Midland ISD- ELA Scope and Sequence Revised 11-1-12 ......legibly using the basic conventions Form upper -and lower case letters legibly using the basic conventions (K.17A) (K.17B)Write

Midland ISD- ELA Scope and Sequence Kindergarten

Unit 3- Growing Readers and Writers Through Literary Works 27 Days Unit Dates: 11/12/12-12/21/12 Unit Assessment: 12/17/12-12/21/12

1

Revised 11-1-12

Whole Group Reading

Day 1 Day 2 Day 3 Day 4

Wh

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Read

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Gen

re Fiction Fiction/Informational Fiction Fiction/Informational

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Use a range of reading skills to understand an author’s message. Identify and use words that name actions.

Discuss the purposes for reading and listening to various texts (Fig19A)

Make connections to own experiences (Fig 19E)

Predict what might happen next in text based on the cover, title and illustrations (K.4A)

Identify and use words that name actions (K.5A)

Use the title, cover, illustrations/ photographs, and context to formulate questions about texts before and during reading.

Ask and respond to questions about texts read aloud (K.4B)

Ask and respond to questions about text (Fig19B)

Identify and use sequence words to ask and respond to questions about books.

.Discuss the purposes for reading and

listening to various texts (Fig19A)






Use the title, cover, and illustrations/photographs contained within the book to establish a purpose for reading and to make predictions.



EL

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4B-Recognize directionality of English

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Unit 3, Exemplar Lesson 1 Daily Lesson 1, Shared Reading http://www.mycscope.us/module/content/search/~/item/673508/viewdetail.ashx

Unit 3, Exemplar Lesson 1 Daily Lesson 2, Shared Reading http://www.mycscope.us/module/cont

ent/search/~/item/673508/viewdetail.as

hx

Unit 3, Exemplar Lesson 1 Daily Lesson 3, Shared Reading http://www.mycscope.us/module/content

/search/~/item/673508/viewdetail.ashx

Unit 3, Exemplar Lesson 1 Daily Lesson 4, Shared Reading http://www.mycscope.us/module/conten

t/search/~/item/673508/viewdetail.ashx

Note: Select a fictional text with a variety

of verbs suitable for acting out.

Note: Collection of engaging texts

(fiction and non-fiction) to read aloud.

Note: Select a fictional text with a clear

sequence of events.

Note: Collection of books written for different purposes (inform-non-fiction and entertain-fiction). You will need 1 of each for modeling and 1 for each group of 2-3 students. Select a fable, folktale or fictional story to read aloud.

Teacher Notes and Resources

http://www.mycscope.us/module/content/search/~/item/673508/viewdetail.ashx










MIDLAND ISD Scope & Sequence Kinder ELA –Unit 3- Growing Readers and Writers Through Literary Works

2

Whole Group Word Study


Ph

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ics

Fo

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Identify the sound for the letter “g”.

Identify upper- and lower-case letters (K.1B)

Identify syllables in spoken words (K.2B)

Blend spoken onsets and rimes to form simple words (K.2F)

Isolate the initial sound in one-syllable spoken words (K.2H)

Identify the common sounds that letters represent (K.3A)

Use knowledge of letter-sound relationships to decode regular words (K.3B)

Use phonological knowledge to match sounds to letters (K.18A)

Use letter-sound correspondences to spell CVC words (K.18B)

Identify and use action words.


Follow oral directions that involve a short related sequence of actions (K.21B)

Identify the sound for the letter “o”.








Use sequence words to retell a story.




EL

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4A-learn English sound-letter relationships/decode

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Unit 3, Exemplar Lesson 1 Daily Lesson 1, Word Study








Note: See resource page for links

for picture cards. You may also use the LLI Resources CD as a source.

Note: See resource page for links for

picture cards. You may also use the LLI Resources CD as a source.

Hig

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Identify & read at least 25 high frequency words (K.3D) High Frequency Words: up, in

ELPS 3B-learning and using English high frequency words

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3

Whole Group Writing


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Plan for writing by discussing ideas.

Plan a first draft by generating ideas for writing (K.13A)

Understand and use past and future tenses in the context of reading, writing and speaking (K.16A(i))

Plan for writing by discussing ideas.


