Please note that this is a “living” document and will most

Course Title: Language Arts Grade: Kindergarten Year: 2014-2015

Dear Kindergarten ELA teacher,

Welcome to the new version of the 2014-2015 BCPS ELA Curriculum Planning Guide. There

have been some changes to the guide. Please take a moment to look over these changes.

Technology is embedded in the Common Core State Standards (see Technology Curriculum).

Work closely with your Media Specialist to ensure that the technology piece is implemented.

Please note that this is a “living” document and will most likely change as we make our way

through it this year. Your suggestions, concerns and ideas are always welcome and the

document will be adjusted accordingly as we progress through the year.

The following changes have been made to the Planning Guide this year:

MAISA Writing units and on-demand assessments (pre and post) have been added to

the pacing guide. These on-demand assessments will replace MLPP writing

assessments.

MAISA units to be assessed in this order are: narrative, opinion, and informational.

MAISA Unit Oral language, although not assessed, should still be taught.

MAISA Units Pattern books, and How-to books are not assessed and not required this

year, but you may incorporate them into instruction at appropriate time.

The Curriculum Pacing Guide is aligned to the Common Core State Standards, Skills, and

Assessment.

The focus is on the content that is taught based on the CCSS’s rather than the resource

(Macmillan) that is used. This allows the teacher flexibility to teach the content using

materials that best meet the needs of individual students.

If you have suggestions, concerns or ideas please email Joan Anderson,

[email protected]. These suggestions can be added to future Planning Guides. We

hope you have a wonderful 2014-2015 school year!

Kindergarten Curriculum Team

mailto:[email protected]


At the end of 12 weeks your students will know:

Reading

• Recognize and name all upper- and lowercase letters of the alphabet.

• Recognize and produce the sounds of letters.

• Understand the organizations and basic features of books and print.

• Understand the relationship between illustrations and text in a book.

• Identify characters, setting, and major events in a story.

• Retell a story after listening to the story.

Writing

• Print many upper- and lowercase letters.

• Students can rehearse and share their stories. (MAISA Units-Oral Language)

• Write and/or draw pictures about a specific topic and provide details about the topic.

Use drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in order and

provide a reaction to what happened. (MAISA Units-Narrative)


Essential Questions: 1. What do good readers do? 2. Where do I start reading? 3. Can you follow print? 4. How do writers use talk to focus, rehearse, and share their stories? 5. How do writers learn the process for writing? 6. How do writers make their writing ready for the world? Unit/Time Frame CCSS Skills Assessments* Suggested Resources

Weeks 1-3

Orientation/Procedures

Weeks 4-6

All About Me

RL.K.2—With prompting and support, retell familiar stories, including key details. RL.K.5—Recognize common types of texts (e.g., storybooks, poems). RL.K.6—With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. RL.K.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). RL.K.10—Actively engage in group reading activities with purpose and understanding. RI.K.1—With prompting and support, ask and answer questions about key details in a text. RI.K.2—With prompting and support, identify the main topic and retell key details of a text. RI.K.5—Identify the front cover, back cover, and title page of a book. RI.K.6—Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. RI.K.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).

Weeks 1-3

Classroom/School Rules

Constitution Day

Self-help Skills

Letters: Introduce all for exposure

Writing: MAISA Oral Language Unit

Weeks 4-6

Listening Comprehension

Recognizing Text Structure

Making Predictions

Letters: Mm, Aa

Focus Words: I, can, we, the, a, red, on

Writing: MAISA Launching Writers Workshop

DiBels

MLPP

DRA

Word List

MAISA Narrative pre writing on-demand assessment

Dolch List

Macmillan Series Smart Start Unit 1

Daily 5

Trade Books in the Genre

Bookflix

Tumble Books

Orton Gillingham

Raz Kids

MAISA Writing Units

Lucy Calkins Rubric


Unit/Time Frame CCSS Skills Assessments* Suggested Resources

Weeks 4-6

All About Me

RF.K.1—Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to

bottom, and page by page. b. Recognize that spoken words are

represented in written language by specific sequences of letters.

c. Understand that words are separated by spaces in print.

d. Recognize and name all upper-and lowercase letters of the alphabet.

RF.K.3—Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of letter-

sound correspondences by producing the primary or most frequent sound for each consonant.

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

SL.K.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. L.K.1—Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Produce and expand complete sentences in

shared language activities. L.K.6—Use words and phrases acquired through conversations, reading and being read to, and responding to texts.


