good habits, great readers © 2006 pearson learning...

GOOD HABITS, GREAT READERS © 2006 Pearson Learning Group

correlated to

Ohio State Indicators Kindergarten

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Ohio State Kindergarten Indicators Correlation to Pearson Learning’s

Celebration Press – Good Habits Great Readers September 2006

BENCHMARKS Program Evidence

Phonemic Awareness, Word Recognition and Fluency Standard: Students in the primary grades learn to recognize and decode printed words, developing the skills that are the foundations for independent reading. They discover the alphabetic principle (sound-symbol match) and learn to use it in figuring out new words. They build a stock of sight words that helps them to read quickly and accurately with comprehension. By the end of the third grade, they demonstrate fluent oral reading, varying their intonation and timing as appropriate for the text.

Program Overview:

• The Key Principals: Provide daily opportunities for students to read on-level text; Scaffold Instruction for students; Provide explicit models of reading strategy instruction: pages 2-3

• The Five Domains of Reading: Phonemic Awareness; Phonics; Fluency; Vocabulary; Comprehension: pages 6-9

• The 7 Habits of Great Readers: Great Readers Make Sense of Text: pages 10-11

• High-Frequency Words: pages 14-15 • Skills Covered in Celebration Press

Reading: Phonics; Fluency; Comprehension: pages 16-20

• Literacy Centers: Fluency Practice; Word Study; Response Center: pages 26-27

• Features of Your Shared Reading 5-Day Planner: Day 3/4 – Phonemic Awareness; Vocabulary: pages 34-35

• Features of Your Teaching Plan Cover: Focus for Instruction – High Frequency Words: page 39

• An Overview of a Guided Reading Lesson: Phonics Mini-lesson; After Reading – Discuss the Text: pages 40-41

• Your Guided Reading Reproducibles: page 44

Kindergarten Sorts: • All Activities Relevant

Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group? Fluency; Phonics; Vocabulary; Comprehension; Retelling Assessment Handbook: Retelling Rubric: page 33 Story Frame: page 35 Book Frame: page 36 Running Record: page 41 Knowledge About Books and Print Survey: page 45 Early Reading Behaviors Checklist: page 47 Reading Log: page 51 Checklist of Good Habits: page 54 Checklist of Good Habits: page 55 Checklist of Good Habits: page 56

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Checklist of Good Habits: page 57 Checklist of Good Habits: page 58 Checklist of Good Habits: page 59 Home Reading Record: page 68

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By the end of the K-3 program:

Program Evidence

Benchmark A: Use letter-sound correspondence knowledge and structural analysis to decode words.

Shared Reading Example: My Shapes: Day 3 – Phonemic Awareness: page 28 Guided Reading Example: Farm Day: Phonics Mini-Lesson: Phoneme Segmentation and Phonics: Short a

Benchmark B: Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text.

Shared Reading Example: Today is Monday: Day 3 – Phonemic Awareness: page 40 Guided Reading Example: Check It Out! Focus for Instruction – Additional Activity – Fluency: Reader’s Theater What’s Cooking? Focus for Instruction – Additional Activity – Fluency: Reader’s Theater

Kindergarten Indicators Program Evidence 1. Read own first and last name. Shared Reading Example:

None found Guided Reading Example: Each Guided Reading lesson has a extension worksheet which requires students to “write” their name.

2. Identify and complete rhyming words and patterns.

Shared Reading Example: Dancing: Center Activity – Word Study: page 53 Guided Reading Example: Whose Tracks? Focus for Instruction – Additional Activity: Phonemic Awareness: Rhyming Words

3. Distinguish the number of syllables in words by using rhythmic clapping, snapping or counting.

Shared Reading Example: Noggin and Bobbin: Day 3 – Phonemic Awareness: List for Syllables: page 82 Guided Reading Example: A Raindrop: Phonics Mini-lesson – Syllable Blending

4. Distinguish and name all upper- and lower-case letters.

Shared Reading Example: Baby Talk: Day 3 – Phonics – Letter Recognition Guided Reading Example: Two Turtles: Focus for Instruction – Phonics: Initial Consonant /t/

5. Recognize, say and write the common sounds of letters.

Shared Reading Example: The Snowy Day: Center Activities – Word Study – Beginning Sounds: page 215 Guided Reading Example: This Desert: Focus for Instruction – Phonics: Initial Consonant /d/

6. Distinguish letters from words by recognizing that words are separated by spaces

Shared Reading Example: The Best Places: Day 2 – Concepts of Print: Last Word in a Line and Last Letter in a Word: page 160

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Guided Reading Example: Two: Focus for Instruction – Additional Activity – Concepts of Print: First/Last, Begin/End

7. Hear and say the separate phoneme in words, such as identifying the initial consonant sound in a words, and blend phonemes to say words.

Shared Reading Example: Fire Engines: Day 3 – Phonemic Awareness – Phoneme Segmentation: page 310 Guided Reading Example: The Log Hotel: After Reading: Phonics Mini-lesson: Phoneme Isolation

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8. Read one-syllable and often-heard words by sight.

Shared Reading Example: Happy’s Hat: Teach High-Frequency Words: page 324 Guided Reading Example: Look Closer: Focus for Instruction: High Frequency Words: at, look

9. Reread stories independently or as a group, modeling patterns of changes in timing, voice and expression.

Shared Reading Example: Mud Monster: Day 1 – Guided/Independent Link: page 337 Guided Reading Example: Milk: Before Reading – Tell Children that when they read the book on their own…

BENCHMARKS Program Evidence Acquisition of Vocabulary Standard: Students acquire vocabulary through exposure to language-rich situations, such as reading books and other texts and conversing with adults and peers. They use context clues, as well as direct explanations provided by others, to gain new words. They learn to apply the word analysis skills to build and extend their own vocabulary. As students progress through the grades, they become more proficient in applying their knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids comprehension.

Program Overview: • The Key Principals: Teaching skills

and strategies in the context of real reading: pages 2-3

• The Five Domains of Reading: Vocabulary and Comprehension: pages 6-9

• Skills Covered in Celebration Press Reading: Vocabulary/Word Study; Comprehension: pages 16-20

• Literacy Centers: Fluency Practice; Word Study: pages 26-27

• Features of Your Shared Reading 5-Day Planner: Day 4/5 – Vocabulary and Retelling: pages 34-35

• Features of Your Teaching Plan Cover: Focus for Instruction – Vocabulary: page 39

• An Overview of a Guided Reading Lesson: Before the Reading – Vocabulary; After Reading – Discuss the Text: pages 40-41

• Your Guided Reading Reproducibles: page 44

Kindergarten Sorts: • All Activities Relevant

Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group? Vocabulary; Comprehension; Retelling Assessment Handbook: Running Record: page 41 Checklist of Good Habits: page 54 Checklist of Good Habits: page 55 Checklist of Good Habits: page 56 Checklist of Good Habits: page 57 Checklist of Good Habits: page 58 Checklist of Good Habits: page 59


Program Evidence

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Benchmark A: Use context clues to determine the meaning of new vocabulary.

Shared Reading Example: Fire Engines: Day 2 – Concepts of Print – Context Clues: page 310 Guided Reading Example: How to Make a Hen House: Focus for Instruction: Vocabulary: Farm Animal Names

Benchmark B: Read accurately high-frequency sight words.

Shared Reading Example: Happy’s Hat: Day 1 – High Frequency Words: page 324 Guided Reading Example: My Glasses: Focus for Instruction – High Frequency Words

Benchmark C: Apply structural analysis skills to build and extend vocabulary and to determine word meaning.

Shared Reading Example: My Shapes: Day 3 – Phonemic Awareness: page 28 Guided Reading Example: None found

Benchmark D: Know the meaning of specialized vocabulary by applying knowledge of word parts, relationships and meaning.

Shared Reading Example: What is Green? Day 4- Vocabulary – Categorizing Guided Reading Example: Jackets: Focus for Instruction – Vocabulary: Categorize and Classify

Benchmark E: Use resources to determine the meanings and pronunciations of unknown words.

Shared Reading Example: None found Guided Reading Example: None found

Kindergarten Indicators Program Evidence Contextual Understanding 1. Understand new words from the context of conversations or from the use of pictures within a text.

Shared Reading Example: Fire Engines: Day 2 – Context Clues: page 310 Guided Reading Example: A Tasty Bug: A Focus for Instruction – Additional Activity – Vocabulary: Categorize and Classify

Conceptual Understanding 2. Recognize and understand words, signs and symbols seen in everyday life.

Shared Reading Example: Fire Engines: Day 4 – Concept Web: page 318 Guided Reading Example: Hands, Hands, Hands: Focus for Instruction: Additional Activity – Word Study: Based Words

Conceptual Understanding 3. Identify words in common categories such as color words, number words and directional words.

Shared Reading Example: Garden Zoo: Day 4 – Vocabulary – Color Words Guided Reading Example: Catching: Focus for Instruction: Additional Activity – Vocabulary: Action Words

Tools and Resources 4. Determine the meaning of unknown words, with assistance, using a beginner’s dictionary.

