english language arts curriculum map...
Post on 11-May-2018
215 Views
Preview:
TRANSCRIPT
ENGLISH LANGUAGE ARTS CURRICULUM MAP 2012-13
Kindergarten
Canyons School District elementary literacy maps are created by CSD elementary teachers and published by the CSD Office of Evidence-Based Learning
KINDERGARTEN ENGLISH LANGUAGE ARTS (ELA) CURRICULUM MAP CANYONS SCHOOL DISTRICT
2012 – 2013 Curriculum Mapping Purpose Canyons School District’s language arts curriculum maps are standards-based maps driven by the Common Core State Standards and implemented using Scott Foresman Reading Street ©2011. Student achievement is increased when both teachers and students know where they are going, why they are going there, and what is required of them to get there.
Curriculum Maps are a tool for:
• ALIGNMENT: Provides support and coordination between concepts, skills, standards, curriculum, and assessments
• COMMUNICATION: Articulates expectations and learning goals for students • PLANNING: Focuses instruction and targets critical information • COLLABORATION: Promotes professionalism and fosters dialogue between colleagues about best
practices pertaining to sequencing, unit emphasis and length, integration, and review strategies
Canyons School District elementary literacy maps are created by CSD elementary teachers and published by the CSD Office of Evidence-Based Learning
These maps were collaboratively developed and refined by teacher committees using feedback from classroom teachers, achievement coaches, building administrators, and the office of Evidence-Based Learning. It is with much appreciation that we recognize the many educators that collaborated in the effort to provide these maps for the teachers and students of CSD. Specific individuals that have assisted in the writing and editing of this document include:
Tana Allred Leigh Anstadt Paige Attridge Rachel Bingham Carolyn Brooks Melissa Brown Tiffany Bruett Natasha Buckner Madaline Chilcutt Shelly Christensen Stephanie Cobabe Tami Dautel Leighann Dohanos Lori Dragoo Casey Draper Sierra Eastmond Sheri Ebert Alana Farber Connie Farr Patricia Fenton Beth Ferguson Julie Fielding
Joni Gallacher LaNae Goates Jana Gold Laura Grzymkowski Sue Harris Lori Hatton Hawley Hawkins Susan Henrie Barbara Hopkins Alisa Hyer Sue Johnson KLynn Johnson Natalie Johnson Stacie King Susan LaDuke Jill Landes-Lee Michele Law Casandra Mackris Tina Mahon-Reynolds Libby McShinsky Senja Merrill Karen Millenbach
Monica Milovich Mary Jo Murray Katie Norris Jenny Olsen Rachel Ostvig Rachelle Pease Brooke Peters Piper Riddle Amber Roderick-Landward Valinda Rose Ann Marie Sherman Tiffany Smith Ellen Stone Amy Szymanski Kina Tua Deb VanGorder Cindy Wagstaff Sallianne Wakley Karrie Wilbur Julie Winfree Libby Woodworth
Canyons School District elementary literacy maps are created by CSD elementary teachers and published by the CSD Office of Evidence-Based Learning
TABLE OF CONTENTS
CSD RtI Framework to Promote Student Achievement page 1
Evidence-Based Instructional Priorities page 2
K-12 ELA Core Overview page 3
Key Points in the ELA Common Core pages 4-5
Kindergarten ELA Core Standards Overview page 6
Kindergarten Literacy Block pages 7-10
Kindergarten Five-Day Plan for Instruction pages 11-15
Kindergarten ELA Year at a Glance page 16
Kindergarten Reading Street Scope and Sequence pages 17–22
Kindergarten Assessment Continuum page 23
Kindergarten Instructional Tune-Ups page 24
Four Square Writing pages 25-27
Kindergarten Science and Social Studies Text Support pages 28-33
Kindergarten Instructional Sort pages 34-37
The K-2 ELA Core Standards pages 38-52
RtI: Multi-Tiered System of Supports for Academics and Behavior RtI: Multi-Tiered System of Supports for Academics and Behavior RtI: Multi-Tiered System of Supports for Academics and Behavior RtI: Multi-Tiered System of Supports for Academics and Behavior RtI !"#providing high quality core instruction (and intervention)
matched to students’ needs(2) using data over time (i.e. rate of learning, level of performance, fidelity of implementation)
(3) to make important educational decisions.
CSD Student Achievement
Principles
• ALL CSD students and educators are part of ONE proactive educational system.
• Evidence-based instruction and interventions are aligned with rigorous content standards.
• Data are used to guide instructional decisions, align curriculum horizontally and vertically, and allocate resources.
• CSD educators use instructionally relevant assessments that are reliable and valid.
• CSD educators problem solve collaboratively to meet student needs.
CSD Student Achievement
Principles
• Quality professional development supports effective instruction for ALL students.• Leadership at all levels is vital.• Quality professional development supports effective instruction for ALL students.• Leadership at all levels is vital.• Quality professional development supports effective instruction for ALL students.• Leadership at all levels is vital.
Core Expectations for ALL students in the General Education Classrooms and Common AreasCore Expectations for ALL students in the General Education Classrooms and Common AreasCore Expectations for ALL students in the General Education Classrooms and Common AreasCore Expectations for ALL students in the General Education Classrooms and Common AreasCore Expectations for ALL students in the General Education Classrooms and Common AreasCore Expectations for ALL students in the General Education Classrooms and Common Areas
Curriculum(Standards and Materials)
Evidence-Based Instructional Priorities
Time Allocation Data Collection and Use Fidelity of Implementation Data-based Decision Making
• Big ideas, bodies of knowledge
• Content standards and expectations aligned with the Utah Core and Common Core State Standards
• World-Class Instructional Design and Assessment (WIDA)
• Schoolwide Positive Behavioral Interventions and Supports
• Prioritized Curriculum Maps
• Scientific, research-based programs
• Explicit instruction (I, We, Ya’ll, You)
• Maximizing opportunities to respond
• Feedback
• Vocabulary
• Differentiated instruction & grouping structures
• Acquisition, automaticity, then application
• Classroom Positive Behavioral Interventions and Supports
! Daily maximization of instructional time
• English Language Development (ELD) time
• Building Leadership Team (BLT) meetings
• Protected time for grade level and/or department team learning & planning
• Establish rules, routines, and arrangements to increase efficiency for adults and students
• Working smarter, not harder
• Consistent evaluation of Core instruction
• Districtwide screening of key academic and behavior skills
• Benchmark assessments
• Progress monitoring
• Formative assessment practices (CFAs)
• Summative assessment practices
• Early warning system for identification of risk (academic, social, and performance)
• Timely and consistent review of relevant data
• Monitoring and evaluating effectiveness of implementation using formalized protocols (e.g. Walk-Throughs, fidelity checks)
• Instructional and Peer Coaching supports
• Products to demonstrate evidence of implementation
Use problem solving protocol to:• Evaluate the
effectiveness of Core/Initial instruction (>80% proficiency) for all subgroups and maintain or adjust
• Analyze trends to inform decisions
• Evaluate and adjust CSIP
• Determine needs for supplemental instruction
On-going, targeted professional developmentOn-going, targeted professional developmentOn-going, targeted professional developmentOn-going, targeted professional developmentOn-going, targeted professional developmentOn-going, targeted professional development
Canyons School District Response to Intervention (RtI) Framework to Promote Student Achievement
December 2011 V.2.0
!
!
Evidence-Based Instructional Priorities Applied to Literacy Instruction
Explicit Instruction I Do - We Do - Y’all Do - You Do Model - Guide Practice – Partner - Independent Systematic ! Focused on critical content ! Skills, strategies, and concepts are sequenced
logically ! Break down complex skills ! Lessons are organized and focused ! Instructional routines are used ! Examples and non-examples ! Step-by-step demonstrations
Relentless ! Adequate initial practice: ELA Literacy Block
NOTE: Students who struggle may require 10-30 more times as many practice opportunities than their peers.