Develop drafts by sequencing the action or details in the story (K.13B)

Understand and use nouns in the context of reading, writing, and speaking (K.16A(ii))

Form upper- and lower-case letters legibly using the basic conventions (K.17A)

Write one’s own name (K.18C)

Develop drafts.



Use complete simple sentences (K.16C)


Capitalize the first letter in a sentence (K.17B)

Use punctuation at the end of a sentence (K.17C)


Discuss ideas to plan for writing.



EL

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5E- employ grammatical structures in writing

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Unit 3, Exemplar Lesson 1, Daily Lesson 1, Writing http://www.mycscope.us/module/content/search/~/item/673508/viewdetail.ashx




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4

Whole Group Reading


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Read

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Gen

re Fiction (Folktale/Fable) Fiction (Folktale/Fable) Fiction (Folktale/Fable) Fiction (Folktale/Fable)

Fo

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Identify characters and discuss the big idea of a folktale or fable and connect it to personal experiences



Retell or act out important events in stories in logical order (Fig 19E)

Make connections to own experiences (Fig 19F)



Identify elements of a story including setting character and key events (K.6A)

Discuss the big idea of a well-known folktale or fable and connect it to personal experience (K.6B)

Describe characters in a story and the reasons for their actions (K.8B)

Identify and discuss elements of a story.




Make connections to own experiences (Fig 19F)





Recognize sensory details (K.6C)

Retell a main event from a story read aloud (K.8A)










Retell a main event from a story read aloud (K.8A) Describe characters in a story and the reasons for their actions (K.8B)











Retell a main event from a story read aloud (K.8A) Describe characters in a story and the reasons for their actions (K.8B)

EL

PS

1E-internalize academic language 3C-speak using a variety of grammatical structures 2D-monitor understanding and seek clarification 3D-internalize English words, build academic vocabulary 2G-understand the general meaning 3E-share information 2I-demonstrate listening comprehension of spoken English

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Unit 3, Exemplar Lesson 1 Daily Lesson 5, Shared Reading http://www.mycscope.us/module/co

ntent/search/~/item/673508/viewdetai

l.ashx




Note: Select a familiar folktale or fable that has not been previously read. Create Anchor chart about characters/actions and the big idea

Note: Select a folktale or fable with a clearly stated or illustrated setting.

Note: Use text from Daily Lesson 6. Prepare a story map to complete with students (see the Advance Preparation section of CSCOPE lesson)

Note: Select a fable/folktale. This may be a different version of a previously read story. Use story map from Daily Lesson 6.












5



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Identify the sound for the letter “k”.









Demonstrate phonological awareness and use the relationships between letters and sounds to decode words.





Recognize that new words are created when letters are changed, added, or deleted (K.3C)


Identify the sound for the letter “c”.









Identify alliteration in spoken language. Identify letters and sounds.


Recognize spoken alliteration (K.2E)




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2A-distinguish sound patterns in English

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http://www.mycscope.us/module/content






High Frequency

Words

Identify & read at least 25 high frequency words (K.3D) High Frequency Words: and, me

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6

Whole Group Writing


Wri

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Discuss ideas and plan for writing.

Develop drafts by sequencing the action or details in a story (K.13B)

Write short poems (K.14B)


Use sequence words to develop drafts

Identify and use words that name sequences (K.5A)


Understand and use nouns in the context of reading, writing and speaking (K.16A(ii))


Form upper- and lower-case letters legibly using basic conventions of print (K.17A)

Capitalize first letter in a sentence (K.17B)

Use punctuation at the end of a sentence (K.17C)



.Plan a first draft by generating ideas

for writing (K.13A)




Form upper- and lower-case letters legibly using basic conventions of print (K.17A)


EL

PS

1B-monitor written language 5B-write using basic/academic vocabulary 3H-narrate,describe and explain in detail orally 5G- narrate, describe and explain in detail in writing 5A-learn relationships in between sounds and letters

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7

Whole Group Reading


Wh

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Read

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Gen

re Fiction/Folktales Fiction/Folktales Fiction/Folktales Fiction

Fo

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*Performance Indicator










Make inferences based on cover, title, illustrations, and plot.