Shared Reading Example: None found Guided Reading Example: None found

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Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard: Students develop and learn to apply strategies that help them to comprehend and interpret informational and literary texts. Reading and learning to read are problem solving processes that require strategies for the reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts about print (e.g., that print holds meaning) and how books work (e.g., text organization). As strategic readers, students learn to analyze and evaluate texts to demonstrate their understanding of text. Additionally, students learn to self-monitor their own comprehension by asking and answering questions about the text, self-correcting errors and assessing their own understanding. They apply these strategies effectively to assigned and self-selected texts read in and out of the classroom.

Program Overview:

• The 7 Habits of Great Readers: Great Readers Monitor and Organize Ideas and Information: pages 10-11

• Skills Covered in Celebration Press Reading: Concepts of Print: pages 16

• Features of Your Shared Reading 5-Day Planner: Day 2 – Concepts of Print: pages 34-35

Assessment Handbook: Knowledge About Books and Print Survey: page 45


Program Evidence

Benchmark A: Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text.

Shared Reading Example: Then and Now: Day 2 – Lesson Objective: page 368 Guided Reading Example: Which Weighs More? Before Reading – Focus Attention

Benchmark B: Make predictions from text clues and cite specific examples to support predictions.

Shared Reading Example: Noggin and Bobbin: Focus Lesson – Checking Your Predictions: page 90 Guided Reading Example: What Animals Say: Focus for Instruction – Reading Skills: Activate and Use Prior Knowledge

Benchmark C: Draw conclusions from information in text.

Shared Reading Example: Then and Now: Response Center: page 365

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Guided Reading Example: Pitty Pitty Pat: Options for Further Instruction: Revisiting the Text

Benchmark D: Apply reading skills and strategies to summarize and compare and contrast information in text, between text and across subject areas.

Shared Reading Example: Sunflower: Day 1 – Objective: practice recalling the order of events in a text: page 120 Guided Reading Example: Roll, Wheels, Roll! After Reading – Discuss the Text – Compare and Contrast

Benchmark E: Demonstrate comprehension by responding to questions (e.g., literal, informational and evaluative).

Shared Reading Example: Hey Bug! Day 5 – Discussing Plot: page 182 Guided Reading Example: Off to Grandma’s House: After Reading – Understanding Plot

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Benchmark F: Apply and adjust self-monitoring strategies to assess understanding of text.

Shared Reading Example: Happy’s Hat: Asking for Help When You Don’t Understand: page 332 Guided Reading Example: My Friends: Reread and Assess

Kindergarten Indicators Program Evidence Concepts of Print 1. Demonstrate an understanding that print has meaning by explaining that text provides information or tells a story.

Shared Reading Example: Today is Monday: Day 2 – Print Conveys Meaning: page 44 Guided Reading Example: Lift Off! Focus for Instruction – Reading Skill: Make Inferences

2. Hold book right side up, know that people read pages from front to back and read words from left to right.

Shared Reading Example: Noggin and Bobbin: Day 2 – Concepts of Print – Tracking Print: page 86 Guided Reading Example: Go Sea It! Focus for Instruction – Additional Activity: Concepts of Print: Directionality

3. Know the differences between illustrations and print.

Shared Reading Example: Hi-De-Hi: Day 2 – Concepts of Print: Matching Text to Pictures: page 302 Guided Reading Example: Baseball: Features of This Text: Photographs support the text

Comprehension Strategies 4. Visualize the information in texts, and demonstrate this by drawing pictures, discussing images in texts or dictating simple descriptions.

Shared Reading Example: Mud Monster: Week 4: Visualizing – When we create mental images of what we read, we improve our ability to remember and understand text: pages 334-345 Guided Reading Example: Sea Riddles: Worksheet Extension Activity on the Back Cover

5. Predict what will happen next, using pictures and content as a guide.

Shared Reading Example: What is Green? Day 2 – use pictures to help predict story words: page 110 Guided Reading Example: At the Museum: Focus for Instruction – Reading Skill: Make Predictions

6. Compare information (e.g., recognize similarities) in texts using prior knowledge and experience.

Shared Reading Example: Noggin and Bobbin: Week 1: Making Predictions – Good readers use the title, pictures, and story words as clues to help them predict what they might read in a book or story: pages 82-93 Guided Reading Example: The Drum Book: Focus for Instruction – Reading Skill: Compare and Contrast

7. Recall information from a story by sequencing pictures and events.

Shared Reading Example: What Will You Pack? Day 5 – practice retelling a story in sequence: page 146 Guided Reading Example: The Tree Stump: After Reading – Discuss the Text – Understand Sequence of Events

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8. Answer literal questions to demonstrate comprehension of orally read grade-appropriate texts.

Shared Reading Example: Baby Talk: Day 4 – Focus Lesson – Asking Questions as You Read: pages 102-105 Guided Reading Example: Green and Blue, Yellow, Too! After Reading: Ask and Answer Questions

Self-Monitoring Strategies 9. Monitor comprehension of orally read texts by asking and answering questions.

Shared Reading Example: Baby Talk: Day 4 – Focus Lesson – Asking Questions as You Read: pages 102-105 Guided Reading Example: Going Up? During Reading

Independent Reading 10. Identify favorite books and stories and participate in shared oral reading.

Shared Reading Example: Best Practice Routine: Choral Reading: pages 18-19 Guided Reading Example: Furry: Options for Further Instruction – Revisiting the Text

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BENCHMARKS Program Evidence Reading Applications: Informational, Technical and Persuasive Text Standard: Students gain information from reading for purpose of learning about a subject, doing a job, making decisions and accomplishing a task. Students need to apply the reading process to various types of informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to attend to text features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps and displays in text as sources of additional information. Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, stereotyping and propaganda in informational text sources.

Program Overview:

• The 7 Habits of Great Readers: Great Readers Think Critically: pages 10-11

• Skills Covered in Celebration Press Reading: Expository Text: pages 16-20

• Literacy Centers: Response Center: pages 26-27

• Features of Your Teaching Plan Cover: Features of This Text: page 39

Assessment Handbook: Retelling Rubric: page 33 Book Frame: page 36 Checklist of Good Habits: page 57 Checklist of Good Habits: page 58 Checklist of Good Habits: page 59


Program Evidence

Benchmark A: Use text features and structures to organize content, draw conclusions and build text knowledge.

Shared Reading Example: Hi-De-Hi: Day 2 – Concepts of Print – Matching Text to Pictures: page 302 Guided Reading Example: Two: Focus for Instruction – Reading Skill: Use Nonfiction Features: Photographs

Benchmark B: Ask clarifying questions concerning essential elements of informational text.

Shared Reading Example: Baby Talk: Day 4 – Focus Lesson – Asking Questions as You Read: pages 102-105 Guided Reading Example: Green and Blue, and Yellow, Too! Focus for Instruction – Reading Skill: Ask and Answer Questions

Benchmark C: Identify the Shared Reading Example:

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central ideas and supporting details of informational text.

Baby Talk: Identifying Nonfiction Topics: page 254 Guided Reading Example: On the Road: Focus for Instruction – Reading Skill: Determine Main Idea and Details

Benchmark D: Use visual aids as sources to gain additional information from text.

Shared Reading Example: The Best Bug Parade: Day 5 – Guided Retelling – Mediated Story Retelling: page 236 Guided Reading Example: Two: Focus for Instruction – Reading Skill: Use Nonfiction Features: Photographs

Benchmark E: Evaluate two-and three-step directions for proper sequencing and completeness.

Shared Reading Example: Strega Nona: Center Activities: Writing Center: page 353 Guided Reading Example: Two Boys: Focus for Instruction – Additional Activity: Concept of Print:

Kindergarten Indicators Program Evidence

1. Use pictures and illustrations to aid comprehension.

Shared Reading Example: The Best Bug Parade: Day 5 – Guided Retelling – Mediated Story Retelling: page 236 Guided Reading Example: A Raindrop: Focus for Instruction – Reading Skill: Use Illustrations

2. Identify and discuss the sequence of events in informational text.

Shared Reading Example: What Will You Pack? Day 5 – Guided Retelling – Retell a Story in Sequence: page 146 Guided Reading Example: Hands, Hands, Hands: Focus for Instruction – Reading Skill: Determine Main Idea and Details

3. Tell the main idea of a selection that has been read aloud.

Shared Reading Example: Fire Engines: Using a Concept Web: page 401 Guided Reading Example: On the Road: Focus for Instruction – Reading Skill: Main Idea and Details

4. Identify and discuss simple maps, charts and graphs.

Shared Reading Example: The Best Bug Parade: Day 4 – Focus Lesson – Using Charts to Understand the Story: page 234 Guided Reading Example: Roll, Wheels, Roll! See page 8 of the book

5. Follow simple directions. All Shared and Guided Reading Lessons have parts which require students to follow simple directions.

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BENCHMARKS Program Evidence Reading Applications: Literary Text Standard: Students enhance their understanding of the human story by reading literary texts that represent a variety of authors, cultures and eras. They learn to apply the reading process to the various genres of literature, including fables, folk tales, short stories, novels, poetry and drama. They demonstrate their comprehension by describing and discussing the elements of literature (e.g., setting, character and plot), analyzing the author’s use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring theme and meaning and responding to text in critical and creative ways. Strategic readers learn to explain, analyze and critique literary text to achieve deep understanding.

