fspsliteracy.pbworks.comfspsliteracy.pbworks.com/w/file/fetch/68418195... · Web viewThe following standards are minimally addressed in 3rd Quarter. To ensure adequate coverage, incorporate

FORT SMITH PUBLIC SCHOOLS – Grade K Curriculum: Literacy & Integrated Content WEEK 19

The following standards are minimally addressed in 3rd Quarter. To ensure adequate coverage, incorporate these standards in whole group lessons, small group instruction or literacy work station activities when possible.

RF.K.2.e, RF.K.3d, L.K.1d, L.K.1e, RI.K.3, RI.K.4, RI.K.8, RI.K.9

READING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS

MATERIALS, EXPLANATIONS &

EXAMPLESASSESSMENTS

Daily Language/VocabularyPhonemic Awareness

J – L 8Blend Onset and

RimeSegment Onset

and Rime

FluencyRead with Expression

VocabularyClassify and

Categorize Action Words

ORAL: VOCABULARY &

STRATEGIES

Weekly Plan T166-167J – L 8

Day 1T172-173 DLOR: “El Coquito”Flip Chart p. 54PA: Blend Onset and RimeSegment Onset and RimeHFW: aVB: scoop, curious, smoothDay 2T182-183 DLOR: “Jonathan and His Mommy”CLLG p 55Essential QuestionPA: Blend Onset and RimeSegment Onset and RimeHFW: aVB: Backward, Beat, Leap

Optional Weekly Vocabulary

Assessment:Have students choose one or

more of the oral vocabulary words

to illustrate.

CC.RF.K.1 Demonstrate understanding of the organization and basic features of print.CC.RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters.(The vocabulary of this standard is not addressed in this Journeys lesson.)

I will demonstrate an understanding of the basic features of print.

I will recognize that letters in a specific order make a word.

DemonstrateFeatures

PrintRecognize

Specific

TRS: Chapter 3http://www.readwritethink.org/classroom-resources/lesson-plans/growing-readers-writers-with-83.html?tab=1#tabs

http://www.readingrockets.org/article/3398/

CC.L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings.CC.L.K.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

(This standard is only taught in the “Vocabulary Strategies” section (Day 4) of Journeys.)

I will show that I understand word relationships.

I will show that I understand differences in word meanings.

I will sort common objects into categories.

ExploreRelationships

NuancesSort

CategoriesIdentify

TRS: p. 467-483http://www.sheppardsoftware.com/preschool/preschool.htm

http://www.readingrockets.org/strategies/concept_sort/

Quarter 3-p. 1

http://www.readwritethink.org/classroom-resources/lesson-plans/growing-readers-writers-with-83.html?tab=1#tabs






http://www.sheppardsoftware.com/preschool/preschool.htm







ORAL: VOCABULARY:BackwardBeatLeapStrangeWiggleZigzag

Strange, Wiggle, ZigzagDay 3T198-199 DLOR: “Jonathan and His Mommy”CLLG p. 55Essential QuestionPA: Blend Onset and RimeSegment Onset and Rime HFW: aVB: Backward, Beat, LeapStrange, Wiggle, ZigzagDay 4T206-207 DLOR: “Jonathan and His Mommy””CLLG p. 55Essential QuestionPA: : Blend Onset and RimeSegment Onset and Rime HFW: a,VB: Backward, Beat, LeapStrange, Wiggle, ZigzagDay 5T214-215 DLOR: “Jonathan and His Mommy”CLLG p. 55Essential Question

PA: : Blend Onset and RimeSegment Onset and Rime

HFW: ,aVB: Backward, Beat, LeapStrange, Wiggle, ZigzagAL: onset, rime

Read Aloud: Introduce Oral Vocabulary

Day 1T174-175







NuancesSort

CategoriesIdentify



Quarter 3-p. 2








“Johnny and His Mommy "CLLG p. 55Fluency Focus: Read with Expression

Phonemic Awareness & Word Work/Phonics Phonemic Awareness

J – L 8Blend Onset and

RimeSegment Onset

and Rime

Phonics

Letter NamesC /k/

High Frequency Words

a

*Follow FSPS District handwriting series for letter formation and

practice

Weekly Plan T166-T167J – L 8

Day 1T176 Letter Names: CcAlphafriend Card Callie CatInstructional Routine 1Letter Cards & Picture cards: c,a,t cow, cut ant, can, toys, aeronaut, ten, toastT178 Introduce WordsTo Know--chart p. 56PB: Vol. 1, p. 55

Day 3T360 Letter Names: Cc Alphafriend Card CallieCatInstructional Routine 2Letter Cards & Picture cards: c,a,t cow, cut ant,can, toys, aeronaut, ten, toastchart p. 57PB: Vol. 1, p. 57

Fluency:“Read “Cc”

T202(Unit 2 Decodable Reader)Fluency: Read with Expression

OptionalTeacher Selected

AssessmentCC.RF.K.2 Demonstrate an understanding of spoken words, syllables, and sounds (phonemes).CC.RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words.(Cover this standard in small group instruction and whole group.)

I will demonstrate an understanding of spoken words.

I will demonstrate an understanding of syllables.

I will demonstrate an understanding of sounds.

I will segment and blend onsets and rimes of single-syllable spoken words.

DemonstrateSyllables

PhonemesBlend

SegmentOnsetRimes

TRS: Chapter 5, p. 181-182WTWWJ

CC.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or most frequent sound for each consonant.

