDS: Reading Writing Speaking and Listening Language Comprehension and Collaboration: Speaking/Listening 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Speaking/Listening 1.a. Follow agreed-upon rules for discussions Range and Level of Text Complexity: Literature 10. Actively engage in group reading activities with purpose and understanding. Informational Text 5. Identify the front cover, back cover, and title page of a book. Language 5.a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. Language 1.a. Print many upper- and lowercase letters. Language 6. Use words and phrases *AssessmentsinboldaretobeenteredintoPowerSchoolbytheteacher. July2011

2 Print Concepts: Foundational Skills 1. Demonstrate understanding of the organization and basic features of print. Foundational Skills 1.a. Follow words from left to right, top to bottom, and page-by-page. Foundational Skills 1.b. Recognize that spoken words are represented in written language by specific sequences of letters. Foundational Skills 1.c. Understand that words are separated by spaces in print. Foundational Skills 1.d. Recognize and name all upper- and lowercase letters of the alphabet. Phonological Awareness: Foundational Skills 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Foundational Skills 3.a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. Literature 5. Recognize common types of texts (e.g., storybooks, poems). Literature 6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Foundational Skills 3.b. Associate the long and short sounds with the common spellings (graphemes), for the five major vowels. KindergartenLanguageArtsCurriculum Milford,CT (e.g., listening to others and taking turns speaking about the topics and texts under discussion). Speaking/Listening 6. Speak audibly and express thoughts, feelings, and ideas clearly. Presentation of Knowledge and Ideas: Speaking/Listening 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Speaking/Listening 5. Add drawings or other visual displays to descriptions as desired to provide additional detail. acquired through conversations, reading and being read to, and responding to texts. *AssessmentsinboldaretobeenteredintoPowerSchoolbytheteacher. July2011

3 Cycle # 2 6 weeks KindergartenLanguageArtsCurriculum Milford,CT Fundations Unit: through end of Unit 1 Essential Questions: Skills: Unit 1 (12 weeks) - How do readers make sense of text? Letter formations (a-z) - How do readers prepare for reading? Letter name, keywords and sounds: short vowels, consonants - What do readers think about as they read? Word awareness Print awareness Enduring Understandings: Story retelling - Reading strategies help us understand what we read. Prosody with echo reading Comprehension Focus: GHGR Unit 2 and 3 - Good readers make and revise predictions while they are Skills: Unit 2 Great Readers Make Sense of Text reading/listening. Professional Article Thinking Aloud: Showing Kids How by Debbie Miller Week 1 Making Predictions Week 2 Asking Questions Week 3 Problem-Solving Unfamiliar Words Week 4 Summarizing and Retelling Unit 3 Great Readers Use What They Know Professional Article Connecting the Known to the New by Ellin Oliver Keene and Susan Zimmermann Week 1 Making Connections Week 2 Activating Background Knowledge Week 3 Building Vocabulary and Concept Knowledge Week 4 Making Inferences Assessments*: Letter Identification, Sound/Symbol Association, High Frequency Words, Rhyme Production, Reading CVC Words, Fundations Unit 1 (optional) Vocabulary: previous vocabulary plus: question, question mark, period, ending mark, exclamation point, beginning/middle/end, character, connection STANDARDS: Reading Writing Speaking and Listening Language Presentation of Knowledge and Ideas: Speaking/Listening 6. Speak audibly Key Ideas and Details: Literature 1. With prompting and support, ask and answer questions about key details in a text. Language 1.a. Print many upper-and lowercase letters. Language 6. Use words and phrases *AssessmentsinboldaretobeenteredintoPowerSchoolbytheteacher. July2011

4 Literature 2. With prompting and support, retell familiar stories, including key details. Craft and Structure: Literature 4. Ask and answer questions about unknown words in a text. Literature 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). Print Concepts: Foundational Skills 1. Demonstrate understanding of the organization and basic features of print. Foundational Skills 1.a. Follow words from left to right, top to bottom, and page-by-page. Foundational Skills 1.b. Recognize that spoken words are represented in written language by specific sequences of letters. Foundational Skills 1.c. Understand that words are separated by spaces in print. Foundational Skills 1.d. Recognize and name all upper- and lowercase letters of the alphabet. Phonological Awareness: Foundational Skills 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Foundational Skills 3.a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. Informational Text 2. With prompting and support, identify the main topic and retell key details of a text. Craft and Structure: Informational Text 4. With prompting and support, ask and answer questions about unknown words in a text. Informational Text 6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. KindergartenLanguageArtsCurriculum Milford,CT and express thoughts, feelings, and ideas clearly (Unit 2). Speaking/Listening 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 (Unit 2). Speaking/Listening 3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood (Unit 2). Speaking/Listening 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail (Unit 3). Speaking/Listening 5. Add drawings or other visual displays to descriptions as desired to provide additional detail (Unit 2 & 3). acquired through conversations, reading and being read to, and responding to texts. Language 1.b. Use frequently occurring nouns and verbs (Unit 3). Language 1.c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes) (Unit 3). Language 1.f. Produce and expand complete sentences in shared language activities (Unit 2 & 3). Vocabulary Acquisition and Use: Language 4. Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on kindergarten reading and content (Unit 2 & 3). Language 5. With guidance and support from adults, explore word relationships and nuances in word meanings (Unit 2 & 3). Language 5.a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent (Unit 2 & 3). Language 5.b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms) (Unit 3). *AssessmentsinboldaretobeenteredintoPowerSchoolbytheteacher. July2011