Program Overview:

• The Five Domains of Reading: : pages 6-9

• The 7 Habits of Great Readers: : pages 10-11

• Skills Covered in Celebration Press Reading: pages 16-20

• Supports English Language Learners: page 21

• Literacy Centers: pages 26-27 • Features of Your Shared Reading 5-Day

Planner: pages 34-35 • Features of Your Teaching Plan Cover:

page 39 • An Overview of a Guided Reading

Lesson: pages 40-41 • Your Guided Reading Reproducibles:

page 44 Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group? Comprehension and Retelling Assessment Handbook: Retelling Rubric: page 33 Story Frame: page 35 Checklist of Good Habits: page 54 Checklist of Good Habits: page 55 Checklist of Good Habits: page 56


Program Evidence

Benchmark A: Compare and contrast plot across literary works.

Shared Reading Example: Happy’s Hat: Center Activities – Writing Center: page 323 Guided Reading Example: Milk: Focus for Instruction – Reading Skill: Understand Plot

Benchmark B: Use supporting details to identify and describe main ideas, characters and setting.

Shared Reading Example: Strega Nona: Day 1 – Lesson Objective – identify the main character of a story: page 192 Guided Reading Example: My Glasses: Focus for Instruction – Reading Skill: Determine Main Idea and Details

Benchmark C: Recognize the defining characteristics and features of different types of literary forms and genres.

Shared Reading Example: Baby Talk: Day 1 – Lesson Objective – determine if a book if fiction or nonfiction: page 246 Guided Reading Example: Red or Blue? Focus for Instruction – Reading Skill: Distinguish Between Reality and Fantasy

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Benchmark D: Explain how an author’s word choice and use of methods influences the reader.

Shared Reading Example: In the Tub: Day 3 – Using Words to Create Pictures: page 340 Guided Reading Example: My Room: Focus for Instruction – Reading Skill: Understand Roles of Author and Illustrator

Benchmark E: Identify the theme of a literary text.

Shared Reading Example: Happy’s Hat: Center Activities – Writing Center: page 323 Guided Reading Example: Hands, Hands, Hands: Focus for Reading – Reading Skill: Determine Main Idea and Details

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1. Identify favorite books and stories.

Shared Reading Example: Today is Monday: Choosing Books – Carefully choosing what we read helps us find books that we’ll enjoy: pages 40-51 Choosing Books and Knowing Yourself as a Reader: page 23

2. Identify the characters and setting in a story.

Shared Reading Example: Happy’s Feet: Day 5 – Independent Oral Reading – Retell the Story to a Classmate: page 332 Guided Reading Example: The Tree Stump: After Reading – Discuss the Text: Analyze Character

3. Retell or re-enact a story that has been heard.

Shared Reading Example: Happy Feet: Day 5 – Lesson Objective – practice asking for help when they don’t understand something they read: page 332 Guided Reading Example: Panda Babies: Focus for Instruction – Reading Skill: Retell

4. Distinguish between fantasy and reality.

Shared Reading Example: Baby Talk: Day 1 – Lesson Objective – determine if a book is fiction or nonfiction: page 246 Guided Reading Example: Red or Blue? Focus for Instruction – Reading Skill: Distinguish Between Reality and Fantasy

5. Recognize predictable patterns in stories.

Shared Reading Example: Noggin and Bobbin: Day 5 – Lesson Objective – use story patterns to predict: page 92 Guided Reading Examples: All of the Guided Reading selections in the Kindergarten program use repetitive text. This feature just needs to be brought to the attention of the students.

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Writing Process Standard: Students’ writing develops when they regularly engage in the major phases of the writing process. The writing process includes the phases of prewriting, drafting, revising and editing and publishing. They learn to plan their writing for different purposes and audiences. They learn to apply their writing skills in increasingly sophisticated ways to create and produce compositions that reflect effective word and grammatical choices. Students develop revision strategies to improve the content, organization and language of their writing. Students also develop editing skills to improve writing conventions.

Program Overview:

• Literacy Centers: Writing Center: pages 26-27

• Features of Your Teaching Plan Cover: Additional Activities – Writing: page 39

• An Overview of a Guided Reading Lesson: Writing: pages 40-41

Correlator’s Note: The writing activities suggested in the lessons, do not directly suggest the major phases of the writing process be used, but they do provide the opportunity to address these benchmarks and indicators.

By the end of the 3-4 program:

Program Evidence

Benchmark A: Generate ideas and determine a topic suitable for writing.

Shared Reading Example: Noggin and Bobbin: Center Activities – Writing Center: page 377 Why Do Mosquitoes Buzz in People’s Ears: Center Activities – Writing Center: page 389

Benchmark B: Determine audience and purpose for self-selected and assigned writing tasks.

Shared Reading Example: The Snowy Day: Center Activities – Writing Center: page 215 Strega Nona: Center Activities – Writing Center: page 353

Benchmark C: Apply knowledge of graphics or other organizers to clarify ideas of writing assessments.

Shared Reading Example: See Graphic Organizers on pages 400, 401, 402 to be used with some of the Shared Reading lessons.

Benchmark D: Spend the necessary amount of time to revisit, rework and refine pieces of writing.

Shared Reading Example: Happy’s Hat: Center Activities – Writing Center: page 323 Two Friends: Center Activities – Writing Center: page 173

Benchmark E: Use revision strategies to improve the coherence of ideas, clarity of sentence structure and effectiveness of word choices.

Shared Reading Example: A Friend: Center Activities – Writing Center: page 173 The Best Place: Center Activities – Writing Center: page 161

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Benchmark F: Use a variety of resources and reference materials to select more effective vocabulary when editing.

Shared Reading Example: Water: Center Activities – Writing Center: page 149 Push and Pull: Center Activities – Writing Center: page 269

Benchmark G: Edit to improve sentence fluency, grammar and usage.

Shared Reading Example: My Shapes: Center Activities – Writing Center: This writing activity could be done on a computer with teacher assistance: page 29 The Snowy Day: Center Activities – Writing Center: page 215

Benchmark H: Apply tools to judge the quality of writing.

No Evidence Found

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Prewriting 1. Generate writing ideas through discussions with others.

Shared Reading Example: Baby Talk: Center Activities – Writing Center: page 95 A Friend: Center Activities – Writing Center: page 173

2. Choose a topic for writing. Shared Reading Example: What is Green? Center Activities – Writing Center: page 107 The Best Places: Center Activities – Writing Center: page 161

3. Determine audience. Shared Reading Example: Water: Center Activities – Writing Center: page 149 The Best Place: Center Activities – Writing Center: page 161

Drafting, Revising and Editing 4. Organize and group related ideas.

Shared Reading Example: What Will You Pack? Center Activities – Writing Center: page 137 Hiding: Center Activities – Writing Center: page 173

5. Write from left to right and top to bottom.

Shared Reading Example: What is Green? Center Activities – Writing Center: page 107 What Will You Pack? Center Activates – Writing Center: page 137

6. Use correct sentence structures when expressing thoughts and ideas.

Shared Reading Example: Baby Talk: Center Activities – Writing Center: page 95 The Snowy Day: Center Activities – Writing Center: page 215

7. Reread own writing. Shared Reading Example: Today is Monday: Center Activities – Writing Center: page 41 Push and Pull: Center Activities – Writing Center: page 269

8. Use resources (e.g., a word wall) to enhance vocabulary.

None found

Publishing 9. Rewrite and illustrate writing samples for display and for sharing with others.

Shared Reading Example: Happy’s Hat: Center Activities – Writing Center: page 323 Strega Nona: Center Activities – Writing Center: page 353

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Writing Applications Standard: Students need to understand that various types of writing require different language, formatting and special vocabulary. Writing serves many purposes across the curriculum and takes various forms. Beginning writers learn about the various purposes of writing; they attempt and use a small range of familiar forms (e.g., letters). Developing writers are able to select text forms to suit purpose and audience. They can explain why some text forms are more suited to a purpose and audience. They can explain why some text forms are more suited to a purpose than others and begin to use content-specific vocabulary to achieve their communication goals. Proficient writers control effectively the language and structural features of a large repertoire of text forms. They deliberately choose vocabulary to enhance text and structure their writing according to audience and purpose.

Program Overview:



• An Overview of a Guided Reading Lesson: Writng: pages 40-41

Correlator’s Note: The writing activities suggested in the lessons, do not directly suggest the major phases of the writing process be used, but they do provide the opportunity to address this benchmark.


Program Evidence

Benchmark A: Compose writings that convey a clear message and include well-chose details.

Shared Reading Example: Baby Talk: Center Activities – Writing Center: page 95 Seeds: Center Activities – Writing Center: page 335

Benchmark B: Write responses to literature that demonstrate an understanding of a literary work.

Shared Reading Example: What is Green? Center Activities – Writing Center: page 107 Happy’s Hat: Center Activities – Writing Center: page 323

Benchmark C: Write friendly letters and invitations complete with date, salutation, body, closing and signature.

