curriculum framework grade level: subject area: …. la/kg-1st 6 wks updat… · ... orientation...
TRANSCRIPT
![Page 1: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/1.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Reading Six Weeks: Orientation Week 1 of 1st Six Weeks Duration: 1 week
Story Name: This is the way we go to School
GOAL
DESCRIPTION/ ABSTRACT OF
LESSON
TEKS TAKS Objectives
Listening /Speaking : (K. 1-4) K.1: (A), (C), (E), (F) K.2: (A), (B), K.3: (A), (B), (C), (D) K.4: (A), (B), (C)
Reading: (K.5-13) K.5: (A), (B), (D), (E), (G) K.6: (B), (D), (E) K.7: (A), (B), (C) K.8: (A) K.9: (A) K.10: (A), (C), (D) K.12: (B) K.13: (A)
Writing: (K.14-16) K.14: (A), (B), (E) K.15: (D), (E) K.16 (B)
TAKS Objectives Objective 1 The student will demonstrate a basic understanding of culturally diverse written texts. Objective 2 The student will apply knowledge of literary elements to understand culturally diverse written texts. Objective 3 The student will use a variety of strategies to analyze culturally diverse written texts. Objective 4 The student will apply critical-thinking skills to analyze culturally diverse written texts.
LESSON OBJECTIVES
TESTED SKILLS
Phonics and Decoding: Review letters of the alphabet orally Comprehension: Use Illustrations using flashcards Vocabulary: Using school objects that can be used in the classroom Beginning Reading Concepts: Left to Right
![Page 2: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/2.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Reading Six Weeks: Orientation Week 1 of 1st Six Weeks Duration: 1 week
Story Name: This is the way we go to School
ASSESSMENT(S)
Informal Assessment N/A Performance Assessment N/A Selection Assessments N/A TAKS Preparation N/A End of Unit Assessment Other: _____________________________
Benchmark Assessment Benchmark Date(s): Study and become familiar with TPRI assessment for BOY administration.
SAMPLE ASSESSMENTS
![Page 3: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/3.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Reading Six Weeks: Orientation Week 1 of 1st Six Weeks Duration: 1 week
Story Name: This is the way we go to School
RESEARCH-BASED
INSTRUCTIONAL STRATEGIES, ACTIVITIES,
& RESOURCES
McGraw-Hill Reading -MHR
Reading Readiness- RR
Day 1- MHR School Orientation Introducing Classroom Procedure & Rules Cafeteria Procedures Discuss Management of Learning Centers Remediation N/A Acceleration N/A RR Phonological Awareness: Review the letters of the Alphabet Oral Language: Name objects that would be needed for school Letter Recognition: Matching the letter cards to picture cards Language Development Review alphabet with various songs.
Day 2- MHR School Orientation Introducing Classroom Procedure & Rules Cafeteria Procedures Discuss Management of Learning Centers Remediation N/A Acceleration N/A RR Phonological Awareness: Identify letters of the alphabet using flashcards Oral Language: Review: Objects that are needed for school Letter Recognition: Use plastic letter to identify letters in the alphabet Language Development Review Nursery Rhymes using various songs
Day 3- MHR School Orientation Introducing Classroom Procedure & Rules Cafeteria Procedures Discuss and present materials used at centers Remediation N/A Acceleration N/A RR Phonological Awareness: Same/Different using various objects in the class Oral Language: Describing (2-3 actual objects or pictures about school materials – book, pencil, scissors) Letter Recognition: Counting & Matching the Letters of the Alphabet using alphabet matching pad. Language Development Review alphabet with various songs.
Day 4- MHR School Orientation Introducing Classroom Procedure & Rules Cafeteria Procedures Discuss and present materials used at centers Remediation N/A Acceleration N/A RR Phonological Awareness: Matching Same Cards Using alphabet cards with Capital and lowercase letters Oral Language: Alphabet flashcards w/pictures Letter Recognition: Letter Naming using flashcards Language Development Review Nursery Rhymes using various songs
Day 5- MHR School Orientation Introducing Classroom Procedure & Rules Cafeteria Procedures Discuss and present materials used at centers Remediation N/A Acceleration N/A RR Phonological Awareness: Same/Different using various objects in the class Oral Language: Color Flashcards Letter Recognition: Singing the Alphabet Language Development Review alphabet with various songs
VOCABULARY WORDS
Learn/Review Names of peers
Learn/Review Names of peers
Learn/Review Names of peers
ESL Harcourt Moving
Into English – MIE
MIE – Unit 1-Self Discovery Lesson 1 This Is Me T4 – T11
MIE – Build Oral Vocabulary Greeting Words T12 – T13
MIE – Preview the Selection “Literature Big Book: Hello, Lulu” T14 – T17
MIE – Read/Respond Revisit the Text T18 – T19
MIE – Shared Writing Class Story T20 – T23
![Page 4: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/4.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Reading Six Weeks: Orientation Week 1 of 1st Six Weeks Duration: 1 week
Story Name: This is the way we go to School
WRITING GRAMMAR SPELLING
Writing: Brainstorming Prompt: Orientation on writing skills.
Writing: Draft Prompt: Orientation on writing skills.
Writing: Revising Prompt: Practice – chart on writing on a theme.
Writing: Editing Prompt: Brainstorming on theme writing
Writing: Publish Prompt: Practice – chart on writing on a theme.
LINKS TO CONTENT AREAS
N/A N/A N/A N/A N/A
TEACHING NOTES
ASSESSMENT
RESULTS
Percent Passing Informal Assessment __________ Performance Assessment __________ Selection Assessment __________ TAKS Preparation (Benchmarks) __________
ADDITIONAL RESOURCES
Technology Phonics CD ROM www.mhschool.com/readingUnited Streaming Brainchild.com
Read Alouds Leveled Books: The House The Little Mittens The Squeaky Old Bed Max’s ABC Day Peanut Butter and Jelly – A Play Rhyme Big Book Real Life Reading Big Book of Phonics Rhymes and Poems List of Novels Assigned to Grade Level
Other Newspapers in Education
COMMENTS
Implement Reading First: Getting Started: The First 21 Days Page numbers may differ for Reading First Campuses due to new Teacher Editions.
![Page 5: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/5.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Lectura Six Weeks: Orientation Week 1 of 1st Six Weeks Duration: 1 week Cuento: Así vamos a la escuela
GOAL
DESCRIPTION/ ABSTRACT OF
LESSON
TEKS TAKS Objectives
Listening /Speaking: (K. 1-4) K.1: (A), (C), (E), (F) K.2: (A), (B), K.3: (A), (B), (C), (D) K.4: (A), (B), (C)
Reading: (K.5-13) K.5: (A), (B), (D), (E), (G), K.6: (B), (D), K.7: (A), (B), (C), K.8: (A) K.9: (A) K.10: (A), (C), (D) K.12: (B) K.13: (A)
Writing : (K.14-16) K.14: (A), (B), (E) K.15: (D), (E) K.16 (B)
TAKS Objectives Objective 1 The student will demonstrate a basic understanding of culturally diverse written texts. Objective 2 The student will apply knowledge of literary elements to understand culturally diverse written texts. Objective 3 The student will use a variety of strategies to analyze culturally diverse written texts. Objective 4 The student will apply critical-thinking skills to analyze culturally diverse written texts.
LESSON OBJECTIVES
TESTED SKILLS
*Fonética y descodificación: Repasar las letras del alfabeto oralmente. *Comprensión: Usar ilustraciones usando tarjetas con dibujos/objetos *Vocabulario: Palabras que refleja útiles que se usan el salón de clase *Primeros conceptos de la lectura: Izquierda y derecha
![Page 6: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/6.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Lectura Six Weeks: Orientation Week 1 of 1st Six Weeks Duration: 1 week Cuento: Así vamos a la escuela
ASSESSMENT(S)
Informal Assessment N/A Performance Assessment N/A Selection Assessments N/A TAKS Preparation N/A End of Unit Assessment Other: _____________________________
Benchmark Assessment Benchmark Date(s): Study and become familiar with Tejas LEE assessment for BOY administration.
SAMPLE ASSESSMENTS
![Page 7: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/7.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Lectura Six Weeks: Orientation Week 1 of 1st Six Weeks Duration: 1 week Cuento: Así vamos a la escuela
RESEARCH-BASED
INSTRUCTIONAL STRATEGIES, ACTIVITIES,
& RESOURCES
McGraw-Hill Lectura- MHL
Esperanza:
Preparación para la lectura
Day 1- MHL Orientación Escolar Introducir Procedimientos del Salón y Reglas del Salón Procedimientos de la Cafetería Hablar del manejo de los centros de aprendizaje Remediación N/A Aceleración N/A Esperanza- Preparación para la lectura Actividades del lenguaje: Nombrar objetos que se necesitan en el salón de clase Actividades del alfabeto: Repasar las letras del alfabeto Introducción de letras: Hacer juego de letras usando tarjetas a las tarjetas de aprendizaje Escritura: Dictado de letras Lenguaje Oral: Repasar el alfabeto usando una variedad de canciones
Day 2- MHL Orientación Escolar Introducir Procedimientos del Salón y Reglas del Salón Procedimientos de la Cafetería Hablar del manejo de los centros de aprendizaje Remediación N/A Aceleración N/A Esperanza- Preparación para la lectura Actividades del lenguaje: Repasar objetos que se necesitan en el salón de clase Actividades del alfabeto: Identificar las letras del alfabeto usando tarjetas de aprendizaje Introducción de letras: Usar letras de plástico para identificar las letras del alfabeto Escritura: Dictado de letras Lenguaje Oral: Repasar canciones tradicionales y canciones escolares
Day 3- MHL Orientación Escolar Introducir Procedimientos del Salón y Reglas del Salón Procedimientos de la Cafetería Hablar del manejo de los centros de aprendizaje Remediación N/A Aceleración N/A Esperanza- Preparación para la lectura Actividades del lenguaje: Describir 2 a 3 objetos y dibujos que se pueden usar en el salón de clase por ejemplo un libro, un lápiz, un par de tijeras Actividades del alfabeto: Usar varios objetos en clase para comparar y diferenciar Introducción de letras: Poder contar y hacer juego las letras de plástico Escritura: Dictado de letras Lenguaje Oral: Repasar el alfabeto usando una variedad de canciones
Day 4- MHL Orientación Escolar Introducir Procedimientos del Salón y Reglas del Salón Procedimientos de la Cafetería Introducir y presentar los manualidades y materiales para los centros de aprendizaje Remediación N/A Aceleración N/A Esperanza- Preparación para la lectura Actividades del lenguaje: Repasar tarjetas de aprendizaje sobre el alfabeto Actividades del alfabeto: Usando tarjetas de aprendizaje sobre letras mayúsculas y minúsculas Introducción de letras: Nombrando letras usando tarjetas de aprendizaje Escritura: Dictado de letras Lenguaje Oral: Contando las palabras de la oración
Day 5- MHL Orientación Escolar Introducir Procedimientos del Salón y Reglas del Salón Procedimientos de la Cafetería Introducir y presentar los manualidades y materiales para los centros de aprendizaje Remediación N/A Aceleración N/A Esperanza- Preparación para la lectura Actividades del lenguaje: Repasar tarjetas de aprendizaje sobre los nombres de los crayones Actividades del alfabeto: Usar varios objetos en clase para comparar y diferenciar Introducción de letras: Usar la canción sobre el alfabeto Escritura: Dictado de letras Lenguaje Oral: Repasar el alfabeto usando una variedad de canciones
![Page 8: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/8.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Lectura Six Weeks: Orientation Week 1 of 1st Six Weeks Duration: 1 week Cuento: Así vamos a la escuela
VOCABULARY WORDS
Aprender y Repasar los nombres de nuestros compañeros de clase
Aprender y Repasar los nombres de nuestros compañeros de clase
Aprender y Repasar los nombres de nuestros compañeros de clase
ESL Harcourt Moving
Into English – MIE
MIE – Unit 1-Self Discovery Lesson 1 This Is Me T4 – T11
MIE – Build Oral Vocabulary Greeting Words T12 – T13
MIE – Preview the Selection “Literature Big Book: Hello, Lulu” T14 – T17
MIE – Read/Respond Revisit the Text T18 – T19
MIE – Shared Writing Class Story T20 – T23
WRITING GRAMMAR SPELLING
Escritura: Antes de escribir Incentivo para la escritura: Orientación sobre las destrezas de Escritura.