(Cover this standard in small group instruction and whole group.)

(RC:A: 2,3,4)

1-7 8-14 15-21 2nd 3rd 4th

I will decode words using my phonics skills.

I will know the consonant letter sounds (2nd quarter 1-9 sounds).

DecodePhonics

SkillsConsonant

Sounds

TRS: Chapter 6

Quarter 3-p. 3


ComprehensionThe focus for this nine weeks is narrative reading.

FSPSComprehension/

Fluency

Skill: Details

Strategy: Visualize

Genre: Fiction

Essential Question:How do the parts of

a story work together?

Read Aloud

Teacher SelectedRead-Aloud

(Fiction)

Main CC StandardsCC.RL.K.1 With prompting and support, ask and answer questions about key details in a text.

(This standard is the Focus Wall target skills for the week.)

(RC:A: 2,3,4)

(Refer to FSPS Ongoing CCSS Grade K)

I will ask questions about key details in a text.

I will answer questions about key details in a text.

Key detailsAsk

AnswerText

Question

STW: p. 17-18, p. 110-122, p. 177IRAK-1: p. 5CT: lesson 8-11

CC.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 illusion depicts).

(This standard is the Focus Wall target strategy for the week.)

I will describe the relationship between the illustrations and the story.

Describe RelationshipIllustrations

Story

STW: p. 141-142

Embedded CC StandardsCC.RL.K.2 With prompting and support, retell familiar stories, including key details.


I will retell a familiar story.

I will include details in my story.

RetellFamiliarDetails

STW: : p. 181-182, p. 198CT: lessons 16-17

CC.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.

(RC:A: 1,2,3,4)

characters settings events all 1st 2nd 3rd 4th


I will identify characters in the story.

I will identify the setting in the story.

I will identify important events in the story.

CharactersSettingIdentifyStory

IRAK-1: p. 99-118ALGRRWM

CC.RF.K.4 Read emergent-reader texts with purpose and understanding.(Cover this standard in small group instruction and whole group.)

I will read and understand text.

TextPurpose

GRRWMRP

Quarter 3-p. 4


(RC:A: 2,3,4)

Level 1 Level 2 Level 3+

2nd 3rd 4th

STW 2

WRITING WORKSHOP: WHOLE GROUP LESSONS



EXAMPLESASSESSMENTS

Grammar GrammarNouns

(plural nouns)


practice

Teacher Selected Materials for Grammar Study. Teacher may differentiate activities according to the class needs in order to teach the weekly grammar components and standards.

Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.K.1c.

CC.L.K.1 With guidance and support from adults, explore word relationships and nuances in word meanings.CC.L.K.1c Form regular plural nouns by adding /s/, or /es/ (dog, dogs, wish, wishes) (The entire standard is not addressed in this Journeys lesson.)

I will form plural nouns by adding s.

I will form plural nouns by adding es.

plural PPW: p.72-82WPGRAL

Writing WritingDescription

Focus TraitWord Choice

Focus


Day 1T341DescriptionBig Book: “David’s Drawings”

Optional Daily Writing Prompts

T326 Teacher may differentiate activities according to the class needs in order to teach the weekly writing

components and standards. Please refer to FSPS Writing Criteria D. Teacher will need to review the English Language Arts Common Core Standards Unpacking document to

understand the specific criteria specified by CC.W.K.3

Quarter 3-p. 5


Narrative(personal)

Projectable 10.1PB: Vol., 1 p. 68Day 2T357DescriptionProjectable 10.1PB: Vol., 1 p. 70Day 3T365DescriptionPB: Vol., 1 p. 73Day 4T373DescriptionFlip Chart: p. 73PB: Vol., 1 p. 74Day 5T379PB: Vol., 1 p. 77

CC.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.

(The rigor of this standard is not addressed in this Journeys lesson.)

(RC:A:3, assessed students who received a N on RC for Quarter 4)


I will use drawing, dictating, and writing to tell about an event or events.

I will tell about the events in order.

I will tell the reaction to what happened.

EventsDraw

DictateWriteOrder

Reaction

Is That a Fact? p 187-209Small MomentsAppendix A :pg.23-26Appendix C: pg. 9-10

Quarter 3-p. 6





EXAMPLESASSESSMENTS

Daily Language/Vocabulary Phonemic Awareness

J – L 9

Blend Phonemes

Fluency

Reading Rate

VocabularyRhyme

ORAL: VOCABULARY &

STRATEGIES

ORALVOCABULARY:bloompeckscatterspeckledstoretracks


Day 1T252- T253 DLOR: “The Wheels on the Bus”Flip Chart p. 57PA: Blend PhonemesHFW: toVB: cranes, containerDay 2T262-263 DLOR: “Good Morning Digger”CLLG p. 57Essential QuestionPA: Blend PhonemeHFW: toVB: early, weeds, community, cement, vacant, weldingDay 3T278-T279 DLOR: “Good Morning Digger”CLLG p. 57Essential QuestionPA: Blend PhonemeHFW: toVB: early, weeds, community, cement, vacant, weldingDay 4T286-287 DLOR: “Good Morning Digger”CLLG p. 57Essential Question

Optional Weekly Vocabulary Assessment:

Have students choose one or

more of the oral vocabulary words to illustrate.