None found

Kindergarten Indicators Program Evidence 1. Dictate or write simple Shared Reading Example:

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stories, using letters, words or pictures.

The Best Places: Center Activities – Writing Center: page 161 The Snowy Day: Center Activities – Writing Center: page 215

2. Name or label objects or places.

Shared Reading Example: My Shapes: Center Activities – Writing Center: page 29 What Will Happen? Center Activities – Writing Center: page 137

3. Write from left to right and from top to bottom.

Shared Reading Example: What is Green? Center Activities – Writing Center: page 107 Water: Center Activities – Writing Center: page 149

4. Dictate or write informal writings for various purposes.

Shared Reading Example: I found many writing activity suggestions. These activities include: Make a Shape Book; Make a Book Cover; Write a New Page to a Story; Make a Color Book; Write About Friendship; Respond to a Story; Write an Additional Chapter;

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Writing Conventions Standard: Students learn to master writing conventions through exposure to good models and opportunities for practice. Writing conventions include spelling, punctuation, grammar and other conventions associated with forms of written text. They learn the purpose of punctuation: to clarify sentence meaning and help readers know how writing might sound aloud. They develop and extend their understanding of the spelling system, using a range of strategies for spelling words correctly and using newly learned vocabulary in their writing. They grow more skillful at using the grammatical structures of English to effectively communicate ideas in writing and to express themselves.

Program Overview:



• An Overview of a Guided Reading Lesson: Writing: pages 40-41

Correlator’s Note: The writing activities suggested in the lessons, do not directly suggest students use writing conventions, but they do provide the opportunity to address these benchmarks and indicators.


Program Evidence

Benchmark A: Print legibly using appropriate spacing.

Shared Reading Example: Water: Center Activities – Writing Center: page 149 Guided Reading Example: Let’s Move: After Reading – Make Connections

Benchmark B: Spell grade-appropriate words correctly.

Shared Reading Example: The Snowy Day: Center Activities – Writing Center: page 215 Guided Reading Example: Max’s Box: After Reading – Make Connections

Benchmark C: Use conventions of punctuation and capitalization in written work.

Shared Reading Example: Push and Pull: Center Activities – Writing Center: page 269 Guided Reading Example: On the Road: After Reading – Determine Cause and Effect

Benchmark D: Use grammatical structures in written work.

Shared Reading Example: Why Do Mosquitoes Buzz in People’s Ears: Center Activities – Writing Center: page 389 Noggin and Bobbin: Center Activities:

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Writing Center: page 377 Kindergarten Indicators Program Evidence

Handwriting 1. Print capital and lowercase letters, correctly spacing the letters.

Shared Reading Example: Push and Pull: Center Activities – Writing Center: page 269 Guided Reading Example: Which Weighs More? Digging Deeper – Vocabulary: Descriptive Words

2. Leave spaces between words when writing.

Shared Reading Example: What is Green? Center Activities – Writing Center: page 107 Guided Reading Example: The Way Things Were: Writing Extension Activity on Back Cover

Spelling 3. Show characteristics of early letter name-alphabetic spelling.

Shared Reading Example: Baby Talk: Center Activities – Writing Center: page 95 Guided Reading Example: Tick Tock World Clocks: Writing Extension Activity on Back Cover

4. Use some end consonant sounds when writing.

Shared Reading Example: The Best Places: Center Activities – Writing Center: page 161 Guided Reading Example: Small and Large: Digging Deeper: Vocabulary: Synonyms

Punctuation and Capitalization 5. Place punctuation marks at the end of sentences.

Shared Reading Example: A Friend: Center Activities – Writing Center: page 173 Happy’s Hat: Center Activities - Writing Center: page 323

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Standard: Research Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological sources. Students use an appropriate form to communicate their findings.

Program Overview: An Overview of a Guided Reading Lesson: Additional Activities: pages 40-41 Assessment Handbook: Checklist of Good Habits: page 58 Correlator’s Note: Extension activities suggested in the lessons, do not directly suggest students do research, but they do provide the opportunity to address this benchmark.


Program Evidence

Benchmark A: Generate questions for investigation and gather information from a variety of sources.

Shared Reading Example: Then and Now: Introduce the Book: Use What You Know: page 258 Guided Reading Example: Panda Babies: Before Reading – Focus Attention

Benchmark B: Retell important details and findings.

Shared Reading Example: What Will You Pack? Day 5 – practice retelling a story in sequence: page 146 Guided Reading Example: Furry: Focus for Instruction – Reading Skill: Retell

Kindergarten Indicators Program Evidence 1. Ask questions about a topic being studied or an area of interest.

Shared Reading Example: Water: Day 4 – Lesson Objectives: talk with other about what they know: page 156 Guided Reading Example: Panda Babies: Before Reading – Focus Attention

2. Use books or observations to gather information, with teacher assistance, to explain a topic or unit of study.

Shared Reading Example: Baby Talk: Learning Information From Nonfiction – Nonfiction books open doors to information about the world. Great readers use reading strategies as keys to accessing that information: page 244 Guided Reading Example: Panda Babies: Before Reading – Focus Attention

3. Recall information about a topic, with teacher assistance.

Shared Reading Example: Looking at Cities: Day 1 – Lesson Objective – identify ways nonfiction books present information: page 282 Guided Reading Example: Furry: Focus for Instruction – Reading Skill: Retell

4. Share findings visually or orally.

Shared Reading Example: Water: Center Activities – Writing Center:

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page 149 Guided Reading Example: Panda Babies: Before Reading – Focus Attention

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Communications: Oral and Visual Standard: Students learn to communicate effectively through exposure to good models and opportunities for practice. By speaking, listening and providing and interpreting visual images, they learn to apply their communication skills in increasingly sophisticated ways. Students learn to deliver presentations that effectively convey information and persuade or entertain audiences. Proficient speakers control language and deliberately choose vocabulary to clarify points and adjust presentations according to audience and purpose.

Program Overview:

• The Key Principals: Provide opportunities for students to collaborate and talk about their learning: pages 2-3

• The 7 Habits of Great Readers: Great Readers Think Critically About Books: pages 10-11

• Literacy Centers: Response Center: pages 26-27

• Features of Your Shared Reading 5-Day Planner: Day 5 – Retelling: pages 34-35

• Features of Your Teaching Plan Cover: Additional Activites: page 39

Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group? Comprehension and Retelling Assessment Handbook: Retelling Rubric: page 33 Oral Language Behaviors Checklist: page 49 Correlator’s Note: Extension activities suggested in the lessons, do not directly address these benchmarks and indicators, but they do provide the opportunity to address them.


Program Evidence

Benchmark A: Use active listening strategies to identify the main idea and to gain information from oral presentations.

Shared Reading Example: Strega Nona: Day 5 – Lesson Objective – retell story in sequential order using a story map: page 362 Guided Reading Example: My Glasses: Focus for Instruction – Reading Skill: Main Idea and Details

Benchmark B: Connect prior experiences, insights and ideas to those of a speaker.

Shared Reading Example: Then and Now: Day 2 – Lesson Objective: make text-to-self connections to what they read: page 260 Guided Reading Example: Recess: Focus for Instruction – Make Connections: Text-to-Self

Benchmark C: Follow multi-step directions.

Shared Reading Example: Fire Engines: Day 2 – Lesson Objective – mark a favorite page in a book: page 314 Guided Reading Example: Red or Blue? Digging Deeper – Concepts of Print: First Letter of a Word

Benchmark D: Speak clearly and at an appropriate pace and volume.

Shared Reading Example: Elephants: Day 5 – Oral Pre-telling – Thinking Sequentially: page 62

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Guided Reading Example: Shoes: Before Reading – Focus Attention

Benchmark E: Deliver a variety of presentations that include relevant information and a clear sense of purpose.

Shared Reading Example: Then and Now: Center Activities – Response Center: page 365 Cycles: Center Activities: Response Center: page 53

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Listening and Viewing 1. Listen attentively to speakers, stories, poems and songs.

Shared Reading Example: Dancing: Introduce the Poem – Use What You Know: page 54 Guided Reading Example: Stop! Before Reading – Focus Attention

2. Connect what is heard with prior knowledge and experience.

Shared Reading Example: Push and Pull: Day 5 – Lesson Objective – Children will discuss what they already know about pushing and pulling and what they learned: page 278 Guided Reading Example: Catching: Focus for Instruction – Reading Skill: Make Connections: Text-to-Self

3. Follow simple oral directions.

Shared Reading Example: Sunflower: Center Activities – Audio Center; Vocabulary Builder: page 119 Guided Reading Example: Dig Down: Digging Deeper – Vocabulary: Opposites

Speaking Skills and Strategies 4. Speak clearly and understandably.

Shared Reading Example: Push and Pull: Day 5 – Lesson Objective – discuss what they already know about pushing and pulling and what they learned: page 278 Guided Reading Example: Little House: Before Reading Discussion

Speaking Applications 5. Deliver informal descriptive or informational presentations about ideas or experiences in logical order beginning with a beginning, middle and end.