Escritura: Borrador Incentivo para la escritura: Orientación sobre las destrezas de Escritura.
Escritura: Revisión Incentivo para la escritura: Practica – Usando un tema en una escritura en una cartulina.
Escritura: Corregir Incentivo para la escritura: Usar la creatividad para la escritura sobre un tema.
Escritura: Publicar Incentivo para la escritura: Practica – Usando un tema en una escritura en una cartulina.
LINKS TO CONTENT AREAS
N/A N/A N/A N/A N/A
TEACHING NOTES
ASSESSMENT RESULTS
Percent Passing Informal Assessment __________ Performance Assessment __________ Selection Assessment __________ TAKS Preparation (Benchmarks) __________
ADDITIONAL RESOURCES
Technology Phonics CD ROM: Aventuras con Pepe Antenas
Read Alouds Libros de Lectura: Poemario Un día con el ABC Un abrigo crecedero La casa La fiesta de cumpleaños
Other
COMMENTS
Implement Reading First: Getting Started: The First 21 Days Page numbers may differ for Reading First Campuses due to new Teacher Editions.
![Page 9: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/9.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Reading Six Weeks: Week 2 of 1st Six Weeks Duration: 1 week
Story Name: The Squeaky Old Bed
GOAL
DESCRIPTION/ ABSTRACT OF
LESSON
TEKS TAKS Objectives
Listening / Speaking (K. 1-4) K.1: (A), (E), (F) K.2: (A), (B), (C) K.3: (A), (B), (C) K.4: (A), (B)
Reading: (K.5-13) K.5: (A), (B), (E) , (G) K.6: (B), (D), (E), (F) K.7: (A), (B), (C) K.8: (A) K.10: (A), (C), (D) K.12: (B) K.13: (A)
Writing: (K.14-16) K 14: (B), (E) K.15: (A), (B), (C) K.16 (B)
TAKS Objectives Objective 1 The student will demonstrate a basic understanding of culturally diverse written texts. Objective 2 The student will apply knowledge of literary elements to understand culturally diverse written texts. Objective 3 The student will use a variety of strategies to analyze culturally diverse written texts. Objective 4 The student will apply critical-thinking skills to analyze culturally diverse written texts.
LESSON OBJECTIVES
TESTED SKILLS
Phonics and Decoding: Introduce Aa, Bb p.6Q-6, Introduce Cc, Dd p.8C-8, Introduce Ee, Ff p.10C-10, Introduce Gg, Hh p.12C-12, Introduce Ii, Jj, Kk p.16C-16 Comprehension: Use Illustrations, p.9C-9, p.15A-15 Vocabulary: High-Frequency Words: the p.11C-11, the p.17C-17 Beginning Reading Concepts: Left to Right, p.7C-7
![Page 10: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/10.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Reading Six Weeks: Week 2 of 1st Six Weeks Duration: 1 week
Story Name: The Squeaky Old Bed
ASSESSMENT(S)
Informal Assessment Phonics pp. 7B, 8C, 10C, 12C, 16C Comprehension pp. 9B/C, 15A, 17A Vocabulary: 11C, 17C, Performance Assessment Scoring Rubric N/A Research & Inquiry pp. 61, 66C Interactive Writing pp. 18A/B Listening, Speaking, Viewing pp. 6O, 8A, 10A, 11A, 12A, 16A Portfolio pp. 18A/B ** Cross Curricular Activities** 7B, 9B, 11B, 13/14D, 17B, Selection Assessments Peanut butter and Jelly p. 9A/B TAKS Preparation N/A Standardized Test Preparation Practice Book End of Unit Assessment Other: _____________________________
Benchmark Assessment Benchmark Date(s): Study and become familiar with the TPRI assessment for BOY administration.
SAMPLE ASSESSMENTS
![Page 11: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/11.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Reading Six Weeks: Week 2 of 1st Six Weeks Duration: 1 week
Story Name: The Squeaky Old Bed
RESEARCH-BASED
INSTRUCTIONAL STRATEGIES, ACTIVITIES,
& RESOURCES
McGraw Hill Reading- MHR
Reading Readiness - RR
Day 1 MHR Develop Phonological Awareness p. 60 - 6P Phonics Intro Letter Aa, Bb p. 6Q-6 Read the Literature Max’s ABC Day Big Book p. 7A-7B Building Skills Left to Right p.7C Remediation Reteach p. 6Q Acceleration Extend p. 6, 7 RR Phonological Awareness: Just say part p.1 Oral Language: Name objects related to the topic p.1 Letter Recognition: Matching the letter cards p.1 Language Development Letter i (ĭ)
Day 2 MHR Develop Phonological Awareness p. 8A- 8B Phonics Intro Letter Cc, Dd p. 8C-8 Read the Literature Peanut Butter and Jelly Big Book p.9A-9B Building Skills Using Illustrations p.9C-9 Remediation Reteach p. 8C Acceleration Extend p. 8, 9 RR Phonological Awareness: Word Chairs p.2 Oral Language: More Naming (Review & Extend) p. 1 Letter Recognition: Introducing Letter Names p.1 Language Development Letter t
Day 3 MHR Develop Phonological Awareness p. 10A-10B Phonics Intro Letter Ee, Ff, 10C-10 Read the Literature The Squeaky Old Bed Big Book p. 11A-11B Building Skills High Frequency Words: p. 11C-11 Remediation Reteach pp. 10C Acceleration Extend pp. 10, 11 RR Phonological Awareness: Same/Different p.3 Oral Language: Describing (2-3 actual objects or pictures) p.1 Letter Recognition: Counting & Matching the Letters of the Alphabet p.2 Language Development Letter p
Day 4 MHR Develop Phonological Awareness p. 12A-12B Phonics Intro Letter Gg, Hh 12C-12 Read the Literature The House Decodable Story p. 13/14A – 13/14D Building Skills Use Illustrations p.15A-15 Remediation Reteach pp. 12C Acceleration Extend pp. 12, 15 RR Phonological Awareness: Matching Same Cards p.4 Oral Language: Things to Think About p.1 Letter Recognition: Letter Names p.3 Language Development Letter n
Day 5 MHR Develop Phonological Awareness p. 16A – 16B Phonics Intro Letter Ii, Jj, Ll p. 16C-16 Read the Literature The House Decodable Story p. 17A Building Skills High Frequency Words p.17C-17 Remediation Reteach pp. 16C Acceleration Extend p. 16, 17 RR Phonological Awareness: Same/Different p.5 Oral Language: Critical Thinking p.1 Letter Recognition: Singing the Alphabet p.4 Language Development Letter s
VOCABULARY WORDS
The The the
ESL Harcourt Moving
Into English – MIE
MIE – Unit 1-Self Discovery Lesson 2 Me at School T24 – T31
MIE – Build Oral Vocabulary Classroom Words T32 – T33
MIE – Preview the Selection Kindergarten Reader: My Bus T34 – T37
MIE – Read/Respond Revisit the Text T38 – T39
MIE – Shared Writing Classroom Objects Poster T40 – T43
WRITING GRAMMAR SPELLING
Writing: Brainstorming Prompt: Draw a picture and write about how you get to school. Journal Writing: p.7B
Writing: Draft Prompt: Draw a picture and write about your favorite food for lunch. Journal Writing: p.9B
Writing: Revising Prompt: Draw a picture of your favorite animal and describe it.
Writing Editing Prompt: Write about something in your house and label it “The ____.”
Writing Publish Prompt: Write about your family friends. Draw a picture of them. Interactive Writing: p18A18D
![Page 12: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/12.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Reading Six Weeks: Week 2 of 1st Six Weeks Duration: 1 week
Story Name: The Squeaky Old Bed
LINKS TO CONTENT AREAS
Language Arts Link p. 7B
Language Arts p. 9B
Cultural Perspectives p. 11B
Language Arts p. 13/14D
Language Arts p. 17B
TEACHING NOTES
ASSESSMENT RESULTS
Percent Passing Informal Assessment __________ Performance Assessment __________ Selection Assessment __________ TAKS Preparation (Benchmarks) __________
ADDITIONAL RESOURCES
Technology Phonics CD ROM www.mhschool.com/readingUnited Streaming Brainchild.com
Read Alouds Leveled Books: The House The Little Mittens The Squeaky Old Bed Max’s ABC Day Peanut Butter and Jelly – A Play Rhyme Big Book Real Life Reading Big Book of Phonics Rhymes and Poems List of Novels Assigned to Grade Level
Other Newspapers in Education TAKS Master Kamiko
COMMENTS
Implement Reading First: Getting Started: The First 21 Days Page numbers may differ for Reading First Campuses due to new Teacher Editions.
![Page 13: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/13.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Lectura Six Weeks: Week 2 of 1st Six Weeks Duration: 1 week Cuento: La vieja cama que crujía
GOAL
DESCRIPTION/ ABSTRACT OF
LESSON
TEKS TAKS Objectives
Listening /Speaking: (K. 1-4) K.1: (A), (C), (E), (F) K.2: (A), (B), K.3: (A), (B), (C), (D) K.4: (A), (B), (C)
Reading (K.5-13) SLA K. 5 A, B, E K.6 B, D K.7 A, B, C K.8 A K.10 A K.12 B
Writing (K.14-16) K 14 (B), (E) SLA K.15 A, B, C
TAKS Objectives Objective 1 The student will demonstrate a basic understanding of culturally diverse written texts. Objective 2 The student will apply knowledge of literary elements to understand culturally diverse written texts. Objective 3 The student will use a variety of strategies to analyze culturally diverse written texts. Objective 4 The student will apply critical-thinking skills to analyze culturally diverse written texts.
LESSON OBJECTIVES
TESTED SKILLS
*Fonética y descodificación: Presentar y repasar : Oo inicial y final * Comprensión: Usar ilustraciones, 9C-9, 15A- 15 *Vocabulario: Palabras de uso Frecuente: la, el, 11C-11, 17C-17 *Primeros conceptos de la lectura: Izquierda y derecha, 7C-7
![Page 14: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/14.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Lectura Six Weeks: Week 2 of 1st Six Weeks Duration: 1 week Cuento: La vieja cama que crujía
ASSESSMENT(S)
Informal Assessment Phonics pp. 6Q, 8C, 10C, 12C, 16C Comprehension pp. 7B, 9B, 9C, 15A, 17A Vocabulary: 11C, 17C Beginning Reading Concepts: 7C Performance Assessment Research & Inquiry pp. 6I Interactive Writing pp. 18A-18B Listening, Speaking, pp. 6O, 8A, 10A, 12A, 16A Viewing Activities pp. N/A Portfolio Writing- 18A-18B ** Cross Curricular Activities** 7B, 9B, 11B, 17B Selection Assessments Un Abrigo Crecedero pg. 9B TAKS Preparation N/A End of Unit Assessment Other: _____________________________
Benchmark Assessment Benchmark Date(s): Study and become familiar with Tejas LEE assessment for BOY assessment.
SAMPLE ASSESSMENTS
![Page 15: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/15.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Lectura Six Weeks: Week 2 of 1st Six Weeks Duration: 1 week Cuento: La vieja cama que crujía
RESEARCH-BASED
INSTRUCTIONAL STRATEGIES, ACTIVITIES,
& RESOURCES
McGraw-Hill Lectura -MHL
Esperanza- Preparación para la
lectura
Day 1 MHL Desarrollo de conciencia fonológica pg. 6O-6P “Los ojos de las ovejas” Poemario pg. 4 Presentar vocal O inicial pg. 6Q-6 Lectura: Leer el súper libro “Un día con el ABC” pg. 7A-7B Desarrollo de destrezas: Izquierda y derecha pg. 7C-7 Remediación Revisión de la enseñanza p. 6Q, 7A,7C, Aceleración Un paso más pg. 6, 7 Esperanza- Preparación para la lectura Actividades del lenguaje: ¿Riman estas palabras? Actividades del alfabeto: Haciendo Pares Introducción de letras: Letra E. Actividad información nueva. Escritura: Escritura en el aire. Lenguaje Oral: Identificar y nombrar objetos relacionados con el tema.
