Hickman Mills Treasures Curriculum Kindergarten/ Unit 1 Pacing for This Unit Week 1 Week 2 Week 3 September days. Assessments for this Unit

Transcription

1 September days Hickman Mills Treasures Curriculum Kindergarten/ Unit 1 Pacing for This Unit Week 1 Week 2 Week 3 September days September days Required: Unit 1 Test Assessments for this Unit Optional: Weekly Assessments Running Records Benchmark Assessments Library Books Aligned with the Unit- Recommended for Additional Read Alouds to support skills and strategies presented in this unit. The Chick and The Duckling by Mirra Ginsburg Let s Go Visiting by Sue Williams How do Dinosaurs Say Good Night by Jane Yolen Additional resources Additional Read Aloud Titles on T2 ELL resources on T26

2 Unit 1: The Big Question: Who is Part of Your Family? Enduring Understanding and Questions: In this unit, children will read and write about their families. As they progress through the unit, they will also develop and apply key comprehension skills that good readers use as they read. Big Idea Enduring Understanding Essential Questions Theme: Families We all have different families. Who is part of your family? Comprehension Enduring Understanding Essential Questions Make Predictions Week 1 Identify Setting Week 2 Good readers use different parts of a story to predict what might happen. Good readers think about where the story is taking place. What can you predict about the story using the title and illustrations? Good readers think about where the story is taking place. Make Predications Week 3 Good readers use different parts of a story to predict what might happen. What can you predict about the story using the title and illustrations?

3 Standards for Reading: RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing primary or many of the most frequent sound for each consonant. RF.K.3c Read common high-frequency words by sight RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (CVC) words. RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text RF.K.3c Read common high-frequency words by sight RL.K.1 With prompting and support, ask and answer questions about key details. Standards for Language: L.K.1b Use frequently occurring nouns and verbs Unit 1: At-A-Glance Common Core Standards Addressed in this Unit Standards for Writing: 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.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Standards for Speaking and Listening: High Frequency Words/Vocabulary Week/Story High Frequency Words Robust Vocabulary Academic Vocabulary Week 1: Whose Baby Am I? Andre Everybody Says Week 2: The Picnic at Apple Park Night Animals Week 3: Peter s Chair Family Fun We the We the animal, imitate, protect, resemble, together, activity, cooperate, exciting, exhausted, gather celebrate, change, eager, occasion, relative make predictions, sound, letter, word, sentence, alphabet, title, space setting, sound letter, word, sentence, text, front, back make predictions, sound, letter, word, sentence, period, sight word

4 Week 1 Week 2 Week 3 Key Comprehension and Writing Skills Comprehension Writing Strategy: Recognize Text Structure Skill: Make Predictions Skill: Use Illustrations Strategy: Recognize Story Structure Skill: Identify Setting Skill: Make Predictions Strategy: Recognize Story Structure Skill: Make predictions Skill: Identify Setting Labels Picture List list

5 Level,Unit #, and KU1W1 KU1W2 KU1W3 KU2W1 KU2W2 KU2W3 KU3W1 KU3W2 KU3W3 KU4W1 Hickman Mills Kindergarten Reading Comprehension/Decoding Skill Pacing Guide Comprehension Skill Strategy Recognize Text Structure Skill Predications Strategy Recognize Story Structure Skill Predictions/Identify Setting Strategy Recognize Text Structure Skill Predictions/Identify Setting Strategy Ask Questions Skill Identify Character/ Predictions Strategy Ask Questions Skill Compare & Contrast/Identify Character Strategy Ask Questions Skill Identify Character/ Predictions Strategy Recognize Story Structure Skill Make & Confirm Predictions/Identify Characters Strategy Recognize Text Structure Skill Classify & Categorize/Make & Confirm predictions Strategy Recognize Story Structure Skill Character & Plot/Ask Questions Strategy Summarize Planning Notes Level,Unit #, and KU1W1 KU1W2 KU1W3 KU2W1 KU2W2 KU2W3 KU3W1 KU3W2 KU3W3 KU4W1 Decoding Skill C=consonants V= Vowels C: Mm V: Aa C: Mm V: Aa C: Ss C: Pp C: Ss, Pp C: Tt V: Ii C: Tt, Pp, Ss V: Ii C: Nn Planning Notes

6 Skill Sequence of Events/Character & Plot KU4W2 Strategy KU4W2 C: Cc Summarize Skill Inferences/Sequence of Events KU4W3 Strategy Summarize KU4W3 C: Nn, Cc V: Ii Skill Inferences/Sequence of Events KU5W1 Strategy KU5W1 V: Oo Recognize Story Structure Skill Make & Confirm Predictions/Inferences KU5W2 Strategy KU5W2 C: Ff Recognize Text Structure Skill Classify & Categorize/Make & Confirm Predictions KU5W3 Strategy Recognize Story Structure KU5W3 C: Ff V: Oo Skill Plot & Character/Predictions KU6W1 Strategy KU6W1 C: Hh Summarize Skill Main Idea & Details/Classify & Categorize KU6W2 Strategy KU6W2 C: Dd, Rr Summarize Skill Main Idea & Details/ Identify Character KU6W3 Strategy KU6W3 C: Dd, Hh, Rr Summarize Skill Retell/Main Idea & Details KU7W1 Strategy KU7W1 V: Ee Visualize Skill Main Idea & Details/Classify & Categorize KU7W2 Strategy KU7W2 C: Bb, Ll Visualize Skill Identify Setting/Main Idea &Details KU7W3 Strategy KU7W3 C: Bb, Ll

7 KU8W1 KU8W2 KU8W3 KU9W1 KU9W2 KU9W2 KU10W1 KU10W2 KU10W3 Visualize Skill Fantasy & Reality/ Setting Strategy Recognize Text Structure Skill Sequence of Events/Main Idea & Details Strategy Recognize Text Structure Skill Retell/Main Idea & Details Strategy Recognize Story Structure Skill Draw Conclusions/Sequence of Events Strategy Ask Questions Skill Classify & Categorize/Inferences Strategy Ask Questions Skill Compare & Contrast/Classify & Categorize Strategy Ask Questions Skill Fantasy & Reality/Compare & Contrast Strategy Monitor Comprehension: Reread Skill Use Illustrations/Fantasy & Reality Strategy Monitor Comprehension: Reread Skill Cause & Effect/Use Illustrations Strategy Monitor Comprehension: Reread Skill Identify Setting/ Cause & Effect KU8W1 KU8W2 KU8W3 KU9W1 KU9W2 KU9W3 KU10W1 KU10W2 KU10W3 V: Ee C: Cc, Kk V: Uu C: Kk, Ll V: Uu C: Gg, Ww C: Xx, Vv C: Gg, Vv, Ww, Xx C: Jj, Qu, qu C: Yy, Zz C: Jj, Qu, qu, Yy, Zz