! Distributed practice--frequent exposure to content/skill over time: Literacy Practice Stations
! Cumulative review: Skill Reviews, Monitor Progress ! Teach to mastery: Skill-Based Instruction, Unit Tests
Engaging ! Increasing Opportunities to Respond ! Feedback ! Instructional Grouping ! Classroom PBIS
Increasing Opportunities to Respond Explicit Vocabulary Instruction
Group Reading Strategies ! Model: All students track as the teacher reads the passage. Teacher emphasizes
reading in phrases with expression. “My turn to model. Everyone tracking.” - Choose this strategy when text contains dialogue, advanced punctuation or
other content that makes it more difficult for students. ! Echo Reading: The teacher reads a sentence fluently and immediately the students
read it back to the teacher. Keep the time between the model and test very short. All students must track as the teacher or peer reads. “My turn. Echo read. Everyone tracking.” (Model) “Tracking back. Your turn, read.”
! Choral: Students and teacher read together aloud as all students are tracking. This should be only on short sentences and title. Teacher sets pace. “Everyone…choral read.”
- Choose this strategy with text that all students can read. ! Cloze: Teacher reads and pauses at a word (focused vocabulary words) and
students read the word. Continue for a paragraph or so. “My turn. Everyone tracking. Cloze read….”
! Partner: Partner A reads a sentence and Partner B reads a sentence. Students must track as their partners read.
! Introduce the word • Teacher says the word • All students repeat the word • Teacher gives a child-friendly definition • All students repeat the definition (with teacher guidance) • Repeat above steps as necessary
! Demonstrate • Provide an example • Provide a non-example • Repeat above steps as necessary
! Apply • Students turn to a partner and use the word in a sentence • Teacher shares a sentence using the word
Feedback Instructional Grouping Acquire – Auto – Apply Classroom PBIS ! Corrective and Affirmative ! Timely and Frequent ! Specific and Reinforcing
! Whole group, Small groups, Partners ! Fluid and flexible ! Skill-Based Small Group Instruction
! Learn (acquire) the skill ! Build the skill to automaticity ! Apply the skill
! Forming clear behavior expectations ! Explicitly teaching expectations to
students ! Reinforcing expectations with students ! Correcting of problem behaviors in a
systematic manner
Common Core StandardsEnglish Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
Access the ELA Core Standards at corestandards.org
College and Career Readiness Anchor Standards(found in each of the strands below)
READINGGrade Specific Standards
Key Ideas and DetailsCraft and Structure
Integration of Knowledge and IdeasRange of Reading &
Level of Text Complexity
WRITINGGrade Specific Standards
Text Types and PurposesProduction and Distribution of Writing
Research to Build and Present KnowledgeRange of Writing
SPEAKING & LISTENINGGrade Specific Standards
Comprehension and CollaborationPresentation of Knowledge and Ideas
LANGUAGEGrade Specific Standards
Conventions of Standard EnglishKnowledge of Language
Vocabulary Acquisition and Use
Foundational Skills
Grades K-5Print Concepts
Phonological AwarenessPhonics and Word Recognition
Fluency
Literacy in History/Social Studies, Science, and Technical Subjects
Grades 6-12Reading and Writing standards for content area
subjects
AppendicesA: Research behind the standards and glossary of the termsB: Text exemplars illustrating complexity, quality and range of reading appropriate and sample performance tasks for various grade levelsC: Annotated samples of students writing at various grades
Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers ~ Title: Common Core State Standards English Language Arts Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. ~ Copyright Date: 2010
Key Points in English Language Arts Core Standards
Reading
• The standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school. The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from whatever they read.
• Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective. Because the standards are building blocks for successful classrooms, but recognize that teachers, school districts and states need to decide on appropriate curriculum, they intentionally do not offer a reading list. Instead, they offer numerous sample texts to help teachers prepare for the school year and allow parents and students to know what to expect at the beginning of the year.
• The standards mandate certain critical types of content for all students, including classic myths and stories from around the world, foundational U.S. documents, seminal works of American literature, and the writings of Shakespeare. The standards appropriately defer the many remaining decisions about what and how to teach to states, districts, and schools.
Writing
• The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing—a basic form of argument—extending down into the earliest grades.
• Research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research —is emphasized throughout the standards but most prominently in the writing strand since a written analysis and presentation of findings is so often critical.
• Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments, informational/explanatory texts, and narratives in the various grades.
Speaking and Listening
• The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.
• An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems.
Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers ~ Title: Common Core State Standards English Language Arts Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. ~ Copyright Date: 2010
Key Points in English Language Arts Core Standards (cont.)
Language
• The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards will help students determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases.
• The standards help prepare students for real life experience at college and in 21st century careers. The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language.
• Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading, writing, speaking, and listening.
Media and Technology
• Just as media and technology are integrated in school and life in the twenty-first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards.
Kindergarten ELA Core Standards Overview
! Naming upper- and lower-case letters, matching those letters with their sounds, and printing them
! Using knowledge of letters and letter-sound correspondences to figure out how to spell words as they sound
! Learning to recognize, spell, and properly use those little grammatical words that hold the language together (e.g., a, the, to, of,
from, I, is, are)
! Comparing the adventures and experiences of characters in familiar stories
! Retelling familiar stories and talking about stories read to them using details from the text
! Using a combination of drawing, dictating, and writing to describe an event, including his or her reaction to what happened
! Stating an opinion or preference about a topic in writing (e.g., “My favorite book is . . .”)
! Taking part in classroom conversations and following rules for discussions (e.g., learning to listen to others and taking turns when
speaking)
! Speaking clearly to express thoughts, feelings, and ideas, including descriptions of familiar people, places, things, and events
! Asking and answering questions about key details in stories or other information read aloud
! Understanding and using question words (e.g., who, what, where, when, why, how) in discussions
! Reading and understanding a story designed for early readers
CSD ! Day Kindergarten Literacy Block: FALL Literacy Component Range of Time Class Configuration Focus of Instruction
Reading Content Integration
20-30 minutes
Whole Group Time
Partners
• Build Background • Oral Vocabulary • Phonemic Awareness • Phonics • Listening Comprehension
Language Arts Content Integration
15 minutes
Table Time Partners
• KPALS • Reading Street Writing with Four Square
Skill-Based Instruction
Additional skill-based instruction in small group setting with teacher. Other students engage in Practice
Stations that review, reinforce, or extend.
30-40
minutes
10 minutes per group
Teach and Model procedures for Practice Stations Small Groups Focus of Instruction Instructional Materials
Group 1 FALL: Adequate First Sound Fluency Adequate Letter Name Fluency
• Blending phonemes • Segmenting phonemes • Decoding • Encoding
• Reading Street decodable texts • KPALS materials • Elkonin boxes with discs or pushing up sounds with
fingers • White boards, erasers, letter tiles, magnetic letters • Reading Street Small Group: Advanced Level lessons
(AL)
Group 2 FALL: Low First Sound Fluency Adequate Letter Name Fluency
• Sound and word discrimination • Syllable blending • Rhyming/Alliteration • Blending onset and rime • Matching initial sounds • Letter-Sound correspondence • Phoneme isolation
• Reading Street Sound/Spelling Cards • KPALS materials • Initial sound picture sorts • Elkonin boxes with discs or pushing up sounds with
fingers • Alpha Arc, letter tiles, magnetic letters • Tactile supplies for tracing letters • Reading Street Small Group: On-Level lessons (OL)
Group 3 FALL: Low First Sound Fluency Low Letter Name Fluency
• Letter identification • Sound and word discrimination • Syllable blending • Rhyming/Alliteration • Blending onset and rime • Matching initial sounds • Letter-Sound correspondence • Phoneme isolation
• Reading Street Sound/Spelling Cards • KPALS materials • Initial sound picture sorts • Elkonin boxes with discs or pushing up sounds with
fingers • Alpha Arc, letter tiles, magnetic letters • Tactile supplies for tracing letters • Reading Street Small Group: Strategic Intervention
lessons (SI)
Group 4 FALL: Adequate First Sound Fluency Low Letter Name Fluency
• Letter identification • Letter-Sound correspondence • Blending phonemes
• Reading Street Sound/Spelling Cards • KPALS materials • Reading Street decodable texts • Elkonin boxes with discs or pushing up sounds with
fingers • Alpha Arc, letter tiles, magnetic letters • Tactile supplies for tracing letters • Reading Street Small Group: Strategic Intervention
lessons (SI)
CSD ! Day Kindergarten Literacy Block: WINTER/SPRING Literacy Component Range of
Time Class Configuration Focus of Instruction
Reading Content Integration
20-30 minutes
Whole Group Time
Partners
• Build Background • Oral Vocabulary • Phonemic Awareness • Phonics • Listening Comprehension
Language Arts Content Integration
15 minutes
Table Time
Partners
• KPALS • Reading Street Writing with Four Square
Skill-Based Instruction Additional skill-based
instruction in small group setting with teacher. Other students engage in Practice
Stations that review, reinforce, or extend.