Day 2 MHL Desarrollo de conciencia fonológica pg. 8ª-8B “Las olas del océano” Presentar vocal Oo final pg. 8C-8 Lectura: Leer el súper libro “Un abrigo crecedero” pg. 9A-9B Desarrollo de destrezas: Usar ilustraciones pg. 9C-9 Remediación Revisión de la enseñanza p. 6Q, 7A,7C, Aceleración Un paso más p. 6, 7, 8, 9 Esperanza- Preparación para la lectura Actividades del lenguaje: Palabras que riman Actividades del alfabeto: Nombre de las letras Introducción de letras: Letra T. Actividad información nueva. Escritura: Trazar un modelo grande Lenguaje Oral: Descripción de 2 o 3 objetos relacionados al tema utilizando el Orden Descriptivo.
Day 3 MHL Desarrollo de conciencia fonológica pg. 10A-10B “Las olas del océano” Repasar vocal Oo inicial Pg. 10C-10 Leer en voz alta para motivar” La vieja cama que crujía” pg. 11A- 11B Lectura: Leer el súper libro “La vida diaria” pg. 1 Hacer una lista. Desarrollo de destrezas: Palabras de uso frecuente: la, el pg. 11C-11 Remediación Revisión de la enseñanza p. 8C, 9C, Aceleración Un paso más p. 10, 11 Esperanza- Preparación para la lectura Actividades del lenguaje: Oración en partes Actividades del alfabeto: Poniendo las letras en orden Introducción de letras: Letra P. Actividad información nueva. Escritura: Escritura en el aire usando el modelo grande. Lenguaje Oral: Enfoque lingüístico (Escoger un tema) Ex. Palabras que riman, cuenta las silabas, omisión de cierta silaba, cambio de sonido en una palabra.
Day 4 MHL Desarrollo de conciencia fonológica pg. 12A -12B “En la casa de Octeve” Repasar vocal Oo final pg. 12C-12 Leer el cuento descodificable “La casa” pg. 13/14A -13/14D Instrucción guiada: Hacer predicciones, Usar ilustraciones, palabras de uso frecuente, conceptos tipográficos. Desarrollo de destrezas: Usar ilustraciones pg. 15A -15 Remediación Revisión de la enseñanza p. 12C Aceleración Un paso más p 12, 15 Esperanza- Preparación para la lectura Actividades del lenguaje: Contando las palabras de la oración Actividades del alfabeto: Adivina quien Introducción de letras: Letra A. Actividad información nueva. Escritura: Trazar un modelo grande Lenguaje Oral: Vocabulario Ex. Conocimiento general, ¿Cuál de ellos no pertenece?, arreglo de palabras, homónimos, sinónimos, antónimos; modismos
Day 5 MHL Desarrollo de conciencia fonológica pg. 16A -16B “Los ojos de las ovejas,” Poemario pg. 4 Repasar vocal Oo inicial y Final pg. 16C-16B Volver a leer el cuento descodificable “La casa” pg. 17ª Leer libro de Pan y canela, “La fiesta de cumpleaños” pg. 17B Lectura guiada: Fonética sonido /o/, usar ilustraciones, palabras de uso frecuente: la, el, Conceptos tipográficos Desarrollo de destrezas: Palabras de uso frecuente: la, el pg. 17C-17 Remediación Revisión de la enseñanza p. 16C Aceleración Un paso más p. 16, 17, 18B Esperanza- Preparación para la lectura Actividades del lenguaje: Palabras compuestas Actividades del alfabeto: Enfatizando Pares Introducción de letras: Letra N. Actividad información nueva. Escritura: Dictado de letras Lenguaje Oral: Literatura. Seleccionar libros que se relacionen al tema.
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CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Lectura Six Weeks: Week 2 of 1st Six Weeks Duration: 1 week Cuento: La vieja cama que crujía
VOCABULARY WORDS
la, el
ESL Harcourt Moving
Into English – MIE
MIE – Unit 1-Self Discovery Lesson 2 Me at School T24 – T31
MIE – Build Oral Vocabulary Classroom Words T32 – T33
MIE – Preview the Selection Kindergarten Reader: My Bus T34 – T37
MIE – Read/Respond Revisit the Text T38 – T39
MIE – Shared Writing Classroom Objects Poster T40 – T43
WRITING GRAMMAR SPELLING
Escritura: Antes de escribir Incentivo para la escritura: Miren la pagina 3. Hagan un dibujo y escriban sobre como llegan cada día a la escuela.
Escritura: Borrador Incentivo para la escritura: Hagan un dibujo y escriban sobre su comida favorita para almorzar.
Escritura: Revisión Incentivo para la escritura: Hagan un dibujo de su animal favorito y descríbanlo.
Escritura: Corregir Incentivo para la escritura: Escriban sobre algún objeto de su casa y descríbanlo. “El ______.”
Escritura: Publicar Incentivo para la escritura: Escriban sobre sus amigos o familiares y dibújenlos.
LINKS TO CONTENT AREAS
Artes de lenguaje pg. 7B Teatro/Drama pg. 9B Enfoque cultural pg. 11B Artes de Lenguaje pg. 13/14D
Estudios Sociales pg. 17B
TEACHING NOTES
ASSESSMENT RESULTS
Percent Passing Informal Assessment __________ Performance Assessment __________ Selection Assessment __________ TAKS Preparation (Benchmarks) __________
ADDITIONAL RESOURCES
Technology Phonics CD ROM: Aventuras con Pepe Antenas
Read Alouds Libros de Lectura: Poemario Un día con el ABC Un abrigo crecedero La casa La fiesta de cumpleaños
Other
COMMENTS
Implement Reading First: Getting Started: The First 21 Days Page numbers may differ for Reading First Campuses due to new Teacher Editions.
![Page 17: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/17.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Reading Six Weeks: Week 3 of 1st Six Weeks Duration: 1 week Story Name: Cinderella Date:
GOAL
DESCRIPTION/ ABSTRACT OF
LESSON
TEKS TAKS Objectives
Listening /Speaking: (K. 1-4) K.1: (B), (C ),(E) K.2: (A) K.3: (C) K.4: (B)
Reading: (K.5-13) K.5: (B), (E), (G) K.6: (D) K.7: (A), (B ) K.8: (A) K.10: (A), (B), (C) K.11: (B) K.13: (A )
Writing: (K.14-16) K14 (B), (E) K.15: (B), (C)
TAKS Objectives Objective 1 The student will demonstrate a basic understanding of culturally diverse written texts. Objective 2 The student will apply knowledge of literary elements to understand culturally diverse written texts. Objective 3 The student will use a variety of strategies to analyze culturally diverse written texts. Objective 4 The student will apply critical-thinking skills to analyze culturally diverse written texts.
LESSON OBJECTIVES
TESTED SKILLS
Phonics and Decoding: Introduce Ll, Mm, Nn p.18I-18, Introduce Oo, Pp, Qq p.20C-20, Introduce Rr, Ss, Tt p.22C-22, Introduce Uu, Vv, Ww p.24C-24, Introduce Xx, Yy, Zz p.28C-28 Comprehension: Use Sequence of Events p.21C-21, p.27A-27 Vocabulary: High Frequency Words: a p.23C-23, a, the p.29C-29 Beginning Reading Concepts: First, Next, Last p. 19C-19
![Page 18: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/18.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Reading Six Weeks: Week 3 of 1st Six Weeks Duration: 1 week Story Name: Cinderella Date:
ASSESSMENT(S)
Informal Assessment Phonics pp. 19B, 29A Comprehension pp.19B, 21B, 29A Vocabulary: 11C, 17C, 23C, 29C Performance Assessment Scoring Rubric p. N/A Research & Inquiry pp. 61, 66C, Interactive Writing pp. 30A/B Listening, Speaking, Viewing pp. 18G, 20A, 22A, 23A, 24A, 28A Portfolio pp. 18A/B, 30A/B ** Cross Curricular Activities** 25/26D, 29B Selection Assessments Peanut butter and Jelly p. 21A/21B TAKS Preparation N/A End of Unit Assessment Other: _____________________________
Benchmark Assessment Benchmark Date(s): Study and become familiar with TPRI assessment for BOY administration.
SAMPLE ASSESSMENTS
![Page 19: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/19.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Reading Six Weeks: Week 3 of 1st Six Weeks Duration: 1 week Story Name: Cinderella Date:
RESEARCH-BASED
INSTRUCTIONAL STRATEGIES, ACTIVITIES,
& RESOURCES
McGraw Hill Reading - MHR
Reading Readiness-RR
Day 1-MHR Develop Phonological Awareness p. 18G – 18H Phonics Intro Letter Ll, Mm, Nn p. 18I-18 Read the Literature Max’s ABC Day Big Book p. 19A-19B Building Skills First, Next, Last p.19C-19 Remediation Reteach p. 18I Acceleration Extend p. 18,19 RR Phonological Awareness: Listening for Same and Different p.6 Oral Language: Name objects related to the topic Letter Recognition: Letter Sequencing p.5 Language Development Letter a (ă)
Day 2- MHR Develop Phonological Awareness p.20A- 20B Phonics Intro Letter Oo, Pp, Qq p. 20C-20 Read the Literature Peanut Butter and Jelly Big Book p. 21A-21B Building Skills Sequence of Events p. 21C-21 Remediation Reteach p. 20C Acceleration Extend p. 20, 21 RR Phonological Awareness: Silly Sentences p.7 Oral Language: More Naming (Review & Extend) Letter Recognition: Instant Letter Recognition Charts [Block Capitals] p.6 Language Development Letter l
Day 3- MHR Develop Phonological Awareness p. 22A-22B Phonics Intro Letter Rr, Ss, Tt pp. 22C-22 Read the Literature Cinderella Big Book p. 23A-23B Building Skills High Frequency Words: p. 23C-23 Remediation Reteach pp. 22C Acceleration Extend pp. 22, 23 RR Phonological Awareness: Hey They Rhyme p.10 Oral Language: Describing (2-3 actual objects or pictures) Letter Recognition: Guess What p.7 Language Development Letter d
Day 4- MHR Develop Phonological Awareness p. 24A-24B Phonics Intro Letter Uu, Vv, Ww 24C-24 Read the Literature A Present Decodable Story p. 25/26A – 25/26D Building Skills Sequence of Events p.27A-27 Remediation Reteach pp. 24C Acceleration Extend pp. 24, 27 RR Phonological Awareness: Oops! Wrong Rhyme p.11 Oral Language: Things to Think About Letter Recognition: Alphabet Bingo p.7 Language Development Letter f
Day 5- MHR Develop Phonological Awareness p. 28A – 28B Phonics Intro Letter Xx, Yy, Zz p. 28C-28 Read the Literature A Present Decodable Story p. 29A Building Skills High Frequency Words: p. 29C-29 Remediation Reteach pp. 28C Acceleration Extend p. 28, 29 RR Phonological Awareness: Wow! The Fat Cat is on the Mat p.12 Oral Language: Critical Thinking Letter Recognition: Before and After p.8 Language Development Letter h
VOCABULARY WORDS
a a, the
ESL Harcourt Moving
Into English – MIE
MIE – Unit 1-Self Discovery Lesson 3 Me at Home T44 – T51
MIE – Build Oral Vocabulary Family Words T52 – T53
MIE – Read Aloud Read-Aloud: Tell Me What It’s Like to Be Big T54 – T55
MIE – Read/Respond Revisit the Text T56 – T57
MIE – Shared Writing “When I Am Big” Sentences T58 – T61
![Page 20: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/20.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Reading Six Weeks: Week 3 of 1st Six Weeks Duration: 1 week Story Name: Cinderella Date:
WRITING GRAMMAR SPELLING
Writing: Brainstorming Prompt: Look at page 1. Draw a picture and write about the members of your family Journal Writing: p.19B
Writing: Draft Prompt: Write about your favorite part of the story. Journal Writing: p. 21B
Writing: Revising Prompt: Write about your favorite person in the story.