8 5 Days Pacing Unit 1 Instructional Guide Week 1 GLEs CCSS Essential Skills/Strategies Academic Language/ Vocabulary/HFW Unit/Lesson Support Resources/ Tier 2 Connections/ Content Connections RF.K.3a Demonstrate basic knowledge of oneto-one letter-sound correspondences by producing primary or many of the most frequent sound for each consonant. RF.K.3c Read common high-frequency words by sight RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text 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 L.K.1b Use frequently occurring verbs and nouns Comprehension Day 1,2, 5: Strategy: Recognize Text Structure 15, 24 Day 1, 2, 5: Skill: Make Predictions using illustrations 15, 24,53 Fluency Day 3 & 5: Sound-Spelling, 40, 56 Day 5: Word Automaticity, 54 Phonics Day 1-4: Letter Mm 19, 30, 40, 49 Phonemic Awareness Day 1: Phoneme Isolation, 17 Day 2-3: Phoneme Identify, 31,41 Day 4-5: Phoneme Categorization, 48, 55 Word Study Vocabulary We, 16, 32, 38, 50, 54 HFW: we Robust Vocabulary: Animal, imitate, protect, resemble, together Academic Vocabulary: make predictions, sound, letter, word, sentence Leveled Readers for Whose Baby Am I? A- Day 4-5: Family Fun O- Day 4-5: We Can B- Day 4-5: Animal Families ELL- Day 4: We Day 1: High-frequency words review, 58 Sound-spelling review, 65 Day 2: High-frequency words, 64 Phonemic Awareness, 65 Day 3: Phonemic Awareness, 68 Phonics, 69 Day 4: Phonemic Awareness, 72 Phonics, 72 Day 5: Phonemic Awareness, 78 Phonics, 78 United Streaming: All About Our ABC s: The Letter M Smart Exchange: Letter M; Fundanoodle Lowercase m Practice Page; Fundanoodle Uppercase M Practice Page; Letter Mm; Making Predictions

9 Treasures Social Studies Connection Kindergarten Unit 1 Week 1 GLE Reading Activity Teaching Strategies/Additional Resources 6. Describe how groups need to make decisions and how those decisions are made in families and classrooms (GS3B) 4.6, 4.7 Ways Families Get Along Together TE 44 Read Aloud The Bundle of Sticks TE 46

10 Science Reading Connections within the Reading Series Reading Level, Unit #, and KU1W1 Big Book: Whose Baby Am I? Big Book of Explorations: Andre Leveled Readers (Science): Family Fun, We Can, Animal Families, We Hickman Mills K Reading Unit and Quarter ( Level Expectations) Unit 7: Parent-Offspring Relationships Identify that living things have offspring based on the organisms physical similarities and differences (3.3.D.a) Science Workstations within the Reading Series Reading Level, Unit #, and KU1W1 Smell and Taste Unit and Quarter ( Level Expectations) Units 1-7 Quarters 1-4: Inquiry Pose questions about objects, materials organisms, and events in the environment (7.1.A.a) Make qualitative observations using the five senses (7.1.B.a)

11 5 Days Pacing Unit 1 Instructional Guide Week 2 GLEs CCSS Essential Skills/Strategies Academic Language/ Vocabulary/HFW Unit/Lesson Support Resources/ Tier 2 Connections/ Content Connections RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing primary or many of the most frequent sound for each consonant. RF.K.3c Read common highfrequency words by sight RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (CVC) words. L.K.1b Use frequently occurring nouns and verbs W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory text in which they name what they are writing about and supply information about the topic Comprehension Day 1-2: Strategy: Recognize Story Structure, 99, 108 Day 1-2, 5: Skill: Identify Setting, 99, 108, 137 Fluency Day 2: Echo-read 112 Day 5: Word Automaticity 138 Phonics Day 1-5: Letter Aa 102, 114, 124, 132 Phonemic Awareness Day 1, 3: Phoneme Isolation 101, 123 Day 2, 4: Phoneme Blending 114, 132 Day 5: Phoneme Identify 139 Word Study Vocabulary The 100, 122, 134, 138 HFW: the Robust Vocabulary: activity, cooperate, exciting, exhausted, gather Academic Vocabulary: setting, sound letter, word, sentence Leveled Readers for The Picnic at Apple Park A- Day 4-5: Time to Eat O- Day 4-5: Family Dinner B- Day 4-5: Potluck Supper ELL- Day 4: The Family Day 1: High frequency words review, 142 Sound-spelling review, 143 Day 2: High frequency words, 148 Phonemic Awareness, 149 Day 3: Phonemic Awareness, 152 Phonics, 153 Day 4: Phonemic Awareness 156 Phonics, 156 Day 5: Phonemic Awareness, 162 Phonics, 162 United Streaming: Stories About Vowels: Ann's Wonderful Sail: Short A and Long A Smart Exchange: Letter A; High Frequency Words Review(I,can,we,the); Rhyming

12 Treasures Social Studies Connection Kindergarten Unit 1 Week 2 GLE Reading Activity Teaching Strategies/Additional Resources 6. Describe how groups need to make decisions and how those decisions are Build Background - Families Get Together TE 98 Big Book The Picnic at Apple Park cooperation TE 99 made in families and Writing List activities that classrooms (GS3B) families do together TE 105, TE 4.6, , TE 135

13 Reading Level, Unit #, and KU1W2 Science Reading Connections within the Reading Series Big Book of Explorations: Night Animals Leveled Readers (Science): Time to Eat!, Family Dinner, Potluck Supper, The Family Hickman Mills K Reading Unit and Quarter ( Level Expectations) Unit 6 Quarter 4: Plants and Animals Observe and compare the structures and behaviors of different kinds of plants and animals (3.1.D.a) Reading Level, Unit #, and Science Workstations within the Reading Series Unit and Quarter ( Level Expectations) KU1W2 Kitchen Scents Units 1-7 Quarters 1-4: Inquiry Pose questions about objects, materials organisms, and events in the environment (7.1.A.a) Make qualitative observations using the five senses (7.1.B.a)

14 5 Days Pacing Unit 1 Instructional Guide Week 3 GLEs CCSS Essential Skills/Strategies Academic Language/ Vocabulary/HFW Unit/Lesson Support Resources/ Tier 2 Connections/ Content Connections RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text RF.K.3c Read common high-frequency words by sight RL.K.1 With prompting and support, ask and answer questions about key details. L.K.1b Use frequently occurring nouns and verbs W.K.2 Use a combination of drawing, dictating, and writing to answer a question Comprehension Day 1, 2, 5: Strategy: Recognize Story Structure, 183, 192, 221 Day 1, 2, 5: Skill: Make predictions 183, 192, 221 Fluency Day 2: Echo-Read, 196 Day 5: Word Automaticity, 22 Phonics Day 1-5: Review Mm, Aa 186, 199, 209, 216 Phonemic Awareness Day 1: Phoneme Isolation, 185 Day 2, 5: Phoneme Categorization, 198, 223 Day 3, 4: Phoneme Blending, 207, 216 Word Study Vocabulary We, the, 184, 200, 206, 222 HFW: We, the Robust Vocabulary: celebrate, change, eager, occasion, relative Academic Vocabulary: make predictions, sound, letter, word, sentence Leveled Readers for Peter s Chair A- Day 4-5: Reading as We Grow O- Day 4-5: I Grow Up B- Day 4-5: Dinner at Home ELL- Day 4: Growing Up Day 1: high frequency words, 232 Sound-spelling review 227 Day 2: High frequency words 232 Phonemic Awareness, 233 Day 3: Phonemic Awareness, 236 Phonics, 237 Day 4: Phonemic Awareness, 240 Phonics, 240 Day 5: Phonemic Awareness, 246 Phonics, 246

15 Treasures Social Studies Connection Kindergarten Unit 1 Week 3 GLE Reading Activity Teaching Strategies/Additional Resources 6. Describe how groups need to make decisions and how those decisions are Oral Language How Families Change TE182 Listening Comp. Peter s Chair T183 made in families and Connect to Content: Alike & classrooms (GS3B) Different activity TE , 4.7 Theme Project Family Day TE 253

16 Reading Level, Unit #, and KU1W3 Science Reading Connections within the Reading Series Big Book of Explorations: Kinds of Families Hickman Mills K Reading Unit and Quarter ( Level Expectations) Reading Level, Unit #, and Science Workstations within the Reading Series Unit and Quarter ( Level Expectations) KU1W3 Life Stages Unit 7: Parent-Offspring Relationships Identify that living things have offspring based on the organisms physical similarities and differences (3.3.D.a)

17 Hickman Mills Treasures Curriculum Kindergarten / Unit 2 Pacing for This Unit Week 1 Week 2 Week 3 September 30 October 4 5 days October days October days Required: Unit 2 Test Assessments for this Unit Optional: Weekly Assessments Running Records Benchmark Assessments Library Books Aligned with the Unit- Recommended for Additional Read Alouds to support skills and strategies presented in this unit. Good Morning, Good Night by Michael Grejnic Sunflower by Miela Ford My Friend and I by Lisa Jahn-Clough Additional resources Additional Read Aloud Titles on T2 ELL resources on T26

18 Unit 2: The Big Question Enduring Understanding and Questions: In this unit, children will read and write about friends. As they progress through the unit, they will also develop and apply key comprehension skills that good readers use as they read. Big Idea Enduring Understanding Essential Questions Theme: Friends Making friends is fun and important. What do you like to do with your friends? Comprehension Enduring Understanding Essential Questions Identify Character Week 1 Week 3 Compare and Contrast Week 2 Good readers understand the characters of a story and what they do. Good readers can compare and contrast details from the story. Who are the main characters in the story and why are they important? What details from the story can you use to compare and contrast different events or characters. Standards for Reading: RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RF.K.2d Isolate and pronounce the initial, medial vowel, and finial sounds (phonemes) in three-phoneme (consonant-vowel-consonant) words. This does not include CVCs Unit 2: At-A-Glance Common Core Standards Addressed in this Unit Standards for Writing: 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.8 With guidance and support from adults, recall information from experiences or

19 ending with /l/,/r/, or /x/. RF.K.3a Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c Read common high-frequency words by sight. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds. Standards for Language: L.K.1b Use frequently occurring nouns and verbs. gather information from provided sources to answer a question. Standards for Speaking and Listening: Vocabulary Week/Story High Frequency Words Robust Vocabulary Academic Vocabulary Week 1: What Do You Like? Friends Follow Rules Week 2: Friends All Around Helping Hands The Flight Week 3: Simon and Molly Plus Hester Helping Hands like Compete, favorite, friend, hobby, partner Identify, character, ask, questions, noun, author, consonant a Ask, questions, compare, contrast, noun Assist, game, honest, pleasant, world, vowel A, like Grateful, include, problem, solve, thoughtful Ask, questions, identify, character, naming words Week 1 Key Comprehension and Writing Skills Comprehension Strategy: Ask Question Skill: Identify Characters Writing Lists, sentences, Week 2 Week 3 Strategy: Ask Questions Skill: Compare and Contrast Strategy: Ask Questions Skill: Identify Characters List, word web, picture webs Lists, sentences