Shared Reading Example: Strega Nona: Day 5 – Lesson Objective – retell a story in sequential order using a story map: page 362 Guided Reading Example: The Tree Stump: After Reading – Understand Sequence of Events

6. Recite short poems, songs and nursery rhymes.

Shared Reading Example: Sand: Day 5 -Introduce the Poem – Use What You Know: page 344 Elephants: Day 5 – Support retelling a story in sequence: page 53

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A Correlation of the Five Essential Components of Effective Reading Instruction

with Celebration Press Reading: Good Habits, Great Readers

Kindergarten

Phonemic Awareness: The ability to hear and manipulate the sound structure of language. It is a strong predictor of reading success. Phonemic Awareness is an auditory skill and consists of multiple components. What Students Need to Learn:

• Spoken words consist of individual sounds (phonemes). • Words can be segmented into sounds and these sounds can be blended and

manipulated. • Phonemic awareness skills are used to blend sounds to read words and to

segment sounds to spell words. Key Research Findings:

• Phonemic awareness can be taught and learned. • Phonemic awareness instruction helps children learn to read. • Phonemic awareness instruction helps children learn to spell. • Phonemic awareness instruction is most effective when children are taught

to manipulate phonemes by using the letters of the alphabet. • Phonemic awareness instruction is most effective when it focuses on only

one or two types of phoneme manipulation, rather than several types. Program Evidence Program Overview:

• The Shared Reading weekly plan includes daily mini-lessons on phonemic awareness: page 4

• Literacy Centers and Independent Work are routines which extend and reinforce aspects of reading taught in whole-class or small-group lessons: page 5

• The Five Domains of Reading: Phonemic Awareness: page 6-7 • Skills Covered in Celebration Press Reading: Phonemic Awareness: page 16 • Literacy Centers: Word Study: page 27

Assessment Handbook (K/1) • Setting Benchmark Expectations: page 16 • Running Record: page 41 • Early Reading Behaviors Checklist: page 47 • Checklist of Good Habits: page 54 • Shared Reading: • Day 3 – Phonemic Awareness/Phonics: Each weekly lesson addresses grade-

appropriate, text-based phonemic awareness and phonics instruction gives children opportunities to practice skills appropriate to the Shared Reading selection. Skills include; Word Segmentation, Recognize Rhyme, Discriminate Rhyme, Listen for Syllables, Blending Syllables, Rhyme, Phoneme Categorization, Phoneme Identity, Phoneme Isolation, Onset and Rime Blending, Oral Blending, Phoneme Deletion, Phoneme Segmentation, Phoneme Addition, Phoneme Substitution.

• Center Activities – Word Study: The Word Study center allows students to practice independently what they have learned about making and reading words. In this center, students apply and reinforce strategies for letter-sound correspondence, phonemic awareness, spelling, and phonics and word

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recognition. When possible, this center with magnetic or other letters, dry-erase boards, markers, erasers, pictures for word or letter sorts, letter trays, letter tiles, and word or letter games.

• Best Practice Routines: Blending: page 16-17

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Guided Reading Examples: Guiding the Reading: After Reading: The Guided Reading lesson plans address the following Phonemic Awareness skills; Rhyme, Isolation, Syllable Blending, Phoneme Categorization, Phoneme Identity, Phoneme Segmentation, Onset/Rhyme Blending, Oral Blending, Phoneme Substitution, Kindergarten High Priority Items – Phonemic Awareness Instruction

Criterion Program Evidence 1. Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation).

Shared Reading Examples: Today is Monday: Day 3: Mini-lesson – Phonemic Awareness: Word Segmentation: page 46 Strega Nona: Day 3: Mini-lesson – Phonemic Awareness: Blending Syllables: page 196 The Snowy Day: Day 3: Mini-lesson – Phonemic Awareness: Phoneme Isolation: page 220 Guided Reading Examples: The Bath: After Reading: Phonics Mini-lesson – Phonemic Awareness: Phoneme Isolation A Rain Drop: After Reading: Phonics Mini-lesson – Phonemic Awareness: Syllable Blending Homes Around the World: After Reading: Phonics Mini-lesson – Phonemic Awareness: Phoneme Segmentation Words Their Way - Kindergarten Sorts: Sort 3: Rhyming Sorts – at, -an: pages 9-12 Sort 4: Rhyming Sorts –ad, -ap, -ag: pages 13-16 Sort 5: Rhyming Sorts –op, -ot, -og: pages 17-20 Sort 6: Rhyming Sorts –et, -eg, -en: pages 21-24 Sort 7: Rhyming Sorts –ug, -ut, -un: pages 25-28

2. Teaches skills explicitly and systematically.

Shared Reading Examples: Noggin and Bobbin: Day 3: Mini-lesson – Phonemic Awareness: Listen for Syllables: page 88 The Best Bug Parade: Day 3: Mini-lesson – Phonemic Awareness: Phoneme Identity: page 232 Happy’s Hat: Center Activities – Word Study – Days 1-5: page 262 Guided Reading Examples: Catching: After Reading: Phonics Mini-lesson – Phonemic Awareness: Rhyme Which Weighs More: After Reading: Phonics Mini-lesson – Phonemic Awareness: Oral Blending Signs: After Reading: Phonics Mini-lesson – Phonemic Awareness: Phoneme Isolation Correlator’s Note: Each Phonemic Awareness lesson in every Guided Reading title, systematically addresses the ability to hear and manipulate the sound structure of language, which can be found in the After Reading – Phonics Mini-lesson. Words Their Way - Kindergarten Sorts: The activities in this component of the program provide students the opportunity to practice phonemic awareness skills through explicit and systematic instruction. Phonemic Awareness skills addressed include; Rhyming, letter recognition, Beginning Sounds, Ending Sounds, Word Families,

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Sort Vowels,

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3. Models phonemic awareness tasks and responses orally and follows with students’ production of the task.

Shared Reading Examples: Sunflower: Day 3: Mini-lesson – Phonemic Awareness: Phoneme Categorization: page 124 Happy’s Hat: Day 3: Mini-lesson – Phonemic Awareness: Oral Blending: page 328 Strega Nona: Center Activities – Word Study – Days 1-5: page 353 Guided Reading Examples: Dig Down: After Reading – Phonics Mini-lesson: Phonemic Awareness: Phoneme Categorization Growing: After Reading – Phonics Mini-lesson: Phonemic Awareness: Phoneme Identity All About Me: After Reading – Phonics Mini-lesson: Phonemic Awareness: Oral Blending Words Their Way - Kindergarten Sorts: Most of the activities in this component of the program models phonemic awareness skills, they include; letter recognition, rhyming, beginning sounds, word families, and short vowels.

4. Integrates letter-sound correspondence instruction to phonological awareness.

Shared Reading Examples: What Will You Pack? Center Activities – Word Study – Days 4 and 5: page 137 Why Mosquitoes Buzz in People’s Ears: Center Activities – Word Study – Days 4 and 5: page 204 The Best Bug Parade: Center Activities – Word Study – Day 1-5: page 227 Guided Reading: Recess: After Reading – Phonics Mini-lesson: Phonics: Initial Consonant /j/. How to Make a Hen House: After Reading – Phonics Mini-lesson: Phonics: Word Family –en. The Drum Book: After Reading – Phonics Mini-lesson: Phonics: Final Consonant –m. Words Their Way Kindergarten Sorts: Sort 3: Rhyming Sort –at, -an: pages 9-12 Sort 8: Letter Recognition a, b, t: pages 29-35 Sort 17: Beginning Sounds b, m: pages 92-95 Sort 27: Word Families –at, -et: pages 134-138 Sort 33: Short Vowels a, i :pages 166-169

5. Focuses on segmentation or the combination of blending and segmenting for greatest transfer.

Shared Reading Examples: Happpy’s Hat: Day 3 – Phonemic Awareness – Oral Blending: page 328 Strega Nona: Day 3 – Phonemic Awareness – Phonemic Awareness: Phoneme Segmentation: page 358 Baby Talk: Day 3 – Phonemic Awareness – Blending Syllables: page 100 Guided Reading Examples: Who Reads: After Reading – Phonics Mini-lesson: Phonemic Awareness: Syllable Blending Machines: After Reading – Phonics Mini-lesson: Phonemic Awareness: Phoneme Segmentation Make a Pinata: After Reading – Phonics Mini-lesson: Phonemic Awareness: Onset/Rhyme Blending

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Kindergarten Discretionary Items 1. Focuses beginning instruction on the phonemic level of phonological units with short words. (two and three phonemes; e.g., at, mud, run).

Shared Reading Examples: Today is Monday: Center Activities – Word Study: Sort 3: Rhyming Sort –at, -an: page 41 What Will You Pack: Center Activities – Word Study: Sort 28: Word Families –an, -en: page 137 The Best Place: After Reading – Mini-lesson: Phonics: Word Family –et: page 166 Guided Reading Examples: Baseball: After Reading – Phonics Mini-lesson: Phonemic Awareness: Rhyme Stop: After Reading – Phonics Mini-lesson: Phonemic Awareness: Phoneme Isolation At the Museum: After Reading – Phonics Mini-lesson: Phonemic Awareness: Phoneme Isolation Words Their Way Kindergarten Sorts: Sort 27: Word Families –at, -et: pages 134-138 Sort 28: Word Families –an, -en: pages 139-143 Sort 29: Word Families –ig, -og: pages 144-148 Sort 30: Word Families –-in, -un: pages 149-153 Sort 31: Word Families –at, -et, -ut: pages 154-160 Sort 32: Word Families –an, -en, -in, -un: pages 161-165

2. Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.