5 Informational Text 7. With prompting and support, describe 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). Informational Text 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). Literature 5. Recognize common types of texts (e.g., storybooks, poems). Literature 6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Range and Level of Text Complexity: Literature 10. Actively engage in group reading activities with purpose and understanding. Foundational Skills 3.b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. Informational Text 3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Informational Text 5. Identify the front cover, back cover, and title page of a book. Informational Text 8. With prompting and support, identify the reasons an author gives to support points in a text. Informational Text 10. Actively engage in group reading activities with purpose and understanding. KindergartenLanguageArtsCurriculum Milford,CT *AssessmentsinboldaretobeenteredintoPowerSchoolbytheteacher. July2011

6 Cycle # 3 6 weeks KindergartenLanguageArtsCurriculum Milford,CT Fundations Unit: Unit 2 Week 3 Essential Questions: Skills: Unit 2 (3 weeks) - What story clues help us better understand the stories we read? Letter formations (A-Z), Review (a-z) Alphabetical order Enduring Understandings: Sound mastery (consonants, short vowels) - Using story clues helps us understand a story. Syllable awareness Comprehension Focus: GHGR Unit 4 - Our connections to text help us understand the story. Skills: Unit 4 Great Readers Understand How Stories Work Professional Article Four Ways to Teach for Phrasing and Fluency by Andrea McCarrier Week 1 Understanding Story Grammar Week 2 Understanding Story Grammar Week 3 Identifying and Understanding Literary Devices Week 4 Identifying and Using Text Features Assessments*: DRA, Fundations Unit 2 (optional) AIMSWeb: LNF, LSF, NWF Vocabulary: previous vocabulary plus: speech bubble STANDARDS: Reading Writing Speaking and Listening Language Presentation of Knowledge and Ideas: Speaking/Listening 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional details. Speaking/Listening 5. Add drawings or other visual displays to descriptions as desired to provide additional detail. Speaking/Listening 6. Speak audibly and express thoughts, feelings, and Literature 3. With prompting and support, identify characters, settings, and major events in a story. Literature 6. With prompting and support, name the author and illustrator of a story, and define the role of each in telling the story. Literature 9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Informational Text 8. With prompting and support, identify the reasons an author gives to Conventions in Writing and Speaking: Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.b. Recognize and name end punctuation. Language 4.b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an *AssessmentsinboldaretobeenteredintoPowerSchoolbytheteacher. July2011

7 support points in a text. Phonological Awareness: Foundational Skills 2.b. Count, pronounce, blend, and segment syllables in spoken words. Literature 5. Recognize common types of texts (e.g., storybooks, poems). Literature 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 and Level of Text Complexity: Literature 10. Actively engage in group reading activities with purpose and understanding. Informational Text 7. With prompting and support, describe 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). Foundational Skills 1.d. Recognize and name all upper- and lowercase letters of the alphabet. Foundational Skills 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Foundational Skills 3.a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. Foundational Skills 3.b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. KindergartenLanguageArtsCurriculum Milford,CT ideas clearly. unknown word. Conventions in Writing and Speaking: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1.b. Use frequently occurring nouns and verbs. Language 1.d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). Language 5.c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). Language 5.d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meaning. *AssessmentsinboldaretobeenteredintoPowerSchoolbytheteacher. July2011