Writing: Editing Prompt: Write about something thing you would bring to a birthday party and label it “A ___.”
Writing: Publish Prompt: Write about your friends. Describe them and why you like them. Interactive Writing: p. 30A-30D
LINKS TO CONTENT AREAS
Language Arts Link p. 19B
Language Arts p. 21B
Cultural Perspectives p. 23B
Language Arts p. 25/26D
Math p. 29B
TEACHING NOTES
ASSESSMENT RESULTS
Percent Passing Informal Assessment __________ Performance Assessment __________ Selection Assessment __________ TAKS Preparation (Benchmarks) __________
ADDITIONAL RESOURCES
Technology Phonics CD ROM www.mhschool.com/readingUnited Streaming Brainchild.com
Read Alouds Leveled Books: The Present A Party Cinderella Max’s ABC Day Peanut Butter and Jelly – A Play Rhyme Big Book Real Life Reading Big Book of Phonics Rhymes and Poems List of Novels Assigned to Grade Level
Other Newspapers in Education TAKS Master Kamiko
COMMENTS
Implement Reading First: Getting Started: The First 21 Days Page numbers may differ for Reading First Campuses due to new Teacher Editions.
![Page 21: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/21.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Lectura Six Weeks: Week 3 of 1st Six Weeks Duration: 1 week Cuento La Cenicienta:
GOAL
DESCRIPTION/ ABSTRACT OF
LESSON
TEKS TAKS Objectives
Listening /Speaking (K. 1-4) SLA K.1A K.2 A, C K.3 A, B K.4 A
Reading (K.5-13) SLA K. 5 A, B K.6 B, D K.7 A, B, C K.8 A K.10 A K.12 B
Writing (K.14-16) K14 (B), (E) SLA K.15 A, B, C
TAKS Objectives Objective 1 The student will demonstrate a basic understanding of culturally diverse written texts. Objective 2 The student will apply knowledge of literary elements to understand culturally diverse written texts. Objective 3 The student will use a variety of strategies to analyze culturally diverse written texts. Objective 4 The student will apply critical-thinking skills to analyze culturally diverse written texts.
LESSON OBJECTIVES
TESTED SKILLS
*Fonética y descodificación: Presentar y repasar Aa, Oo inicial y final *Comprensión: Orden de los sucesos, 21C-21, 27A- 27 *Vocabulario: Palabras de uso Frecuente: un, una, la, el, 29C-29 *Primeros conceptos de la lectura: Primero, siguiente y ultimo, 19C-19
![Page 22: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/22.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Lectura Six Weeks: Week 3 of 1st Six Weeks Duration: 1 week Cuento La Cenicienta:
ASSESSMENT(S)
Informal Assessment Phonics pp. 18I, 20C,22C, 24C, 28C, Comprehension pp. 19B, 21B, 21C, 27A, 29A, Vocabulary: 23C, 29C Beginning Reading Concepts: 19C Performance Assessment Research & Inquiry pp. Interactive Writing pp. 30A-30B Listening, Speaking, p. 18G, 20A, 22A, 24A, 28A, Viewing Activities p. N/A Portfolio Writing- 30A-30B ** Cross Curricular Activities** 19A, 21B, 23B, 25/26D, 39B Selection Assessments Un Dia con el ABC p. 19B TAKS Preparation N/A End of Unit Assessment Other: _____________________________
Benchmark Assessment Benchmark Date(s): Study and become familiar with Tejas LEE assessment for BOY administration.
SAMPLE ASSESSMENTS
![Page 23: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/23.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Lectura Six Weeks: Week 3 of 1st Six Weeks Duration: 1 week Cuento La Cenicienta:
RESEARCH-BASED
INSTRUCTIONAL STRATEGIES, ACTIVITIES,
& RESOURCES
McGraw-Hill Lectura - MHL
Esperanza- Preparación para la
lectura
Day 1-MHL Desarrollo de conciencia fonológica pg. 18G-18H “La a, ¿por donde va?” Poemario pg. 4 Presentar vocal Aa inicial pg. 18I-18 Lectura: Leer el súper libro “Un día con el ABC” pg. 18ª-19B Desarrollo de destrezas: Primero, siguiente y ultimo pg. 19C-19 Remediación Revisión de la enseñanza p. 18I,19A,19C, Aceleración Un paso más p. 18,19 Esperanza- Preparación para la lectura Actividades del lenguaje: Identificando silabas Actividades del alfabeto: Música Hermosa Introducción de letras: Letra B. Actividad información nueva. Escritura: Escritura en el aire. Lenguaje Oral: Identificar y nombrar objetos relacionados con el tema.
Day 2-MHL Desarrollo de conciencia fonológica pg. 20A -20B “Aire, agua, fuego y tierra” Presentar vocal Aa final pg. 20C-20 Lectura: Leer el súper libro “Un abrigo crecedero” pg. 21ª -21B Desarrollo de destrezas: Orden de sucesos pg. 21C-21
Remediación Revisión de la enseñanza p.20C ,21A,21C Aceleración Un paso más p.20 ,21 Esperanza- Preparación para la lectura Actividades del lenguaje: Tarjetas de “Di y Mueve” Actividades del alfabeto: Batalla Alfabética Introducción de letras: Letra M. Actividad información nueva. Escritura: Trazar un modelo grande Escritura: Escritura en el aire usando el modelo grande. Lenguaje Oral: Descripción de 2 o 3 objetos relacionados al tema utilizando el Orden Descriptivo.
Day 3-MHL Desarrollo de conciencia fonológica pg. 22A- 22B “La a, ¿por donde va?” Repasar vocal Aa inicial Pg. 22C-22 Leer en voz alta para motivar “Cenicienta” pg. 23A- 23B Lectura: Leer el súper libro “La vida diaria” pg. 2-3 Hacer una lista. Desarrollo de destrezas: Palabras de uso frecuente: un, una pg. 23C-23
Remediación Revisión de la enseñanza p. 22C, 23C, Aceleración Un paso más p. 22, 23, Esperanza- Preparación para la lectura Actividades del lenguaje: Tarjetas de “Di y mueve” separando los sonidos de la palabra Actividades del alfabeto: Bingo Alfabético Introducción de letras: Letra I. Actividad información nueva. Escritura: Escritura en el aire usando el modelo grande. Lenguaje Oral: Enfoque lingüístico ( Escoge un tema) Ex. Palabras que riman, cuenta las silabas, omisión de cierta silaba, cambio de sonido en una palabra.
Day 4-MHL Desarrollo de conciencia fonológica pg. 24ª-24B “Aire, agua fuego y tierra” Repasar vocal Aa final pg. 24C-24 Leer el cuento descodificable “Un regalo” pg. 25/26A -25/26D Instrucción guiada: Hacer inferencias, hacer predicciones, Palabras de uso frecuente: un, una,; Conceptos tipográficos. Desarrollo de destrezas: Orden de sucesos pg. 27A- 27
Remediación Revisión de la enseñanza p. 24C,25/26A, 27A Aceleración Un paso más p. 24, 27 Esperanza- Preparación para la lectura Actividades del lenguaje: Identificando sonidos iniciales Actividades del alfabeto: Domino Alfabético Introducción de letras: Letra D. Actividad información nueva. Escritura: Trazar un modelo grande Lenguaje Oral: Vocabulario Ex. Conocimiento general, ¿Cuál de ellos no pertenece?, arreglo de palabras, homónimos, sinónimos, antónimos; modismos
Day 5-MHL Desarrollo de conciencia fonológica pg. 28ª-28B “Al carretero, mama…” Repasar vocal Aa inicial y Final pg. 28C-28 Volver a leer el cuento descodificable “La casa” pg. 17ª Leer libro de Pan y canela, “Un regalo” pg. 29A Lectura guiada: Fonética sonido /a/, orden de sucesos, Palabras de uso frecuente: un, una; conceptos tipográficos Desarrollo de destrezas: Palabras de uso frecuente: un, una pg. 29C-29 Remediación Revisión de la enseñanza p. 28C, 29A, 29, 30B Aceleración Un paso más p. 28, 29B,29C, 30B Esperanza- Preparación para la lectura Actividades del lenguaje: Identificando sonidos finales Actividades del alfabeto: Colocando letras al azar Introducción de letras: Letra O. Actividad información nueva. Escritura: Dictado de letras Lenguaje Oral: Literatura. Seleccionar libros que se relacionen al tema.
![Page 24: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/24.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Lectura Six Weeks: Week 3 of 1st Six Weeks Duration: 1 week Cuento La Cenicienta:
VOCABULARY WORDS
Un, una
ESL Harcourt Moving
Into English – MIE
MIE – Unit 1-Self Discovery Lesson 3 Me at Home T44 – T51
MIE – Build Oral Vocabulary Family Words T52 – T53
MIE – Read Aloud Read-Aloud: Tell Me What It’s Like to Be Big T54 – T55
MIE – Read/Respond Revisit the Text T56 – T57
MIE – Shared Writing “When I Am Big” Sentences T58 – T61
WRITING GRAMMAR SPELLING
Escritura: Antes de escribir Incentivo para la escritura: Miren la pagina 1. Hagan un dibujo y escriban sobre alguno de sus familiares.
Escritura: Borrador Incentivo para la escritura: Escriban sobre su parte favorita del cuento.
Escritura: Revisión Incentivo para la escritura: Escriban sobre su personaje favorito del cuento.
Escritura: Corregir Incentivo para la escritura: Dibujen algún regalo que llevarían a una fiesta de cumpleaños y descríbanlo: “El _________”
Escritura: Publicar Incentivo para la escritura: Escriban sobre sus amigos, descríbanlos y digan por que les gustan.
LINKS TO CONTENT AREAS
Artes de lenguaje pg. 19B Arte pg. 21B Enfoque cultural pg. 23B Artes de Lenguaje pg. 25/26D Matemáticas pg. 29B
TEACHING NOTES
This section would included teaching tips
ASSESSMENT RESULTS
Percent Passing Informal Assessment __________ Performance Assessment __________ Selection Assessment __________ TAKS Preparation (Benchmarks) __________
ADDITIONAL RESOURCES
Technology Phonics CD ROM: Aventuras con Pepe Antenas
Read Alouds Libros de Lectura: Poemario Un día con el ABC Un abrigo crecedero La vida diaria Un regalo ¿Qué es chiquito?
Other
COMMENTS
Implement Reading First: Getting Started: The First 21 Days Page numbers differ for Reading First Campuses due to new Teacher Editions.
![Page 25: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/25.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Reading Six Weeks: Week 4 of 1st Six Weeks Duration: 1 week
Story Name: Aekyung’s Dream Teacher
GOAL
DESCRIPTION/ ABSTRACT OF
LESSON
TEKS TAKS Objectives
Listening /Speaking (K. 1-4) K.1: (B), (C), (E) K.2: (A), K.4: (A), (B)
Reading (K.5-13) K.5: (B), (E) , (G) K.6: (D), (E) K.7: (A), (B), K.8: (A) K.10: (A), (C), (D) K.13: (A) K.14: (B)
Writing: (K.14-16) K14 (B), (E) K.15: (B), (C)
TAKS Objectives Objective 1 The student will demonstrate a basic understanding of culturally diverse written texts. Objective 2 The student will apply knowledge of literary elements to understand culturally diverse written texts. Objective 3 The student will use a variety of strategies to analyze culturally diverse written texts. Objective 4 The student will apply critical-thinking skills to analyze culturally diverse written texts.