30-40
minutes
10 minutes
per group
Teach and Model procedures for Practice Stations
Small Groups Focus of Instruction Instructional Materials Group 1
WINTER/SPRING: Adequate Phonemic Segmentation Fluency Adequate Letter Sound Fluency
• Decoding (Acquisition, Automaticity, Application)
• Writing • Vocabulary instruction • Sound by sound blending
• Reading Street decodable texts • Reading Street Leveled Readers • Writing notebooks • Reading Street Small Group: Advanced Level
lessons (AL)
Group 2 WINTER/SPRING: Low Phonemic Segmentation Fluency Adequate Letter Sound Fluency
• Building automaticity with phoneme segmenting and blending
• Decoding • Sound by sound blending
• Reading Street decodable texts • Elkonin boxes with discs or pushing up sounds
with fingers • Elkonin boxes with letter tiles • Phoneme segmentation activities • Reading Street Small Group: On-Level lessons
(OL)
Group 3 WINTER/SPRING: Low Phonemic Segmentation Fluency Low Letter Sound Fluency
• Identifying initial, final, and vowel phonemes
• Phoneme segmentation • Phoneme blending • Letter-Sound correspondence
• Reading Street Sound/Spelling Cards • KPALS materials • Initial sound picture sorts • Elkonin boxes with discs or pushing up sounds
with fingers • Alpha Arc, letter tiles, magnetic letters • Tactile supplies for tracing letters • Reading Street Small Group: Strategic
Intervention lessons (SI)
Group 4 WINTER/SPRING: Adequate Phonemic Segmentation Fluency Low Letter Sound Fluency
• Building automaticity with letter sounds
• Decoding
• Reading Street Sound/Spelling Cards • KPALS materials • Elkonin boxes with letter tiles • Alpha Arc, letter tiles, magnetic letters • Tactile supplies for tracing letters • Reading Street Small Group: Strategic
Intervention lessons (SI)
!
CSD Full Day Kindergarten Literacy Block: FALL Literacy Component Range of Time Class Configuration Focus of Instruction
Reading Content Integration
20-30 minutes
Whole Group Time
Partners
• Build Background • Oral Vocabulary • Phonemic Awareness • Phonics • Listening Comprehension
Language Arts Content Integration
15 minutes
Table Time Partners
• KPALS • Reading Street Writing with Four Square
Skill-Based Instruction
Additional skill-based instruction in small group setting with teacher. Other students engage in Practice
Stations that review, reinforce, or extend.
45-60
minutes
10-15 minutes per
group
Teach and Model procedures for Practice Stations Small Groups Focus of Instruction Instructional Materials
Group 1 FALL: Adequate First Sound Fluency Adequate Letter Name Fluency
• Blending phonemes • Segmenting phonemes • Decoding • Encoding
• Reading Street decodable texts • KPALS materials • Elkonin boxes with discs or pushing up sounds with
fingers • White boards, erasers, letter tiles, magnetic letters • Reading Street Small Group: Advanced Level lessons
(AL)
Group 2 FALL: Low First Sound Fluency Adequate Letter Name Fluency
• Sound and word discrimination • Syllable blending • Rhyming/Alliteration • Blending onset and rime • Matching initial sounds • Letter-Sound correspondence • Phoneme isolation
• Reading Street Sound/Spelling Cards • KPALS materials • Initial sound picture sorts • Elkonin boxes with discs or pushing up sounds with
fingers • Alpha Arc, letter tiles, magnetic letters • Tactile supplies for tracing letters • Reading Street Small Group: On-Level lessons (OL)
Group 3 FALL: Low First Sound Fluency Low Letter Name Fluency
• Letter identification • Sound and word discrimination • Syllable blending • Rhyming/Alliteration • Blending onset and rime • Matching initial sounds • Letter-Sound correspondence • Phoneme isolation
• Reading Street Sound/Spelling Cards • KPALS materials • Initial sound picture sorts • Elkonin boxes with discs or pushing up sounds with
fingers • Alpha Arc, letter tiles, magnetic letters • Tactile supplies for tracing letters • Reading Street Small Group: Strategic Intervention
lessons (SI)
Group 4 FALL: Adequate First Sound Fluency Low Letter Name Fluency
• Letter identification • Letter-Sound correspondence • Blending phonemes
• Reading Street Sound/Spelling Cards • KPALS materials • Reading Street decodable texts • Elkonin boxes with discs or pushing up sounds with
fingers • Alpha Arc, letter tiles, magnetic letters • Tactile supplies for tracing letters • Reading Street Small Group: Strategic Intervention
lessons (SI)
CSD Full Day Kindergarten Literacy Block: WINTER/SPRING Literacy Component Range of
Time Class Configuration Focus of Instruction
Reading Content Integration
20-30 minutes
Whole Group Time
Partners
• Build Background • Oral Vocabulary • Phonemic Awareness • Phonics • Listening Comprehension
Language Arts Content Integration
15 minutes
Table Time
Partners
• KPALS • Reading Street Writing with Four Square
Skill-Based Instruction Additional skill-based
instruction in small group setting with teacher. Other students engage in Practice
Stations that review, reinforce, or extend.
45-60
minutes
10-15 minutes
per group
Teach and Model procedures for Practice Stations
Small Groups Focus of Instruction Instructional Materials Group 1
WINTER/SPRING: Adequate Phonemic Segmentation Fluency Adequate Letter Sound Fluency
• Decoding (Acquisition, Automaticity, Application)
• Writing • Vocabulary instruction • Sound by sound blending
• Reading Street decodable texts • Reading Street Leveled Readers • Writing notebooks • Reading Street Small Group: Advanced Level
lessons (AL)
Group 2 WINTER/SPRING: Low Phonemic Segmentation Fluency Adequate Letter Sound Fluency
• Building automaticity with phoneme segmenting and blending
• Decoding • Sound by sound blending
• Reading Street decodable texts • Elkonin boxes with discs or pushing up sounds
with fingers • Elkonin boxes with letter tiles • Phoneme segmentation activities • Reading Street Small Group: On-Level lessons
(OL)
Group 3 WINTER/SPRING: Low Phonemic Segmentation Fluency Low Letter Sound Fluency
• Identifying initial, final, and vowel phonemes
• Phoneme segmentation • Phoneme blending • Letter-Sound correspondence
• Reading Street Sound/Spelling Cards • KPALS materials • Initial sound picture sorts • Elkonin boxes with discs or pushing up sounds
with fingers • Alpha Arc, letter tiles, magnetic letters • Tactile supplies for tracing letters • Reading Street Small Group: Strategic
Intervention lessons (SI)
Group 4 WINTER/SPRING: Adequate Phonemic Segmentation Fluency Low Letter Sound Fluency
• Building automaticity with letter sounds
• Decoding
• Reading Street Sound/Spelling Cards • KPALS materials • Elkonin boxes with letter tiles • Alpha Arc, letter tiles, magnetic letters • Tactile supplies for tracing letters • Reading Street Small Group: Strategic
Intervention lessons (SI)
!
Kindergarten: Five-Day Plan for Reading Street
!
!