Shared Reading Examples: The Best Place: Center Activities – Word Study: Sort 27: Word Families –at, -et: page 161 Strega Nona: Center Activities – Word Study: Sort 5: Rhyming Sort –op, -ot, -og: page 191 Guided Reading Examples: Recess: Options for Further Instruction – Digging Deeper: Concepts of Print: Know the Difference Between Individual Letters and Words Homes Around the World: After Reading – Phonics Mini-lesson: Phonemic Awareness: Phoneme Segmentation Make a Pinata: After Reading – Phonics Mini-lesson: Phonemic Awareness: Onset/Rhyme Blending

3. Focuses first on the initial sound (sat), then on the final sound (sat), and lastly on the medial sound (sat) in words.

Shared Reading Examples: Strega Nona: Day 3 – Phonemic Awareness: Blending Syllables: page 196 The Snowy Day: Day 3 – Phonemic Awareness: Phoneme Isolation: page 220 Correlator’s Note: Many of the Guided Reading lessons focus on the initial, final, and short vowel sounds within the phonics part of the lesson. Thirty- seven titles address the initial sounds in short words, most appearing early in the program. Ten titles address the final sound in short words, most appearing in the middle and at the end of the program. Twenty- seven titles address the short vowel sounds, most appearing at the end of the program. Words Their Way Kindergarten Sorts:

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Sort 18: Beginning Sounds r, s: pages 96-99 Sort 36: Short Vowels a, e, i, o, u: pages 179-185

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4. Provides brief instructional sessions. (Significant gains in phonemic awareness are often made in 15 to 20 minutes of daily instruction and practice over a period of 9 to 12 weeks.)

Shared Reading: Each weekly Shared Reading lesson focuses on Phonemic Awareness skills on Day 3 and the Word Study activities from the Kindergarten Sorts from Words Their Way, take just a few minutes to execute. Guided Reading Examples: Each of the Guided Reading titles addresses brief instructional sessions in phonemic awareness skills, which require 15-20 minutes of daily instruction. However, the time period exceeds the suggested period of 9-12 weeks. All 85 of the Guided Reading titles incorporate phonemic awareness lessons. Words Their Way Kindergarten Sorts: The activities in the Kindergarten Sorts are designed to be brief and focus on phonemic awareness skills. These activities are addressed in Shared Reading lessons through the Center Activities.

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Phonics: The ability to recognize words accurately, fluently, and independently is fundamental to reading in an alphabetic writing system. For kindergarten students, critical skills include learning to associate sounds with letter, using those associations to decode and read simple words, and learning to recognize important non-decodable words. What Students Need to Learn:

• Accurate and rapid identification of the letters of the alphabet • The alphabetic principle • Phonics elements • The application of phonics elements to reading and writing.

Key Research Findings: • More effective than non-systematic or no phonics instruction • Significantly improves kindergarten and first grade children’s word

recognition and spelling • Significantly improves children’s reading comprehension • Effective for children from various social and economic levels • Particularly beneficial for children who are having difficulty learning to

read and who are at risk for developing future reading problems • Most effective when introduced early • Not an entire reading program for beginning readers

Program Overview: • The Shared Reading weekly plan includes daily mini-lessons on phonics/word

study: page 4 • Literacy Centers and Independent Work are routines which extend and

reinforce aspects of reading taught in whole-class or small-group lessons: page 5

• The Five Domains of Reading: Phonics: page 6-7 • Skills Covered in Celebration Press Reading: Phonics: page 16 • Literacy Centers: Word Study: page 27

Assessment Handbook (K/1) • Setting Benchmark Expectations: page 16 • Running Record: page 41 • Early Reading Behaviors Checklist: page 47 • Checklist of Good Habits: page 54

Assessment Card: • When Are My Readers Ready to Move Up to the Next Guided Reading Group?

Phonics: Front Cover Shared Reading:

• Day 2 and 3 – Phonemic Awareness/Phonics: Each weekly lesson addresses grade-appropriate, text-based phonemic awareness and phonics instruction gives children opportunities to practice skills appropriate to the Shared Reading selection. Skills include; Letter Recognition, Word Families, Initial Consonants, Short Vowels, Final Consonants.

• Center Activities – Word Study: The Word Study center allows students to practice independently what they have learned about making and reading words. In this center, students apply and reinforce strategies for letter-sound correspondence, phonemic awareness, spelling, and phonics and word recognition. When possible, this center with magnetic or other letters, dry-erase boards, markers, erasers, pictures for word or letter sorts, letter trays, letter tiles, and word or letter games.

• Best Practice Routines: Blending: page 16-17 Guided Reading Examples:

• Guiding the Reading: After Reading - Phonics: The Guided Reading lesson plans address the following Phonics skills; Initial Consonants, Final

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Consonants, Word Families, Short Vowels

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Criterion Program Evidence Kindergarten High Priority Items – Letter-Sound Association Instruction 1. Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r/, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/).

Shared Reading: The first letters to be addressed are Aa, Bb, Tt, Mm, Nn, Hh, Cc, Dd, Ee, Ii, Jj, Kk, Ee, Ff, Gg, Ll, Pp, Rr, Uu, Vv, Ww, Oo, Qq, Ss, Xx, Yy, Zz, in this order in Day 3 of the weekly lesson plan. Guided Reading: The first letters to be addressed are Tt, Bb, Ff, Jj, Gg, Hh, Ll, Dd, Bb, Mm, Cc, Kk, Ff, Rr, Nn, Pp, Ss, Ww, Zz, Nn, Yy, Xx, Pp, Vv, short a, i, e, u, o.

2. Explicitly models the sound of letter prior to student practice and assessment.

Shared Reading: My Shapes: Day 3: Mini-Lesson: Phonemic Awareness: page 34 Dancing: Day 3: Mini-Lesson: Phonics: page 58 Garden Zoo: Day 3: Mini-Lesson: Phonics: page 70 Guided Reading: Baseball: Focus for Instruction: Phonics: Final Consonant /t/ The Bath: Focus for Instruction: Phonics: Initial Consonant /b/ The Beach: Focus for Instruction: Phonics: Initial Consonant /f/

3. Incorporates frequent and cumulative review of taught letter sounds to automaticity.

Shared Reading: Early in the Shared Reading Program, letter identification is addressed. Once the letters are introduced, the phonics lessons then focus on the initial sounds of those letters and simple word families and then vowels and their sounds are introduced. Guided Reading: Early in the Guided Reading Program, initial consonant sounds are addressed in the Phonics portion of the lesson. The following lessons address simple word families and final consonant sounds. Short vowel sounds are introduced towards the end of the program.

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Kindergarten Discretionary Items – Letter-Sound Association Instruction 1. Sequences the introduction of letter sounds in ways that minimize confusion (e.g., sequence /p/, /b/, /v/, /e/, /i/).

Shared Reading: In the Shared Reading Program, the letters are introduced in groups of three: a, b, t m, n, h c, d, e i, j, k e, f, g l, p, r u, v, w o, q, s x, y, z Guided Reading: In the Guided Reading Program, the letters and their sounds are introduced in this sequence: Final consonant /t/ Initial consonant /b/ Initial consonant /f/ Initial consonant /j/ Final consonant /g/ Initial consonant /h/ Initial consonant /l/ Initial consonant /d/ Initial consonant /m/ Initial consonant /k/c Initial consonant /f/ Initial consonant /j/ Initial consonant /r/ Initial consonant /n/ Initial consonant /t/ Initial consonant /s/ Initial consonant /w/ Initial consonant /z/ Final consonant /k/ck Initial consonant /y/ Initial consonant /k/ k Final consonant /ks/x Final consonant /s/ Initial consonant /p/ Initial consonant /v/ Initial consonant /kw/qu Final consonant /k/ ck Final consonant /n/ n Final consonant /m/ m Final consonant /d/ d

2. Includes a few short vowels early in the sequence so that students can use letter-sound knowledge to segment and blend words.

No Evidence Found

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Kindergarten High Priority Items – Decoding Instruction 1. Provides explicit strategy for blending words.