DemonstrateFeatures

PrintRecognize

Specific




(RC:A: 2,3,4)

1-7 8-14 15-21 2nd 3rd 4th



DecodePhonics

SkillsConsonant

Sounds

TRS: Chapter 6








PA: Blend PhonemeHFW: toVB: early, weeds, community, cement, vacant, weldingDay 5T294-295DLOR: “Good Morning Digger”CLLG p. 57Essential QuestionPA: Blend PhonemeHFW: toVB: early, weeds, community, cement, vacant, weldingAL: blend, phoneme


Day 1T254-255“Good Morning Digger "CLLG p. 57Fluency Focus: Reading Rate


J – L 9

Blend PhonemesFinal Sound

Phonics

Letter NamesPp


come, me


Day 1T256-257Letter Names: PpAlphafriend Card: Pippa PigInstructional Routine 1Letter Cards & Picture cards: p, t, c, pot, pig, can, top, cow, and tenT258-259 Introduce Words to Know: to Flip Chart p. 63Instructional Routine 10PB: Vol. 1, p. 61Day 2T264-265 Letter Names:

OptionalTeacher Selected

Materials

CC.RF.K.2b Count, pronounce, blend, and segment syllables in spoken words.

(This standard is not addressed in Journeys Lesson 9. It must be addressed using Journeys and/or supplemental materials sometime during the 9 weeks. (RC:A: 2,3,4)

I will count syllables in spoke words.

I will pronounce syllables in spoken words.

I will blend and segment syllables in spoken words.

CountSyllables

Pronounce Blend

Segment

WTW WJTRS p. 181-182

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


(RC:A: 2,3,4)

Level 1 Level 2 Level 3+


TextPurpose

GRRWMRPSTW 2


2nd 3rd 4th *Follow FSPS District handwriting series for letter formation and

practice

PpInstructional Routine 1Alphafriend Card Pippa PigFlip Chart p. 64PB: Vol. 1, p. 62Day 3T40-41 Letter Names: PpInstructional Routine 2Letter Cards: Pp, TtSound Spelling Cards Pippa Pig, Tiggy TigerPB: Vol. 1, p. 63Fluency:Read “Pp” T282(Unit 2 Decodable Reader)Fluency: Reading RateDay 4Fluency:“I like Animals” T288(Unit 2 Decodable Reader)Fluency: Reading Rate

Day 5T296 Read to Connect & Independent Reading sections or teacher choiceAL: sounds, blend

Comprehension ComprehensionSkill:

Main Idea

Strategy:Summarize

Genre: Narrative

Read Aloud

Teacher Selected Read- Aloud(Fiction)

Main CC StandardsThe focus for this nine weeks is narrative reading.

CC.RL.K.1 With prompting and support, ask and answer questions about key details in a text.(RC:A: 2,3,4)

(This standard is the Focus Wall target strategy for the week

(The rigor of this standard is not addressed in this Journeys



Key detailsAsk

AnswerText

Question



lesson.)

(Refer to FSPS Ongoing CCSS Grade K)Essential Question:

What can I learn from the pictures in

a selection?CC.RL.K.2 With prompting and support, retell familiar stories, including key details.

(This standard is the Focus Wall target skill for the week)




STW: : p. 181-182, p. 198CT: lessons 16-17

Embedded CC StandardsCC.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.

(RC:A: 1,2,3,4)characters settings events all 1st 2nd 3rd 4th






CC.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 illusion depicts).(The vocabulary of this standard is not addressed in this Journeys lesson.)



Story

STW: p. 141-142

CC.RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.(Cover this standard in small group instruction and whole group.)

I will compare and contrast what happens to characters in familiar stories.

CharactersFamiliar

CompareContrast

http://ohiorc.org/Literacy_K5/strategy/strategy_each.aspx?id=000005




EXAMPLESASSESSMENTS

Grammar Grammar

Plural Nouns Teacher Selected Assessment Teacher may differentiate activities according to the class needs in order to teach the weekly grammar components and standards.





Journeys Lesson 9 focuses on plural nouns. Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.K.1 and CC.L.K.1c.


practiceCC.L.K.1 With guidance and support from adults, explore word relationships and nuances in word meanings.CC.L.K.1c Form regular plural nouns by adding /s/, or /es/ (dog, dogs, wish, wishes) (The entire standard is not addressed in this Journeys lesson.)

I will form plural nouns by adding s.

I will form plural nouns by adding es.

pluralPPW: p.72-82WPGRAL

WritingWritingJ – L 9

Descriptions



Day 1T261DescriptionProjectable 9.1(Description)Big Book: “Good Morning, Digger”


T6

Optional Writing Prompt for the Week:

Teacher may differentiate activities according to the class needs in order to teach the weekly writing components and standards.

Please refer to FSPS Writing Criteria A

Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.W.K.3.


FocusDescriptions

Narrative(Fiction)

Day 2T277DescriptionBig Book: “What Do Wheels Do All Day?”Projectable 9.1(Description)Day 3T285DescriptionBig Book: “What DO Wheels Do All Day?”Day 4T293DescriptionFlip Chart: p. 66Day 5T299Description

(Can refer to Open Response prompt on the assessment column as optional assessment)

Draw and write about your favorite kind of weather.

CC.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.(RC:A: 3,4) (RC:A:3, assessed students who received a N on RC for Quarter 4)





EventsDraw

DictateWriteOrder

Reaction


CC.L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.K.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

(RC:A: 3,4)

I will use correct spelling when writing.

