Opening Routines Phonemic Awareness Opening Routines, T294-295 Phonemic Awareness High Frequency Phonemic Awareness, T306 Opening Routines, T312-313 Phonemic Awareness High Frequency words Phonemic Awareness, T314 Opening Routines, T328-329 Phonemic Awareness High Frequency Words Phonemic Awareness, T330 Opening Routines, T340-341 Phonemic Awareness High Frequency words Opening Routines, T350-351 Phonemic Awareness High Frequency words Phonics Fluency Phonics Letters Bb, T306-307 Model Fluency, T296 Phonics Letters Bb, T314-315 Model Fluency, T318 Phonics Words with b, T330-331 Words to Know, T342 Fluency, Pause for Punctuation, T342 Review Phonics Skill Literacy Station Activities to Reinforce Foundational Skills Phonemic Awareness/Phonics/Word study station: Journeys flip charts Lesson 14, alphabet manipulatives, letter matching, match pictures with the same beginning/ending sound (focus on Bb, /b/), illustrate pictures with initial and final Bb /b/, additional activities: Fluency station: Read words and phrases; focus on stress; read decodable reader with a partner; read along with a recording: Weeks 1-Lesson 14 Reading Selections Big Book: Turtle Splash (Lexile-AD160L) (Informational Text) Read Aloud: Listen, Listen (Informational Text) Where Animals Live (Informational Text) Instructional Resources for Building Knowledge What’s This Surviving Without Oxygen A Shell is Great for Protection Western Pond Turtle What is Habitat? Essential Question: How are animal habitats similar and different? TN DOE Curriculum Standards Evidence Statements Content & Tasks RI.K.3-With prompting and support, describe the connection between two individuals, events, or pieces of information in a text. RI.K.7-With prompting and support, describe relationships between illustrations and the text. RI.K.8-With prompting and support, identify the reasons an author gives to support points in a text. Provides a description of the connection between two individuals in a text. Provides a description of the connections between two events in a text. Provides a description of the connections between two ideas or pieces of information in a text. Performance Assessments Journeys Progress Monitoring, Lesson 14 Journeys Grab-and-Go Assessments, Lesson 14 SCS Kindergarten Report Card Assessment Book Teacher-created
Sample Objectives (I can): Follow classroom rules and procedures. Participate in group discussions. Teacher’s Edition pp. T388-389, T406-407, T422-423, T434-435, T444-445 Dig Deeper: T428-429 TN DOE Curriculum Standards Evidence Statements Content & Tasks Language Language L.K.2a-Capitalize the word in a sentence and the pronoun I. L.K.1f-Produce and expand complete sentences in shared language activities. simple words phonetically drawing on knowledge of sound-letter relationships. L.K.2e-Spell untaught words phonetically. L.K.5-With guidance and support from adults, explore word relationships and nuances in word meanings. Demonstrates knowledge the ability to print upper and lower case letters when writing. Demonstrate the ability to spell simple words phonetically. 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. (1) 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). understandings of word relationships and nuances in word meanings by identifying the real-life connections between words and their use. Sample Objectives (I can): Use periods at the end of statements. Label drawings using inventive spelling. Vocabulary Daily Vocabulary Boost Lesson Vocabulary Read Aloud: dazzling, distance, gazing, leaned, planet, tunnel Big Book: Beautiful, fireball, misty, thinner Academic Vocabulary setting, gazing, Way, wonders (Supplemental Resources, click Vocabulary Quadrant) Literacy Station Activities Vocabulary station: draw/label/match pictures to similes, illustrate activities done in sequential order, additional activities. Language Arts Grammar Focus Statements Performance Assessments Journeys Benchmark, Lesson 15 Journeys Unit Tests. Unit 3 Journeys Grab-and-Go Assessments, Lesson 15 SCS Kindergarten Report Card Assessment Book Teacher-created Reading Foundational Skills WEEK 4-LESSON 16 Big Book: What Is Science? (Poetry) Decodable Texts: What is It? (p.14) & Fit in My Cab (p. 20)
Poems about the Sea The Earth’s Oceans The Ocean Alphabet Book (video) Essential Question: In what ways are oceans special? TN DOE Curriculum Standards Evidence Statements Content & Tasks Reading Literature and Informational Text RL.K.3-With prompting and support, identify characters, settings, and major events in a story. RI.K .2-Identify the main and retell key details. RI.K .3-With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K.8-Identify the reasons an author gives support points Provides an identification of characters in a story. Provides an identification of setting(s) in a story. Provides an identification of major events in a story. Provides a statement of the main topic of a text. Provides a retelling of key details. Provides reasons and author gives to support points in a text. Sample Objectives (I can): Ask and answer questions about important details in texts. Identify who is telling the “Atlantic” Retell the story “Atlantic” Use the text to describe the impact the Atlantic Ocean has on the world. Explain the relationship between the illustrations and the text on pages 10 and 11 in “Atlantic”. Performance Assessments Journeys Progress Monitoring, Lesson 18 Journeys Grab-and-Go Assessments, Lesson 18 SCS Kindergarten Report Card Assessment Book Teacher-created Text Dependent Questions What is the text “Atlantic” about? (general understanding) Who is telling the story “Atlantic”? (Inferring) According to the text “Atlantic”, what is the Atlantic made of? (Key Details) In the “Atlantic” What is the relationship between the illustrations on pages 10 and 11 and the text “My Water Doesn’t Stay in Just One Place”. It travels from continent to continent? (Author’s Purpose) How is page 16 in “Atlantic” similar to the Read Works article “Water-cycle”? (Intertexual) Leveled Readers (Lexile BR-Beginning Reader) Advanced: By the Sea On-level: Let’s Swim Struggling Readers: The Sea Vocabulary Reader: At the Beach English Language Support: Swimming Literacy Station Activities Comprehension station: Journeys flip chart, listening station/audio book, illustrate a story using details, review previously taught skills, additional 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 topic Response to text: Students will orally respond to the comprehension questions associated with the passages from readworks.org. Culminating Task: Students will draw and write facts they have learned about stars to create “My Star Book”. Standards List Reading and Writing standards related to the texts, questions and tasks. Reading: Informational Text RI.K.1, RI.K.2, RI.K.4, RI.K.10 Writing W.K.2, W.K.7, W.K.8 For further information regarding grade level TWAG information see the following link: