Kindergarten ELA Curriculum Scope and Sequence | May 2016

KINDERGARTEN ENGLISH LANGUAGE ARTS CURRICULUM SCOPE AND SEQUENCE August 18-19, 2016 should be utilized to establish a QCI Classroom and Review the prior grade’s Power Standards and curricular topics.

August 22, 2016 – Unit 1 Instruction Begins

English Language Arts: Reading Literature, Reading Informational Text, Writing, Speaking and Listening, and Language

Month Suggested

Pacing Unit of

Instruction GHGR Unit Alignment

ELA Strand Grade Level Missouri Learning Standards

Power Standards are in Bold and Italics Academic Vocabulary Assessment

Pacing was determined using the suggested timelines for Good Habits Great Readers.

Qua

rter

1

5 Weeks

The First 40 Days of Reader’s

Workshop

Unit 1: Great Readers See

Themselves as Readers

Week 4 – Building Reading Stamina

Week 2 –

Choosing Books

Week 3 – Knowing Yourself as a

Reader

Week 1 – Taking Care of Books

Reading Foundational Skills

K.RF.1b Recognize that spoken words are represented in written languages by sequences letters. K.RF.1d Recognize and name all upper- and lowercase letters of the alphabet. K.RF.3c Read common high frequency words by sight (the, of, to, you, she, my, is, are, do, does). K.RF.4 Read emergent-reader texts with purpose and understanding.

uppercase lowercase title front back page syllable word letter sound question ask answer illustration retell sequence first next last reaction events

Good Habits Great Readers Assessment Handbook Checklist of Habits, Unit 1 Additional Assessments as Needed Include: Knowledge About Books and

Print Survey Early Reading Behaviors

Checklist Oral Language Behavior

Checklist Reporting Topics Phonics Word Fluency

Reading Literature K.RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

Reading Informational Text

Speaking and Listening

K.SL.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. K.SL.1b Continue conversations through multiply exchanges

Language K.L.1a Print many upper and lower case letters. K.L.5c Identify real life connections between words and their use (note place at school that are colorful).

Kindergarten ELA Curriculum Scope and Sequence | May 2016

English Language Arts: Reading Literature, Reading Informational Text, Writing, Speaking and Listening, and Language

Month Suggested

Pacing Unit of

Instruction GHGR Unit Alignment

ELA Strand Grade Level Missouri Learning Standards

Power Standards are in Bold and Italics Academic Vocabulary Assessment

Pacing was determined using the suggested timelines for Good Habits Great Readers.

Qua

rter

1

5 weeks

1st 40 Days of Reader’s

Workshop, continued

Reading Unit 2: Great Readers Make Sense of

Text

Week 1- Making Predictions

Week 3- Problem

Solving Unfamiliar Words

Reading Unit 4: Great Readers

Understand How Stories Work

Week 1-

Understanding Story Grammar

Week 2-

Understanding Story Grammar

(1st 40 Days of

Reader’s Workshop

Completed)

Reading Foundational Skills

K.RF.1b Recognize that spoken words are represented in written language by specific sequences of letters. K.RF.1d Recognize and name all upper- and lowercase letters of the alphabet. K.RF.2c Blend and segment onsets and rimes of single-syllable spoken words. K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant- vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. K.RF.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels. K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

illustration text noun describe compare contrast connect relationship illustrator author predictions main character setting problem solution

Good Habits Great Readers Assessment Handbook Checklist of Good Habits,

Unit 2 Additional Assessments as Needed Include: Retelling Rubric Knowledge About Books and

Print Survey Running Record Early Reading Behaviors

Checklist Reporting Topics Phonics Word Fluency

Reading Literature

K.RL.3 With prompting and support, identify characters, settings, and major events in a story. K.RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Reading Informational Text

K.RI.4 With prompting and support, ask and answer questions about unknown words in text. K.RI.7 With prompting and support, describe the relationship between illustrations in the text which they appear ( what person, place, thing, or idea in the text an illustrations depicts)

Speaking and

Listening

K.SL.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. K.SL.4 Describe familiar people, places, things and events and, with prompting and support, provide additional detail.

Kindergarten ELA Curriculum Scope and Sequence | May 2016

English Language Arts: Reading Literature, Reading Informational Text, Writing, Speaking and Listening, and Language

Month Suggested

Pacing Unit of

Instruction GHGR Unit Alignment

ELA Strand Grade Level Missouri Learning Standards

Power Standards are in Bold and Italics Academic Vocabulary Assessment

Pacing was determined using the suggested timelines for Good Habits Great Readers.