20 5 Days Pacing Unit 2 Instructional Guide Week 1 GLEs CCSS Essential Skills/Strategies Vocabulary Unit/Lesson Support Resources/ Tier 2 Connections RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RF.K.2d Isolate and pronounce the initial, medial vowel, and finial sounds (phonemes) in three-phoneme (consonant-vowel-consonant) words. This does not include CVCs ending with /l/,/r/, or /x/. RF.K.3a Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c Read common high-frequency words by sight. 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. L.K.1b Use frequently occurring nouns and verbs. Comprehension Day 1,2, 5: Strategy: Ask Questions 267, 276, 305 Day 1, 2, 5: Skill: Identify Character 267, 276, 305 Fluency Day 3 & 5: Echo-read 280 Day 5: Word Automaticity, 306 Phonics Day 1-4: Letter Ss 271, 282, 292 Day 2-4: Blends with Ss 283, 293, 301 Phonemic Awareness Day 1, 3: Phoneme Isolation Day 2: Phoneme Blending 282 Day 4-5: Phoneme Categorization, 300, 307 Word Study Vocabulary Like 268, 284, 290, 302,306 HFW: like Robust Vocabulary: Compete, favorite, friend, hobby, partner Academic Vocabulary: Identify, character, ask, questions, noun Leveled Readers for A- Day 2: I Like Day 3: We Like Sam Day 4 & 5: We Like O- Day 2: We Like Sam! Day 2: I Like Day 4 & 5: We Like the Playground B- Day 4&5:Sam Likes School ELL- Day 4 & 5: The Playground Day 1: Highfrequency words review, 310 Sound-spelling review, 311 Day 2: Highfrequency words, 316 Phonemic Awareness, 317 Day 3: Phonemic Awareness, 320 Phonics, 321 Day 4: Phonemic Awareness, 324 Phonics, 324 Day 5: Phonemic Awareness, 330 Phonics, 330- United Streaming: All About Our ABC s: The Letter S Smart Exchange: Letter S; Letter S Lesson; Letter S Sound

21 Treasures Social Studies Connection Kindergarten Unit 2 Week 1 GLE Reading Activity Teaching Strategies/Additional Resources 1. Participate in a democratic decisionmaking processes (CDIA) 2.3, 1.10, 4.7 New Friends Handbook TE xix 14. Identify library and media resources (video, electronic resources, periodicals and books) 2. Explain how to resolve disputes peacefully in the classroom and on the playground (CDID) 1.6, 1.8 Theme Project: Making Friends TE xvi-xviii Informational Text Friends Follow Rules TE 288 Class Rules Book TE 289 Read Aloud The City Mouse and the Country Mouse TE 298

22 Reading Level, Unit #, and KU2W1 Science Reading Connections within the Reading Series Big Book of Explorations: Friends Follow Rules Hickman Mills K Reading Unit and Quarter ( Level Expectations) Reading Level, Unit #, and Science Workstations within the Reading Series Unit and Quarter ( Level Expectations) KU2W1 Name That Sound Unit 2 Quarter 2: Investigating Sound Identify the sounds and their source of vibrations in life (ex., alarm, car horns, animals, machines, instruments) (1.2.A.a) Compare different sounds (i.e., loudness, pitch, rhythm) Units 1-7 Quarters 1-4: Inquiry Pose questions about objects, materials organisms, and events in the environment (7.1.A.a) Make qualitative observations using the five senses (7.1.B.a)

23 5 Days Pacing Unit 2 Instructional Guide Week 2 GLEs CCSS Essential Skills/Strategies Vocabulary Unit/Lesson Support Resources/ Tier 2 Connections RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RF.K.2d Isolate and pronounce the initial, medial vowel, and finial sounds (phonemes) in three-phoneme (consonantvowel-consonant) words. This does not include CVCs ending with /l/,/r/, or /x/. RF.K.3a Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c Read common highfrequency words by sight. 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.1b Use frequently occurring nouns and verbs. Comprehension Day 1,2, 5: Strategy: Ask Questions 351, 360, 389 Day 1, 2, 5: Skill: Compare and Contrast: 351, 360, 389 Fluency Day 2: Echo-read 364 Day 5: Word Automaticity, 390 Phonics Day 1-4: Letter Pp: 354, 366, 376 Day 2-4: Blends with Pp: 367, 377, 385 Phonemic Awareness Day 1, 3: Phoneme Isolation 353, 375 Day 2 & 4: Phoneme Blending 366, 384 Day 4-5: Phoneme Identity: 391 Word Study Vocabulary A: 352, 368, 374, 386, 390 HFW: like Robust Vocabulary: Ask, questions, compare, contrast, noun Academic Vocabulary: Assist, game, honest, pleasant, world Leveled Readers for A- Day 2: I Am a Doctor Day 3: A Map Day 4 & 5: Animal Friends O- Day 2: I Am a Doctor Day 2: A Map Day 4 & 5: We Can Share B- Day 4&5: I Like My Friends ELL- Day 4 & 5: We Like It Day 1: High-frequency words review, 394 Sound-spelling review, 395 Day 2: High-frequency words, 400 Phonemic Awareness, 401 Day 3: Phonemic Awareness, 404 Phonics, 405 Day 4: Phonemic Awareness, 408 Phonics, 408 Day 5: Phonemic Awareness, 414 Phonics, 414 United Streaming: All About Our ABC s: The Letter P Smart Exchange: letter P; Fundanoodle Uppercase P Practice Page; Fundanoodle Lowercase p Practice Page; Peter the Penguin

24 Treasures Social Studies Connection Kindergarten Unit 2 Week 2 GLE Reading Activity Teaching Strategies/Additional Resources 10. Identify maps and globes as geographic tools (GE5A) Big Book Friends All Around TE 351 Oral Language world, globe, map TE Identify artifacts (building structures and materials, works of art representative of cultures, fossils, pottery, tools, clothing, musical instruments) Big Book Friends All Around TE 351 & Social Studies Activity: Friends Everywhere TE 373 Social Studies Activity: Community Collage TE 457

25 Reading Level, Unit #, and KU2W2 Science Reading Connections within the Reading Series Big Book of Explorations: Making Friends and The Flight Leveled Readers (Science): Animal Friends, We Can Share, I Like My Friends, We Like It Hickman Mills K Reading Unit and Quarter ( Level Expectations) Reading Level, Unit #, and Science Workstations within the Reading Series Unit and Quarter ( Level Expectations) KU2W2 Sounds Travel Unit 2 Quarter 2: Investigating Sound Identify the sounds and their source of vibrations in life (ex., alarm, car horns, animals, machines, instruments) (1.2.A.a) Compare different sounds (i.e., loudness, pitch, rhythm) Units 1-7 Quarters 1-4: Inquiry Pose questions about objects, materials organisms, and events in the environment (7.1.A.a) Make qualitative observations using the five senses (7.1.B.a)