Literacy Block Component Day 1 Day 2 Day 3 Day 4 Day 5
Application Day
Reading
20-30 minutes
*Instructional
Tune Up
(SR) = Student Reader
(MSB) = My Skills Buddy
Build Background Trucktown-Truckery Rhymes Concept Talk
• Big Question Video (beginning of each Unit) OR Concept Talk Video (Digital)
• Question of the Week • Routine: Activate Prior
Knowledge Anchored Talk
• Talk With Me/Sing With Me Chart
• Amazing Words • ELL Poster
Phonemic Awareness • Phonemic Awareness lesson • Let’s Listen For (MSB) • Picture Cards
Phonics Teach/Model
• Phonics Songs and Rhymes Chart
Blend Words • Sound-Spelling * • Routine: Sound by Sound
Blending* High Frequency Words
• Routine: Nondecodable Words
Academic Vocabulary Decodable Story
• Decodable Story (Digital) • Routine: Reading Decodable
Books* Comprehension Listening Comprehension
• Envision It! (MSB) • Envision It! Animations
(Digital) • Read Aloud
Build Background Trucktown-Truckery Rhymes Concept Talk
• Concept Talk Video • Question of the Week • Talk With Me/Sing With Me
Chart • ELL Poster • Sing With Me Animations
(digital) Oral Vocabulary Amazing Words
• Routine: Oral Vocabulary Phonemic Awareness
• Phonemic Awareness lesson • Picture Cards • Let’s Listen For (MSB) • Phonics Sounds and Rhymes
Chart Phonics Phonics-Teach/Model
• Envision It! (MSB) • Routine: Sound-by-Sound
Blending* • Sound-Spelling *
High-Frequency Words (MSB) • Reader’s Writer’s Notebook
Decodable Reader (MSB) • Routine: Reading Decodable
Books* Comprehension Listening Comprehension
• Envision It! (MSB) • Envision It! Animations (Digital)
Main Selection First Read
• Big Book or Trade Book Retell
• Envision It! (MSB) • Envision It! Animations (Digital) • Story Sort (Digital) • Monitor Progress: Check
Retelling Think, Talk, Write (MSB)
Build Background Trucktown-Truckery Rhymes Concept Talk
• Question of the Week
• Talk With Me/Sing With Me Chart
• ELL Poster Oral Vocabulary Amazing Words
• Routine: Oral Vocabulary
Phonemic Awareness • Phonemic Awareness
lesson • Picture Cards
Phonics Phonics-Teach/Model
• Sound-Spelling * • Sound-by-Sound
Blending* • Reader’s & Writer’s
Notebook Kindergarten Student Reader (SR)
• High Frequency Word Wall
• Routine: Reading Decodable Books*
Comprehension • Envision It! (MSB) • Envision It! Animations
(Digital) • Story Sort (Digital) • Reader’s & Writer’s
Notebook Main Selection Second Read
• Big Book or Trade Book • Develop Vocabulary
Build Background Trucktown-Truckery Rhymes Concept Talk
• Question of the Week
• Talk With Me/Sing With Me Chart
• ELL Poster Oral Vocabulary Amazing Words
• Routine: Oral Vocabulary
Phonemic Awareness • Phonemic
Awareness lesson • Picture Cards
Phonics • Phonics lesson • Sound-Spelling * • Sound-by-Sound
Blending * Word Study Spelling lesson
• Routine: Spell Words
Get Set, Roll! Reader Comprehension
• Envision It! (MSB) • Envision It!
Animations (Digital) • Reader’s & Writer’s
Notebook Main Selection Third Read
• Big Book or Trade Book
• Guide Comprehension
Build Background Trucktown-Truckery Rhymes Concept Wrap Up
• Question of the Week
• Talk With Me/Sing With Me Chart
• ELL Poster Oral Vocabulary Amazing Words
• Talk With Me/Sing With Me Chart
Phonemic Awareness • Picture Cards
Phonics • Sound-Spelling
Cards
• Decodable Reader (MSB)
• Kindergarten Student Reader (SR)
• Get Set, Roll! Reader (SE)
Comprehension Let’s Practice It (MSB)
• Read Aloud Comprehension Assessment
• Read Aloud Anthology
Kindergarten: Five-Day Plan for Reading Street
!
!
Literacy Block Component
Day 1 Day 2 Day 3 Day 4 Day 5 Application Day
Language Arts
15-20
minutes
Whole Group Table Time Cooperative
Groups & Partners
• KPALS
• Reading Street Writing with Four Square
• KPALS
• Reading Street Writing with Four Square
• KPALS
• Reading Street Writing with Four Square
• KPALS
• Reading Street Writing with Four Square
• KPALS
• Reading Street Writing with Four Square
Kindergarten: Five-Day Plan for Reading Street
!
!
Literacy Block Component
Day 1 Day 2 Day 3 Day 4 Day 5 Application Day
Skill-Based Instruction
Small Group
30-60
minutes
What are the other students
doing?
Practice Stations
• Social Studies and/or Science Connections
• Listen Up (Sounds
• Word Work (Spelling Patterns)
• Words to Know (Vocabulary)
• Let’s Write! (Writing) or (Writing)
• Read for Meaning (Text Structures)
• Let’s Make Art (Fluency Practice)
Practice Stations
• Social Studies and/or Science Connections
• Listen Up (Sounds
• Word Work (Spelling Patterns)
• Words to Know (Vocabulary)
• Let’s Write! (Writing) or (Writing)
• Read for Meaning (Text Structures)
• Let’s Make Art (Fluency Practice)
Practice Stations
• Social Studies and/or Science Connections
• Listen Up (Sounds
• Word Work (Spelling Patterns)
• Words to Know (Vocabulary)
• Let’s Write! (Writing) or (Writing)
• Read for Meaning (Text Structures)
• Let’s Make Art (Fluency Practice)
Practice Stations
• Social Studies and/or Science Connections
• Listen Up (Sounds
• Word Work (Spelling Patterns)
• Words to Know (Vocabulary)
• Let’s Write! (Writing) or (Writing)
• Read for Meaning (Text Structures)
• Let’s Make Art (Fluency Practice)
Practice Stations
• Social Studies and/or Science Connections
• Listen Up (Sounds
• Word Work (Spelling Patterns)
• Words to Know (Vocabulary)
• Let’s Write! (Writing) or (Writing)
• Read for Meaning (Text Structures)
• Let’s Make Art (Fluency Practice)
Kindergarten: Five-Day Plan for Reading Street
!
!
Literacy Block Component
FALL
Skill-Based Instruction Small Group
30-60 minutes
Additional instruction with Teacher while students engage in
Practice Stations and/or Independent Activities that preview, review, reinforce, or extend
Fluid Skill Groups Focus on Instruction Instructional Resources
Group 1 FALL: Adequate First Sound Fluency Adequate Letter Name Fluency
• Blending phonemes • Segmenting phonemes • Decoding • Encoding
• Reading Street decodable texts • KPALS materials • Elkonin boxes with discs or pushing up sounds with fingers • White boards, erasers, letter tiles, magnetic letters • Reading Street Small Group: Advanced Level lessons (AL)
Group 2 FALL: Low First Sound Fluency Adequate Letter Name Fluency
• Sound and word discrimination
• Syllable blending • Rhyming/Alliteration • Blending onset and rime • Matching initial sounds • Letter-Sound
correspondence • Phoneme isolation
• Reading Street Sound/Spelling Cards • KPALS materials • Initial sound picture sorts • Elkonin boxes with discs or pushing up sounds with fingers • Alpha Arc, letter tiles, magnetic letters • Tactile supplies for tracing letters • Reading Street Small Group: On-Level lessons (OL)
Group 3 FALL: Low First Sound Fluency Low Letter Name Fluency
• Letter identification • Sound and word
discrimination • Syllable blending • Rhyming/Alliteration • Blending onset and rime • Matching initial sounds • Letter-Sound
correspondence • Phoneme isolation
• Reading Street Sound/Spelling Cards • KPALS materials • Initial sound picture sorts • Elkonin boxes with discs or pushing up sounds with fingers • Alpha Arc, letter tiles, magnetic letters • Tactile supplies for tracing letters • Reading Street Small Group: Strategic Intervention lessons (SI)
Group 4 FALL: Adequate First Sound Fluency Low Letter Name Fluency
• Letter identification • Letter-Sound
correspondence • Blending phonemes
• Reading Street Sound/Spelling Cards • KPALS materials • Reading Street decodable texts • Elkonin boxes with discs or pushing up sounds with fingers • Alpha Arc, letter tiles, magnetic letters • Tactile supplies for tracing letters • Reading Street Small Group: Strategic Intervention lessons (SI)
Kindergarten: Five-Day Plan for Reading Street
!
!