Language

K.L.1a Print many upper- and lowercase letters. K.L.1b Use frequently occurring nouns and verbs. K.L.1d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

K.L.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. K.L.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Qua

rter

2

4 weeks Story Elements

Week 3- Identifying and Understanding

Literary Devices

Week 4- Identifying and

Using Text Features

Reading Unit 2: Great Readers Make Sense of

Text

Week 4- Summarizing and

Retelling

Reading Foundational

Skills

K.RF.1b Recognize that spoken words are represented in written language by specific sequences of letters. K.RF.1d Recognize and name all upper- and lowercase letters of the alphabet. K.RF.2c Blend and segment onsets and rimes of single-syllable spoken words. K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant- vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. K.RF.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

illustration text noun describe compare contrast connect relationship illustrator author schema connections plural singular short vowel sounds (a, e) publish events sequence

Good Habits Great Readers Assessment Handbook

Checklist of Habits, Unit 3 Additional Assessments as Needed Include:

Oral Language Behaviors Checklist

Retelling Rubric Knowledge About Books and

Print Survey Early Reading Behaviors

Checklist Running Record

Reporting topics • Compare and contrast key

details in texts

Reading Literature

K.RL.3 With prompting and support, identify characters, settings, and major events in a story. K.RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Reading Informational Text

K.RI.4 With prompting and support, ask and answer questions about unknown words in text. K.RI.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

Kindergarten ELA Curriculum Scope and Sequence | May 2016

English Language Arts: Reading Literature, Reading Informational Text, Writing, Speaking and Listening, and Language

Month Suggested

Pacing Unit of

Instruction GHGR Unit Alignment

ELA Strand Grade Level Missouri Learning Standards

Power Standards are in Bold and Italics Academic Vocabulary Assessment

Pacing was determined using the suggested timelines for Good Habits Great Readers.

Speaking and Listening

K.SL.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). K.SL.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. K.SL.4 Describe familiar people, places, things and events and, with prompting and support, provide additional detail.

Language

K.L.1a Print many upper- and lowercase letters. K.L.1c Form regular plural nouns orally by adding /s/ or /es/ (e.g, dog, dogs; wish, wishes). K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. K.L.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. K.L.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). K.L.6 Use words and phrases acquired through conversations, reading and being

Qua

rter

2

6 weeks Comprehension

Strategies

Reading Unit 3: Great Readers Use What They

Know

Week 1- Making Connections

Week 2-

Activating Background Knowledge

Week 3- Building Vocabulary and

Concept

Reading Foundational Skills

K.RF.1b Recognize that spoken words are represented in written language by specific sequences of letters. K.RF.1d Recognize and name all upper- and lowercase letters of the alphabet. K.RF.2a Recognize and produce rhyming words.

K.RF.2c Blend and segment onsets and rimes of single-syllable spoken words. K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant- vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) K.RF.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. K.RF.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels. K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Short vowels (o) describing words

(adjectives) verb setting beginning middle end problem solution character main idea key details story elements experiences adventures similar

Good Habits Great Readers Assessment Handbook Checklist of Habits, Unit 4 Additional Assessments as Needed Include: Oral Language Behaviors

Checklist Knowledge About Books and

Print Survey Retelling Rubric

Reporting topics • Compare and contrast key

Kindergarten ELA Curriculum Scope and Sequence | May 2016

English Language Arts: Reading Literature, Reading Informational Text, Writing, Speaking and Listening, and Language

Month Suggested

Pacing Unit of

Instruction GHGR Unit Alignment

ELA Strand Grade Level Missouri Learning Standards

Power Standards are in Bold and Italics Academic Vocabulary Assessment

Pacing was determined using the suggested timelines for Good Habits Great Readers. Knowledge

Week 4- Making

Inferences

Reading Unit 2: Great Readers Make Sense of

Text

Week 2- Asking Questions

Reading Literature

K.RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

different compare contrast pictures questioning

details in texts

Reading Informational Text

K.RI.4 With prompting and support, ask and answer questions about unknown words in text. K.RI.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

Speaking and Listening

K.SL.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). K.SL.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Language

K.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. K.L.1a Print many upper- and lowercase letters. K.L.1b Use frequently occurring nouns and verbs. K.L.1c Form regular plural nouns orally by adding /s/ or /es/ (e.g, dog, dogs; wish, wishes). K.L.1d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). K.L.5 With guidance and support from adults, explore word relationships and nuances in word meanings. K.L.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. K.L.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful).

Kindergarten ELA Curriculum Scope and Sequence | May 2016

English Language Arts: Reading Literature, Reading Informational Text, Writing, Speaking and Listening, and Language

Month Suggested

Pacing Unit of

Instruction GHGR Unit Alignment

ELA Strand Grade Level Missouri Learning Standards

Power Standards are in Bold and Italics Academic Vocabulary Assessment

Pacing was determined using the suggested timelines for Good Habits Great Readers.