26 5 Days Pacing Unit 2 Instructional Guide Week 3 GLEs CCSS Essential Skills/Strategies Vocabulary Unit/Lesson Support Resources/ Tier 2 Connections RF.K.3a Demonstrate basic knowledge of oneto-one letter sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c Read common high-frequency words by sight. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds. 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.1b Use frequently occurring nouns and verbs. Comprehension Day 1,2, 5: Strategy: Ask Questions 435, 444, 473 Day 1, 2, 5: Skill: Identify Characters: 435, 444, 473 Fluency Day 2: Echo-read 448 Day 5: Word Automaticity, 474 Phonics Day 1-4: Review s, p, m, a: 438, 450, 460, 468 Day 2-4: Blends review: 451, 460, 469 Phonemic Awareness Day 1: Phoneme Isolation 437, Day 2 & 5: Phoneme Categorization 450, 475 Day 3 & 4: Phoneme Blending 459, 468 Word Study Vocabulary A, like: 436, 452, 458, 470, 474 HFW: A, like Robust Vocabulary: Grateful, include, problem, solve, thoughtful Academic Vocabulary: Ask, questions, identify, character, naming words Leveled Readers for A- Day 2: I like, We Like Day 3: Pam Day 4 & 5: We Like Painting O- Day 2: I like, We Like Day 2: Pam Day 4 & 5: Hats B- Day 4&5: Ice Shaking Fun ELL- Day 4 & 5: Hats Day 1: High-frequency words review, 478 Sound-spelling review, 479 Day 2: High-frequency words, 484 Phonemic Awareness, 485 Day 3: Phonemic Awareness, 488 Phonics, 489 Day 4: Phonemic Awareness, 492 Phonics, 492 Day 5: Phonemic Awareness, 498 Phonics, 498 United Streaming: A Kid's Guide: Getting Along with Your Classmates Smart Exchange: Syllables; Syllable Picnic; Syllable Count; Clapping Out Syllables with Connie

27 Treasures Social Studies Connection Kindergarten Unit 2 Week 3 GLE Reading Activity Teaching Strategies/Additional Resources 2. Explain how to Oral Language Getting Along resolve disputes TE 434 & 442 peacefully in the Listening Comprehension classroom and on the playground (CDID) Simon and Molly plus Hester TE 1.6, & Writing: Sentences TE 453, TE 471 & TE477 Oral Vocabulary Card 1 TE 454 Oral Language diagram TE Identify maps and globes as geographic tools (GE5A) Community Map TE 457

28 Reading Level, Unit #, and KU2W3 Science Reading Connections within the Reading Series Big Book of Explorations: Making Friends and The Flight Hickman Mills K Reading Unit and Quarter ( Level Expectations) Reading Level, Unit #, and KU2W3 Science Workstations within the Reading Series Clay Colors Unit and Quarter ( Level Expectations)

29 Hickman Mills Treasures Curriculum Kindergarten / Unit 3 Pacing for This Unit Week 1 Week 2 Week 3 October days October 28 November 1 5 days November days Required: Unit 3 Test Assessments for this Unit Optional: Weekly Assessments Running Records Benchmark Assessments Library Books Aligned with the Unit- Recommended for Additional Read Alouds to support skills and strategies presented in this unit. A Splendid Friend Indeed by Suzanne Bloom Work by Ann Morris David Goes to School by David Shannnon Additional resources Additional Read Aloud Titles on T2 ELL resources on T26

30 Unit 3: The Big Question Enduring Understanding and Questions: In this unit, children will read and write about how they travel. As the progress through the unit, they will also develop and apply key comprehension skills that good readers use as they read. Big Idea Enduring Understanding Essential Questions Theme: Transportation There are many ways to travel from one place to another. How did you travel to school today? Comprehension Enduring Understanding Essential Questions Make and Confirm Predictions Week 1 Classify and Categorize Week 2 Identify Character and Plot Week 3 Good readers use different parts of a story to predict what might happen. Good readers understand the different ways information is organized in a story. Good readers understand the important parts of a story. What can you predict about the story using the title and illustrations? How can the way the author organize the information help you understand the story? Who are the characters in the story? What events happen in the story?

31 Standards for Reading: RL.K.1 With prompting and support, ask and answer questions about key details in a text. RF.K.2d Isolate and pronounce the initial, medial vowel, and finial sounds (phonemes) in three-phoneme (consonant-vowel-consonant) words. This does not include CVCs ending with /l/,/r/, or /x/. RF.K.3 Know and apply grade level phonics and words analysis skills in decoding words RF.K.3a Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c Read common high-frequency words by sight. Unit 3: At-A-Glance Common Core Standards Addressed in this Unit Standards for Writing: 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. Standards for Language: L.K.1b Use frequently occurring nouns and verbs. Standards for Speaking and Listening:

32 Vocabulary Week/Story High Frequency Words Robust Vocabulary Academic Vocabulary Week 1: The Bus for Us Week 2: On the Go Week 3: Duck on a Bike see Continue, glide, rapidly, transportation, vehicle Story structure, make predictions, confirm predictions, action, rhyme go Familiar, journey, prepare, relax, travel Recognize, text structure, classify, categorize, action See, go Adventure, attach, haul, massive, wheels Recognize, story structure, character, plot, action Week 1 Key Comprehension and Writing Skills Comprehension Strategy: Recognize Story Structure Skill: Make and Confirm predictions Writing A list, sentences Week 2 Week 3 Strategy: Recognize Text Structure Skill: Classify and Categorize Strategy: Recognize Story Structure Skill: Identify Character and Plot Lists, posters A list, Book Title