LESSON OBJECTIVES
TESTED SKILLS
Phonics and Decoding: Introduce Initial /n/n p.30I-30, Introduce Final /n/n p.32C-32, Review /n/n p.34C-34, Review Letter Id. p.36C-36, Review Letter Id. p.40C-40 Comprehension: Use of Illustrations: p.33C-33, p.39A-39 Vocabulary: High Frequency Words: my p.35C-35, my, the, a p. 41C-41 Beginning Reading Concepts: Colors p.31C-31
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CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Reading Six Weeks: Week 4 of 1st Six Weeks Duration: 1 week
Story Name: Aekyung’s Dream Teacher
ASSESSMENT(S)
Informal Assessment Phonics pp. 37/38C, 41A Comprehension pp. 33B, 37/38C, 41A, Vocabulary: 35C Performance Assessment Scoring Rubric p. N/A Research & Inquiry pp. 61, 66C, Interactive Writing pp. 42A/B Listening, Speaking, Viewing pp. 30G, 32A, 34A, 35A, 36A, 40A, Portfolio pp. 42A/B ** Cross Curricular Activities** pp. 31B, 37/38D, 41B Selection Assessments Show and Tell Day 33A/33B TAKS Preparation N/A End of Unit Assessment Other: _____________________________
Benchmark Assessment Benchmark Date(s): Study and become familiar with TPRI assessment for BOY administration.
SAMPLE ASSESSMENTS
![Page 27: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/27.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Reading Six Weeks: Week 4 of 1st Six Weeks Duration: 1 week
Story Name: Aekyung’s Dream Teacher
RESEARCH-BASED
INSTRUCTIONAL STRATEGIES, ACTIVITIES,
& RESOURCES
McGraw Hill Reading - MHR
Reading Readiness- RR
Day 1 MHR Develop Phonological Awareness p. 30G-30H Phonics Intro Introduce Initial /n/ n p. 30I-30 Read the Literature Max’s ABC Day Big Book p. 31A-31B Building Skills Colors p. 31C-31 Remediation Reteach p. 30I Acceleration Extend p. 30, 31 RR Phonological Awareness: More Odd One Out p. 13 Oral Language: Naming Letter Recognition: Closer to Z p. 9 Language Development Letter g
Day 2 MHR Develop Phonological Awareness p. 32A-32B Phonics Intro Introduce Final /n/ n p. 32C-32 Read the Literature Show and Tell Day Big Book p. 33A-33B Building Skills Using Illustrations p. 33C-33 Remediation Reteach p. 32C Acceleration Extend p. 32, 33 RR Phonological Awareness: Do These Words Rhyme? p. 14 Oral Language: More Naming (Review and Extend) Letter Recognition: Alphabet Toss p.9 Language Development Letter o (ŏ)
Day 3 MHR Develop Phonological Awareness p. 34A-34B Phonics Intro Review /n/ n pp. 34C-34 Read the Literature Aekyung’s Dream Teacher Read Aloud p. 35A-35B Building Skills High Frequency Words: p. 35C-35 Remediation Reteach pp.34C Acceleration Extend pp. 34, 35 RR Phonological Awareness: Generating Rhyming Words p. 15 Oral Language: Describing Letter Recognition: Random Placement p.10 Language Development Letter k
Day 4 MHR Develop Phonological Awareness p. 36A-36B Phonics Intro Review Letter Identification pp. 36C-36 Read the Literature My School Decodable Story p. 37/38A – 37/38D Building Skills Use Illustrations p.39A-39 Remediation Reteach pp. 36C Acceleration Extend pp. 36, 39 RR Phonological Awareness: Counting Words in Sentences p. 16 Oral Language: Things to Think About Letter Recognition: Yes or No p.10 Language Development Letter c (k)
Day 5 MHR Develop Phonological Awareness p. 40A-40B Phonics Intro Review Letter Identification p. 40C-40 Read the Literature My School Decodable Story p. 41A Building Skills Left to Right p.7C Remediation Reteach pp. 40C Acceleration Extend p. 40, 41 RR Phonological Awareness: Two in One p. 17 Oral Language: Critical Thinking Letter Recognition: Beautiful Music p.11 Language Development Letter m
VOCABULARY WORDS
my my, the, a
ESL Harcourt Moving
Into English – MIE
MIE – Unit 1-Self Discovery Lesson 4 My Body T62 – T69
MIE – Build Oral Vocabulary Body Words T70 – T71
MIE – Read Aloud Library Book: The Body Book T72 – T73
MIE – Read/Respond Revisit the Text T74 – T75
MIE – Shared Writing “My Body” Labels T76 – T79
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CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Reading Six Weeks: Week 4 of 1st Six Weeks Duration: 1 week
Story Name: Aekyung’s Dream Teacher
WRITING GRAMMAR SPELLING
Writing: Brainstorming Prompt: Write about something Max learned in school that day. Journal Writing: p.31B
Writing: Draft Prompt: If you could make a mask, what kind of mask would it be? Journal Writing: p.33B
Writing: Revising Prompt: Draw a picture of yourself in your classroom.
Writing: Editing Prompt: Write about something at school and label it “My ___.”
Writing: Publish Prompt: Write about something you enjoyed learning about at school. Draw a picture of it. Interactive Writing: p. 42A-42B
LINKS TO
CONTENT AREAS
Language Arts Link p. 31B
Arts p.33B
Cultural Perspectives p. 35B
Math p.37/38D
Language Arts p. 41B
TEACHING NOTES
ASSESSMENT RESULTS
Percent Passing Informal Assessment __________ Performance Assessment __________ Selection Assessment __________ TAKS Preparation (Benchmarks) __________
ADDITIONAL RESOURCES
Technology Phonics CD ROM www.mhschool.com/readingUnited Streaming Brainchild.com
Read Alouds Leveled Books: My School My Name Aekyung’s Dream Max’s ABC Day Show and Tell Day Big Book Real Life Reading Big Book of Phonics Rhymes and Poems List of Novels Assigned to Grade Level
Other Newspapers in Education
COMMENTS
Implement Reading First: Getting Started: The First 21 Days Page numbers may differ for Reading First Campuses due to new Teacher Editions.
![Page 29: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/29.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Lectura Six Weeks: Week 4 of 1st Six Weeks Duration: 1 week Cuento: El sueño de Aekyung
GOAL
DESCRIPTION/ ABSTRACT OF
LESSON
TEKS TAKS Objectives
Listening /Speaking (K. 1-4) SLA K.1A K.2 A, C K.3 A, B K.4 A
Reading (K.5-13) SLA K. 5 A, B K.6 B, D K.7 A, B, C K.8 A K.10 A K.12 B
Writing (K.14-16) K14 (B), (E) SLA K.15 A, B, C
TAKS Objectives Objective 1 The student will demonstrate a basic understanding of culturally diverse written texts. Objective 2 The student will apply knowledge of literary elements to understand culturally diverse written texts. Objective 3 The student will use a variety of strategies to analyze culturally diverse written texts. Objective 4 The student will apply critical-thinking skills to analyze culturally diverse written texts.
LESSON OBJECTIVES
TESTED SKILLS
*Fonética y descodificación: Presentar y repasar Ee, Aa inicial y final *Comprensión: Usar ilustraciones, 33C-33, 39A- 39 *Vocabulario: Palabras de uso Frecuente: mi, mis, 35C-25, mi, mis, la, un, 41C-41 *Primeros conceptos de la lectura: Colores, 31C-31
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CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Lectura Six Weeks: Week 4 of 1st Six Weeks Duration: 1 week Cuento: El sueño de Aekyung
ASSESSMENT(S)
Informal Assessment Phonics p. 30I,32C,34C,36C,40C, Comprehension p. 31B, 33B, 33C, 39A, 41A, , Vocabulary: 36C, 41C Beginning Reading Concepts: 31C Performance Assessment Research & Inquiry pp. Interactive Writing p. 42A- 42B Listening, Speaking, p. 30G, 32A, 34A, 36A, 40A Viewing Activities p. N/A Portfolio Writing- 42A- 42B ** Cross Curricular Activities** 31A, 33B, 35B, 37/38D, 41B Selection Assessments Un Dia con el ABC pg. 31BB TAKS Preparation N/A End of Unit Assessment Other: _____________________________
Benchmark Assessment Benchmark Date(s): Study and become familiar with Tejas LEE assessment for BOY administration.
SAMPLE ASSESSMENTS
![Page 31: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/31.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Lectura Six Weeks: Week 4 of 1st Six Weeks Duration: 1 week Cuento: El sueño de Aekyung
RESEARCH-BASED
INSTRUCTIONAL STRATEGIES, ACTIVITIES,
& RESOURCES
McGraw-Hill Lectura - MHL
Esperanza: Preparación para
la lectura
Day 1 MHL Desarrollo de conciencia fonológica pg. 30G-30H “¿Cómo es?” Poemario p. 6. Presentar vocal Ee inicial p. 30I-30 Lectura: Leer el súper libro “Un día con el ABC” p. 31A-31B Desarrollo de destrezas: Colores p. 31C-31 Remediación Revisión de la enseñanza p. 30I, 31C Aceleración p. 30, 31 Esperanza- Preparación para la lectura Actividades del lenguaje: Combinando sonidos Actividades del alfabeto: Veintidós Preguntas Introducción de letras: Letra S. Actividad información nueva. Escritura: Escritura en el aire. Lenguaje Oral: Identificar y nombrar objetos relacionados con el tema.
Day 2 MHL Desarrollo de conciencia fonológica p. 32A-32B “Tres” Presentar vocal Ee final p. 32C-32 Lectura: Leer el súper libro “Es Tiempo de Compartir” p. 33A- 33B Desarrollo de destrezas: Usar Ilustraciones p. 33C-33
Remediación Revisión de la enseñanza p. 32C, 33A, 33C, 33 Aceleración p.32, 33 Esperanza- Preparación para la lectura Actividades del lenguaje: Tarjetas de “Lee el dibujo” Actividades del alfabeto: Haciendo Pares Introducción de letras: Letra U. Actividad información nueva. Escritura: Trazar un modelo grande Lenguaje Oral: Descripción de 2 o 3 objetos relacionados al tema utilizando el Orden Descriptivo.
Day 3 MHL Desarrollo de conciencia fonológica p. 34A- 34B “ ¿Cómo es?” Poemario p.6 Repasar vocal Ee inicial p. 34C-34 Leer en voz alta para motivar “El sueño de Aekyung” p. 35A- 35B Lectura: Leer el súper libro “La vida diaria” p. 2-3 Señales y carteles Desarrollo de destrezas: Palabras de uso frecuente: mi, mis p. 35C-35
Remediación Revisión de la enseñanza p. 34C, 35C Aceleración p. 34, 35 Esperanza- Preparación para la lectura Actividades del lenguaje: Cartulina de Sonidos Actividades del alfabeto: Nombre de las Letras Introducción de letras: Letra C. Actividad información nueva. Escritura: Escritura en el aire usando el modelo grande. Lenguaje Oral: Enfoque lingüístico (Escoger un tema) Ex. Palabras que riman, cuenta las silabas, omisión de cierta silaba, cambio de sonido en una palabra.
Day 4 MHL Desarrollo de conciencia fonológica p. 36A- 36B “Tres” Repasar vocal Ee final p. 36C-36 Leer el cuento descodificable “Mi escuela” p. 37/38A- 37/38D Instrucción guiada: Fonética: Sonido/e/, Usar ilustraciones, palabras de uso frecuente: mi, mis, Conceptos tipográficos Desarrollo de destrezas: Usar ilustraciones p. 39A- 39
Remediación Revisión de la enseñanza p. 36C, 37/38A, 39A, 39 Aceleración p. 36, 39 Esperanza- Preparación para la lectura Actividades del lenguaje: Omitiendo silabas Actividades del alfabeto: Poniendo las Letras en orden Introducción de letras: Letra G. Actividad información nueva. Escritura: Trazar un modelo grande Lenguaje Oral: Vocabulario Ex. Conocimiento general, ¿Cuál de ellos no pertenece?, arreglo de palabras, homónimos, sinónimos, antónimos; modismos
Day 5 MHL Desarrollo de conciencia fonológica p. 40A- 40B “La tienda de mi calle” Repasar vocal Aa y Ee inicial y Final p. 40C Volver a leer el cuento descodificable “Mi escuela” p. 41A Leer libro de Pan y canela, “En mi escuela” p. 41B Lectura guiada: Fonética sonido /e/, Usar ilustraciones, Palabras de uso frecuente: mi, mis; conceptos tipográficos Desarrollo de destrezas: Palabras de uso frecuente: mi, mis, la, un p. 41C-41 Remediación Revisión de la enseñanza p. 40C, 41A, 41B, 41C, 42B Aceleración p. 40, 41, 42B Esperanza- Preparación para la lectura Actividades del lenguaje: Cambiando Sonidos Actividades del alfabeto: Adivina quien? Introducción de letras: Letra F. Actividad información nueva. Escritura: Dictado de letras Lenguaje Oral: Literatura. Seleccionar libros que se relacionen al tema.