Literacy Block Component
WINTER/SPRING
Skill-Based Instruction Small Group
30-60 minutes
Additional instruction with Teacher while students engage in
Practice Stations and/or Independent Activities that preview, review, reinforce, or extend
Fluid Skill Groups Focus on Instruction Instructional Resources Group 1
WINTER/SPRING: Adequate Phonemic Segmentation Fluency Adequate Letter Sound Fluency
• Decoding (Acquisition, Automaticity, Application)
• Writing • Vocabulary instruction • Sound by sound
blending
• Reading Street decodable texts • Reading Street Leveled Readers • Writing notebooks • Reading Street Small Group: Advanced Level lessons (AL)
Group 2 WINTER/SPRING: Low Phonemic Segmentation Fluency Adequate Letter Sound Fluency
• Building automaticity with phoneme segmenting and blending
• Decoding • Sound by sound
blending
• Reading Street decodable texts • Elkonin boxes with discs or pushing up sounds with fingers • Elkonin boxes with letter tiles • Phoneme segmentation activities • Reading Street Small Group: On-Level lessons (OL)
Group 3 WINTER/SPRING: Low Phonemic Segmentation Fluency Low Letter Sound Fluency
• Identifying initial, final, and vowel phonemes
• Phoneme segmentation • Phoneme blending • Letter-Sound
correspondence
• Reading Street Sound/Spelling Cards • KPALS materials • Initial sound picture sorts • Elkonin boxes with discs or pushing up sounds with fingers • Alpha Arc, letter tiles, magnetic letters • Tactile supplies for tracing letters • Reading Street Small Group: Strategic Intervention lessons (SI)
Group 4
WINTER/SPRING: Adequate Phonemic Segmentation Fluency Low Letter Sound Fluency
• Building automaticity with letter sounds
• Decoding
• Reading Street Sound/Spelling Cards • KPALS materials • Elkonin boxes with letter tiles • Alpha Arc, letter tiles, magnetic letters • Tactile supplies for tracing letters • Reading Street Small Group: Strategic Intervention lessons (SI)
!
!
Kindergarten English Language Arts
Scope and Sequence At-A-Glance 2012-13
Dates Sep 4 – Oct 25 Oct. 26 – Dec 19 Jan 2 – Feb 28 Mar 1 – April 26 Apr 29 – Jun 6 REVIEW
Small Group and/or Last Week(s) of Instruction Instructional Days 36 days 35 days 36 days 35 days 28 days
Unit Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
Big Question
How do we live, work, and play
together?
How are animals
and plants unique?
How do changes
affect us?
Where will our adventures take
us?
How do people and things get from here to
there?
What are
different ways of building?
Letter Recognition, Phonemic Awareness
& Phonics Skills
Letters A-Z /m/ /t/
/a/ /s/ /p/ /k/ /i/
/b/ /n/ /r/ /d/ /k/ /f/ /o/
/h/ /l/ Consonant Blends
/g/ /e/
/j/ /w/ /ks/ (x)
/u/ /v/ /z/ /y/ /kw/ (qu)
/a/ /i/ /o/ /e/ /u/ Initial, Medial, and
Final Sounds
High Frequency Words
I, am the, little
a, to
have, is we, my, like
he, for
me, with, she see, look
they, you, of
are, that, do one, two, three,
four, five here, go, from
yellow, blue, green
what, said, was where, come
Review: here, do, little, with, what,
where, is, go, that, come, the, was, too,
like, from, for, of, my, we, yellow,
have, they, four, two, blue, you, said, see,
look, three !
Kindergarten Reading Street Scope and Sequence
Unit One: September 4 – October 25 Flexible Pacing: 36 instructional days
Big Question: How do we live, work, and play together?
Week Question of the Week (Concept)
Main Selection Target Skills Comprehension
Target Skills Phonemic
Awareness/Phonics
1 How do children get to school? The Little School Bus Rhyming Words Character
Letters “ABCD” I, am
2 How do school children work and play together? We are so Proud! Syllables Sound Discrimination
Setting
Letters “F-N” I, am
3 How do families cooperate? Plaidypus Lost Initial Sounds Initial Sound
Discrimination
Sequence
Letters “O-S” the, little
4 How do people in a community cooperate? Miss Bindergarten takes a Field Trip
Initial Sounds
Classify and Categorize
Letters “T-Z” a, to
5 What do you like to do with your friends? Smash! Crash!
Character /m/
/m/ spelled Mm a, to
6
How do machines help people work? Dig Dig Digging Classify and Categorize
/t/ /t/ spelled Tt
a, to
Kindergarten Reading Street Scope and Sequence
Unit Two: October 26 – December 19 Flexible Pacing: 35 instructional days
Big Question: How are animals and plants unique?
Week Question of the Week (Concept)
Main Selection Target Skills Comprehension
Target Skills Phonemic Awareness/Phonics
1 How are flowers unique? Flowers Compare and Contrast /a/ /a/ spelled Aa
have, is
2 What can we learn about nature when we look closely?
Nature Spy Setting /s/ /s/ spelled Ss
have, is
3 What animals live in the grasslands? Animal Babies in Grasslands
Main Idea /p/ /p/ spelled /p/ we, my, like
4 What unique thing does a bear do in the winter? Bear Snores On Realism and Fantasy /k/ /k/ spelled Cc we, my, like
5 What kind of home does an animal need? A Bed for the Winter Sequence /i/ /i/ spelled Ii
he, for
6 How are real and make-believe plants alike and different?
Jack and the Beanstalk Realism and Fantasy /i/ /i/ spelled Ii
he, for
Kindergarten Reading Street Scope and Sequence
Unit Three: January 2 – February 28 Flexible Pacing: 36 instructional days
Big Question: How do changes affect us?
Week Question of the Week (Concept)
Main Selection Target Skills Comprehension
Target Skills Phonemic Awareness/Phonics
1 How does a panda change in its first year of life? Little Panda Compare and Contrast /b/ /n/ /n/ spelled Nn /b/ spelled Bb me, with, she
2 What new things can you do as you get older?
Little Quack Plot /r/ /r/ spelled Rr
me, with, she
3 How is life different from life hundreds of years ago? George Washington Visits
Cause and Effect /d/ /k/ /d/ spelled Dd /k/ spelled Kk
see, look
4 What happens when animals change? Farfallina and Marcel Plot /f/ /f/ spelled Ff
see ,look
5 How are things we use today different than things used long ago?
Then and Now Draw Conclusions /o/ /o/ spelled Oo they, you, of
6 What causes us to change the way we feel? The Lion and the Mouse
Main Idea /o/ /o/ spelled Oo they, you, of
Kindergarten Reading Street Scope and Sequence
Unit Four: March 1 – April 26 Flexible Pacing: 35 instructional days
Big Question: Where will our adventures take us?
Week Question of the Week (Concept)
Main Selection Target Skills Comprehension
Target Skills Phonemic Awareness/Phonics
1 What can we learn from our adventures? Rooster’s Off to See the World
Sequence /h/ /h/ spelled Hh are, that, do
2 What is a lucky adventure? My Lucky Day Cause and Effect /l/ /l/ spelled Ll are, that, do
3 What adventures can animals have? One Little Mouse Sequence Consonant Blends one, two, three, four, five
4 How can an adventure cause trouble? Goldilocks and the Three Bears
Character /g/ /g/ spelled Gg
one, two, three, four, five
5 What would it be like to have an Antarctic adventure?
If You Could Go to Antarctica
Classify and Categorize /e/ here, go, from
6 What kind of adventures can you have in the city?
Abuela Setting /e/ /e/ spelled Ee here, go, from
Kindergarten Reading Street Scope and Sequence
Unit Five: April 29 – Jun 6 Flexible Pacing: 28 instructional days
Big Question: How do people and things get from here to there?
Week Question of the Week (Concept)
Main Selection Target Skills Comprehension
Target Skills Phonemic Awareness/Phonics
1 What are different ways of going places? Max Takes the Train Realism and Fantasy /j/ /w/ /j/ spelled Jj
/w/ spelled Ww yellow, blue, green
2 What kinds of transportation help us in an emergency?
Mayday! Mayday! Cause and Effect /ks/ /ks/ spelled Xx
yellow, blue, green
3 What kinds of transportation help people do their jobs?
Trucks Roll! Compare and Contrast /u/ /u/ spelled Uu
what, said, was
4 What kind of work do trains do? The Little Engine that Could Plot /u/ /u/ spelled Uu
what, said, was
5 How do people in different parts of the world travel?
On the Move! Main Idea /v/ /z/ /v/ spelled Vv /z/ spelled Zz where, come
6 How do children around the world get to school? This is the Way We Go to School
Draw Conclusions /y/ /kw/ /y/ spelled Yy
/kw/ spelled Qu where, come
Kindergarten Reading Street Scope and Sequence
Unit Six: REVIEW Small Group and/or Last Week(s) of Instruction
Big Question: What are different ways of building?