33 5 Days Pacing Unit 3 Instructional Guide Week 1 GLEs CCSS Essential Skills/Strategies Vocabulary Unit/Lesson Support Resources/ Tier 2 Connections RL.K.1 With prompting and support, ask and answer questions about key details in a text. RF.K.2d Isolate and pronounce the initial, medial vowel, and finial sounds (phonemes) in three-phoneme (consonant-vowelconsonant) words. This does not include CVCs ending with /l/,/r/, or /x/. RF.K.3a Demonstrate basic knowledge of oneto-one letter sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c Read common high-frequency words by sight. Comprehension Day 1,2, 5: Strategy: Recognize Story Structure 527, 536, 565 Day 1, 2, 5: Skill: Make and Confirm Predictions 527, 536, 565 Fluency Day 3 & 5: Echo-read 541 Day 5: Word Automaticity, 566 Phonics Day 1-4: Letter Tt: 520, 542, 552, 560, 568 Day 2-4: Blends with Tt: 543, 553, 561 Phonemic Awareness Day 1, 3: Phoneme Isolation 529, 551 Day 2 & 4: Phoneme Blending: 543, 560 Day 5: Phoneme Categorization: 567 Word Study Vocabulary See 528, 544, 550, 562, 566 HFW: see Robust Vocabulary: Continue, glide, rapidly, transportation, vehicle Academic Vocabulary: Story structure, make predictions, confirm predictions, action Leveled Readers for A- Day 2: I See Sam Day 3: Can Tom See? Day 4 & 5: Bear Goes To Town O- Day 2: I See Sam Day 2: Can Tom See? Day 4 & 5: Tig Can See B- Day 4&5: How They Go ELL- Day 4 & 5: Tiger Can See Day 1: High-frequency words review, 570 Sound-spelling review, 571 Day 2: High-frequency words, 576 Phonemic Awareness, 577 Day 3: Phonemic Awareness, 580 Phonics, 581 Day 4: Phonemic Awareness, 584 Phonics, 584 Day 5: Phonemic Awareness, 590 Phonics, 590 United Streaming: All About Our ABC s: The Letter T Smart Exchange: Letter T; Fundanoodle Lowercase t Practice Page; Fundanoodle Uppercase T Practice Page

34 Treasures Social Studies Connection Kindergarten Unit 3 Week 1 GLE Reading Activity Teaching Strategies/Additional Resources 10. Identify maps and globes as geographic tools (GE5A) Informational Text Map TE

35 Reading Level, Unit #, and KU3W1 Science Reading Connections within the Reading Series Big Book of Explorations: Signs in the Park Hickman Mills K Reading Unit and Quarter ( Level Expectations) Reading Level, Unit #, and Science Workstations within the Reading Series Unit and Quarter ( Level Expectations) KU3W1 Magnets on the Move Unit 3 Quarters 2: Change in Position Identify ways (push, pull) to cause some objects to move by touching them (2.2.A.a) Identify magnets cause some objects to move without touching them (2.2.A.b)

36 5 Days Pacing Unit 3 Instructional Guide Week 2 GLEs CCSS Essential Skills/Strategies Vocabulary Unit/Lesson Support Resources/ Tier 2 Connections RL.K.1 With prompting and support, ask and answer questions about key details in a text. RF.K.2d Isolate and pronounce the initial, medial vowel, and finial sounds (phonemes) in three-phoneme (consonant-vowelconsonant) words. This does not include CVCs ending with /l/,/r/, or /x/. RF.K.3 Know and apply grade level phonics and words analysis skills in decoding words RF.K.3c Read common high-frequency words by sight. 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. Comprehension Day 1,2, 5: Strategy: Recognize Text Structure 611, 620, 649 Day 1, 2, 5: Skill: Classify and Categorize: 611, 620, 649 Fluency Day 3 & 5: Echo-read 624 Day 5: Word Automaticity, 650 Phonics Day 1-4: Letter Ii: 614, 626, 636, 644 Day 2-4: Blend with Ii: 627, 637, 645 Phonemic Awareness Day 1, 3: Phoneme Isolation 613, 635 Day 2 & 4: Phoneme Blending: 626, 644 Day 5: Phoneme Categorization: 651 Word Study Vocabulary Go: 612, 628, 634, 646, 650 HFW: go Robust Vocabulary: Familiar, journey, prepare, relax, travel Academic Vocabulary: Recognize, text structure, classify, categorize, action Leveled Readers for A- Day 2: Go, Go, Go Day 3: It Can Go, Go, Go Day 4 & 5: Pig s Trip O- Day 2: Go, Go, Go Day 2: It Can Go, Go, Go Day 4 & 5: Pigs On Wheel B- Day 4&5: Chip Likes Nuts ELL- Day 4 & 5: Go Pig! Day 1: High-frequency words review, 654 Sound-spelling review, 655 Day 2: High-frequency words, 660 Phonemic Awareness, 661 Day 3: Phonemic Awareness, 664 Phonics, 665 Day 4: Phonemic Awareness,668 Phonics, 668 Day 5: Phonics, 674 Leveled reader Lesson 2, 675 United Streaming: Stories About Vowels: Iggy Pig's Lid: Short I and Long I Smart Exchange: Letter I; Fundanoodle Uppercase I Practice Page; Fundanoodle Lowercase i Practice Page

37 Treasures Social Studies Connection Kindergarten Unit 3 Week 2 GLE Reading Activity Teaching Strategies/Additional Resources 15. Identify artifacts (building structures and materials, works of art representative of cultures, fossils, pottery, tools, clothing, musical instruments) Big Book On the Go TE 611 &

38 Reading Level, Unit #, and Science Reading Connections within the Reading Series Hickman Mills K Reading Unit and Quarter ( Level Expectations) Reading Level, Unit #, and Science Workstations within the Reading Series Unit and Quarter ( Level Expectations) KU3W2 KU3W2 Boats that Float Units 1-7 Quarters 1-4: Inquiry Pose questions about objects, materials organisms, and events in the environment (7.1.A.a) Make qualitative observations using the five senses (7.1.B.a)