Essential Questions: 1. Am I clear about what I just read? How do I know? 2. Can I describe the adventures and experiences of characters in a story? 3. How do writers make books just like the ones they read? 4. How do writers live and work like scientists?


Weeks 7-9

Friends

Weeks 7-9 RL.K.1—With prompting and support, ask and answer questions about key details in a text. RL.K.2—With prompting and support, retell familiar stories, including key details. RL.K.3—With prompting and support, identify characters, settings, and major events in a story. RL.K.5—Recognize common types of texts (e.g., storybooks, poems). RL.K.6—With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. RL.K.9.—With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RI.K.1—With prompting and support, ask and answer questions about key details in a text. RF.K.1—Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to





RF.K.3—Know and apply grade-level phonics and word analysis skills in decoding words. a. Read common high-frequency words by

sight (e.g., the, of, to, you, she, my, is, are, do, does).

Weeks 7-9 Asking Questions

Compare and Contrast

Identify Characters

Letters: Ss, Pp

Focus Words: like, it, blue, one, to, big, get

Writing: MAISA Narrative -Growing as Small Moment Writers

DiBels MiBLSi schools

MLPP Optional

DRA Optional

Word List

Dolch List

Macmillan Series Unit 2

Daily 5


Bookflix

Tumble Books

Orton Gillingham

Raz Kids

MAISA Writing Units



Weeks 7-9

Friends

W.K.3 – Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. W.K.5—With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.8—With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. L.K.1—Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.K.6—Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

http://www.corestandards.org/ELA-Literacy/W/K/3/



Weeks 10-13

Transportation

RL.K.1—With prompting and support, ask and answer questions about key details in a text. RL.K.2—With prompting and support, retell familiar stories, including key details. RL.K.3—With prompting and support, identify characters, settings, and major events in a story. RL.K.5—Recognize common types of texts (e.g., storybooks, poems). RL.K.9—With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.10—Actively engage in group reading activities with purpose and understanding. RI.K.1—With prompting and support, ask and answer questions about key details in a text. RI.K.10—Actively engage in group reading activities with purpose and understanding. RF.K.1—Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to





RF.K.2—Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Blend and segment onsets and rimes of

single-syllable spoken words. c. Add or substitute individual sounds

(phonemes) in simple, one-syllable words to make new words.

Weeks 10-13 Recognize Story

Structure

Make and Confirm Predictions

Classify and Organize

Identify Character and Plot

Letters: Tt, Ii

Focus Words: see, go, in, and, up, run, new

DiBels MiBLSi schools

MLPP Optional

DRA Optional

Word List

MAISA Narrative post writing on-demand assessment

Dolch List


Daily 5


Bookflix

Tumble Books

Orton Gillingham

Raz Kids

MAISA Writing Units

Lucy Calkins Rubric



Weeks 10-13

Transportation

W.K.3 – Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. W.K.5—With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.8—With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. RF.K.3—Know and apply grade-level phonics and word analysis skills in decoding words. a. Read common high-frequency words by sight

(e.g., the, of, to, you, she, my, is, are, do, does).

b. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

L.K.1—Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. See CCSS L.K.5—With guidance and support from adults, explore word relationships and nuances in word meaning. See CCSS L.K.6—Use words and phrases acquired through conversations, reading and being read to, and responding to texts.




(Continue first 12 weeks standards along with the following standards.)

Reading

• Ask and answer questions about key details in a text.

• Ask and answer questions about unknown words in a text.

• Compare and contrast the adventures and experiences of characters in familiar stories.

• Describe the connection between two individuals, events, ideas, or pieces of information in a text.

• Read sight words.

• Associate the long and short sounds with common spellings for the five major vowels.

• Recognize and produce rhyming words, and syllables as well as sounds at the beginning, middle, and end of words.

Writing

• With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

• Capitalize the first word in a sentence and the pronoun.

• Spell simple words, drawing on knowledge of sound – letter relationships.

• Recognize, name, and use end punctuation in writing sentences.