Make inferences based on the cover, title, illustrations, and plot (Fig19D)

EL

PS

1E-internalize academic language 3C-speak using a variety of grammatical structures 2D-monitor understanding and seek clarification 3D-internalize English words, build academic vocabulary 2G-understand the general meaning 3E-share information 2I-demonstrate listening comprehension of spoken English

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Note: Select a fable/folktale. This may be a different version of a previously read story. Use teacher-created story map.

Note: Select a fable/folktale and use teacher-created story map. This lesson begins a Performance Indicator that is continued in Daily Lesson 11.

Note: Use the same fable/folktale and teacher-created story map from Daily Lesson 10 to continue assessing the Performance Indicator.

Note: Select a previously read fictional

text.Create












8



Ph

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Fo

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Identify the sound for the letter “m”.









Identify alliteration in spoken language.



Identify the sound for the letter “r”.









Apply knowledge of previously learned letters and sounds to encode and decode words.


Blend spoken phonemes to form one-syllable words (K.2G)


EL

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2A-distinguish sound patterns in English

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Hig

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Identify & read at least 25 high frequency words (K.3D) High Frequency Words: look, at


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9

Whole Group Writing


Wri

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Fo

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Develop drafts.

Develop drafts by generating ideas (K.13B)


form upper- and lower-case letters legibly using basic conventions of print (K.17A)

capitalize the first letter in a sentence (K.17B)

use punctuation at the end of a sentence (K.17C)


Reflect on their writing and share it with others.



Review drafts to check for capitalization, end punctuation, and legible handwriting.


capitalize the first letter in a sentence (K.17B)

use punctuation at the end of a sentence (K.17C)



Share writing with others



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Note: Collect writing products from

this lesson for assessment and score using the rubric provided.

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10

Whole Group Reading


Wh

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Read

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Gen

re

Poetry Poetry Poetry Fiction

Fo

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s

Respond to rhythm and rhyme in poetry


Respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds (K.7A)

Respond to rhythm and rhyme in poetry and recognize sensory details



Respond to rhythm and rhyme in poetry



Use appropriate oral conventions to discuss story characters and events.


Ask and respond to questions about text (fig 19B)

Retell or act out important events in stories (Fig 19E)

Predict what might happen next in text based

on the cover, title and illustrations (K.4A)


Identify and use words that name actions and sequences (K.5A)

Identify elements of a story including setting, character and key events (K.6A)


Describe characters in a story and the reason for their actions (K.8B)

Understand and use past and future tenses, nouns and descriptive words in the context of reading, and speaking (K.16Ai-iii)


Use prepositions and prepositional phrases in the context of reading, writing and speaking (K.16A(v))

Speak in complete simple sentence (K.16B)

Listen attentively (K.21A)

Share information and ideas using basic conventions of language (K.22A)

Follow agreed-upon rules for discussion (K.23A)

ELPS

2D-monitor understanding and seek clarification 2G-understand the general meaning 2E-use supports to enhance and confirm understanding 2I-demonstrate listening comprehension of spoken English

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Unit 3, Exemplar Lesson 2

Daily lesson 13, Shared Reading

http://www.mycscope.us/module/conten

t/search/~/item/673511/viewdetail.ashx


Daily lesson 14, Shared Reading http://www.mycscope.us/module/content/search/~/item/673511/viewdetail.ashx





Note: Write a grade-appropriate poem on a chart. This will be used again in Daily Lesson 14.

Note: Select a poem with sensory as well as the poem from Daily Lesson 13. See Resource page for possible text choices.

Note: Use Eeny, Meeny Miny,Moe for other grade-appropriate rhyming poem and write on a chart.

Note: Select a text that supports character analysis. See Advance Preparation section of CSSOPE lesson and resource page of this document for possible text choices.











11



Ph

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Fo

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Identify the sound for the letter “b”.









Segment spoken words into individual phonemes and understand the relationship between individual phonemes and rimes.




Segment spoken one-syllable words into two to three phonemes (K.2I)

Identify the sound for the letter “e”.





