Use new words in daily conversations. Journeys Grab-and-Go, Week 1 Journeys Reader’s Notebook, Week 1 SCS Kindergarten Report Card Assessment Book Teacher-created Week 3 Reading Selections Nursery Rhymes: I Went Upstairs Quack, Quack, Quack Mix a Pancake Sing a Song of Sixpence Little Arabella Stiller Teacher selected read alouds Reading Foundational Skills RF.K.1b-Recognize that spoken are represented in written language by specific sequences of letters. RF.K.1d-Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2a-Recognize and produce rhyming words. RF.K.2b-Count, pronounce, blend, and segment syllables in spoken words. Demonstrates an emerging understanding that spoken words can be written with letters in a certain way. Identifies all upper- and lowercase letters of the alphabet. Demonstrates the ability to identify rhyming Demonstrates the ability to say words that rhyme. Demonstrates the ability to rhyme words. Demonstrates the ability to take words apart and blend them together in many different ways. Sample Objectives (I can): Identify letters. Say words that rhyme. Recognize words that are said can be written. Print Concepts, Phonemic Awareness, Phonics, Fluency Rhyming Words – Teacher’s Edition pp. WTK 14, 18 Blend and Segment Syllables – Teacher’s Edition pp. WTK 16, 20, 22 Letter names: Ff, Gg, Hh, Ii, Jj Fluency Echo Reading Performance Assessments Journeys Emerging Literacy Survey Journeys Grab-and-Go, Week 2 Journeys Reader’s Notebook, Week 2 SCS Kindergarten Report Card Assessment Book Teacher-created Reading Literature and Informational Text RL.K.4-Ask and answer questions about unknown words in a text. RL.K.5-Recognize common of texts (e.g., storybooks, poems). Provides a statement or expression that shows understanding of unknown words in a literary text. Asks questions about unknown words in a literary text. Answers questions about unknown words in a text. Demonstrates the ability to recognize common types of texts. Sample Objectives (I can): Participate in discussions about stories. Tell the difference between a poem and story. Use pictures to help me understand a story. Performance Assessments Journeys Grab-and-Go Assessments, Week 2 Journeys Reader’s Notebook, Week 2 SCS Kindergarten Report Card Assessment Book Teacher-created
use. Shows understanding of word relationships and nuances in word meanings by sorting common objects into categories (e.g. shapes, foods) thereby showing a sense of the concepts the categories represent. Shows understandings of word relationships by identifying the real-life connections between words and their use. Sample Objectives (I can): Print letters (K, L, M, N, O). Recognize for people. Use a capital “I” when I write about myself. Use new words I have learned from conversations and being read to. rhyme, noun, author, illustrator, include Language Arts Grammar Focus Nouns for People Ongoing Grammar Focus Participate in shared writing and group editing activities Recognize capital letters Name all upper- and lower-case letters Print upper and lower-case letters Performance Assessments Journeys Grab-and-Go, Lesson 1 Journeys Reader’s Notebook, Lesson 1 SCS Kindergarten Report Card Assessment Book Teacher-created Week 6-Lesson 2 Reading Selections Big Book: How Do Dinosaurs Go to School? Read Aloud: Friends at School Essential Question: Why is it important to follow at school? Reading Foundational Skills RF.K.1a-Follow words from left to right, top to bottom, and page by page. RF.K.1d-Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2d-Isolate and pronounce sounds in words. RF.K.3c-Read common high-frequency by sight (e.g., I, like). Demonstrates the ability to track words left to right in a book. Identifies all upper- and lowercase letters of the alphabet. Demonstrates the ability to identify beginning sounds. Demonstrates the ability to recognize and read high frequency words. Sample Objectives (I can): Recognize high frequency words, I and the. Identify letters. Listen to fluent reading. Print Concepts, Phonemic Awareness, Phonics, Fluency Read and write letters Pp, Qq, Rr, Ss, Tt Beginning Sounds Pause for Punctuation High Frequency Words: I, like Decodable Readers We Go To School I Like Ongoing Routines Focus on accuracy and purpose Echo reading, choral reading, independent oral reading Practice reading “like talking” (e.g., smooth, expressive) Performance Assessments