• Use drawing, dictating, and writing to state an opinion using the format of a letter. (MAISA Units-Opinion)


Essential Questions: 1. Can I capitalize the first word in a sentence along with the pronoun ‘I’? 2. Can I describe the connection between two individuals, events, ideas, or pieces of information in a text? 3. Can I spell simple words that relate to the picture/drawing I created? 4. How do writers use pattern books to communicate meaning? 5. How do writers finish and publish their pattern books? 6. How do writers write small moments with details, purpose, and feeling? Unit/Time Frame CCSS Skills Assessments* Suggested Resources

Weeks 14-16

Senses

Weeks 14-16 RL.K.1—With prompting and support, ask and answer questions about key details in a text. RL.K.2—With prompting and support, retell familiar stories, including key details. RL.K.3—With prompting and support, identify characters, settings, and major events in a story. RL.K.5—Recognize common types of texts (e.g., storybooks, poems). RL.K.9—With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.10—Actively engage in group reading activities with purpose and understanding. RI.K.1—With prompting and support, ask and answer questions about key details in a text. RI.K.10—Actively engage in group reading activities with purpose and understanding. RF.K.1—Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to




d. Recognize and name all upper and lowercase letters of the alphabet.

Weeks 14-16

Recognize Story Structure


Summarizing

Sequencing

Making Inferences

Letters: Nn, Cc

Focus Words: have, is, play, yellow, not, at, eat

Writing: MAISA Opinion Writing

DiBels

MLPP

DRA

Word List

MAISA Narrative pre writing on-demand assessment

Dolch List


Daily 5


Bookflix

Tumble Books

Orton Gillingham

Raz Kids

MAISA Writing Units

Lucy Calkins Rubric



Weeks 14-16

Senses

RF.K.2—Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words b. Blend and segment onsets and rimes of



RF.K.3—Know and apply grade-level phonics and word analysis skills in decoding words. a. Read common high-frequency words by sight



W.K.1 -Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). W.K.5—With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.8—With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

L.K.1—Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. See CCSS L.K.5—With guidance and support from adults, explore word relationships and nuances in word meaning. See CCSS L.K.6—Use words and phrases acquired through conversations, reading and being read to, and responding to texts.




Weeks 17-19

Animals

Weeks 17-19 RL.K.1—With prompting and support, ask and answer questions about key details in a text. RL.K.2—With prompting and support, retell familiar stories, including key details. RL.K.3—With prompting and support, identify characters, settings, and major events in a story. RL.K.4—Ask and answer questions about unknown words in a text. RL.K.5—Recognize common types of texts (e.g., storybooks, poems). RL.K.9—With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.10—Actively engage in group reading activities with purpose and understanding. RI.K.1—With prompting and support, ask and answer questions about key details in a text. RI.K.10—Actively engage in group reading activities with purpose and understanding. RF.K.1—Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to

bottom, and page by page. b. Recognize that spoken words are represented

in written language by specific sequences of letters.






Weeks 17-19 Recognize Story

Structure

Make and Confirm

Predictions

Classify and Categorize


Letters: Ff, Oo

Focus Words: down, did, no, yes, look, my our

DiBels

MLPP

DRA

Word List

Dolch List


Daily 5


Bookflix

Tumble Books

Orton Gillingham

Raz Kids

MAISA Writing Units

Lucy Calkins Rubric



Weeks 17-19

Animals




L.K.1—Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. See CCSS. L.K.5—With guidance and support from adults, explore word relationships and nuances in word meanings. See CCSS. L.K.6—Use words and phrases acquired through conversations, reading and being read to, and responding to texts. W.K.1 – Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). W.K.5—With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.8—With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.




Weeks 20-22

Neighborhood

Weeks 20-22 RL.K.1—With prompting and support, ask and answer questions about key details in a text. RL.K.2—With prompting and support, retell familiar stories, including key details. RL.K.3—With prompting and support, identify characters, settings, and major events in a story. RL.K.5—Recognize common types of texts (e.g., storybooks, poems). RL.K.9—With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.10—Actively engage in group reading activities with purpose and understanding. RI.K.1—With prompting and support, ask and answer questions about key details in a text. RI.K.3—With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K4—With prompting and support, ask and answer questions about unknown words in a text. RI.K.10—Actively engage in group reading activities with purpose and understanding. RF.K.1—Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to





RF.K.2—Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words.

Weeks 20-22 Summarize

Identify Main Idea and Key Details

Retell (Comprehension)

Letters: Hh, Dd, Rr

Focus Words: are, for, you, two, three, all, four

DiBels

MLPP

DRA

Word List

MAISA Opinion post writing on-demand assessment

Dolch List


Daily 5


Bookflix

Tumble Books

Orton Gillingham

Raz Kids

MAISA Writing Units

Lucy Calkins Rubric



Weeks 20-22

Neighborhood

b. Blend and segment onsets and rimes of single-syllable spoken words.

c. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.