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CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Lectura Six Weeks: Week 4 of 1st Six Weeks Duration: 1 week Cuento: El sueño de Aekyung
VOCABULARY WORDS
mi, mis
ESL Harcourt Moving
Into English – MIE
MIE – Unit 1-Self Discovery Lesson 4 My Body T62 – T69
MIE – Build Oral Vocabulary Body Words T70 – T71
MIE – Read Aloud Library Book: The Body Book T72 – T73
MIE – Read/Respond Revisit the Text T74 – T75
MIE – Shared Writing “My Body” Labels T76 – T79
WRITING GRAMMAR SPELLING
Escritura: Antes de escribir Incentivo para la escritura: Escriban sobre algo que el personaje del cuento aprendió en la escuela.
Escritura: Borrador Incentivo para la escritura: ¿Qué tipo de mascara les gustaría hacer?
Escritura: Revisión Incentivo para la escritura: Hagan un dibujo de ustedes mismos en el salón de clases.
Escritura: Corregir Incentivo para la escritura: Escriban sobre algún objeto de la escuela y objeto de la escuela y dibújenlo: “Mi ______.”
Escritura: Publicar Incentivo para la escritura: Escriban sobre algo que les gusto aprender en la escuela y dibújenlo.
LINKS TO CONTENT AREAS
Artes de lenguaje pg. 31B Arte pg. 33B Enfoque cultural pg. 35B Matemáticas pg. 37/38D Artes de Lenguaje pg. 41B
TEACHING NOTES
This section would included teaching tips
ASSESSMENT RESULTS
Percent Passing Informal Assessment __________ Performance Assessment __________ Selection Assessment __________ TAKS Preparation (Benchmarks) __________
ADDITIONAL RESOURCES
Technology Phonics CD ROM: Aventuras con Pepe Antenas
Read Alouds Libros de Lectura: Poemario Un día con el ABC Es tiempo de compartir La vida diaria Mi escuela Es mi escuela
Other
COMMENTS
Implement Reading First: Getting Started: The First 21 Days Page numbers may differ for Reading First Campuses due to new Teacher Editions.
![Page 33: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/33.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Reading Six Weeks: Week 5 of 1st Six Weeks Duration: 1 week
Story Name: Amazing Grace
GOAL To Be Determined
DESCRIPTION/ ABSTRACT OF
LESSON
TEKS TAKS Objectives
Listening /Speaking (K. 1-4) K.1: (C), (E) K.2: (A) K.3: (C) K.4: (A), (B)
Reading (K.5-13) K.5: (A), (B), (G) K.6: (D), (E), (F) K.7: (A), (B) K.8: (A) K.10: (A), (C) K.11: (A) K.13: (B)
Writing (K.14-16) K.14: (B), (C) K.15: (C)
TAKS Objectives Objective 1 The student will demonstrate a basic understanding of culturally diverse written texts. Objective 2 The student will apply knowledge of literary elements to understand culturally diverse written texts. Objective 3 The student will use a variety of strategies to analyze culturally diverse written texts. Objective 4 The student will apply critical-thinking skills to analyze culturally diverse written texts.
LESSON OBJECTIVES
TESTED SKILLS
Phonics and Decoding: Review Initial /a/a p.42I-42, Review Medial /a/a p.44C-44, Review /a/a p.46C-46, Introduce Blending with Short a p.48C-48, Review Blending with Short a p.52C-52 Comprehension: Sequence of Events p.45C-45, p. 51A-51 Vocabulary: High Frequency Words: that, p.47C-47, that, my, the, a p.53C-53 Beginning Reading Concepts: Colors p.43C-43
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CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Reading Six Weeks: Week 5 of 1st Six Weeks Duration: 1 week
Story Name: Amazing Grace
ASSESSMENT(S)
Informal Assessment Phonics p. 53A, 55B Comprehension p. 43B, 45B, 49/50C, 65A, Vocabulary: 47C, 53C, 59C, 65C Performance Assessment Scoring Rubric p. N/A Research & Inquiry p 61, 66C, Interactive Writing p. 54A/B, 66A/B Listening, Speaking, Viewing p. 42G, 44A, 46A, 47A, 48A, 52A, 54G, 56A, 58A, 59A, 60A, 64A Portfolio p. 54A/B, 66A/B ** Cross Curricular Activities** 43B, 49/50D, 53B, 61/62D, 65B Selection Assessments Show and Tell p. 45A, 45B TAKS Preparation N/A Standardized Test Preparation Practice Book End of Unit Assessment Other: _____________________________
Benchmark Assessment Benchmark Date(s): Study and become familiar with TPRI assessment for BOY administration.
SAMPLE ASSESSMENTS
![Page 35: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/35.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Reading Six Weeks: Week 5 of 1st Six Weeks Duration: 1 week
Story Name: Amazing Grace
RESEARCH-BASED
INSTRUCTIONAL STRATEGIES, ACTIVITIES,
& RESOURCES
McGraw-Hill Reading -MHR
Reading Readiness- RR
Day 1-MHR Develop Phonological Awareness p. 42G – 42H Phonics Intro Introduce Initial /a/ a p. 42I-42 Read the Literature Max’s ABC Day Big Book p. 43A-43B Building Skills Colors p.43C-43 Remediation Reteach p. 42I Acceleration Extend p. 42, 43 RR Phonological Awareness: Identifying Syllables p. 18 Oral Language: Naming Letter Recognition: Instant Letter Recognition Charts [Lower Case] p. 12 Language Development: Letter r
Day 2-MHR Develop Phonological Awareness p. 44A-44B Phonics Intro Introduce Medial p. 44C-44 Read the Literature Show and Tell Day Big Book p. 45A-45B Building Skills Sequence of Events p.45C-45 Remediation Reteach p. 44C Acceleration Extend p. 44, 45 RR Phonological Awareness: Magi cal Mouths p. 19 Oral Language: More Naming (Review and Extend) Letter Recognition: Matching the Letter Cards p.1 Language Development: Letter b
Day 3-MHR Develop Phonological Awareness p. 46A-46B Phonics Intro Review /a/ a p.46C-46 Read the Literature Amazing Grace Big Book p. 47A-47B Building Skills High Frequency Words: that p. 47C-47 Remediation Reteach pp. 46C Acceleration Extend pp. 46, 47 RR Phonological Awareness: Same or Different p. 20 Oral Language: Describing Thinking Letter Recognition: Introducing Letter Names p.1 Language Development: Letter e (ĕ)
Day 4-MHR Develop Phonological Awareness p. 48A-48B Phonics Intro Introduce Blending with Short a p. 48C-48 Read the Literature Nan Decodable Story p. 49/50A – 49/50D Building Skills Sequence of Events p.51A-51 Remediation Reteach pp. 48C Acceleration Extend pp. 48, 51 RR Phonological Awareness: Same or Different p. 21 Oral Language: Things to Think About Letter Recognition: Counting and Matching the Letters of the Alphabet p. 2 Language Development: Letter y
Day 5-MHR Develop Phonological Awareness p. 52A-52B Phonics Intro Review Blending with Short a p. 52C-52 Read the Literature Nan Decodable Story p. 53A Building Skills High Frequency Words: that, my the, a p.53C-53 Remediation Reteach pp. 52C Acceleration Extend pp. 52, 53 RR Phonological Awareness: Identifying Initial Sounds p. 22 Oral Language: Critical Thinking Letter Recognition: Letter Names p. 3 Language Development: Letter j
VOCABULARY WORDS
that, my, the, a
ESL Harcourt Moving
Into English – MIE
MIE – Unit 1 Review Lesson 5 Action Rhymes “Here Are My Ears” T80– T83
MIE – Unit Review Review Activities T84
MIE – Unit Review Review Activities T85
MIE – Unit Review Review Activities T86
MIE – Unit Review Review Activities T87 – T90
![Page 36: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/36.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Reading Six Weeks: Week 5 of 1st Six Weeks Duration: 1 week
Story Name: Amazing Grace
WRITING GRAMMAR SPELLING
Writing: Brainstorming Prompt: Write about a class pet you would like to have. Journal Writing: p.43B
Writing: Draft Prompt: Write about what you would bring to Show and Tell. Journal Writing: p.45B
Writing; Revising Prompt: Do you like to play “pretend”? Write about a story you would like to act out.
Writing: Editing Prompt: What do you like at school? Draw and write about it.
Writing: Publish Prompt: Draw a picture about a class trip you’ve had or would like to have. Write about it. Interactive Writing: p. 54A-54B
LINKS TO CONTENT AREAS
Language Arts p. 43B
Language Arts p. 45B
Cultural Perspectives p. 47B
Art p. 49/50D
Language Arts p. 53B
TEACHING NOTES
This section would included teaching tips
ASSESSMENT RESULTS
Percent Passing Informal Assessment __________ Performance Assessment __________ Selection Assessment __________ TAKS Preparation (Benchmarks) __________
ADDITIONAL RESOURCES
Technology Phonics CD ROM www.mhschool.com/readingUnited Streaming Brainchild.com
Read Alouds Leveled Books: The House The Little Mittens Max’s ABC Day Peanut Butter and Jelly – A Play Rhyme Big Book Real Life Reading Big Book of Phonics Rhymes and Poems List of Novels Assigned to Grade Level
Other Newspapers in Education TAKS Master Kamiko
COMMENTS
Implement Reading First: Getting Started: The First 21 Days Page numbers may differ for Reading First Campuses due to new Teacher Editions.
![Page 37: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/37.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Lectura Six Weeks: Week 5 of 1st Six Weeks Duration: 1 week Cuento: Esa Nina
GOAL To Be Determined
DESCRIPTION/ ABSTRACT OF
LESSON
TEKS TAKS Objectives
Listening /Speaking (K. 1-4) SLA K.1A K.2 A, C K.3 A, B K.4 A
Reading (K.5-13) SLA K. 5 A, B K.6 B, D K.7 A, B, C K.8 A K.10 A K.12 B
Writing (K.14-16) K.14: (B), (C) SLA K.15 A, B, C
TAKS Objectives Objective 1 The student will demonstrate a basic understanding of culturally diverse written texts. Objective 2 The student will apply knowledge of literary elements to understand culturally diverse written texts. Objective 3 The student will use a variety of strategies to analyze culturally diverse written texts. Objective 4 The student will apply critical-thinking skills to analyze culturally diverse written texts.
LESSON OBJECTIVES
TESTED SKILLS
*Fonetica y descodificacion: Presentar y repasar Ii Uu inicial y final *Comprensión: Usar ilustraciones, 33C-33, 39A- 39 *Vocabulario: Palabras de uso Frecuente: esa ese , mi, mis47C, la, un, 41C-41 *Primeros conceptos de la lectura: Colores, 31C-31
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CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Lectura Six Weeks: Week 5 of 1st Six Weeks Duration: 1 week Cuento: Esa Nina
ASSESSMENT(S)
Informal Assessment Phonics pp. 30I,32C,34C,36C,40C, Comprehension pp. 31B, 33B, 33C, 39A, 41A, , Vocabulary: 36C, 41C Beginning Reading Concepts: 31C Orden de sucessos 49/50C Performance Assessment Research & Inquiry pp. Interactive Writing pp. 42A- 42B Listening, Speaking, pp. 30G, 32A, 34A, 36A, 40A Viewing Activities pp. N/A Portfolio Writing- 42A- 42B ** Cross Curricular Activities** 31A, 33B, 35B, 37/38D, 41B Selection Assessments Un Dia con el ABC pg. 31BB TAKS Preparation N/A End of Unit Assessment Other: _____________________________
Benchmark Assessment Benchmark Date(s): Study and become familiar with Tejas LEE assessment for BOY administration.