39 5 Days Pacing Unit 3 Instructional Guide Week 3 GLEs CCSS Essential Skills/Strategies Vocabulary Unit/Lesson Support Resources/ Tier 2 Connections RL.K.1 With prompting and support, ask and answer questions about key details in a text. RF.K.2d Isolate and pronounce the initial, medial vowel, and finial sounds (phonemes) in threephoneme (consonant-vowelconsonant) words. This does not include CVCs ending with /l/,/r/, or /x/. RF.K.3 Know and apply grade level phonics and words analysis skills in decoding words RF.K.3a Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the primary or many of the most frequent sounds for each consonant. R L.K.1b Use frequently occurring nouns and verbs.f.k.3c Read common high-frequency words by sight. 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. Comprehension Day 1,2, 5: Strategy: Recognize Story Structure 695, 704, 733 Day 1, 2, 5: Skill: Identify Character and Plot 695, 704, 733 Fluency Day 3 & 5: Echo-read 708 Day 5: Word Automaticity, 734 Phonics Day 1-4: Letter review: t, I, p, s, a, 698, 710, 720, Day 2-4: Blend review: 711, 721, 729 Phonemic Awareness Day 1 & 2: Phoneme Identity 697, 710 Day 3 & 4: Phoneme Blending: 716, 728 Day 5: Phoneme Categorization: 735 Word Study Vocabulary Go, see: 696, 712, 718, 730, 734 HFW: go Robust Vocabulary: Adventure, attach, haul, massive, wheels Academic Vocabulary: Recognize, story structure, character, plot, action Leveled Readers for A- Day 2: I See a Truck Go Day 3: Sit Tip! Day 4 & 5: See It Go Up O- Day 2: Sit Tip! Day 2: I See a Truck Go Day 4 & 5: Fast or Slow? B- Day 4&5: The Train Trip ELL- Day 4 & 5: See It Go Day 1: High-frequency words review, 738 Sound-spelling review, 739 Day 2: High-frequency words, 744 Phonemic Awareness, 745 Day 3: Phonemic Awareness, 748 Phonics, 749 Day 4: Phonemic Awareness,752 Phonics, 752 Day 5: Phonics, 758 Phonemic Awareness, 758 United Streaming: How Things Move: Rolling Smart Exchange: Kindergarten Character; Rhyming puzzle; Rhyming Time; Rhyming Words

40 Reading Level, Unit #, and Science Reading Connections within the Reading Series Hickman Mills K Reading Unit and Quarter ( Level Expectations) Reading Level, Unit #, and Science Workstations within the Reading Series Unit and Quarter ( Level Expectations) KU3W3 KU3W3 How Far? Unit 3 Quarters 2: Change in Position Identify ways (push, pull) to cause some objects to move by touching them (2.2.A.a)

41 Hickman Mills Treasures Curriculum Kindergarten / Unit 4 Pacing for This Unit Week 1 Week 2 Week 3 November days November days November 25 December 6 (Thanksgiving break) Required: Unit 4 Test Assessments for this Unit Optional: Weekly Assessments Running Records Benchmark Assessments Library Books Aligned with the Unit- Recommended for Additional Read Alouds to support skills and strategies presented in this unit. Squeaking of Art: The Mice Go to the Museum by Monica Wellington Sleeping Cutie by Andrea Pinkey Bunny Cakes by Rosemary Wells Additional resources Additional Read Aloud Titles on T2 ELL resources on T26

42 Unit 4: The Big Question Enduring Understanding and Questions: In the unit, children will read and write about the food they eat. As they progress through the unit, they will also develop and apply key comprehension skills that good readers use as they read. Big Idea Enduring Understanding Essential Questions Theme: Food We can make and enjoy different kinds of food with our friends and family What kind of food do you like? Comprehension Enduring Understanding Essential Questions Identify Sequence of Events Week 1 Make Inferences Week 2 Week 3 Good readers use the words and pictures of a story to understand the sequence of events. Good readers use clues from the story to make inferences about the characters or setting. What are the important events in the story? Tell them in order. What inferences about the characters or setting can you make based on clues from the story?

43 Standards for Reading: RL.K.3 With prompting and support, identify characters, settings, and major events in a story RF.K.3a Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c Read common high-frequency words by sight. RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds(phonemes) in three-phoneme (CVC) words. RL.K.2 With prompting and support, retell familiar stories, including key details RF.K.4 Read emergent-reader texts with purpose and understanding Standards for Language: L.K.1b Use frequently occurring nouns and verbs. Unit 4: At-A-Glance Common Core Standards Addressed in this Unit Standards for Writing: Vocabulary 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. Standards for Speaking and Listening: Week/Story High Frequency Words Robust Vocabulary Academic Vocabulary Week 1: Apple Farmer Annie Week 2: Our Special Sweet Potato Pie To Combine, farmer, ingredient, market, nutritious Summarize, story events, letter, sentence sequence: first, next, last Have Appetite, feast, flavor, prefer, special Summarize, story clues/story hints, main events, rhythm/beat, main topic Week 3: To, have Delicious, devour, fresh, menu, tradition Summarize, character s action, character s feelings, word, sentence

44 Week 1 Key Comprehension and Writing Skills Comprehension Writing Strategy: Summarize Skill: Identify Sequence of Events A numbered list, lists Week 2 Week 3 Strategy: Summarize Skill: Make Inferences Strategy: Summarize Skill: Make Inferences A recipe A List, A menu

45 5 Days Pacing Unit 4 Instructional Guide Week 1 GLEs CCSS Essential Skills/Strategies Vocabulary Unit/Lesson Support Resources/ Tier 2 Connections RL.K.3 With prompting and support, identify characters, settings, and major events in a story RF.K.3a Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c Read common high-frequency words by sight. RF.K.4 Read emergentreader texts with purpose and understanding 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. L.K.1b Use frequently occurring nouns and verbs. Comprehension Day 1,2, 5: Strategy: Summarize 787, 796, 825 Day 1, 2, 5: Skill: Identify Sequence of Events 787, 796, 825 Fluency Day 3: Echo-read 800 Day 4: Reread for Fluency 822 Day 5: Word Automaticity, 826 Phonics Day 1-4: Letter Nn: 790, 802, 812, 820 Day 2-4: Blends with Nn: 803, 813, 821 Phonemic Awareness Day 1, 3: Phoneme Isolation 789, 811 Day 2 & 4: Phoneme Blending: 802, 820 Day 5: Phoneme Categorization: 827 Word Study Vocabulary To, 788, 804, 810, 822, 826 HFW: to Robust Vocabulary: Combine, farmer, ingredient, market, nutritious Academic Vocabulary: Summarize, story events, letter, sentence sequence: first, next, last Leveled Readers for A- Day 2: Can Nan? Day 3: Can Nan? Day 4 & 5: Food For a Day O- Day 2: Can Nan? Day 2: Can Tom See? Day 3: Can Nan? Day 4 & 5: We Pick Food! B- Day 3: Can Nan? Day 4&5: What Is It? ELL- Day 4 & 5: Food Day 1: High-frequency words review, 830 Sound-spelling review, 831 Day 2: High-frequency words, 836 Phonemic Awareness, 837 Day 3: Phonemic Awareness, 840 Phonics, 841 Day 4: Phonemic Awareness, 844 Phonics, 844 Day 5: Phonemic Awareness, 850 Phonics, 850 United Streaming: All About Our ABC s: The Letter N Smart Exchange: letter N, n; Fundanoodle Lowercase n Practice Page; Fundanoodle Uppercase N Practice Page