I will spell words by the sounds I hear.

CapitalizationPunctuation

SpellingPhonetically

TRS Chapter 6


READING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL

VOCABULARY RESOURCES LESSON FOCUS MATERIALS, EXPLANATIONS & EXAMPLES ASSESSMENTS


J – L 10

Blend Phonemes


VocabularyClassify and

Categorize Shape Words

ORAL: VOCABULARY &

STRATEGIES

ORALVOCABULARY:addfluffyfreshgrinnedmomentshyly


Day 1T332-333 DLOR: “Do You Know What Shape This Is?”Flip Chart p. 68PA: Blend PhonemesHFW: we, toDay 2T342-343 DLOR: “David’s Drawings”CLLG p. 59Essential QuestionPA: Blend PhonemesHFW: we, toDay 3T358-359 DLOR: “David’s Drawings”CLLG p. 59Essential QuestionPA: Blend PhonemesHFW: see, weDay 4T366-367 DLOR: “David’s Drawings”CLLG p. 59Essential QuestionPA: Blend PhonemesHFW: a, toDay 5T374-375 DLOR: “David’s Drawings”CLLG p. 59Essential QuestionPA: Blend PhonemesHFW: see, a








DemonstrateFeatures

PrintRecognize

Specific



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

(RC:A: 2,3,4)

Level 1 Level 2 Level 3+ 2nd 3rd 4th


TextPurpose

GRRWMRPSTW 2







NuancesSort

CategoriesIdentify
















Day 1T334-335“David’s Drawings "CLLG p. 59Fluency Focus: Read with Expression

Phonemic Awareness & Word Work/Phonics Phonemic AwarenessJ – L 10

Blend Phonemes

Phonics

Letter NamesAa, Tt, Cc, Pp


a, to, we, see

*Follow FSPS District handwriting

series for letter formation and

practice


Day 1T336 Letter Names: Aa, TtAlphafriend Card Andy Apply and Tiggy TigerInstructional Routine 1Letter Cards & Picture cards: t,a,ant, ten, tooth, toysT338-339 Review Words to Know a, to, we, seeFlip Chart p. 70Instructional Routine 10PB: Vol. 1, p. 67Day 2T344 Letter Names: Cc,PpAlphafriend Card Callie Cat, Pippa PigFlip Chart p. 71PB: Vol. 1, p. 69Day 3T360 Letter Names: Aa, Tt, Cc, PpInstructional Routine 2Letter Cards: t,a, c, pSound Spelling Cards Andy Apple, Tiggy Tiger, Picture Cards: astronaut, top, toys, cat, pig, pot, can, ant,PB: Vol. 1, p. 71

Fluency:“Read “Mmmm, Good!” T362(Unit 2 Decodable Reader)Comprehension: Retelling a story

Teacher Selected Assessment

CC.RF.K.2b Count, pronounce, blend, and segment syllables in spoken words.

(The entire standard is not addressed in this Journeys lesson.)

(RC:A: 2,3,4)




CountSyllables

Pronounce Blend

Segment



(RC:A: 2,3,4)

1-7 8-14 15-21 2nd 3rd 4th



DecodePhonics

SkillsConsonant

Sounds

TRS: Chapter 6

CC.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.K.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

(RC:A: 2,3,4)



I will recognize short vowel sounds in common spellings.

DecodePhonicsSkillsShort vowelLong vowel

TRS: Chapter 6WJ: Chapter 4

CC.L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.K.2c Write a letter or letters for most

I will write a letter(s) for most consonant sounds.

ConsonantVowel

Sounds

PPW: p44-50, p. 72-82WPWJ


consonant and short-vowel sounds.(RC:A: 2,3,4) (The rigor of this standard is not addressed in this Journeys lesson.)

I will write a letter(s) for most short-vowel sounds.

WTW Fluency: Read with ExpressionDay 4Fluency:“Read “The Playground” T368(Unit 2 Decodable Reader)Fluency: Read with ExpressionDay 5T376 Read to Connect & Independent Reading sections or teacher choiceAL: sounds

ComprehensionThe focus for this nine weeks is narrative reading.

ComprehensionJ – L 10

Skill: Story Structure

Strategy:Summarize

Genre:Fantasy

Essential Question:

How can I learn about the

characters in a story?


Main Selection“Mouse Shapes”T346-355(Big Book)Genre: Concept BookCLLG: p. 58

Day 2 T346-347Introduce: Skill: Story StructureStrategy: SummarizeStrategy Projectable S6(Summarize)Develop Comprehension:T348-T353Wrap Up:T354-T355Flip Chart: p. 72Retelling Cards 1-4Day 3T363Comprehension: Story StructurePB: Vol. 1, p. 72AL: characters, settingDay 4T369 Vocabulary Strategies: Classify andCategorize

OptionalTeacher Selected Assessment

Main CC StandardsCC.RL.K.2 With prompting and support, retell familiar stories, including key details.(This standard is the Focus Wall target skill for the week.)




STW: : p. 181-182, p. 198CT: lessons 16-17

CC.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.(This standard is the Focus Wall target strategy for the week.)


(RC:A: 1,2,3,4)







Embedded CC StandardsCC.RL.K.4 Ask and answer questions about unknown words in a text.