Week Question of the Week (Concept)
Main Selection Target Skills comprehension
Target Skills Phonemic Awareness/Phonics
1 How is a school built? Building with Dad Draw Conclusions /a/ /i/ /a/ spelled Aa /i/ spelled Ii
here, do, little, with, what
2 What tools do you need to build things?
Old McDonald had a Woodshop Plot /o/ /o/ spelled Oo
where, is, go, that, come
3 How do beavers build their homes? Building Beavers Cause and Effect /e/ /e/ spelled Ed
the, was, too, like, from
4 What can friends build together? Alistair and Kip’s Great Adventure
Draw Conclusions /u/ /u/ spelled Uu
for, of, my, we, yellow
5 Who helps to build a house? The House that Tony Lives In Realism and Fantasy Initial, Medial, and Final Sounds Decode Words
have, they, four, two, blue
6 How do ants build their nests? Ants and their Nests Compare and Contrast Initial, Medial, Final Words you, said, see, look, three
Kindergarten GradeEnglish Language Arts
Assessment Continuum2012-13
Fall CBMs
FSF, LNF, LSF
CFA Unit 4
CFA Unit 5
= Weekly Tests or Progress Monitoring (optional assessments)
* Please submit Unit SuccessNet scores to your school principal by this date.
CFA Unit 1
CFA Unit 2
CFA Unit 3
Oct 25 Dec 19 Feb 28 Apr 26 Jun 6
WinterCBMs
FSF, LNF, LSF, PSF, NWF
SpringCBMs
LNF, LSF, PSF, NWF
Instructional Tune-Ups provide additional, explicit support to “rev up” the Reading Street instructional routine.
Instructional Tune-Ups
Four Square Writing Overview
!"#$%&'#($)%*$+,+-.%/),0"1%2"$%3$(1)4%567!"#$%&!'()*+',('--().!/01!!!"#$%&'#($)%*$+,+-.%/),0"1%2"$%3$(1)4%869!"'()*+',('-2(+.!!
/34!5367740!89!:;167<!$=!/01!>?/0!:/9!@A;B1=!
You can easily write properly structured paragraphs with a topic sentence and conclusion using a simple “four square” graphic organizer. With further practice, you will learn to write well-developed compositions of five or more paragraphs, complete with introductory and concluding paragraphs.
Step 1: Write your topic sentence based on your writing prompt or topic.
Divide an entire piece of notebook paper into equal quarters, leaving a large rectangle in the center (as illustrated below.) Once you have formulated your position into a main idea (K-1), topic sentence (2-3) or thesis statement (4-6), write your Main Idea or Topic Sentence in Box 1.
The main idea (topic sentence) is placed in the center box of the four square (box 1). Boxes 2, 3, and 4 are used for supporting ideas. The lower right box (box 5) is used to build a summary or concluding sentence. This "wrap-up" sentence encompasses all the ideas developed in the four square, and is the basis of developing good introductory and concluding paragraphs in the essay.
Step 2: Write three supporting ideas and a concluding sentence.
Once you've written your topic or prompt in Box 1, BRAINSTORM three supporting ideas (Write these in Boxes 2, 3 and 4.) Finally, write a concluding sentence in Box #5. Now the center box will contain a complete sentence (topic sentence based on your prompt), and boxes 2, 3, and 4 will contain supporting ideas (reasons, examples, or explanations) that prove or support box 1. These ideas must be all different from one another, real, and not simple opinions.
Step 3: Develop your ideas in sentences/paragraph(s) on a separate sheet of paper. (Your sentences/paragraph(s) ideas are now taken off the organizer and put into sentences/paragraph(s) form on a separate sheet of paper, which will give you plenty of room to add to your sentences/paragraph(s).) Begin writing sentences/paragraph(s) using what you wrote in the Four Square (one sentences/paragraph(s) for each box).
Four Square and MORE:
4 Square + 3D: Adding more Details- Now these "supporting ideas" (reasons, examples, or explanations) need further development by adding supporting details in boxes 2, 3, and 4. Adding detail and support can be difficult since you may not be accustomed to elaborating. You will be challenged to " strain your brains." At this time it is important to remember that there may not be a repetition anywhere on the four-square.
4 Square + 3D + C: Adding Connecting words to provide transition between thoughts- By now you are developing your thesis statement (box 1) into three reasons, examples or explanations and supporting elaboration (boxes 2, 3, and 4). Connecting (transition) words are now needed to provide for smooth transition and reading between what will become paragraphs.
4 Square + 3D + C + V: Incorporating Vivid language into writing- This step helps you develop personal writing style by using carefully chosen specific words to provide sensory details and imagery for the reader. Your goal is to show the reader, not to just tell the reader. You can list several words under each detail in the organizer and later decide which ones to use. Addition of vivid language furthers elaboration and enhances maturity of writing. Building these descriptions prepares the writer for longer and more complex compositions.
Now all that is left is to take your paragraphs and develop the 5-paragraph essay; even your introduction and conclusion ideas are taken from your original four square organizer.
Kindergarten Four Square Writing Organizer Four Square Writing Method for Early Learners is written by Judith S. and Evan Jay Gould.
Topic
(Connecting word)
First reason, example, or explanation
(Connecting word)
Third reason, example, or explanation
(Connecting word)
Second reason, example, or explanation
(Connecting word)
Final Wrap-up
Kindergarten Science & Social Studies Text Supports
Science Standards
Reading Street Student Texts (U = Unit; W = Week; D = Day)
Student Reader (SR) Teacher Edition (TE) Concept Reader (CR)
Reading Street Leveled Readers L= Lexile
Book Title: Lexile# Decodable Reader (DR) Beginning Reader (BR) On Level Reader (OL)
Strategic Intervention Reader (SI) Advanced Level Reader (A)
Reading Street Science & Social Studies Leveled
Readers L= Lexile
G = Grade
REACH National
Geographic Readers
Standard 1: The Processes of
Science, Communication of Science, and the Nature of
Science. Students will be
able to apply scientific processes,
communicate scientific ideas effectively, and understand the
nature of science.
Where Is Fish? L150 Nothing Stays the Same L110
Observing Matter L100 Science in Our World L90
Standard 2: Earth and Space Science.
Students will gain an understanding
of Earth and Space Science
through the study of earth materials,
celestial movement, and
weather.
U2 W4 Main Selection: Bear Snores On Read Aloud: Bolie’s First Winter TE p. 325. Talk with Me, Sing with Me Chart 10A and 10B ELL Poster 10 A Bed for the Winter: Big Book
Winter Fun (OL) Changes in the Gardens L90 All Kinds of Weather L130 Earth and Space L270 Gardens Change L100 Seasons Come and Go L170 How Do We Explore Space? L100 U4 W3 Season Change (BR) Growing and Changing (BR)
Earth and Space L270 Earth’s Weather and Seasons L170 Land, Water, and Air L200 Our Land, Water, and Air L20 Weather L80 Weather and Seasons L160 The Sky L120 Day and Night Sky L20 Space Star L260 Heat and Light L150
Unit 8, Part 1:
Sun, Moon and Stars
Unit 5, Part 1 and 2: Wind, Rain, and Snow
Kindergarten Science & Social Studies Text Supports
Science Standards
Reading Street Student Texts (U = Unit; W = Week; D = Day)
Reading Street Leveled Readers
Reading Street Science & Social Studies Leveled
Readers
REACH National
Geographic Readers
Standard 3: Physical Science. Students will gain an understanding
of Physical Science through the study of the forces of motion
and the properties of materials.
U4 W5 Living and Non Living (BR) People Help the Environment (BR)
Matter L120 Matter L250 Forces and Motion L130 Movement and Sound L130 Forces and Sounds L160 Properties of Matter L210
Standard 4: Life Science.
Students will gain an understanding
of Life Science through the study
of changes in organisms over
time and the nature of living
things.