SAMPLE ASSESSMENTS
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CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Lectura Six Weeks: Week 5 of 1st Six Weeks Duration: 1 week Cuento: Esa Nina
RESEARCH-BASED
INSTRUCTIONAL STRATEGIES, ACTIVITIES,
& RESOURCES
McGraw-Hill Reading MHL
Day 1-MHL Desarrollo de conciencia fonológica p. 54I 54j Presentar: Vocal Ii/introducir Vocal Ii 42;42 Practica 42 De la conocencia fonética Práctica Lectura: Leer la literatura Leer el superlibro Un día con el ABC 43A-43B Practica 43` Desarrollo de destrezas: Colores p.4 3C-43 Remediación Revisión de la enseñanza p.43C Aceleración pg 42;43 Esperanza: Preparación para la lectura Actividades del lenguaje: Combinando sonidos Actividades del alfabeto: Veintidós Preguntas Introducción de letras: Letra Actividad información nueva. Escritura: Escritura en el aire. Lenguaje Oral: Identificar y nombrar objetos relacionados
Day 2-MHL Desarrollo de conciencia fonológica pg. 44A-44B “Miles de ies” Repasar la vocal Ii. final p. 32C-32 Lectura: Leer el súper libro “Es Tiempo de Compartir” p. 33A- 33B Desarrollo de destrezas: Usar Ilustraciones p. 33C-33 Remediación Revisión de la enseñanza p. 32C, 33A, 33C, 33 Aceleración p.32, 33
Esperanza: Preparación para la lectura Actividades del lenguaje: Tarjetas de “Lee el dibujo” Actividades del alfabeto: Haciendo Pares Introducción de letras: Letra I Actividad información nueva. Escritura: Trazar un modelo grande Lenguaje Oral: Descripción de 2 o 3 objetos relacionados
Day 3-MHL Desarrollo de conciencia fonológica p. 46A- 46B ¡A correr! Poemario 8 Presentar vocal U introducir U Practica 46 De la Conocencia fonémica a la fonética Práctica Leer en voz alta para motivar La asombrosa Graciela 47ª-47B Lectura:Compartida Leer el superlibro De la vida diaria 6-7 Señales y carteles Exit and other signs Desarrollo de destrezas: Palabras de uso frecuente esa ese Práctica 47C-47 Remediación Revisión de la enseñanza p. 47C Aceleración p. 46.47
Esperanza: Preparación para la lectura Actividades del lenguaje: Cartulina de Sonidos Actividades del alfabeto: Nombre de las Letras Introducción de letras: Letra H. Actividad información nueva. Escritura: Escritura en el aire usando el modelo grande . Lenguaje Oral: Enfoque
Day 4-MHL Desarrollo de conciencia fonológica p. 48A-48B “Mueve que mueve” Repasar vocal Uu final p. 48C-48 Practica 48 Leer el cuento descodificable “Esa nina” p. 49/50ª-49/50D Instrucción guiada: Fonética: Sonido/i/u/. Orden de sucesos. Practica 51 Palabras de uso frcuente esa.ese , Conceptos tipográficos Desarrollo de destrezas: Orden de sucesos Remediación Revisión de la enseñanza p. 48C.49/50A5 Aceleración p. 51
Esperanza: Preparación para la lectura Actividades del lenguaje: Omitiendo silabas Actividades del alfabeto: Poniendo las Letras en orden Introducción de letras: Letra M Actividad información nueva. Escritura: Trazar un modelo grande Lenguaje Oral: Vocabulario
Day 5-MHL Desarrollo de conciencia fonológica p. 52A- 52B “En el polo sue” Repasar vocal Ee.Ii,Uu inicial y Final p. 52C-52 Volver a leer el cuento descodificable “Esa Nina ” p.52A Leer libro de Pan y canela, “Cuenta con mi familia” p. 53B Lectura guiada: Fonética sonido /i/,/U/. orden de sucesos Usar ilustraciones, Palabras de uso frecuente: mi, mis; conceptos tipográficos Desarrollo de destrezas: Palabras de uso frecuente: esa, la, un y mi p. 53C-53 Remediación Revisión de la enseñanza p. 52/ 53A,53C/ 54A Aceleración p. 525354B Esperanza: Preparación para la lectura Actividades del lenguaje: Cambiando Sonidos Actividades del alfabeto: ¿Adivina quién? Introducción de letras: Letra P Actividad información nueva. Escritura: Dictado de letras Lenguaje Oral: Literatura. Seleccionar libros que se
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CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Lectura Six Weeks: Week 5 of 1st Six Weeks Duration: 1 week Cuento: Esa Nina
con el tema. al tema utilizando el Orden Descriptivo.
lingüístico (Escoger un tema) Ex. Palabras que riman, cuenta las sílabas, omisión de cierta sílaba, cambio de sonido en una palabra.
Ex. Conocimiento general, ¿Cuál de ellos no pertence?, arreglo de palabras, homonimos, sinonimos, antonimos; modismos
relacionen al tema.
VOCABULARY WORDS
Esa ese
ESL Harcourt Moving
Into English – MIE
MIE – Unit 1 Review Lesson 5 Action Rhymes “Here Are My Ears” T80 – T83
MIE – Unit Review Review Activities T84
MIE – Unit Review Review Activities T85
MIE – Unit Review Review Activities T86
MIE – Unit Review Review Activities T87 – T90
WRITING GRAMMAR SPELLING
Escritura: Antes de escribir Incentivo para la escritura: Escriban sobre de la mascota de la escuela que les gustaria tener. Diario p 43B Caligrafía 42
Escritura: Borrador Incentivo para la escritura: ¿Qué tipo de mascara les gustaria hacer?
Escritura: Revisión Incentivo para la escritura: Hagan un dibujo de ustedes mismos en el salón de clases.
Escritura: Corregir Incentivo para la escritura: Escriban sobre algun objeto de la escuela y objeto de la escuela y dibújenlo: “Mi ______.”
Escritura: Publicar Incentivo para la escritura: Escriban sobre algo que les gusto aprender en la escuela y dibújenlo.
LINKS TO CONTENT AREAS
Artes de lenguaje p 43B Arte p. 33B Enfoque cultural p. 35B Matemáticas p. 37/38D Artes de Lenguaje p. 41B
TEACHING NOTES
This section would included teaching tips
ASSESSMENT RESULTS
Percent Passing Informal Assessment __________ Performance Assessment __________ Selection Assessment __________ TAKS Preparation (Benchmarks) __________
ADDITIONAL RESOURCES
Technology Phonics CD ROM: Aventuras con Pepe Antenas
Read Alouds Libros de Lectura: Un día con el ABC Es tiempo de compartir La vida diaria Mi escuela Es mi escuela
Other
COMMENTS
Implement Reading First: Getting Started: The First 21 Days Page numbers may differ for Reading First Campuses due to new Teacher Editions.
![Page 41: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/41.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Reading Six Weeks: Week 6 of 1st Six Weeks Duration: 1 week Story Name: The Squeaky Old Bed
GOAL To Be Determined
DESCRIPTION/ ABSTRACT OF
LESSON
TEKS TAKS Objectives
Listening /Speaking (K. 1-4) K.1: (E) K.2: (A) K.3: (C) K.4: (A), (B)
Reading (K.5-13) K.5: (B), (G) K.6: (D), (E), (F) K.7: (A), (B), (C) K.8: (A) K.10: (A), (B), (C), (D)
Writing (K.14-16) K.14: (B) (C) K.15: (C) K.16: (B)
TAKS Objectives Objective 1 The student will demonstrate a basic understanding of culturally diverse written texts. Objective 2 The student will apply knowledge of literary elements to understand culturally diverse written texts. Objective 3 The student will use a variety of strategies to analyze culturally diverse written texts. Objective 4 The student will apply critical-thinking skills to analyze culturally diverse written texts.
LESSON OBJECTIVES
TESTED SKILLS
Phonics and Decoding: Review Initial /n/n, /a/a p.54I-54, Review Final /n/n, Medial /a/a p.56C-56, Review /n/n,/a/a p.58C-58, Review Blending with Short a p.60C-60, Review Blending with Short a p.64C-64 Comprehension: Use Illustrations p. 57C-57, Sequence of Events p.63A-63 Vocabulary: High Frequency Words: the, a, my, that p.59C-59, the, a, my, that p.65C-65 Beginning Reading Concepts: Colors, Left to Right, First, Next, Last p. 55C-55
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CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Reading Six Weeks: Week 6 of 1st Six Weeks Duration: 1 week Story Name: The Squeaky Old Bed
ASSESSMENT(S)
Informal Assessment Phonics p. 55B Comprehension p. 65A, Vocabulary: 59C, 65C Performance Assessment Scoring Rubric p. N/A Research & Inquiry p. 61, 66C, Interactive Writing p. 66A/B Listening, Speaking, Viewing p. 54G, 56A, 58A, 59A, 60A, 64A Portfolio p. 66A/B ** Cross Curricular Activities** 61/62D, 65B Selection Assessments Peanut Butter and Jelly p. 56-57B TAKS Preparation N/A Standardized Test Preparation Practice Book End of Unit Assessment Other: _____________________________
Benchmark Assessment Benchmark Date(s): Study and become familiar with TPRI assessment for BOY administration.
SAMPLE ASSESSMENTS
![Page 43: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/43.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Reading Six Weeks: Week 6 of 1st Six Weeks Duration: 1 week Story Name: The Squeaky Old Bed
RESEARCH-BASED
INSTRUCTIONAL STRATEGIES, ACTIVITIES,
& RESOURCES
McGraw-Hill Lectura -MHR
Reading Readiness- RR
Day 1- MHR Develop Phonological Awareness p. 54G – 54H Phonics Intro Review Initial /n/ n, /a/ a p. 54I - 54 Read the Literature Max’s ABC Day Big Book p. 7A-7B Building Skills Colors, Left to Right, First, Next, and Last p.55C – 55 Remediation Reteach p. 54I Acceleration Extend p. 54, 55 RR Phonological Awareness: Identifying Final Sounds p. 23 Oral Language: Naming Letter Recognition: Singing the Alphabet p. 4 Language Development: Letter u (ŭ)
Day 2- MHR Develop Phonological Awareness p. 56A – 56B Phonics Intro Review Final /n/ n; Medial /a/ a p. 56C - 56 Read the Literature Peanut Butter and Jelly Big Book p. 57A-57B Building Skills Use Illustrations p.57C – 57 Remediation Reteach p. 56C Acceleration Extend p. 56, 57 RR Phonological Awareness: Say It and Move It Cards p. 24 Oral Language: More Naming Letter Recognition: Letter Sequencing p. 5 Language Development: Letter w
Day 3- MHR Develop Phonological Awareness p. 58A – 58B Phonics Intro Review /n/ n,/a/ a p. 58C - 58 Read the Literature The Squeaky Old Bed Big Book p. 59A-59B Building Skills High Frequency Words the, a, my, that p.59C – 59 Remediation Reteach p. 58C Acceleration Extend p. 58, 59 RR Phonological Awareness: Blending Sounds to Form Words p. 28 Oral Language: Describing Letter Recognition: Instant Letter Recognition Charts [Blocks Capitals] p. 6 Language Development: Letter v
Day 4- MHR Develop Phonological Awareness p. 60A – 60B Phonics Intro Review Blending Short a p. 60C - 60 Read the Literature That Nan Decodable Story p. 61/62A – 61/62D Building Skills Sequence of Events p.63A – 63 Remediation Reteach p. 60C Acceleration Extend p. 60, 63 RR Phonological Awareness: Sound Boards Activity 1 p. 32 Oral Language: Things to Think About Letter Recognition: Guess What? p. 7 Language Development: Letter x (ks)
Day 5- MHR Develop Phonological Awareness p. 64A – 64B Phonics Intro Review Blending Short a p. 64C - 64 Read the Literature That Nan Decodable Story p. 65A Building Skills High Frequency Words The, a, my, that pp.65C-65 Remediation Reteach p. 64C Acceleration Extend p. 64, 65 RR Phonological Awareness: Sound Boards Activity 2 p. 32 Oral Language: Critical Thinking Letter Recognition: Alphabet Bingo p. 7 Language Development: Letter z
VOCABULARY WORDS
the, a, my, that the, a, my, that
ESL Harcourt Moving Into English- MIE
MIE - Unit 1 Assessment T91
MIE- Review / Reinforce Use Cross Curricular Activities from the Unit
MIE- Review / Reinforce Use Cross Curricular Activities from the Unit
MIE- Review / Reinforce Use Cross Curricular Activities from the Unit
MIE- Review / Reinforce Use Cross Curricular Activities from the Unit
WRITING GRAMMAR SPELLING
Writing: Brainstorming Prompt: Write about your favorite part of Max’s day.