(The entire standard is not addressed in this Journeys lesson.)

I will ask questions about unknown words in a text.

I will answer questions about unknown words in a text.

QuestionsUnknown

Text

STW p. 139-140BWLhttp://www.readtennessee.org/sites/www/Uploads/Grade%20K%20Unit%203%20Exploring%20with%20Friends%20In%20The

http://www.readtennessee.org/sites/www/Uploads/Grade%20K%20Unit%203%20Exploring%20with%20Friends%20In%20The%20Neighborhood-1.pdf



%20Neighborhood-1.pdf Big Book: “Mouse Shapes”Projectable 10.3AL: sort

CC.RL.K.5 Recognize common types of texts (e.g., storybooks, poems).

(The entire standard is not addressed in this Journeys lesson)

I will recognize common types of text.

RecognizeText

Poetry: PTTPhttp://www.readwritethink.org/classroom-resources/lesson-plans/poetry-portfolios-ng-poetry-152.html?tab=1#tabs

CC.RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.(The entire standard is not addressed in this Journeys lesson.)


CharactersFamiliar

CompareContrast





http://www.readwritethink.org/classroom-resources/lesson-plans/poetry-portfolios-ng-poetry-152.html?tab=1#tabs






COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS MATERIALS, EXPLANATIONS &

EXAMPLES ASSESSMENTS

GrammarGrammar

Nouns

Teachers Selected Materials for Grammar Study

*Follow FSPS District handwriting series for letter formation and practice

Teacher may differentiate activities according to the class needs in order to teach the weekly grammar components and standards.

Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.K.1 and CC.L.K.1b.

CC.L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.K.1b Use frequently occurring nouns and verbs. (The entire standard is not addressed in this Journeys lesson.)

I will write in a complete sentence.

I will speak in a complete sentence.

I will use nouns. I will use verbs

.

Complete sentence

NounsVerbs

http://www.kidzone.ws/dolch/kindergarten.htm

CC.L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.CC.L.K.4b Use the most frequently occurring inflections and affixes (e.g.,-s, re-, un-, pre-.-ful, -less) as a clue to the meaning of an unknown word.(The entire standard is not addressed in this Journeys lesson.)

I will use common occurring inflections.

I will use common occurring affixes.

Infections Affixes

GRRWRTRSALhttp://www.state.nj.us/education/frameworks/lal/chapt5s.pdf

http://www.state.nj.us/education/frameworks/lal/chapt5s.pdf






WritingWriting J – L 10

Descriptions


FocusNarrative

(Personal)


Day 1T341DescriptionBig Book: “David’s Drawings”Projectable 10.1(Description)PB: Vol., 1 p. 68Day 2T357DescriptionProjectable 10.1(Description)PB: Vol., 1 p. 70Day 3T365DescriptionPB: Vol., 1 p. 73Day 4T373DescriptionFlip Chart: p. 73PB: Vol., 1 p. 74Day 5T379PB: Vol., 1 p. 77Descriptive Sentences


T326

Optional Writing Prompt for the Week:Draw and write about shapes you know.



CC.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.(The rigor of this standard is not addressed in this Journeys lesson.)





EventsDraw

DictateWriteOrder

Reaction


CC.L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.K.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.(RC:A: 3,4) (The entire standard is not addressed in this Journeys lesson.)


I will spell words by the sounds I hear.


SpellingPhonetically

TRS Chapter 6





EXAMPLESASSESSMENTS


J – L 11

Blend Phonemes Final Sound

FluencyPause and Punctuation

VocabularyFigurative Language

ORAL: VOCABULARY &

STRATEGIES

ORALVOCABULARY:bloompeckscatterspeckledstoretracks


Day 1T12-13 DLOR: “Thirty Days Hath September”Flip Chart p. 3PA: Blend Phonemes/Final SoundHFW: come, meVB: tropical, strange, community, hurryDay 2T22-23 DLOR: “Every Season”CLLG p. 61Essential QuestionPA: Blend Phoneme/Final SoundHFW: comeVB: bloom, peck, scatter, speckled, store, tracksDay 3T38-T39 DLOR: “Every Season”CLLG p. 61Essential QuestionPA: Blend Phoneme/Final SoundHFW: comeVB: bloom, peck, scatter, speckled, store, tracksDay 4T46-47 DLOR: “Every Season”CLLG p. 61Essential QuestionPA: Blend Phoneme/Final Sound




to illustrate.




DemonstrateFeatures

PrintRecognize

Specific



CC.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or most frequent sound for each consonant.(RC:A: 2,3,4)

1-7 8-14 15-21 2nd 3rd 4th



DecodePhonics

SkillsConsonant

Sounds

TRS: Chapter 6







HFW: come, meVB: bloom, peck, scatter, speckled, store, tracksDay 5T54-55DLOR: “Every Season”CLLG p. 61Essential QuestionPA: Blend Phoneme/Final SoundHFW: comeVB: bloom, peck, scatter, speckled, store, tracksAL: blend, phoneme


Day 1T14-15“Every Season "CLLG p. 61Fluency Focus: Pause for Punctuation


J – L 11


Phonics

Letter NamesAa


come, me



Day 1T16-17 Letter Names: AaAlphafriend Card Andy AppleInstructional Routine 1Letter Cards & Picture cards: a, s, t, astronaut, sad, ten, sun, toothT18-19 Introduce Words to Know come ,meFlip Chart p. 5Instructional Routine 10PB: Vol. 1, p. 78Day 2T24-25 Letter Names: AaInstructional Routine 1Alphafriend Card Andy

Optional Teacher Selected

Assessment CC.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.K.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels.(RC:A: 2,3,4)(The rigor of this standard is not addressed in this Journeys lesson.)