8 KindergartenLanguageArtsCurriculum Milford,CT Cycle # 4 4 weeks Fundations Unit: Unit 3 through Unit 4, Week 1 * NOTE add lessons on onset and Skills: Unit 3 (4 weeks) rime and word families Rhyming (not included) Phonemic awareness skills: sound manipulation (initial, final sounds) Blending three sounds to read CVC words beginning with continuous consonant sounds Story Prediction Essential Questions: Sample words: sip, log, mat, rug - How do I read non-fiction? Skills: Unit 4 (6 weeks) - Why do I read non-fiction books? Segmenting and spelling three-sound short vowel words Blending and reading three-sound short vowel words Enduring Understandings: Phonemic awareness skills: sound manipulation (medial sounds) - We read non-fiction differently from fiction. Narrative story structure - Non-fiction books give us information facts. Beginning composition skills Story retelling Comprehension Focus: Prosody with echo reading - How do we tell the difference between fiction and Sample words: top, dig, fox non-fiction books? GHGR Unit 5 Skills: Unit 5 Great Readers Read to Learn Professional Article Why Informational Text? What the Research Says by Nell K. Duke, Ed.D. Week 1 Learning Information From Nonfiction Week 2 Learning Information From Nonfiction Week 3 Learning How to Read a Nonfiction Text Week 4 Learning How to Read a Nonfiction Text Assessments*: Letter Identification, Sound/Symbol Association, High Frequency Words, DRA, Rhyme Production, Reading CVC Words Fundations Unit 3 (optional) Vocabulary: previous vocabulary plus: fiction, non-fiction STANDARDS: Reading Writing Speaking and Listening Language Literature 5. Recognize common types of texts (e.g., storybooks, poems). Speaking/Listening 3. Ask and answer questions in order to seek Conventions in Writing and Speaking: *AssessmentsinboldaretobeenteredintoPowerSchoolbytheteacher. July2011

9 Key Ideas and Details: Informational Text 1. With prompting and support, ask and answer questions about key details in a text. Informational Text 3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Foundational Skills 2.a. Recognize and produce rhyming words. Foundational Skills 2.d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowelconsonant, or CVC) words. * (This does not include CVCs ending with /l/, /r/, or /x/.) Foundational Skills 2.e. Add or substitute individual sounds (phonemes) in simple, onesyllable words to make new words. Range of reading and Level of Text Complexity: Informational Text 10. Actively engage in group reading activities with purpose and understanding. Literature 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). Key Ideas and Details: Informational Text 2. With prompting and support, identify the main topic and retell key details of a text. Informational Text 5. Identify the front cover, back cover, and title page of a book. Informational Text 6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. Informational Text 7. With prompting and support, describe the relationship between KindergartenLanguageArtsCurriculum Milford,CT help, get information, or clarify something that is not understood. Presentation of Knowledge and Ideas: Speaking/Listening 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Speaking/Listening 5. Add drawings or other visual displays to descriptions as desired to provide additional detail. Speaking/Listening 6. Speak audibly and express thoughts, feelings, and ideas clearly. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1.f. Produce and expand complete sentences in shared language activities. Language 2.d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. Language 5.c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). Language 1.d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.b. Recognize and name end punctuation. Language 4.b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. Language 5.a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. *AssessmentsinboldaretobeenteredintoPowerSchoolbytheteacher. July2011

10 illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). Informational Text 8. With prompting and support, identify the reasons an author gives to support points in a text. Informational Text 9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., illustrations, descriptions, or procedures). Foundational Skills 2.b. Count, pronounce, blend, and segment syllables in spoken words. Phonics and Word Recognition: Foundational Skills 3. Know and apply gradelevel phonics and word analysis skills in decoding words. Foundational Skills 3.d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. KindergartenLanguageArtsCurriculum Milford,CT *AssessmentsinboldaretobeenteredintoPowerSchoolbytheteacher. July2011

11 Cycle # 5 5 weeks KindergartenLanguageArtsCurriculum Milford,CT Fundations Unit: through Unit 4, Week 5 Essential Questions: Skills: Unit 4 (6 weeks) - What can readers do to make sure they understand what they read? Segmenting and spelling three-sound short vowel words - What can readers do when they don t understand? Blending and reading three-sound short vowel words Phonemic awareness skills: sound manipulation (medial sounds) Enduring Understandings: Narrative story structure - Good readers make sure they understand the text/check for Beginning composition skills understanding. Story retelling Prosody with echo reading Comprehension Focus: Sample words: top, dig, fox - Good readers retell stories using story elements. GHGR Unit 6 Skills: Unit 6 Great Readers Monitor and Organize Ideas and Information Professional Article Retelling by Gretchen Owocki Week 1 Taking Notes on Fiction Week 2 Taking Notes on Nonfiction Week 3 Self-Monitoring/Self-Correcting Week 4 Visualizing Assessments*: Fundations Unit 4 (optional) STANDARDS: Reading Writing Speaking and Listening Language Speaking/Listening 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. Comprehension and Collaboration: Speaking/Listening 1.b. Continue a conversation through multiple exchanges. Phonics and Word Recognition: Foundational Skills 3. Know and apply gradelevel phonics and word analysis skills in decoding words. Foundational Skills 3.d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Foundational Skills 3.b. Associate the long and short sounds with the common spellings (graphemes), for the five major vowels. Vocabulary Acquisition and Use: Language 4. Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on kindergarten reading and content. Language 5. With guidance and support from adults, explore word relationships and nuances in word meanings. Language 5.b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them *AssessmentsinboldaretobeenteredintoPowerSchoolbytheteacher. July2011