Writing: Draft Prompt: Write about how you are special.
Writing: Revising Prompt: Write about your favorite place to play.
Writing: Editing Prompt: Write about your favorite hiding place at home.
Writing: Publish Prompt: What is your favorite place? Draw a
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CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Reading Six Weeks: Week 6 of 1st Six Weeks Duration: 1 week Story Name: The Squeaky Old Bed
Journal Writing: p.55B Journal Writing: p. 57B picture of it and describe it. Interactive Writing: p. 66A-66B
LINKS TO CONTENT AREAS
Language Arts Link p. 55B
Science p. 57B
Social Studies p. 59B
Math p. 61/62D
Social Studies p. 65B
TEACHING NOTES
This section would included teaching tips
ASSESSMENT RESULTS
Percent Passing Informal Assessment __________ Performance Assessment __________ Selection Assessment __________ TAKS Preparation (Benchmarks) __________
ADDITIONAL RESOURCES
Technology Phonics CD ROM www.mhschool.com/readingUnited Streaming Brainchild.com
Read Alouds Leveled Books: That Nan The Little Mittens The Squeaky Old Bed Max’s ABC Day Peanut Butter and Jelly – A Play Rhyme Big Book Real Life Reading Big Book of Phonics Rhymes and Poems List of Novels Assigned to Grade Level
Other Newspapers in Education TAKS Master Kamiko
COMMENTS
Page numbers may differ for Reading First Campuses due to new Teacher Editions.
![Page 45: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/45.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Lectura Six Weeks: Week 6 of 1st Six Weeks Duration: 1 week Evaluación de la unidad
GOAL To Be Determined
DESCRIPTION/ ABSTRACT OF
LESSON
TEKS TAKS Objectives
Listening /Speaking (K. 1-4) SLA K.1A K.2 A, C K.3 A, B K.4 A
Reading (K.5-13) SLA K. 5 A, B K.6 B, D K.7 A, B, C K.8 A K.10 A K.12 B
Writing (K.14-16) K.14: (B) (C) SLA K.15 A, B, C
TAKS Objectives Objective 1 The student will demonstrate a basic understanding of culturally diverse written texts. Objective 2 The student will apply knowledge of literary elements to understand culturally diverse written texts. Objective 3 The student will use a variety of strategies to analyze culturally diverse written texts. Objective 4 The student will apply critical-thinking skills to analyze culturally diverse written texts.
LESSON OBJECTIVES
TESTED SKILLS
*Fonetica y descodificacion: Presentar y repasar Ii Uu inicial y final *Comprensión: Usar ilustraciones, 33C-33, 39A- 39 *Vocabulario: Palabras de uso Frecuente: esa ese , mi, mis47C, la, un, 41C-41 *Primeros conceptos de la lectura: Colores, 31C-31
![Page 46: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/46.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Lectura Six Weeks: Week 6 of 1st Six Weeks Duration: 1 week Evaluación de la unidad
ASSESSMENT(S)
Informal Assessment Phonics pp. 30I,32C,34C,36C,40C, Comprehension pp. 31B, 33B, 33C, 39A, 41A, , Vocabulary: 36C, 41C Beginning Reading Concepts: 31C Orden de sucessos 49/50C Performance Assessment Research & Inquiry pp. Interactive Writing pp. 42A- 42B Listening, Speaking, pp. 30G, 32A, 34A, 36A, 40A Viewing Activities pp. N/A Portfolio Writing- 42A- 42B ** Cross Curricular Activities** 31A, 33B, 35B, 37/38D, 41B Selection Assessments Un Día con el ABC pg. 31BB TAKS Preparation N/A End of Unit Assessment Other: _____________________________
Benchmark Assessment Benchmark Date(s): Study and become familiar with Tejas LEE assessment for BOY administration.
SAMPLE ASSESSMENTS
![Page 47: CURRICULUM FRAMEWORK Grade Level: Subject Area: …. LA/KG-1st 6 wks UPDAT… · ... Orientation Week 1 of 1st Six Weeks ... Unit 1-Self Discovery ... Listening / Speaking (K. 1-4)](https://reader031.vdocument.in/reader031/viewer/2022030403/5a7933c47f8b9a4a518bc5c8/html5/thumbnails/47.jpg)
CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Lectura Six Weeks: Week 6 of 1st Six Weeks Duration: 1 week Evaluación de la unidad
RESEARCH-BASED
INSTRUCTIONAL STRATEGIES, ACTIVITIES,
& RESOURCES
R McGraw-Hill Reading MHL
Esperanza: Preparación para
la lectura
Day 1-MHL Desarrollo de conciencia fonológica p. 42G-42H “Miles de ies” Presentar: Vocal Ii/introducir Vocal Ii p. 42 Practica p. 42 De la conocencia fonetica Practica Lectura reasd the literatura Leer el superlibro Un dia con el ABC p. 43A-43B Practica p. 43` Desarrollo de destrezas: Colores p. 43C-43 Remediación Revisión de la enseñanza.43C Aceleración Un paso más 42, 43 Esperanza- Preparación para la lectura Actividades del lenguaje: Combinar sonidos Actividades del alfabeto: Veintidós Preguntas Introducción de letras: Letra G Actividad información nueva. Escritura: Escritura en el aire.
Day 2-MHL Desarrollo de conciencia fonológica p. 44A-44B “Miles de ies” Repasar la vocal Ii. final p. 32C-32 Lectura: Leer el súper libro “Es Tiempo de Compartir” p. 33A- 33B Desarrollo de destrezas: Usar Ilustraciones p. 33C-33 Remediación Revisión de la enseñanza.. 32C, 33A, 33C, 33 Aceleración Un paso más.32, 33 Esperanza- Preparación para la lectura Actividades del lenguaje: Tarjetas de “Lee el dibujo” Actividades del alfabeto: Haciendo Pares Introducción de letras: Letra I Actividad información nueva. Escritura: Trazar un modelo grande
Day 3-MHL Desarrollo de conciencia fonológica p. 46A- 46B ¡A correr! Poemario 8 Presentar vocal U introducir U Practica p. 46 De la Conocencia fonemica a la foneticPractica Leer en voz alta para motivar La asombrosa Graciela p. 47A-47B Lectura: Compartida Leer el superlibro De la vida diaria 6-7 Señales y carteles Exit and other signs Desarrollo de destrezas: Palabras de uso frecuente esa, ese p. 47C-47 Remediación Revisión de la enseñanza.47C Aceleración Un paso más 46.47 Esperanza- Preparación para la lectura Actividades del lenguaje: Cartulina de Sonidos Actividades del alfabeto: Nombre de las Letras Introducción de letras: Letra H. Actividad información nueva. Escritura: Escritura en el aire usando el modelo grande.
Day 4-MHL Desarrollo de conciencia fonológica p. 48A-48B “Mueve que mueve” Repasar vocal Uu final p. 48C-48 Practica p. 48 Leer el cuento descodificable “Esa nina” p. 49/50A-49/50D Instrucción guiada: Fonetica: Sonido/i/u/. Orden de sucesos.Palabras de uso frecuente esa. ese , Conceptos tipo gráficos Desarrollo de destrezas: Orden de sucesos Practica p. 51 Remediación Revisión de la enseñanza 48C, 49/50A5 Aceleración Un paso más 51 Esperanza- Preparación para la lectura Actividades del lenguaje: Omitiendo silabas Actividades del alfabeto: Poniendo las Letras en orden Introducción de letras: Letra J Actividad información nueva. Escritura: Trazar un modelo grande
Day 5-MHL Desarrollo de conciencia fonológica p. 52A- 52B “En el polo sue” Repasar vocal Ee.Ii,Uu inicial y Final p. 52C-52 Volver a leer el cuento descodificable “Esa Nina ” p.52A Leer libro de Pan y canela, “Cuenta con mi familia” p. 53B Lectura guiada: Fonética sonido /i/U/. orden de sucesos Usar ilustraciones, Palabras de uso frecuente: mi, mis; conceptos tipograficos Desarrollo de destrezas: Palabras de uso frecuente: esa, la, un, y mi p. 53C-53 Remediación Revisión de la enseñanza.52, 53A, 53C, 54A, Aceleración Un paso más 52, 53, 54B Esperanza- Preparación para la lectura Actividades del lenguaje: Cambiando Sonidos Actividades del alfabeto: ¿Adivina quien? Introducción de letras: Letra K Actividad información nueva. Escritura: Dictado de letras
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CURRICULUM FRAMEWORK
Grade Level: Kindergarten Subject Area: Lectura Six Weeks: Week 6 of 1st Six Weeks Duration: 1 week Evaluación de la unidad
Lenguaje Oral: Identificar y nombrar objetos relacionados con el tema.
Lenguaje Oral: Descripción de 2 o 3 objetos relacionados al tema utilizando el Orden Descriptivo.
Lenguaje Oral: Enfoque lingüístico (Escoger un tema) Ex. Palabras que riman, cuenta las silabas, omision de cierta silaba, cambio de sonido en una palabra.
Lenguaje Oral: Vocabulario Ex. Conocimiento general, ¿Cuál de ellos no pertence?, arreglo de palabras, homonimos, sinonimos, antonimos; modismos
Lenguaje Oral: Literatura. Seleccionar libros que se relacionen al tema.
VOCABULARY WORDS
esa, ese
ESL Harcourt Moving
Into English – MIE
MIE - Unit 1 Assessment T 91
MIE- Review / Reinforce Use Cross Curricular Activities from the Unit
MIE- Review / Reinforce Use Cross Curricular Activities from the Unit
MIE- Review / Reinforce Use Cross Curricular Activities from the Unit
MIE- Review / Reinforce Use Cross Curricular Activities from the Unit
WRITING GRAMMAR SPELLING
Escritura: Antes de escribir Incentivo para la escritura: Escriban sobre de la mascota de la escuela que les gustaría tener. Diario p 43B Caligrafía formar letras 42
Escritura: Borrador Incentivo para la escritura: ¿Qué tipo de mascara les gustaria hacer?
Escritura: Revisión Incentivo para la escritura: Hagan un dibujo de ustedes mismos en el salon de clases.
Escritura: Corregir Incentivo para la escritura: Escriban sobre algun objeto de la escuela y objeto de la escuela y dibujenlo: “Mi ______.”
Escritura: Publicar Incentivo para la escritura: Escriban sobre algo que les gusto aprender en la escuela y dibujenlo.
LINKS TO CONTENT AREAS
Artes de lenguaje p. 43B Arte p. 33B Enfoque cultural p. 35B Matemáticas p. 37/38D Artes de Lenguaje p. 41B
TEACHING NOTES
This section would included teaching tips
ASSESSMENT RESULTS
Percent Passing Informal Assessment __________ Performance Assessment __________ Selection Assessment __________ TAKS Preparation (Benchmarks) __________
ADDITIONAL RESOURCES
Technology Phonics CD ROM: Aventuras con Pepe Antenas
Read Alouds Libros de Lectura: Un día con el ABC Mi escuela Es tiempo de compartir Es mi escuela La vida diaria
Other
COMMENTS
Page numbers may differ for Reading First Campuses due to new Teacher Editions.