(RC:A: 2,3,4)



TextPurpose

GRRWMRPSTW 2

CC.L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and

I will determine the meaning of unknown

Unknown Multiple-

BWL p. 126-128


phrases based on kindergarten reading and content.CC.L.K.4a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck) (This standard is only taught in the “Connect To” section (Day 4) of Journeys.)

words. I will determine the

meaning of multiple-meaning words.

I will determine the meaning of phrases.

I will identify new meanings for words I know.

I will apply new meanings for words I know.

meaning PhrasesIdentifyFamiliar

Apply

practiceBlend Phonemes &

Final Sounds

AppleFlip Chart p. 6PB: Vol. 1, p. 79Day 3T40-41 Letter Names: AaInstructional Routine 2,3Letter Cards: aSound Spelling Cards Andy ApplePB: Vol. 1, p. 80Fluency:“Read “Come and See Me” T42(Unit 2 Decodable Reader)Fluency: Pause for PunctuationDay 4Fluency:“Pam and Me” T48(Unit 2 Decodable Reader)Fluency: Pause for PunctuationDay 5T56 Read to Connect AL: sounds, blend, phonemes

ComprehensionComprehension Read AloudMain CC Standards

The focus for this nine weeks is narrative reading.


Skill: Understanding

Characters

Strategy: Infer/Predict

Genre: Narrative

Teacher Selected Read-Aloud

(Fiction)

CC.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.(This standard is the Focus Wall target skill for the week.)

(RC:A: 1,2,3,4)characters settings events all 1st 2nd 3rd 4th






Embedded CC StandardsCC.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 illusion depicts).




Story

STW: p. 141-142

CC.RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.(Cover this standard in small group instruction and whole group.)


CharactersFamiliar

CompareContrast





EXAMPLESASSESSMENTS





Grammar GrammarJ – L 11

Sentence Structure


practice


Day 1T20Sentence Parts: SubjectBig Book: “Every Season”Day 2T36Sentence Parts: SubjectBig Book: “Jump into January”Projectable 11.2(Sentence Parts: Subject)Day 3T44Sentence Parts: SubjectProjectable 11.2(Sentence Parts: Subject)Day 4T52Sentence Parts: SubjectBig Book: “Jump into January”Day 5T58Sentence Parts: SubjectFlip Chart: p. 9PB: Vol., 1 p. 83

Teacher Selected Assessment Teacher may differentiate activities according to the class needs in order to teach the weekly grammar

components and standards.

Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.K.1f, CC.L.K.2a and CC.L.K.2b.

CC.L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.K.1f Produce and expand complete sentences in shared language activities.(In order to meet this standard, the projectable from Journeys must be used.)



I will produce complete sentences.

I will expand sentences.

Complete sentenceExpandProduce

PPWWPhttp://www.vrml.k12.la.us/cc/writingcorner/sentences_numbersk.asp

CC.L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.K.2a Capitalize the first word in a sentence and the pronoun I.(The rigor of this standard is not addressed in this Journeys lesson.)(RC:A: 2,3,4)

I will use capitalization when writing.

I will use punctuation when writing.



SpellingSentencePronoun

PPW: p.72-82WPhttp://www.ngfl-cymru.org.uk/vtc/cap_letters_stops/eng/Introduction/StarterActivityPart2.htm

CC.L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.K.2b Recognize and name end punctuation.(RC: A: 2,3,4)(The rigor of this standard is not addressed in this Journeys lesson.) (.) (?) (!)2nd 3rd 4th




I will recognize end punctuation.

I will name end punctuation.


SpellingRecognize

PPW: p.72-82WPGRAL

Writing Writing Weekly Plan T6-T7

http://www.ngfl-cymru.org.uk/vtc/cap_letters_stops/eng/Introduction/StarterActivityPart2.htm



http://www.vrml.k12.la.us/cc/writingcorner/sentences_numbersk.asp




J – L 11

Story Sentences


FocusNarrative(Fiction)

J – L 11

Day 1T21Story SentencesBig Book: “Every Season”Projectable 11.1(Story Sentences)Day 2T37Story SentencesBig Book: “Jump into January”Projectable 11.1(Story Sentences)Day 3T45Story SentencesBig Book: “Jump into January”Day 4T53Story SentencesFlip Chart: p. 8Day 5T59Story Sentences


T6

Optional Writing Prompt for the Week:Draw and write about your favorite kind of weather.


Please refer to Writing Criteria A Journeys Lesson 11 focuses on word choice. Teacher will need to review the English Language Arts

Common Core Standards Unpacking document to understand the specific criteria specified by CC.W.K.3.

CC.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.(RC:A:3, assessed students who received a N on RC for Quarter 4)




EventsDraw

DictateWriteOrder

Reaction






EXAMPLESASSESSMENTS


J – L 12



VocabularyClassify and Categorize

Sensory Words

ORAL: VOCABULARY &

STRATEGIES

ORALVOCABULARY:GuardHuddleNoddedPastureSilentStampede


Day 1T92 – T93 DLBlend Phonemes / Final Sounds

Day 2T102-T103 DLBlend Phonemes / Final Sounds


Day 4T126-T127 DL Blend Phonemes / Final Sounds


AL: blend, phonemesIntroduce Oral VocabularyDay 1T94-T95

“Storm Is Coming”Fluency Focus: Read with Expression




to illustrate.