12 Key Ideas and Details: Literature 1. With prompting and support, ask and answer questions about key details in a text. Literature 2. With prompting and support, retell familiar stories, including key details. Literature 5. Recognize common types of texts (e.g., storybooks, poems). Literature 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 and Level of Text Complexity: Literature 10. Actively engage in group reading activities with purpose and understanding. Informational Text 6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. Informational Text 7. With prompting and support, describe 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). Range of reading and Level of Text Complexity: Informational Text 10. Actively engage in group reading activities with purpose and understanding. Foundational Skills 2.b. Count, pronounce, blend, and segment syllables in spoken words. Foundational Skills 2.d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowelconsonant, or CVC) words. *(This does not include CVCs ending with /l/, /r/, /x/.) Foundational Skills 2.e. Add or substitute individual sounds (phonemes) in simple, onesyllable words to make new words. KindergartenLanguageArtsCurriculum Milford,CT Speaking/Listening 3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Presentation of Knowledge and Ideas: Speaking/Listening 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Speaking/Listening 5. Add drawings or other visual displays to descriptions as desired to provide additional detail. to their opposites (antonyms). Language 1.b. Use frequently occurring nouns and verbs. Language 1.c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). Language 2.d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. Language 5.a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. Language 5.c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). *AssessmentsinboldaretobeenteredintoPowerSchoolbytheteacher. July2011

13 Cycle # 6 7 weeks KindergartenLanguageArtsCurriculum Milford,CT Fundations Unit: through Unit 5, Week 3 Essential Questions: Skills: Unit 5 (6 weeks) - How do readers think critically about fiction and non-fiction? Blending and reading three-sound short vowel words - How can we relate to characters in books? Segmenting and spelling three-sound short vowel words Phonemic awareness skills: sound manipulation (initial, final, and medial sounds) Trick Words: the, a, and, is, was, of Enduring Understandings: Sentence dictation procedures: capitalization, period, word spacing - Authors write with a purpose. Sentence proofreading procedures - Good readers think critically about what they are reading. Narrative vs. expository test Beginning composition skills Comprehension Focus: Story retelling - How does the author choice of setting affect the character? Prosody with echo reading - Author s Purpose GHGR Unit 7 Skills: Unit 7 Great Readers Think Critically About Books Professional Article Studying Craft: Why Bother? by Gay Su Pinnell and Patricia L. Scharer Week 1 Responding to Characters Week 2 Evaluating Nonfiction Week 3 Distinguishing Between Fantasy and Reality Week 4 Engaging With Books Assessments*: Letter Identification, Sound/Symbol Association, High Frequency Words, DRA, Rhyme Production, Reading CVC Words Fundations Unit 5 (optional) AIMSWeb: LNF, LSF, NWF STANDARDS: Reading Writing Speaking and Listening Language NONE Presentation of Knowledge and Ideas: Speaking/Listening 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Speaking/Listening 5. Add drawings or other visual displays to descriptions Phonics and Word Recognition: Foundational Skills 3.c. Read common highfrequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). Fluency: Foundational Skills 4. Read emergent-reader texts with purpose and understanding. Literature 3. With prompting and support, identify Language 1.c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). Language 5.d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. Language 4.a. Identify new meanings *AssessmentsinboldaretobeenteredintoPowerSchoolbytheteacher. July2011

14 characters, settings, and major events in a story. Literature 5. Recognize common types of texts (e.g., storybooks, poems). Literature 6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Literature 9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Range and Level of Text Complexity: Literature 10. Actively engage in group reading activities with purpose and understanding. Informational Text 6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. Informational Text 8. With prompting and support, identify the reasons an author gives to support points in a text. Range of reading and Level of Text Complexity: Informational Text 10. Actively engage in group reading activities with purpose and understanding. Foundational Skills 2.b. Count, pronounce, blend, and segment syllables in spoken words. Foundational Skills 2.d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowelconsonant, or CVC) words. *(This does not include CVCs ending with /l/, /r/, or /x/.) Foundational Skills 2.e. Add or substitute individual sounds (phonemes) in simple, onesyllable words to make new words. Phonics and Word Recognition: Foundational Skills 3. Know and apply gradelevel phonics and word analysis skills in decoding words. Foundational Skills 3.d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. KindergartenLanguageArtsCurriculum Milford,CT as desired to provide additional detail. Speaking/Listening 6. Speak audibly and express thoughts, feelings, and ideas clearly. for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck) (Unit 2 & 3). Language 1.d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). Language 1.b. Use frequently occurring nouns and verbs. Language 2.a. Capitalize the first word in a sentence and the pronoun I. Language 2.c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). Language 2.d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. Language 5.c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). *AssessmentsinboldaretobeenteredintoPowerSchoolbytheteacher. July2011