46 Treasures Social Studies Connection Kindergarten Unit 4 Week 1 GLE Reading Activity Teaching Strategies/Additional Resources 11. Name common physical, social and emotional need (RE6A) Physical Needs Fruits & Vegetables TE 801, TE 818, TE 824 Physical Needs Oral Language: Growing a Garden TE 816

47 Reading Level, Unit #, and KU4W1 Science Reading Connections within the Reading Series Big Book of Explorations: From Strawberry Field to Strawberry Salad Hickman Mills K Reading Unit and Quarter ( Level Expectations) Reading Level, Unit #, and Science Workstations within the Reading Series Unit and Quarter ( Level Expectations) KU4W1 Feeling Foods Units 1-7Quarters 1-4: Inquiry Make qualitative observations using the five senses (7.1.B.a)

48 5 Days Pacing Unit 4 Instructional Guide Week 2 GLEs CCSS Essential Skills/Strategies Vocabulary Unit/Lesson Support Resources/ Tier 2 Connections RL.K.3 With prompting and support, identify characters, settings, and major events in a story RF.K.3a Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c Read common highfrequency words by sight. RL.K.2 With prompting and support, retell familiar stories, including key details 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. L.K.1b Use frequently occurring nouns and verbs. Comprehension Day 1,2, 5: Strategy: Summarize 871, 880, 909 Day 1, 2, 5: Skill: Make Inferences 871, 880, 909 Fluency Day 2: Echo-read 884 Day 4: Reread for Fluency 906 Day 5: Word Automaticity, 910 Phonics Day 1-4: Letter Cc /k/: 874, 886, 896, 904 Day 2-4: Blends with Cc /k/: 887, 897, 905 Phonemic Awareness Day 1: Phoneme Isolation 873 Day 2 & 4: Phoneme Blending: 886,7, 897, 904 Day 5: Phoneme Categorization: 911 Word Study Vocabulary Have: 872, 888, 894, 906, 910 HFW: have Robust Vocabulary: Appetite, feast, flavor, prefer, special Academic Vocabulary: Summarize, story clues/story hints, main events, rhythm/beat Leveled Readers for A- Day 3: We Can! Day 4 & 5: We Have Vegetables O- Day 2: We Can! Day 2: Can Tom See? Day 3: Can Nan? Day 4 & 5: Let s Have Dinner B- Day 3: We Can! Day 4&5: Foods That Grow ELL- Day 4 & 5: Let s Eat Day 1: High-frequency words review, 914 Sound-spelling review, 8915 Day 2: High-frequency words, 920 Phonemic Awareness, 921 Day 3: Phonemic Awareness, 924 Phonics, 925 Day 4: Phonemic Awareness, 928 Phonics, 928 Day 5: Phonemic Awareness, 934 Phonics, 934 United Streaming: All About Our ABC s: The Letter C Smart Exchange: Letter C; The Letter C: Hard Sound 2013; Fundanoodle Uppercase C Practice Page; Fundanoodle Lowercase c Practice Page; Crazy for C; Carla the Cat

49 Treasures Social Studies Connection Kindergarten Unit 4 Week 2 GLE Reading Activity Teaching Strategies/Additional Resources 11. Name common physical, social and emotional need (RE6A) Physical Needs Oral Language: What s For Dinner? TE 870 Read Aloud Grandfather Bear is Hungry TE902 Leveled Readers We Have Vegetables! TE 929, Foods That Grow TE 931, Let s Eat TE 932

50 Reading Level, Unit #, and KU4W2 Science Reading Connections within the Reading Series Big Book of Explorations: Crusty Corn Bread and Crunch! Munch! Thanks a Bunch! Hickman Mills K Reading Unit and Quarter ( Level Expectations) Reading Level, Unit #, and Science Workstations within the Reading Series Unit and Quarter ( Level Expectations) KU4W2 How Things Move Unit 3 Quarters 2: Change in Position Identify ways (push, pull) to cause some objects to move by touching them (2.2.A.a)

51 5 Days Pacing Unit 4 Instructional Guide Week 3 GLEs CCSS Essential Skills/Strategies Vocabulary Unit/Lesson Support Resources/ Tier 2 Connections RL.K.3 With prompting and support, identify characters, settings, and major events in a story RF.K.3a Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c Read common highfrequency words by sight. RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds(phonemes) in threephoneme (CVC) words. 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. L.K.1b Use frequently occurring nouns and verbs. Comprehension Day 1,2, 5: Strategy: Summarize 955, 964, 993 Day 1, 2, 5: Skill: Make Inferences 955, 964, 993 Fluency Day 2: Echo-read 968 Day 4: Reread for Fluency 990 Day 5: Word Automaticity, 994 Phonics Day 1-4: Letter review: 958, 970, 980, 988, 996 Day 2-4: Blends review: 971, 981, 989, Phonemic Awareness Day 1: Phoneme Isolation 957 Day 3 & 4: Phoneme Blending: 979, 988 Day 2 & 5: Phoneme Categorization: 970, 995 Word Study Vocabulary To, have: 956, 972, 978, 990, 994 HFW: Have, to Robust Vocabulary: Delicious, devour, fresh, menu, tradition Academic Vocabulary: Summarize, character s action, character s feelings, word, sentence Leveled Readers for A- Day 3: Nat Day 4 & 5: Good Food All Year Long O- Day 2: Nat Day 3: Can Nan? Day 4 & 5: Thanksgiving B- Day 3: Nat Day 4&5: How Corn Grows ELL- Day 4 & 5: Thanksgiving Dinner Day 1: High-frequency words review, 998 Sound-spelling review, 999 Day 2: High-frequency words, 1004 Phonemic Awareness, 1005 Day 3: Phonemic Awareness, 1008 Phonics, 1009 Day 4: Phonemic Awareness, 1012 Phonics, 1012 Day 5: Phonemic Awareness, 1018 Phonics,1018 United Streaming: Food; Jack the Apple: Five a Day Smart Exchange: Guess Who%3F; Reading Strategies