Shared Reading: Baby Talk: Day 3: Mini-Lesson: Phonemic Awareness: Blending Syllables: page 100 Strega Nona: Day 3: Mini-Lesson: Phonemic Awareness: Blending Syllables: page 196 Guided Reading: Homes Around the World: After Reading: Phonics Mini-Lesson: Phonemic Awareness: Phoneme Segmentation A Raindrop: After Reading: Phonics Mini-Lesson: Phonemic Awareness: Syllable Blending Recess: After Reading: Phonics Mini-Lesson: Syllable Blending

2. Provides multiple opportunities within lessons for students to blend and read words.

Shared Reading: Today is Monday: Day 3: Phonemic Awareness: Word Segmentation: page 40 Noggin and Bobbin: Day 3: Phonemic Awareness: Listen for Syllables: page 88 Then and Now: Day 3: Phonemic Awareness: Oral Blending: page 262 Guided Reading: Make a Piñata: After Reading: Phonics Mini-Lesson: Phonemic Awareness: Onset/Rime Blending Who Reads: After Reading: Phonics Mini-Lesson: Phonemic Awareness: Syllable Blending My Best Friend: After Reading: Phonics Mini-Lesson: Phonemic Awareness: Onset/Rime Blending

3. Provides sufficient guided practice in decodable word lists and short, controlled connected text.

Shared Reading: The Shared Reading lessons start with explicit teacher modeling, move towards supported partner work, and end with a link to independent practice: page 3 The Best Practice Routines; High-Frequency Words, Blending, Choral Reading and Partner Talk: pages 14-21 Guided Reading: The Guided Reading lessons are divided into parts. These parts provide explicit guided practice with the controlled connected text chosen for each daily plan.

4. Introduces regular word types (CV or CVC) first in the sequence.

Shared Reading: Today is Monday: Center Activities: Word Study: Sort 3: Rhyming Sort –at, -an: page 41 What Will You Pack? Center Activities: Word Study: Sort 28: Word Families: -an, -en: page 137 The Best Places: Center Activities: Word

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Study: Sort 27: Word Families: -at, et Guided Reading: Baseball: Focus for Instruction: High-Frequency Words The Bath: Focus for Instruction: High-Frequency Words Go Sea It! Focus for Instruction: High-Frequency Words

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5. Introduces regular words for which students know all letter sounds.

Shared Reading: Then and Now: Day 3: Mini-Lesson: Phonics: Short Vowel i: page 370 Noggin and Bobbin in the Garden: Day 2: Mini-Lesson: Concepts of Print: Connect Letter to Sound: page 380 Why Do Mosquitoes Buzz in People’s Ears? Day 2: Mini-Lesson: Concepts of Print: Connect Letter to Sound: page 392 Guided Reading: Tick Tock World Clocks: Options for Further Instruction: Digging Deeper: Vocabulary: Time Words A Tasty Bug: Options for Further Instruction: Digging Deeper: Vocabulary: Categorize and Classify Something New: Options for Further Instruction: Digging Deeper: Vocabulary: Action Words

Kindergarten High Priority Items – Irregular Words Instruction 1. Introduces words of high utility (e.g., I, have, etc.) with ample practice for automaticity.

Shared Reading: Today is Monday: Day 1: Mini-Lesson: Introduce the Book: Teach High-Frequency Words: page 42 The Best Places: Day 1: Mini-Lesson: Introduce the Book: Teach High-Frequency Words Why Mosquitoes Buzz in People’s Ears: Day 1: Mini-Lesson: Introduce the Book: Teach High-Frequency Words: page 390 Guided Reading: Look Closer: Focus for Instruction: High-Frequency Words: at/look Milk: Focus for Instruction: High-Frequency Words: do/have My Glasses: Focus for Instruction: High-Frequency Words: are/my

Kindergarten Discretionary Items – Irregular Words Instruction 1. Limits # of words introduced within a lesson.

Shared Reading: The Shared Reading Program teaches two high-frequency words with each story. Vocabulary Words are directly related to the story topic and are limited as well. Guided Reading: The Guided Reading Program introduces one or two high-frequency words with each story.

2. Separates highly similar words (e.g., was/saw).

No Evidence Found

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Vocabulary: The ability to store information about the meaning and pronunciation of words. There are four types of vocabulary: listening, speaking, reading, and writing. Development of stored information about the meanings and pronunciation of words necessary for communication. What Students Need to Learn:

• The meaning for most of the words in a text so they can understand what they read

• To apply a variety of strategies to learn word meanings • To make connections between words and concepts • To use “new” words accurately in oral and written language

Key Research Findings: • Children learn the meanings of most words indirectly, through everyday

experiences with oral and written language. • Some vocabulary must be taught directly.

Program Overview: • The Key Principals: Provide opportunities for students to collaborate and

talk about their learning: page 3 • The Shared Reading weekly plan includes daily mini-lessons on vocabulary:

page 4 • Literacy Centers and Independent Work are routines which extend and

reinforce aspects of reading taught in whole-class or small-group lessons: page 5

• The Five Domains of Reading: Vocabulary: page 8-9 • Skills Covered in Celebration Press Reading: Vocabulary/Word Study: page 17 • Literacy Centers: Vocabulary Builder: page 27

Assessment Handbook (K/1) • Setting Benchmark Expectations: page 16 • Retelling Rubric: page 33 • Oral Language Behaviors Checklist: page 49 • Checklist of Good Habits: page 55


Phonics and Vocabulary: Front Cover • What If My Readers Are Having Trouble? Vocabulary: Inside Front Cover

Shared Reading: • Day 4 – Vocabulary: Grade –appropriate vocabulary skills are introduced

using the Shared Reading text as a basis for instruction. Skills addressed includes; Shapes, Children’s Names, Days of the Week, Number Words, Color Words, Fruits and Vegetables, Animal Names Categorizing, Seasons, Singular Naming Words, Plural Naming Words, Science Words, Clothing Words, Describing Words Question Words, Movement Words, Size Words, Onomatopoeia, Time and Order Words, Farm Words, Position/Directional Words, Words About Home, Action Words, Feeling Words.

• Center Activities: Vocabulary Builder • Best Practice Routines: Partner Talk: pages 20-21 • ESL/ELL Support: These activities help children develop their background

knowledge, vocabulary concepts, discussion skills, enunciation, and oral-reading skills.

Guided Reading Examples: • Guiding the Reading: Before Reading – Focus Attention: The introduction to

each title emphasizes prior knowledge, which addresses vocabulary.

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• ESL/ELL Support: This additional support provides additional vocabulary support.

• Digging Deeper: This additional support addresses vocabulary skills which include; Action Words, Opposites, Time and Order Words, Categorize and Classify, Farm Animal Names, Color Words.

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Criterion Program Evidence Kindergarten High Priority Items – Vocabulary Instruction 1. Provides direct instruction of specific concepts and vocabulary.

Shared Reading: What is Green: Day 4 – Vocabulary: Categorizing: page 114 Sunflower: Day 4 – Vocabulary: Seasons: page 119 The Snowy Day Day 4 – Vocabulary: Movement Words: page 222 Guided Reading: Panda Babies: Focus for Instruction: Additional Activity: Vocabulary: Categorize and Classify Tick Tock World Clocks: Focus for Instruction: Additional Activity: Vocabulary: Time Words Which Weighs More: Focus for Instruction: Additional Activity: Vocabulary: Descriptive Words

2. Provides repeated and multiple exposures to critical vocabulary.

Shared Reading: All twenty eight of the Shared Reading titles include explicit vocabulary development. Topics include; Shape, Color and Number Words, Animal Names, Categorizing, Seasons, Singular Naming Words, Plural Naming Words, Science Words, Clothing Words, Describing Words, Question Words, Movement Words, Size Words, Onomatopoeia, Time and Order Words, Farm Words, Position/Directional Words, Words About Home, Action Words, Feeling Words. Guided Reading: Thirty four of the Guided Reading titles include explicit vocabulary development. Topics include; Action Words, Opposites, Time and Order Words, Categorize and Classify, Color Words, Compound Words, Sea Animal Names, Place Names, Weather Words, Animal Names, Transportation Words, Positional Words, Concept Words, Sensory Words, Synonyms.

3. Integrates words into sentences and asks students to tell the meaning of the word in the sentence and to use it in a variety of contexts.

Shared Reading: Water: Center Activities: Writing Center: page 149 The Best Places: Center Activities: Writing Center: page 161 The Snowy Day: Center Activities: Writing Center: page 215 Guided Reading: Catching: Focus for Instruction: Additional Activity: Vocabulary: Action Words Dig Down: Focus for Instruction: Additional Activity: Vocabulary: Opposites Growing: Focus for Instruction: Additional Activity: Vocabulary:

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Kindergarten Discretionary Items – Vocabulary Instruction 1. Reviews previously introduced words cumulatively.

No Evidence Found

2. Provides opportunity for daily listening, speaking, and language experience.

Shared Reading: The weekly Shared Reading format provides opportunity for daily listening, speaking and language experiences for the students by providing diverse, strategic and focused lessons. These lessons ask students to discuss literacy topics, respond to and ask questions while participating in whole group and small group activities. Shared Reading Examples: The Snowy Day: Entire Weekly Format: pages 214-225 Looking at Cities and Butterfly: Entire Weekly Format: pages 280-291 Fire Engines: Entire Weekly Format: pages 310-321 Guided Reading: The weekly Shared Reading format provides opportunity for daily listening, speaking and language experiences for the students by providing diverse, strategic and focused lessons. These lessons ask students to discuss literacy topics, respond to and ask questions while participating in whole group and small group activities. Guided Reading Examples: My Best Friend: Entire Lesson Plan Format My Nest: Entire Lesson Format Sea Riddles: Entire Lesson Format Program Overview: How Speaking and Listening Skills are Taught: pages 8-9

3. Incorporates exposure to a broad and diverse vocabulary through listening to a wide range of stories and informational texts.