L.K.1—Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. See CCSS. W.K.1 – Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). W.K.5—With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.8—With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. L.K.2—Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. See CCSS L.K.5—With guidance and support from adults, explore word relationships and nuances in word meanings. See CCSS. L.K.6—Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

DiBels

MLPP

DRA

Word List

MAISA Opinion post writing on-demand assessment

Dolch List


Daily 5


Bookflix

Tumble Books

Orton Gillingham

Raz Kids

MAISA Writing Units

Lucy Calkins Rubric




Weeks 23-25

Weather

Weeks 23-25 RL.K.1—With prompting and support, ask and answer questions about key details in a text. RL.K.2—With prompting and support, retell familiar stories, including key details. RL.K.3—With prompting and support, identify characters, settings, and major events in a story. RL.K.5—Recognize common types of texts (e.g., storybooks, poems). RL.K.9.—With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.10—Actively engage in group reading activities with purpose and understanding. RI.K.1—With prompting and support, ask and answer questions about key details in a text. RI.K.3—With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K4—With prompting and support, ask and answer questions about unknown words in a text. RI.K.8—With prompting and support, identify the reasons an author gives to support points in a text. RI.K.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). RI.K.10—Actively engage in group reading activities with purpose and understanding

Weeks 23-25 Visualize

Identify Main Ideas and Details

Identify Setting

Distinguish between Fantasy and Reality

Rhyming

Letters: Ee, Bb, Ll

Focus Words: am, ate, be, do, black, good, now, came

DiBels

MLPP

DRA

Word List

MAISA Informational pre writing on-demand assessment

Dolch List


Daily 5


Bookflix

Tumble Books

Orton Gillingham

Raz Kids

MAISA Writing Units

Lucy Calkins Rubric



Weeks 23-25

Weather









RF.K.3—Know and apply grade-level phonics and word analysis skills in decoding words. a. Associate the long and short sounds with the

common spellings (graphemes) for the five major vowels.


c. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

W.K.2 – Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.K.5—With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.




Weeks 23-25

Weather

W.K.8—With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. L.K.1—Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. See CCSS. L.K.2—Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. See CCSS. L.K.5—With guidance and support from adults, explore word relationships and nuances in word meanings. See CCSS. L.K.6—Use words and phrases acquired through conversations, reading and being read to, and responding to texts.



(Continue with previous standards along with the following standards.)

Reading

• Ask and answer questions about key details in text.

• Actively engage in group reading activities.

• Read sight words.

• Identify new meanings for familiar words apply them accurately.

• Use the most frequently occurring affixes the meaning of unknown words.

Writing

• Use drawing, dictating, and writing to compose informative/explanatory text. (MAISA Units-Informational)

• Label items and objects using one word or more. (MAISA Units – Label and List)

• With guidance and support from adults, write to respond to questions from peers to strengthen writing.

• With guidance and support from adults, use digital tools to produce and publish writing.

• Use words and phrases acquired through conversations and reading activities.


Essential Questions: 1. Am I actively engaging in group reading activities? 2. Can I read and write high frequency words? 3. How do writers write to express an opinion? 4. How do writers generate “How To” books? 5. How do writers plan and write information in an organized way? Unit/Time Frame CCSS Skills Assessments* Suggested Resources

Weeks 26-28

Plants

Weeks 26-28 RL.K.1—With prompting and support, ask and answer questions about key details in a text. RL.K.2—With prompting and support, retell familiar stories, including key details. RL.K.3—With prompting and support, identify characters, settings, and major events in a story. RL.K.5—Recognize common types of texts (e.g., storybooks, poems). RL.K.9—With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.10—Actively engage in group reading activities with purpose and understanding. RI.K.1—With prompting and support, ask and answer questions about key details in a text. RI.K.3—With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K.4—With prompting and support, ask and answer questions about unknown words in a text. RI.K.8—With prompting and support, identify the reasons an author gives to support points in a text. RI.K.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). RI.K.10—Actively engage in group reading activities with purpose and understanding.

Weeks 26-28 Recognize Text

Structure

Sequence of Events

Retelling

Drawing Conclusions

Rhyming

Letters: Kk, Uu

Focus Words: little, said, here, brown, me, help, into, must

Writing: MAISA Label and List Writing Unit

DiBels

MLPP

DRA

Word List

Dolch List


Daily 5


Bookflix

Tumble Books

Orton Gillingham

Raz Kids

MAISA Writing Units

Lucy Calkins Rubric



Weeks 26-28

Plants













RF.K.4—Read emergent-reader texts with purpose and understanding.