DemonstrateFeatures

PrintRecognize

Specific




J – L 12


Day 1Optional Unit Assessment:CC.RF.K.3 Know and apply grade-level phonics I will decode words Decode TRS: Chapter 6







and word analysis skills in decoding words.CC.RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or most frequent sound for each consonant.

(RC:A: 2,3,4) 1-7 8-14 15-21 2nd 3rd 4th (The rigor of this standard is not addressed in this Journeys lesson.)

using my phonics skills.


PhonicsSkills

ConsonantSounds

Blend and Segment Onset &

Rime

Phonics

Letter NamesNn


I, like, the, and



practice

(Unit 3 Decodable Reader)

T96 Letter Names: NnAlphafriend Card: Nyle NoodleT98-T99 Words to Know

Day 2T104-105 Letter Names: NnInstructional Routine 1Alphafriend Card Nyle NoodleFlip Chart p. 13PB: Vol. 1, p. 85Day 3T120Instructional Routine 2(Big Book): “Snow”PB: Vol. 1, p. 86Day 4T128Fluency:“Tap With Me ”(Unit 3 Decodable Reader)Comprehension: Conclusion, Monitor & Clarify

Read with ExpressionDay 5T376Book: “Snow”

AL: blend, segment, onset, rime

Comprehension ComprehensionJ – L 12

Skill: Conclusions

Strategy:


Day 1 T95Main Selection“Snow”

Optional Teacher Selected

AssessmentMain CC Standards

The focus for this nine weeks is Narrative Reading.

CC.RL.K.1 With prompting and support, ask and answer questions about key details

I will ask questions about key details in

Key detailsAsk

STW: p. 17-18, p. 110-122, p. 177


in a text.(This standard is the Focus Wall target skill for the week.) (RC:A: 2,3,4)

(Refer to FSPS Ongoing CCSS Grade K

a text. I will answer

questions about key details in a text.

AnswerText

Question

IRAK-1: p. 5CT: lesson 8-11

Monitor/Clarify

Genre:Fantasy

Essential Question:What clues help me figure out things the author does not tell

me?

(Big Book) Genre: Fantasy CLLG: p.62

Day 2 T106-T113Introduce: Conclusions, Monitor & Clarify Strategy Projectable S3Develop Comprehension: T109-T113Wrap Up: T114-T115Flip Chart: p.14Retelling Cards 1-4

Day 3 T118ConclusionsPB: Vol., p.87AL: ConclusionsPB: Vol.1, p.87

CC.RL.K.2 With prompting and support, retell familiar stories, including key details.(This standard is the Focus Wall target strategy for the week.)




STW: : p. 181-182, p. 198CT: lessons 16-17

Embedded CC Standards

CC.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.(RC:A: 1,2,3,4)characters settings events all 1st 2nd 3rd 4th







CC.RL.K.4 Ask and answer questions about unknown words in a text.(Cover this standard in small group instruction and whole group.)



QuestionsUnknown

Text

STW p. 139-140BWLhttp://www.readtennessee.org/sites/www/Uploads/Grade%20K%20Unit%203%20Exploring%20with%20Friends%20In%20The%20Neighborhood-1.pdf




RecognizeText

Poetry: PTTP

CC.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 illusion depicts).(Cover this standard in small group instruction and whole group.)



Story

STW: p. 141-142

CC.RL.K.9 With prompting and support, compare and contrast the adventures and

I will compare and contrast what

CharactersFamiliar

http://ohiorc.org/Literacy_K5/strategy/strategy_each.aspx?







experiences of characters in familiar stories.(Cover this standard in small group instruction and whole group.)

happens to characters in familiar stories.

CompareContrast

id=000005



MATERIALS, MATERIALS,

EXPLANATIONS & EXAMPLES

ASSESSMENTS

Grammar

Grammar

Weekly Plan T86-T87 Optional



J – L 12

Sentence Parts: Verbs


practice

J – L 12 Day 1T100Sentence Parts: VerbRead Aloud Book: “Storm Is Coming”Day 2T116Sentence Parts: VerbBig Book: “Snow”Projectable 12.2(Sentence Parts: Verb)Day 3T117Sentence Parts: VerbProjectable 11.2(Sentence Parts: Verb)Day 4T132Sentence Parts: VerbBig Book: “Snow”Day 5T138Sentence Parts: VerbFlip Chart: p. 16PB: Vol., 1 p. 89

Teacher SelectedAssessment


Journeys Lesson 12 focuses on present tense verbs. Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.K.1b, CC.L.K.5b, and CC.L.K.5d.

CC.L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings.CC.L.K.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.(The vocabulary of this standard is not addressed in this Journeys lesson.)




NuancesSort

CategoriesIdentify









CC.L.K.5 With guidance and support form adults, explore word relationships and nuances in word meanings. CC.L.K.5d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.(The entire standard is not addressed in this Journeys lesson.)

I will determine the meaning of verbs showing the same action.

DistinguishGRRWRTRSAL


Writing WritingJ – L 12

Narrative(Personal)

Focus TraitIdeas

FocusClass Story

Essential Question:Why is the order in

which things happen in a story

important?