Shared Reading: The topics included in the Shared Reading collection are broad and diverse. Topics included are; Shapes, Children’s Names, Days of the Week, Number Words, Color Words, Fruits and Vegetables, Animal Names, Categorizing, Seasons, Singular Naming Words, Plural Naming Words, Science Words, Clothing, Friendship, Describing Words, Question Words, Movement Words, Size Words, Onomatopoeia, Time and Order Words, Farm Words, Position/Directional Words, Seeds, Words About Home, Action Words, Feeling Words, The weekly topics included in the Shared Reading collection are equally represented between stories and informational texts and the lesson activities provide daily listening opportunities. Shared Reading Examples: The Best Place: Day 4 – Vocabulary: Science Words: page 168

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Two Friends: Day 4 – Vocabulary: Clothing Words: page 173 Why Do Mosquitoes Buzz in People’s Ears: Day 4 – Vocabulary: Question Words: page 210 Guided Reading: The topics included in the Shared Reading collection are broad and diverse. Topics included are; Guided Reading Examples: Catching: Focus for Instruction: Additional Activity: Vocabulary: Action Words Growing: Focus for Instruction: Additional Activity: Vocabulary: Categorize and Classify Circles: Focus for Instruction: Additional Activity: Vocabulary: Compound Words

Reading Comprehension: Understanding remembering, and communicating with others about what has been read. Comprehension strategies help readers to make sense of a text. Strategies for understanding, remembering and communicating with others about what has been read. Comprehension strategies are sets of steps that purposeful, active readers use to make sense of text. What Students Need to Learn:

• To read both narrative and expository texts • To understand and remember what they read • To relate their own knowledge or experiences to text • To use comprehension strategies to improve their comprehension • To communicate with others about what is read

Key Research Findings:

• Text comprehension can be improved by instruction that helps readers use specific comprehension strategies.

• Students can be taught to use comprehension strategies. Listening Comprehension: The ability to listen to stories, answer questions, sequence events, learn new vocabulary, and retell information heard are the foundation of reading comprehension. Because many kindergarten children cannot yet read stories, it is imperative that they have frequent and rich opportunities to listen to and discuss stories and informational text that will extend their current understandings and vocabulary knowledge. Program Overview:

• The Key Principals: Provide opportunities for students to collaborate and talk about their learning: page 3

• The Shared Reading weekly plan includes daily mini-lessons on retelling and comprehension strategies and text structures and strategies: page 4

• Literacy Centers and Independent Work are routines which extend and reinforce aspects of reading taught in whole-class or small-group lessons: page 5

• The Five Domains of Reading: Comprehension: page 8-9 • The 7 Habits of Great Readers: 2-Great Readers Make Sense of Text; 3-Great

Readers Use What They Know; 4-Great Readers Understand How Stories Work; 5-Great Readers Read to Learn; 6-Great Readers Monitor and Organize Ideas and Information; 7-Great Readers Think Critically About Books: pages 10-11

• Skills Covered in Celebration Press Reading: Comprehension, Literary

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Response, Analysis, and Appreciation: pages 18-20 • Literacy Centers: Response Center: page 27

Assessment Handbook (K/1): • Setting Benchmark Expectations: Comprehension: pages 16-17 • Retelling Rubric: page 33 • Story Frame: page 35 • Book Frame: page 36 • Early Reading Behaviors Checklist: page 47 • Checklist of Good Habits: page 54 • Checklist of Good Habits: page 55 • Checklist of Good Habits: page 56 • Checklist of Good Habits: page 57 • Checklist of Good Habits: page 58 • Checklist of Good Habits: page 59

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Comprehension and Retelling: Front Cover • What if My Readers Are Having Trouble? Comprehension: Inside Back Cover

Shared Reading: • Day 4 – Retelling: Teachers and children engage in retellings of the Shared

Reading text. To give children the necessary scaffolding for this complex skill, instruction moves in gradual steps from pretelling to forms of guided retelling that include teacher-modeled retelling, shared teacher and child retelling, and mediated retelling, and finally to independent child retelling. Pretelling and Retelling Skills addressed include; Thinking Sequentially, Recalling Steps Sequentially, Writing Down the Steps, Identifying and Recalling Steps in a Sequence, Retell a Story in Sequence, Discussing Plot, Character Development, Mediated Story Retelling, Identifying Nonfiction Topics, Identifying Nonfiction Topics, Applying Prior Knowledge to Nonfiction Topics, Retell Using Story Illustrations, Retell a Story to a Classmate, Using a Sequential Story Map, Retell Using a T-chart, Using Word or Pictures,

• Center Activities: Comprehension related suggestions are often found in the Writing and Response Centers.

• Best Practice Routines: Choral Reading and Partner Talk: pages 18-21 Guided Reading Examples:

• Guiding the Reading: After Reading: Comprehension strategies addressed include; Making Inferences, Use Title and Book Cover to Predict, Activate and Use Prior Knowledge, Categorize and Classify, Use Illustrations, Use Nonfiction Features – Photographs, Captions, Contents, Headings, and Labels, Understand Plot, Determine Main Idea and Details, Understand Roles of Author and Illustrator, Understand Nonficton Text Structure – Steps in a Process, Use Illustrations, Make Connections – Text-to-Self, Distinguish Between Reality/Nonfiction and Fantasy/Fiction, Compare and Contrast, Determine Cause and Effect, Express Opinions, Make Predictions, Retell, Ask and Answer Questions, Text-to-World Connections, Determine Cause and Effect, Visualize, Analyze Setting, Analyze Character.

Criterion Program Evidence Kindergarten High Priority Items – Listening Comprehension 1. Models and systematically reviews critical comprehension strategies.

• Literal Comprehension • Retelling

Shared Reading: Noggin and Bobbin: Day 5 – Mini-lesson: Recalling Steps Sequentially: page 83 What Will You Pack? Day 5 – Mini-lesson: Retell a Story in Sequence: page 137 Hi-De-Hi: Day 5 – Mini-lesson: Retell Using Story Illustrations: page 308 Guided Reading: Panda Babies: Focus for Instruction: Reading Skill: Retell What Can Fly: Focus for Instruction: Reading Skill: Determine Main Idea and Details Where’s Little Mole: Focus for Instruction: Reading Skill: Understand Plot

2. Models and guides the students through story structure

Shared Reading: Strega Nona: Day 5 – Mini-lesson: Guided Retelling: page191 Why Do Mosquitoes Buzz in People’s Ears? Day 5 – Mini-lesson: Retell a Story in Sequence:

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(e.g., setting __________), thinking out loud as the elements are being identified.

page 203 Hi-De-Hi: Day 5 – Mini-lesson: Retell Using Story Illustrations: page 308 Guided Reading: Rita Rolls: Focus for Instruction: Reading Skill: Analyze Setting Tee-Ball: Focus for Instruction: Reading Skill: Analyze Character Come to My House: Focus for Instruction: Reading Skill: Understand Plot

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3. Strategically selects and reinforces critical vocabulary during story reading (connects with background knowledge and examples.)

Shared Reading: Each Shared Reading weekly lesson plan has pre-selected topic related vocabulary words, which access background knowledge, build new knowledge of the story topic. Examples include, The Best Bug Parade: Day 4 – Vocabulary: Size Words: page 234 Then and Now: Day 4 – Vocabulary: Size Words: page Then and Now: page 257 Push and Pull: Day 4 – Vocabulary: Science Words: page 276 Guided Reading: Lift Off: Guiding the Reading: After Reading: Make Connections My Friends: Guiding the Reading: After Reading: Make Connections A Tasty Bug: Guiding the Reading: Before Reading: Focus Attention

4. Provides plentiful opportunities to listen to and explore narrative and expository text forms and to engage in interactive discussion of the messages and meanings of the text.

Shared Reading: Each Shared Reading lesson offers daily opportunities to listen to and explore both forms of text. Discussion of the messages and meaning of the text occur regularly as well. A CD with audio versions of the stories is included. This provides the opportunity to listen to the story during independent activities. Some examples include; Noggin and Bobbin: Day 1 and 5: Mini-lessons: pages 378 and 386 Strega Nona: Day 4 – Writing Center: page 353 Happy’s Hat: Day 5 – Independent Oral Retelling: Retell the Story to a Classmate: page 332 Guided Reading: Each Guided Reading lesson offers daily opportunities to explore both forms of text. Discussion of the messages and meaning of the text occur regularly as well. Some examples include.

Kindergarten Discretionary Items – Listening Comprehension 1. Focuses on only a few important elements and introduces additional elements when the students can reliably (use) those previously taught.

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2. Models multiple examples and provides extensive guided practice in listening-comprehension strategies.

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3. Inserts questions at strategic intervals to reduce the memory load for learners when introducing strategies in

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stories. (For example, have students retell the important events after each page rather than wait for the end of the story.)

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