. Demonstrates ability to speak audibly and express thoughts, feelings, and ideas clearly. Sample Objectives (I can): Follow agreed-upon rules for discussions. Continue to and follow classroom rules for conversation and discussion. Participate in discussions. Use appropriate listening and speaking skills. Ask and answer questions from teacher and classmates. Speak clearly and understandably. TN DOE Curriculum Standards Evidence Statements Content & Tasks Language L.K.1a-Print many upper- and lowercase letters. L.K.1b-Use frequently occurring nouns and verbs. L.K.1c-Form plural orally by adding /s/ and /es/. L.K.1f-Produce and expand complete sentences in shared language activities. L.K.2a-Capitalize the first word in a sentence and the pronoun I. L.K.4a-Identify new meanings for familiar words and apply them accurately. L.K.5a-Sort common objects into categories to gain a sense of concepts the categories represent. L.K.5c-Identify real-life connections between words and their use. Demonstrates knowledge the ability to print upper and lower case letters when writing. Demonstrate the ability to spell simple words phonetically. Demonstrates the ability to form plural nouns by adding /s/ and /es/. Demonstrates the ability to produce and expand complete sentences. Demonstrates the ability to capitalize the first word in a sentence and the pronoun I. 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. Shows understanding of word relationships and nuances in word meanings by demonstrating understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). Shows understandings of word relationships and nuances in word meanings by identifying the real-life connections between words and their use. Sample Objectives (I can): Vocabulary Vocabulary Boost Lesson Vocabulary-Taught in Context Read Aloud: bank, gills, hatch, shrink, stared, tadpole Big Book: fragrant, inspects, pesky, sprinkles Academic Vocabulary safe, proper nouns, life, plant, (Supplemental Resources, click Vocabulary Quadrant) Literacy Station Activities Vocabulary station: draw/label/match, illustrate words, build words, sort days and months, additional optional activities: Language Arts Grammar Focus
of concepts the categories represent. L.K 5c-Identify real-life connections between words and their use. objects into categories (e.g. shapes, foods) thereby showing a sense of the concepts the categories represent. Shows understandings of word relationships and nuances in word meanings by identifying the real-life connections between words and their use. Sample Objectives (I can) Print all upper- and lower-case letters. Use question to ask a question. Capitalize the first word in a sentence and the pronoun I. Name period, question mark, and exclamation point. Identify real-life connections between words and their use. Use words and phrases acquired through conversations, reading and being read to, and responding to text. Literacy Station Activities Vocabulary station: draw/label/match elements of different seasons, illustrate activities done in different seasons, additional optional activities: Language Arts Questions Performance Assessments Journeys Progress Monitoring, Lesson 24 Journeys Grab-and-Go Assessments, Lesson 24 SCS Kindergarten Report Card Assessment Book Teacher Created Reading Foundational Skills WEEK 5 - LESSON 25 Big Book: Pie in the Sky (Realistic Fiction) Decodable Texts: Six Pigs Hop (pp. 158-163) & Play, Kid, Play (pp. 164-169) Standards RF.K.1b-Recognize that spoken words are represented in written language by specific sequences of letters. RF.K.2d- Isolate and pronounce sounds in three-phoneme words. RF.K.2e-Add or substitute sounds in one-syllable words to make new words. RF.K.3a-Demonstrate knowledge of letter-sound correspondences by producing the most frequent sound of each constant. RF.K.3b-Associate long and sounds with common spellings for the five major vowels. RF.K.3c-Read common high-frequency by sight. RF.K.4-Read emergent-reader texts with purpose and understanding. DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 Opening Routines Opening Routines, T388-389 Phonemic Awareness **High Frequency Words (See Appendix) Opening Routines, Phonemic Awareness Opening Routines, T424-425 Phonemic Awareness **High Frequency Words (See Appendix) Opening Routines, T436-437 Phonemic Awareness **High Frequency (See Appendix) Opening Routines, T446-447 Phonemic Awareness **High Frequency Words