Qua

rter

3

4 weeks Nonfiction

Reading Unit 5: Great Readers Read to Learn

Week 1- Learning Information From

Nonfiction

Week 2- Learning Information From

Nonfiction

Week 3- Learning How to Read a

Nonfiction Text

Week 4- Learning How to Read a

Nonfiction Text

Reading Foundational Skills

K.RF.1d Recognize and name all upper- and lowercase letters of the alphabet. K.RF.2a Recognize and produce rhyming words. K.RF.2c Blend and segment onsets and rimes of single-syllable spoken words. K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Illustrations photographs text noun describe compare contrast connect relationship illustrator author similar difference descriptions topic facts information schema non-fiction/informative opinion source detail

Kindergarten Acuity Custom Pre-Assessment January 9-20 Star Early Literacy January 4-15 Good Habits Great Readers Assessment Handbook • Checklist of Habits, Unit 5 Additional Assessments as Needed Include: • Early Reading Behaviors

Checklist • Oral Language Behaviors

Checklist • Knowledge About Books

and Print Survey • Retelling Rubric

Reporting topics • Reading Fluency

Reading Literature

Reading Informational Text

K.RI.1 With prompting and support, ask and answer questions about key details in a text. K.RI.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). K.RI.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Speaking and Listening

K.SL.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. K.SL.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. K.SL.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Kindergarten ELA Curriculum Scope and Sequence | May 2016

English Language Arts: Reading Literature, Reading Informational Text, Writing, Speaking and Listening, and Language

Month Suggested

Pacing Unit of

Instruction GHGR Unit Alignment

ELA Strand Grade Level Missouri Learning Standards

Power Standards are in Bold and Italics Academic Vocabulary Assessment

Pacing was determined using the suggested timelines for Good Habits Great Readers.

Language

K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). K.L.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Qua

rter

3

4 weeks Reading

Response

Reading Unit 6: Great Readers

Monitor and Organize Ideas

and Information

Week 1- Taking Notes on Fiction

Week 2- Taking

Notes on Nonfiction

Week 3- Self-

Monitoring/ Self- Correcting

Week 4-

Visualizing

Reading Foundational Skills

K.RF.1d Recognize and name all upper- and lowercase letters of the alphabet. K.RF.2a Recognize and produce rhyming words. K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant- vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) K.RF.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. K.RF.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels. K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

retell sequence first next last reaction events short vowel words position words describing

words(adjectives) response journal concept corrections errors visualizing /mental

images

Good Habits Great Readers Assessment Handbook • Checklist of Habits, Unit 6 Additional Assessments as Needed Include: • Running Record • Early Reading Behaviors

Checklist • Oral Language Behaviors

Checklist • Retelling Rubric

Reporting topics • Reading Fluency

Reading Literature K.RL.1 With prompting and support, ask and answer questions about key details in a text. K.RL.5 Recognize common types of texts (e.g., storybooks, poems).

Reading Informational Text

Speaking and Listening

K.SL.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Language

K.L.1e Use the most frequently occurring prepositions (e.g. to, from, in, out, on, off, for, of, by, with). K.L.5 With guidance and support from adults, explore word relationships and nuances in word meanings. K.L.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful).

Kindergarten ELA Curriculum Scope and Sequence | May 2016

English Language Arts: Reading Literature, Reading Informational Text, Writing, Speaking and Listening, and Language

Month Suggested

Pacing Unit of

Instruction GHGR Unit Alignment

ELA Strand Grade Level Missouri Learning Standards

Power Standards are in Bold and Italics Academic Vocabulary Assessment

Pacing was determined using the suggested timelines for Good Habits Great Readers.

Qua

rter

4

4 weeks Critical Thinking

Reading Unit 7: Great Readers Think Critically

About Books

Week 1- Responding to

Characters

Week 2- Evaluating Nonfiction

Week 3-

Distinguishing Between Fantasy

and Reality

Week 4- Engaging With

Books

Reading Foundational Skills

K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant- vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) K.RF.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. K.RF.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels. K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

characters connect non-fiction authors purpose fantasy literary reality events setting sequence

Kindergarten Acuity Custom Post-Assessment (April 17-April 28, 2017) SEL (Star Early Lit) Spring Benchmark (April 17-28th, 2017) Good Habits Great Readers Assessment Handbook Checklist of Habits, Unit 7 Additional Assessments as Needed Include: Knowledge About Books and

Print Survey Running Record Early Reading Behaviors

Checklist Oral Language Behaviors

Checklist Retelling Rubric

Reporting topics Continuing assessments

from Quarters 1-3

Reading Literature

K.RL.1 With prompting and support, ask and answer questions about key details in a text. K.RL.3 With prompting and support, identify characters, settings, and major events in a story.

Reading Informational Text

K.RI.1 With prompting and support, ask and answer questions about key details in a text.

Speaking and Listening

K.SL.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Language

K.L.1b Use frequently occurring nouns and verbs. K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. K.L.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. K.L.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.