U3 W1 Big Book: Little Panda U3 W2 Big Book: Little Quack U2 W2 Flowers: Big Book Talk with Me, Sing with Me Chart Nature Spy: Big Book Talk with Me Sing with Me Chart U2 W3 Animal Babies and Grasslands: Big Book Talk with me, Sing with Me Chart 9A and 9B ELL Poster 9 Animal Babies: Big Book
At the Zoo (DR) Max the Duck (DR) Five Bears (DR) Caterpillars Change L90 Harvest Time L180 U3 Decodable Readers A Winter Home (DR) Pigs (DR) Frog’s New Home (DR) Safe Places For Animals (DR) A Walk in the Forest (DR) Looking For Animals (DR) Big Cats (DR) U3 W1 The Baby Panda (OL) Panda’s Can Nap (SI) Panda’s Grow Up (SI) The Fawn (A) U2 Parts of a Flower (SI) Tam in the Garden (OL) Buds for Mom (A)
Animals Change and Grow L120 Animals Change L150 Animals Grow and Change L120 Animals Work Together L110 Animals and Plants L270 Plants and Animals All Around L120 Animals Help L90 Around the Forest L120 Caterpillars Change L90 Changes in the Garden L90 Food Chains L120 Gardens Change L90 Habitats L80 Helping Pets L80
Unit 3, Part 2:
Visit the Farm
Unit 4, Part 1:
All Kinds of Plants
Kindergarten Science & Social Studies Text Supports
(continued)
Standard 4: Life Science.
Students will gain an understanding
of Life Science through the study
of changes in organisms over
time and the nature of living
things.
U2 W5 Talk with Me Sing with Me 11A, 11B ELL Poster 11
Look Around (SI) Tam and Sam Look Around (OL) A Walk in the Forest (A) In the Grasslands (SI) Looking for Animals (A) Tam and Sam at the Zoo (OL) U2W5 Animal Homes (SI) The Iguana (SI) A House for Pip (OL) A Winter Home (A) Baby Animals in the Rain Forest L390 Birds Nest L280 A Frog’s Life L270 Growing and Changing (BR) How Living things Grow and Change L320 Lets Visit a Butterfly Greenhouse L180 Life Cycles L160 Links in the Food Chain L350 On the Farm L360 Swamp Life L430 We See Animals L100 What Animals Can You See L90 U3 W4 Animals Change (SI) They Will Grow (A) U4 W3
Frog’s New Home (A) A Home for Flap (A) U4 W4 Which Animal Will We See (BR) Will We See Animals (BR) The Rescue Dogs L260 We See Animals L100 Teamwork L330
How can You find Animals L90 Let’s Plant a Garden L90 Plants and Animals all Around L150 Wild Animals L70 The Rescue Dogs L260 We See Animals L100 Is It a Living Thing? L20 Life Cycles L160 Living and Nonliving (BR)
Kindergarten Science & Social Studies Text Supports
Social Studies Standards
Reading Street Student Texts (U= Unit; W=Week; D=Day) UWD
Student Reader (SR) Teacher Edition (TE) Concept Reader (CR)
Reading Street Leveled Readers
Concept Reader (CR) Decodable Reader (DR) Beginning Reader (BR) On Level Reader (OL)
Strategic Intervention Reader (SI) Advanced Level Reader (A)
Reading Street Science & Social Studies Leveled
Readers L= Lexile
G = Grade
REACH National
Geographic Readers
Standard 1 (Culture):
Students will recognize and describe how
individuals and families are both
similar and different.
U6 W4 Alistar and Kip Great Adventure (Trade Book) U1 W4 Mrs. Bindergarten Takes a Field Trip Talk with me Sing with Me Chart 4B ELL Poster 4 U1 W2 Ell poster 2 Celebrations Read aloud /Big Book: We Are Proud Student Reader Play k.1.3
Fun for Families L180 Treasures We Share L150 Coming Together L120 Help From a Friend L130 U3 W4 Dad and Fif (SI) U3 W5 Look at my Neighborhood (BR) How Beth Feels L230 How I Feel L180 I Like my Family L90 I Follow the Rules L140 In My Room L70 & L110 Making Rules L190 Just like Me (BR) My Family L120 My Friends L110 Neighbors Help Neighbors L90 All Kinds of Families L10 Animals Work Together L110 Around My Neighborhood L100 At Your Vet L80 The Class L30 Coming Together L120 Here in My Neighborhood L180 U4 W4 What Can I Do? (CR)
Making Rules L190 Jobs, Jobs, Jobs (BR) Jobs In My Community L100 Neighbors Near and Far L150 Working (BR) Rules (BR) Families (LR) Who Makes the Rules L70 Why we Have Rules L200 Making Rules L190
Unit 2, Part 1 and 2: My Family
and Me
Kindergarten Science & Social Studies Text Supports
Social Studies Standards
Reading Street Student Texts (U= Unit; W=Week; D=Day)
Student Reader (SR) Teacher Edition (TE) Concept Reader (CR)
Reading Street Leveled Readers Concept Reader (CR) Leveled Reader (LR)
Decodable Reader (DR) Beginning Reader (BR) On Level Reader (OL)
Strategic Intervention Reader (SI) Advanced Level Reader (A)
Reading Street Science & Social Studies Leveled
Readers L= Lexile
G = Grade
REACH National
Geographic Readers
Standard 2 (Citizenship): Students will
recognize their roles and
responsibilities of being a good
citizen.
U1 W4 Talk with me, Sing with Me 1b, Proud of Our Nation Extend Your Day: Following Rules Extend your Day: Name and Address Read Aloud: United States Flag TE U1 W1 At School (SR) Off To school (CR) Talk with me/sing with me Chart We are Proud of Our Nation 2.a & 2.b Phonics and songs chart 2 Jimmy Found a Leaky Faucet k.1.2 Big Book The House that Tony Lives In Talk with Me, Sing with Me Chart 4B U1 W4 ELL Poster 4 Mrs. Bindergarten Takes a Field Trip E Reader Bike to Town DVD Rom--Jobs in the Community My Skills Buddy: Smash and Crash Talk With Me/Sing With Me Chart 5 B U6 W4 Trade Book: Alistar and Kip Great Adventure Eat Together (SR)
I Help (LR) Fun for Us (LR) Nick the Fix It Man (A) Skip and Run (LR) Sad and Glad (LR) A Yard For All (LR) Fun For Us (LR) The Box (LR) Red and Blue (LR) Buds for Mom (LR) Families (LR) I Follow the Rules (LR) L140 A Class L30 Coming Together L120 U1 W 4 Let’s Build a Park (BR) Neighborhood (BR) Rules (LR) I Follow the Rules L140 At the Zoo (DR) We Have Fun Together (LR) We Work and Play (CR) Who Helps (CR)
Symbols of Our Land L210 Who Makes the Rules L70 Why we Have Rules L200 Making Rules L190 Helping Earth L80 Symbols L270 Rules (BR) Who Helps? L50 Teamwork L330
Unit 6, Part 2: It’s Our Team
Kindergarten Science & Social Studies Text Supports
Social Studies Standards
Reading Street Student Texts (U= Unit; W=Week; D=Day)
Student Reader (SR) Teacher Edition (TE) Concept Reader (CR)
Reading Street Leveled Readers Concept Reader (CR) Leveled Reader (LR)
Decodable Reader (DR) Beginning Reader (BR) On Level Reader (OL)
Strategic Intervention Reader (SI) Advanced Level Reader (A)
Reading Street Science & Social Studies Leveled
Readers L= Lexile
G = Grade
REACH National
Geographic Readers
Standard 3 (Geography):
Students will use geographic terms
and tools.
City Mouse and Country Mouse L380 A Big Change L190 The Country and The City L90
Maps and Globes G1 (L360) Reading Maps and Globes G1 Find It! G1 (L160) Neighbors Near and Far L150 This is Our World (BR)
Unit 1, Part 2:
Step into School
Standard 4 (Financial
Literacy): Students can explain how
humans meet their needs in many ways.
U1 W4 Talk with Me Sing with Me 4B ELL Poster 4 Big Book: Mrs. Bindergarten Takes a Field Trip U1 W6 Talk with Me Sing With Me 6A/B U5 W5 Big Book On the Move U6 W5 Big Book: The House That Tony Lives In
I Have a Dollar L120 Trading This For That L180 U6 W5 We Travel (CR) U1 W3 Nick the Fix It Man U1 W4 Ride to Town On the Farm L350 People at Work L110 Cowboys L200 Around My Neighborhood L100 Working (BR)
People at Work L110 Jobs in My Community L100 Jobs, Jobs, Jobs (BR) Working (BR)
Unit 6, Part 1: It’s Our Town
Unit 7, Part 1 & 2: On the Job
INSTR
UC
TION
AL SO
RT
Kindergarten
R
efer to th
e AIM
Sweb
Instru
ction
al Reco
mm
endatio
n R
eports to
review T
ests Early Literacy (TEL).