Weeks 26-28

Plants

L.K.1—Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. See CCSS. L.K.2—Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. See CCSS. L.K.5—With guidance and support from adults, explore word relationships and nuances in word meanings. See CCSS. L.K.6—Use words and phrases acquired through conversations, reading and being read to, and responding to texts. W.K.2 – Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.K.5—With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.8—With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.




Weeks 29-31

Insects

Weeks 29-31 RL.K.1—With prompting and support, ask and answer questions about key details in a text. RL.K.2—With prompting and support, retell familiar stories, including key details. RL.K.3—With prompting and support, identify characters, settings, and major events in a story. RL.K.5—Recognize common types of texts (e.g., storybooks, poems). RL.K.9—With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.10—Actively engage in group reading activities with purpose and understanding. RI.K.1—With prompting and support, ask and answer questions about key details in a text. RI.K.3—With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K.4—With prompting and support, ask and answer questions about unknown words in a text. RI.K.8—With prompting and support, identify the reasons an author gives to support points in a text. RI.K.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). RI.K.10—Actively engage in group reading activities with purpose and understanding

Weeks 29-31

Classify and Categorize

Ask Questions

Compare and Contrast

Distinguish between Fantasy and Reality

Letters: Vv, Xx, Gg, Ww

Focus Words: he, but, where, come, funny, jump, make, with

Writing: MAISA – Informational Writing: Personal Expertise

DiBels

MLPP

DRA

Word List

Dolch List


Daily 5


Bookflix

Tumble Books

Orton Gillingham

Raz Kids

MAISA Writing Units

Lucy Calkins Rubric



Weeks 29-31

Insects













RF.K.4—Read emergent-reader texts with purpose and understanding. L.K.1—Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. See CCSS. L.K.2—Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. See CCSS.



Weeks 29-31

Insects

L.K.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. See CCSS. L.K.5 – With guidance and support from adults, explore word relationships and nuances in word meanings. See CCSS. L.K.6 – Use words and phrases acquired through conversations, reading and being read to, and responding to texts. W.K.2 – Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.K.5—With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.8—With guidance and support from adults, recall information from experiences or gather information from provided sources to answer questions.




Weeks 32-36

End of Year

Weeks 32-26 RL.K.1—With prompting and support, ask and answer questions about key details in a text. RL.K.2—With prompting and support, retell familiar stories, including key details. RL.K.3—With prompting and support, identify characters, settings, and major events in a story. RL.K.5—Recognize common types of texts (e.g., storybooks, poems). RL.K.9—With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.10—Actively engage in group reading activities with purpose and understanding. RI.K.1—With prompting and support, ask and answer questions about key details in a text. RI.K.3—With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K.4—With prompting and support, ask and answer questions about unknown words in a text. RI.K.8—With prompting and support, identify the reasons an author gives to support points in a text. RI.K.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). RI.K.10—Actively engage in group reading activities with purpose and understanding.

Weeks 32-36 Monitor

Comprehension

Reread

Identify Cause and Effect

Identify Setting

Poetry (narrative, dramatic, lyrical)

Letters: Jj, Qq, Yy, Zz

Focus Words: review previous words or add additional Primer words

DiBels

MLPP

DRA

Word List

MAISA Informational post writing on-demand assessment

Dolch List


Daily 5


Bookflix

Tumble Books

Orton Gillingham

Raz Kids

MAISA Writing Units

Lucy Calkins Rubric



Weeks 32-36

End of Year






RF.K.2—Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment

syllables in spoken words. c. Blend and segment onsets and rimes of

single-syllable spoken words. d. 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/.)

e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.





RF.K.4—Read emergent-reader texts with purpose and understanding.



Weeks 32-36

End of Year

W.K.2 - Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.K.5—With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.8—With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. L.K.1—Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. See CCSS. L.K.2—Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. See CCSS. L.K.4—Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. See CCSS. L.K.5—With guidance and support from adults, explore word relationships and nuances in word meanings. See CCSS. L.K.6—Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

*Note—some assessments are mandatory and some are suggested.

Some MAISA units are optional: Pattern Books (during opinion unit) and How-to (during informational unit). These can be taught during re-teach time.


Documents

Please note that this is a “living” document and will most