Sample Objectives (I can): Draw/dictate/write about a topic from a text. Collaborate with others during shared writing activities. Using the pictures and the text, draw or write about three jobs from the story and why they are important in a community? Speaking and Listening SL.K.1a-Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). audibly and express thoughts, feelings, and ideas clearly. Demonstrates the ability to participate in a collaborative conversation with diverse partners about kindergarten topics and texts. Demonstrates the ability to follow for discussions. Demonstrates ability to speak audibly and express thoughts, feelings, and ideas clearly. Sample Objectives (I can): I can clearly in conversations. Follow classroom for conversation and discussion. Participate in conversations about a specific topic. Performance Assessments Journeys Grab-and-Go, Lesson 4 SCS Kindergarten Report Card Assessment Book Teacher-created Routines Opening Routines Teacher’s Edition pp. T294-295, T312-313, T328-329, T340-341, 350-351 Dig Deeper: T334-335 Ongoing Class Routines Continuation of classroom rules and procedures Expectations for Responsive Classroom activities such as Morning Meeting Group behaviors, classroom routines and procedures, collaborative conversations Language many upper- and lowercase letters. L.K.1b-Use frequently occurring nouns and verbs. L.K.1f-Produce and expand complete sentences in shared language activities. L.K.4b-Use frequently occurring inflections and affixes as a clue to the meaning of an unknown word. Demonstrates knowledge of and lower case letters when writing. Demonstrates the ability to write upper and lower case letters correctly. Demonstrates command of the conventions of grammar through the frequent use of nouns and verbs. Link two or more words together in communication. Demonstrates the ability to determine the meaning of unknown and multiple-meaning words and phrases by using the most frequently occurring inflections and affixes as clues to the meaning of those words. Sample Objectives (I can): I can figure out the meaning of a word that ends with -ed or Use verbs in the present tense. first name. Print upper and lower-case letters. Vocabulary Daily Vocabulary Boost Words for Jobs with –ed and -ing Lesson Vocabulary job, crew, vet, protecting Academic Vocabulary work, create, care, describe, pound Language Arts Grammar Focus Action Verbs in the Present Narrative Writing Ongoing Grammar Focus
Read Aloud Text based comprehension Text based discussion Main Selection Text based comprehension Text based discussion (Whole and Small Group) Big Book: What Makes a Family? Respond to text questions orally from Through the Text’ section questions 3, 8, and 9 ‘Oral Retelling Cards’ Building Knowledge Read Aloud Leveled readers Paired Text (Read Together) Supplemental Materials (Whole and Small Group) Vocabulary Drawn from the texts celebrate, family, memories, include, special Foundational Skills Phonemic Awareness Concepts of Print Fluency Word Work (Phonics and high frequency words) Decoding/Encoding Follow the daily Phonics and Fluency sequence of activities Week 4 Continued Essential Question: What a family special? Day 1 Day 2 Day 3 Day 4 Day 5 Language/ Syntax Spelling and Grammar Follow the daily Grammar sequence of activities
Foundational Skills Phonemic Awareness Concepts of Print Fluency Word Work (Phonics and high frequency words) Decoding/Encoding Follow the daily Phonics and Fluency sequence of activities Language/ Syntax Spelling and Grammar Follow the daily Grammar sequence of activities Writing Response to text Culminating task Aligned with the EQ and Culminating Task - “What makes Juno’s family special?” Standards Reading: Literature RL.K.1, RL.K.3, RL.K.4, RL.K.7 Writing W.K.2 Speaking and Listening SL.K.1, SL.K.2, SL.K.5, SL.K.6 Language L.K.1, L.K.4