Subject-Verb Agreement Performance Assessments Journeys Grab-and-Go Assessments, Lesson 27 SCS Kindergarten Report Card Assessment Book Teacher Created Reading Foundational Skills WEEK 8 LESSON 28 Big Book: You Can Do It Curious George! (Fantasy) Decodable Texts: Vet on a Job (pp. 206-211) & Roz the Vet (pp. 212-217) STANDARDS RF.K.2d-Isolate and pronounce sounds in three-phoneme words. RF.K.2e-Add or substitute sounds in one-syllable words to make new words. RF.K.3a-Demonstrate knowledge of correspondences by producing the most frequent sound of each constant. RF.K.3b-Associate long and short sounds with common spellings for the five major vowels. RF.K.3c-Read common high-frequency words by sight. RF.K.4-Read emergent-reader texts with purpose and understanding. DAILY LANGUAGE DAY 1 DAY 2 DAY3 DAY 4 DAY 5 Opening Routines Phonemic Awareness Opening Routines, T200-201 Phonemic Awareness **High Frequency Words (See Appendix) Phonemic Awareness, T212 Opening Routines, T218-219 Phonemic Awareness **High Frequency Words (See Appendix) Phonemic Awareness, T220 Opening Routines, T234-235 Phonemic Awareness **High Frequency (See Appendix) Phonemic Awareness, T236 Opening Routines, T246-247 Phonemic Awareness **High Frequency Words (See Appendix) Opening Routines, T256-257 Phonemic Awareness **High Frequency Words (See Appendix) Phonics Fluency Phonics Letters Gg, Ii T212-213 Model Fluency, T202 Phonics Letters Dd, Rr, T220-221 Model Fluency, T224 Phonics Words with I, g, d, r T236-237 Phonics and Fluency Uu, T238 Fluency Pause Punctuation, T248 Phonics Long /i/,T470 Long Vowel /i/, i_e, T474 Literacy Station Activities to Reinforce Foundational Skills
Writing Response to text Culminating task Aligned with the EQ and topic Shared Writing: Create a four-square anchor chart describing what the chameleon does when he encounters other animals (gecko, scorpion, caterpillar and chameleon). Use the anchor chart for small group or independent writing. Small Group or Independent Writing: Choose one of the following 1. The text says that the Chameleon creeps and “steps” slowly. Using the pictures and text, explain how this helps the chameleon survive. 2. Using the pictures and the text, draw or write what the chameleon does to survive. Standards List Reading and Writing standards related to the texts, questions and tasks. Reading: Informational Text RI.K.1, RI.K.7, RI.K.10 Speaking and Listening SL.K.2 Writing W.K.8 Week 2, Lesson 24 DAYS Essential Question: What do animals do to survive? 1 2 3 4 5 Read Aloud Text based comprehension Text based discussion Read Aloud Project - Jack Rabbit
Main Selection Text based comprehension Text based discussion Building Knowledge Read Aloud Leveled readers Paired Text (Read Together) Supplemental Materials (Whole/Small Group, Independent work) All students experience all texts and resources regardless of level From the Leveled Readers: What Animals Eat Bugs for Dinner From the Vocabulary Readers: The Lion Paired Selection: Amazing Animal Bodies Read Aloud Book: Red Eyes or Blue Feathers Other Resources: “Keeping Cool” reading passage, vocabulary and comprehension questions: “Busy Bird: reading passage, vocabulary, and comprehension questions: “Strategies for Animal Survival 1 Animal Video” – video Vocabulary from the texts Vocabulary from Read Aloud Project lesson- leap, circling, zig-zag; disappear, freeze, rustle, clump Week 2, Lesson 24 DAYS Essential Question: What do animals do to survive? 1 2 3 4 5
Building Knowledge Read Aloud Leveled readers Paired Text (Read Together) Supplemental Materials (Whole/Small Group, Independent work) All students experience all texts and resources regardless of level From the Leveled Readers: We Like Apples From the Vocabulary Readers: Snack Time Read Aloud Book: Bread Comes to Life Paired Selection: From Apple Tree to Store Other Resources: Vegetables” reading passage: “Maple Trees” reading passage: “Growing Vegetables” ELL background video- Journey’s: Vocabulary from the texts Vocabulary from Read Aloud Project lesson – worked, golden, machinery, factory, dough, package Week 2, Lesson 25 DAYS Essential Question: How can plants provide for people? 1 2 3 4 5 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 topic Culminating Task – Use words and pictures to describe how corn provides for people in, The Tortilla Factory. Standards List Reading and Writing standards related to the questions and tasks. Reading: Informational Text RI.K.1, RI.K.3, R.I.K.7, R.I.K.10 Writing W.K.2, W.K.8 For further information regarding grade level TWAGs see the following: **For further information on weekly high frequency and additional sight words to teach, see the document prepared by the Department of Early Childhood Education by accessing the site below. https://www.dropbox.com/s/cnl2ury9gaja436/K-5%20EC%20Word%20List.pdf?dl=0