Blend spoken onsets and rimes to form simple words.




Recognize that new words are created when letters are changed, added, or deleted (K.3C)

ELPS

2A-distinguish sound patterns in English 4A- learn English sound-letter relationships/decode

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http://www.mycscope.us/module/content/search/cscopebrowse/~/item/673511/viewdetail.ashx







/search/cscopebrowse/~/item/673511/vie

wdetail.ashx Note: See resource page for links




Hig

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Identify & read at least 25 high frequency words (K.3D) High Frequency Words: come, am


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12

Whole Group Writing


Wri

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Fo

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Generate ideas and write short rhyming poems as a class.


Plan a first draft by generating ideas for writing through class discussion (with adult assistance) (K.13A)


Write short rhyming poems as a class.



Form upper- and lower-case letters legibly using the basic conventions of print (K.17A)

Write short class poems.





Understand and use descriptive words in the context of reading, writing and speaking (K.16A(iii))


Plan and draft poems.




Understand and use descriptive words in the context of reading, writing and speaking (K.16A(iii))

Form upper- and lower-case letters legibly using the basic conventions of print (K.17A)


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Unit 3, Exemplar Lesson 2 Daily Lesson 13, Writing http://www.mycscope.us/module/content/search/cscopebrowse/~/item/673511/viewdetail.ashx

Unit 3, Exemplar Lesson 2, Daily Lesson 14, Writing http://www.mycscope.us/module/content

/search/cscopebrowse/~/item/673511/vie

wdetail.ashx


Unit 3, Exemplar Lesson 2, Daily Lesson 16, Writing http://www.mycscope.us/module/content/

search/cscopebrowse/~/item/673511/view

detail.ashx

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Note: You will need a piece of fruit so to use for the senses poem. Optional: provide a slice of fruit for each student.














13

Whole Group Reading


Wh

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Gro

up

Read

ing

Gen

re Fiction Fiction Fiction Fiction

Fo

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s

Use appropriate oral conventions to discuss story characters and make connections to the text. Discuss the purposes for reading and

listening to various texts (Fig19A)

Ask and respond to questions about text (Fig 19B)

Make connections to own experiences and discuss textual evidence (Fig 19F)










Share information and ideas using

basic conventions of language (K.22A)


Use appropriate oral conventions to discuss story characters and make connections to the text.

Ask and respond to questions about text (Fig 19B)











Make personal connections to a story character.












Make connections to and discuss story character.












ELPS

2D-monitor understanding and seek clarification 2G-understand the general meaning 2E-use supports to enhance and confirm understanding 2I-demonstrate listening comprehension of spoken English

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Note: Select a fictional book that lends

itself to character analysis and making

connections to self and other text.

Note: Use book from Daily Lesson 17. Note: Select a fictional text with characters and storyline that is easy to follow. This lesson begins assessing the Performance Indicator and will be continued in lesson 20

Note: This is a continuation of Daily Lesson

19. Use text and graphic organizer from Daily Lesson 19.











14



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Identify the common sounds that letters represent.




Focus: Phonological/print awareness




Demonstrate phonological and print awareness.


Isolate initial sound in one-syllable words (K.2H)

Understand and use nouns in the context of reading, writing and speaking (K.16Aii)


Demonstrate phonological and print

awareness. Identify upper- and lower-case letters

(K.1B)




Isolate initial sound in one-syllable words (K.2H)




EL

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4A- learn English sound-letter relationships/decode

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http://www.mycscope.us/module/content/se

arch/cscopebrowse/~/item/673511/viewdetai

l.ashx Note: Select a grade-appropriate

big book with which students can demonstrate early literacy concepts.

Note: This lesson begins a

Performance Indicator that continues through Lesson 20.

Note: Continue Performance Indicator Note: Continue Performance Indicator

Hig

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Identify & read at least 25 high frequency words (K.3D) High Frequency Words: here, is


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15

Whole Group Writing


Wri

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Plan and write a short class poem.


Plan a first draft by generating ideas for writing through class discussion (K.13A)


Understand and use nouns and descriptive words in the context of reading, writing and speaking (K.16Aii,iii)


Write a short class poem




Understand and use nouns and descriptive words in the context of reading, writing and speaking (K.16Aii,iii)



Plan and write a short class poem.