Select criterion
report b
ased o
n C
SD b
ench
marks. T
his rep
ort w
ill iden
tify the stu
den
ts that h
ave met
the in
itial ben
chm
arks for alp
hab
et know
ledge an
d p
hon
emic aw
areness an
d th
ose w
ho
requ
ire in
tensive o
r strategic support. U
sing th
e criteria outlin
ed in
the tab
le belo
w, b
egin to
grou
p stu
den
ts acco
rdin
gly. An
additio
nal, b
lank so
rt is pro
vided
at the b
ack of th
is section
to reco
rd gro
ups.
Group 1:
FALL:
Adeq
uate First So
un
d Flu
ency
Adeq
uate Letter N
ame Flu
ency
WIN
TER
/SPR
ING
: A
deq
uate P
hon
emic Segm
entatio
n Flu
ency
Adeq
uate Letter So
un
d Flu
ency
Group 2:
FALL:
Low
First Soun
d Flu
ency
Adeq
uate Letter N
ame Flu
ency
WIN
TER
/SPR
ING
: Lo
w P
hon
emic Segm
entatio
n Flu
ency
Adeq
uate Letter So
un
d Flu
ency
G
roup 3: FA
LL: Lo
w First So
un
d Flu
ency
Low
Letter Nam
e Fluen
cy W
INTER
/SPR
ING
: Lo
w P
hon
emic Segm
entatio
n Flu
ency
Low
Letter Soun
d Flu
ency
Group 4:
FALL:
Adeq
uate First So
un
d Flu
ency
Low
Letter Nam
e Fluen
cy W
INTER
/SPR
ING
: A
deq
uate P
hon
emic Segm
entatio
n Flu
ency
Low
Letter Soun
d Flu
ency
FALL K
ind
ergarten
Focu
s of In
structio
n &
Materials
Gro
up
1:
Adequate First Sound Fluency
Adequate Letter N
ame Fluency
Focu
s of In
structio
n:
• B
lending phonemes
• Segm
enting phonemes
• D
ecoding •
Encoding In
structio
nal M
aterials:
• R
eading Street decodable texts •
KPA
LS materials
• Elkonin boxes w
ith discs or pushing up sounds with
fingers •
White boards, erasers, letter tiles, m
agnetic letters •
Reading Street Sm
all Group: A
dvanced Level lessons (A
L)
Gro
up
2:
Low First Sound Fluency
Adequate Letter N
ame Fluency
Focu
s of in
structio
n:
• Sound and w
ord discrimination
• Syllable blending
• R
hyming/A
lliteration •
Blending onset and rim
e •
Matching initial sounds
• Letter-Sound correspondence
• Phonem
e isolation
Instru
ction
al Materials:
• R
eading Street Sound/Spelling Cards
• K
PALS m
aterials •
Initial sound picture sorts •
Elkonin boxes with discs or pushing up sounds
with fingers
• A
lpha Arc, letter tiles, m
agnetic letters •
Tactile supplies for tracing letters •
Reading Street Sm
all Group: O
n-Level lessons (O
L)
Gro
up
3:
Low First Sound Fluency
Low Letter N
ame Fluency
Focu
s of In
structio
n:
• Letter identification
• Sound and w
ord discrimination
• Syllable blending
• R
hyming/A
lliteration •
Blending onset and rim
e •
Matching initial sounds
• Letter-Sound correspondence
• Phonem
e isolation In
structio
nal M
aterials:
• R
eading Street Sound/Spelling Cards
• K
PALS m
aterials •
Initial sound picture sorts •
Elkonin boxes with discs or pushing up sounds w
ith fingers
• A
lpha Arc, letter tiles, m
agnetic letters •
Tactile supplies for tracing letters •
Reading Street Sm
all Group: Strategic Intervention
lessons (SI)
Gro
up
4:
Adequate First Sound Fluency
Low Letter N
ame Fluency
Focu
s of In
structio
n:
• Letter identification
• Letter-Sound correspondence
• B
lending phonemes
Instru
ction
al Materials:
• R
eading Street Sound/Spelling Cards
• K
PALS m
aterials •
Reading Street decodable texts
• Elkonin boxes w
ith discs or pushing up sounds w
ith fingers •
Alpha A
rc, letter tiles, magnetic letters
• Tactile supplies for tracing letters
• R
eading Street Small G
roup: Strategic Intervention lessons (SI)
W
INT
ER/SP
RIN
G K
ind
ergarten
Focu
s of In
structio
n &
Materials
G
roup 1:
Adequate Phonem
ic Segmentation Fluency
Adequate Letter Sound Fluency
Focu
s of In
structio
n:
• D
ecoding (Acquisition, A
utomaticity,
Application)
• W
riting •
Vocabulary instruction
• Sound by sound blending
Instru
ctional M
aterials: •
Reading Street decodable texts
• R
eading Street Leveled Readers
• W
riting notebooks •
Reading Street Sm
all Group: A
dvanced Level lessons (A
L)
Gro
up 2
: Low
Phonemic Segm
entation Fluency A
dequate Letter Sound Fluency Fo
cus o
f Instru
ction:
• B
uilding automaticity w
ith phoneme
segmenting and blending
• D
ecoding •
Sound by sound blending
Instru
ctional M
aterials: •
Reading Street decodable texts
• Elkonin boxes w
ith discs or pushing up sounds w
ith fingers •
Elkonin boxes with letter tiles
• Phonem
e segmentation activities
• R
eading Street Small G
roup: On-Level lessons
(OL)
G
roup 3
: Low
Phonemic Segm
entation Fluency Low
Letter Sound Fluency Fo
cus o
f Instru
ction:
• Identifying initial, final, and vow
el phonemes
• Phonem
e segmentation
• Phonem
e blending •
Letter-Sound correspondence
Instru
ctional M
aterials: •
Reading Street Sound/Spelling C
ards •
KPA
LS materials
• Initial sound picture sorts
• Elkonin boxes w
ith discs or pushing up sounds w
ith fingers •
Alpha A
rc, letter tiles, magnetic letters
• Tactile supplies for tracing letters
• R
eading Street Small G
roup: Strategic Intervention lessons (SI)
Gro
up 4
: A
dequate Phonemic Segm
entation Fluency Low
Letter Sound Fluency Fo
cus o
f Instru
ction:
• B
uilding automaticity w
ith letter sounds •
Decoding
Instru
ctional M
aterials: •
Reading Street Sound/Spelling C
ards •
KPA
LS materials
• Elkonin boxes w
ith letter tiles •
Alpha A
rc, letter tiles, magnetic letters
• Tactile supplies for tracing letters
• R
eading Street Small G
roup: Strategic Intervention lessons (SI)
M
y Class In
structio
nal So
rt
Gro
up
1:
FALL:
Ad
equ
ate First Sou
nd
Fluen
cy A
deq
uate Letter N
ame Flu
ency
WIN
TER
/SPR
ING
: A
deq
uate P
ho
nem
ic Segmen
tation
Fluen
cy A
deq
uate Letter So
un
d Flu
ency
Gro
up
2:
FALL:
Low
First Sou
nd
Fluen
cy A
deq
uate Letter N
ame Flu
ency
WIN
TER
/SPR
ING
: Lo
w P
ho
nem
ic Segmen
tation
Fluen
cy A
deq
uate Letter So
un
d Flu
ency
Gro
up
3:
FALL:
Low
First Sou
nd
Fluen
cy Lo
w Letter N
ame Flu
ency
WIN
TER
/SPR
ING
: Lo
w P
ho
nem
ic Segmen
tation
Fluen
cy Lo
w Letter So
un
d Flu
ency
Gro
up
4:
FALL:
Ad
equ
ate First Sou
nd
Fluen
cy Lo
w Letter N
ame Flu
ency
WIN
TER
/SPR
ING
: A
deq
uate P
ho
nem
ic Segmen
tation
Fluen
cy Lo
w Letter So
un
d Flu
ency
top related