Understand and use descriptive words in the context of reading, writing and speaking (K.16Aiii)




Write and share short poems.

Write short poems (K.14B) form upper- and lower-case letters

legibly using basic conventions of print (K.17A)

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detail.ashx




detail.ashx

Note: Locate samples of acrostic poems. The website below is a possible source: http://www.readwritethink.org/classroom-resources/studentinteractives/acrostic-poems-30045.html

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http://www.readwritethink.org/classroom-resources/studentinteractives/acrostic-poems-30045.html




16

Whole Group Reading


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Read

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Gen

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These blank days at the end of the unit may be placed anywhere within the unit as

needed.


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needed.


18

Whole Group Writing


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needed.


19

Whole Group Reading

Day 25 Day 26 Day 27

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Read

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needed.


20



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needed.


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Whole Group Writing


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needed.


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Small group lessons are the individualized sessions in which you help children develop as readers based on their needs, challenges and sometimes their preferences. Select texts according to your children’s instructional level. You may use the books suggested in the teacher’s guide, select from the Leveled Readers Database (pages 112-123 of the Comprehension Literacy Guide), or your campus guided reading library.

Ind

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Independent Reading: Independent literacy work includes meaningful and productive activities for children to do while you work with small groups. This is an

opportunity for your students to build mileage as readers, to develop good independent work skills, to collaborate with others, and to work at their own pace. The Suggested Weekly Focus for each lesson provides options for independent work that expand on the week’s instruction. (Fountas, CLLG p6)

Ongoing TEKS for Unit 3: Reading: K.2A, K.5B, K.16B Word Study: K.2C Writing: K.2C,D, K.13E, K.16B

CSCOPE Recommended Resources for selecting text: Fables and Folktales

Aesop for Children by Milo Winter

Chicken Little by Steven Kellogg

Goldilocks and the Three Bears by Jan Brett

The Ant and the Grasshopper by Amy Poole

The Little Red Hen by Paul Galdone

The Loin and the Mouse by Jerry Pinkney

The Tortoise and the Hare by Janet Stevens

The Wolf and the Seven Kids by Richard Scary

Three Billy Goats Gruff by Janet Stevens

Grade-appropriate Fiction

Fancy Nancy by Jane O’Oconnor

Harry the Dirty Dog by Gene Zion

Little Bear by Maurice Sendak and Else Holmelund Minarik

Lyle, Lyle Crocodile by Bernard Weber

Olivia by Ian Falconer

Rosie’s Walk by Pat Hitchins

Too Many Toys by David Shannon

Where the Wild Things Are by Maurice Sendak


23

Grade-appropriate Poetry

Chicken Soup with Rice by Maurice Sendak

Here’s a Little Poem by Jane Yolen

The Bill Martin Jr. Big Book of Poetry by Bill Martin Jr.

The Children's Classic Poetry Collection by Nicola Baxter and Cathie Shuttleworth

Houghton Mifflin Resources: Fiction (Daily Lessons 5-12) The Hare and the Tortoise, Unit 2, Lesson 8 Please, Puppy, Please, Unit 1, Lesson 3 Curious George’s Dinosaur Discovery, Unit 4, Lesson 20 Duck and Goose, Unit 4, Lesson 20 Zinnia’s Flower Garden, Unit 5, Lesson 21

Websites for Picture Cards (Word Study, Daily Lesson 1, 3, 5, 7, 9, 11, 13, 15): In addition to these links, you may use the Phonics Lessons Resources CD and the LLI Resources.

http://www.mes-english.com/flashcards.php

http://www.eslflashcards.com/

http://www.esl-kids.com/flashcards/flashcards.html

http://www.mes-english.com/flashcards.php

http://www.eslflashcards.com/

http://www.esl-kids.com/flashcards/flashcards.html

Documents

Midland ISD- ELA Scope and Sequence Revised 11-1-12 ......legibly using the basic conventions Form upper -and lower case letters legibly using the basic conventions (K.17A) (K.17B)Write