Day 1T101Sentences: Exact VerbsProjectable 12.1(Story Sentences)Day 2T117Sentences: Exact VerbsProjectable 12.1(Story Sentences)Day 3T125Sentences: Exact VerbsProjectable 5.1(Story Sentence)Day 4T133Sentences: Exact VerbsFlip Chart: p. 15(Story Sentence)Day 5T139Sentences: Exact Verbs

(Story Sentences)


T86

Optional Writing Prompt for the Week:Draw and write about a day it snowed.


Please refer to FSPS Writing Criteria A. Journeys Lesson 7 focuses on description. Teacher will need to review the English Language Arts

Common Core Standards Unpacking document to understand the specific criteria specified by CC.W.K.3.






EventsDraw

DictateWriteOrder

Reaction



VOCABULARYRESOURCES LESSON FOCUS MATERIALS,

EXPLANATIONS & ASSESSMENTS





EXAMPLESDaily Language/Vocabulary Phonemic

AwarenessJ – L 13


FluencyReading Rate

VocabularyClassify and Categorize

Color Words

ORAL: VOCABULARY &

STRATEGIES

ORAL: VOCABULARY:DailyHerdMusclesPatternSeveralUsually


Day 1T172-173 DLBlend Phonemes/Final Sound

Day 2T182-T183 DLBlend Phonemes/Final Sounds

Day 3T198-T199 DLBlend Phonemes/Final Sound

Day 4T206-T207 DLBlend Phonemes/Final SoundDay 5T214-T215 DLT215Blend Phonemes/Final Sound

AL: beginning sounds, sentences, synonyms

Introduce Oral VocabularyDay 1T334-T335 “A Zebra’s World”Fluency Focus: Reading Rate




to illustrate.




DemonstrateFeatures

PrintRecognize

Specific



Phonemic Awareness & Word Work/Phonics








Phonemic Awareness


Phonics

Letter NamesShort o


You, what



practice

WTW (LN)Sort 9

Short O


CC.RF.K.2b Count, pronounce, blend, and segment syllables in spoken words. (The vocabulary of this standard is not addressed in this Journeys lesson.)

(RC:A: 2,3,4)




CountSyllables

Pronounce BlendSegment



(RC:A: 2,3,4)






CC.L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.K.2c Write a letter or letters for most consonant and short-vowel sounds.(The rigor of this standard is not addressed in this Journeys Lesson)(RC:A: 2,3,4)




I will write a letter(s) for most sounds.


SpellingConsonant

VowelSounds

PPW: p 44-50, p. 72-82:

Comprehension Comprehension Teacher SelectedRead – AloudMain CC Standards

The focus for this nine weeks is Narrative reading.


Skill: UnderstandingCharacters

Strategy: Analyze/Evaluate

Genre:Fiction

CC.RL.K.1 With prompting and support, ask and answer questions about key details in a text.(RC:A: 2,3,4)(This standard is the Focus Wall target strategy for the week.)

(Refer to FSPS Ongoing CCSS Grade K



Key detailsAsk

AnswerText

Question


CC.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.(This standard is the Focus Wall target skills for the week.)

(RC:A: 1,2,3,4)








Embedded CC StandardsCC.RL.K.4 Ask and answer questions about unknown words in a text.




QuestionsUnknown

Text

STW p. 139-140BWLhttp://www.readtennessee.org/sites/www/Uploads/Grade%20K%20Unit%203%20Exploring%20with%20Friends%20In%20The%20Neighborhood-1.pdf




RecognizeText

Poetry: PTTPhttp://www.readwritethink.org/classroom-resources/lesson-plans/poetry-portfolios-ng-poetry-152.html?tab=1#tabs




Story

STW: p. 141-142

CC.RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.(Cover this standard in small group instruction as well as whole group)


CharactersFamiliar

CompareContrast













(RC:A: 2,3,4)Level 1 Level 2 Level 3+ 2nd 3rd 4th


TextPurpose

GRRWMRPSTW 2




EXAMPLESASSESSMENTS

Grammar GrammarJ – L 13

Complete Sentences(Capitalization and

Punctuation)


practice


Day 1T180Complete Sentences

(Capitalization and Punctuation)Day 2T196

Complete Sentences(Capitalization and Punctuation)(Big Book): “ What Color Is Nature ”Projectable 13.2

Complete Sentences(Capitalization and Punctuation)Day 3T204

Complete Sentences(Capitalization and Punctuation)Big Book: “What Color is Nature?”Projectable 13.2Day 4T212



Journeys Lesson 13 focuses on complete sentences. Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.K.2, CC.L.K.2a, CC.L.K.2b.

CC.L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.K.2a Capitalize the first word in a sentence and the pronoun I.(The vocabulary of this standard is not addressed in this Journeys lesson.)

I will use capitalization when writing. I will use punctuation when writing. I will use correct spelling when writing.


SpellingSentencePronoun

PPW:p. 72-82WP:http://www.ngfl-cymru.org.uk/vtc/cap_letters_stops/eng/Introduction/StarterActivityPart2.htm

CC.L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


PunctuationSpelling

PPW:p. 72-82WP:





CC.L.K.2b Recognize and name end punctuation.

(RC: A: 2,3,4)

(.) (?) (!)2nd 3rd 4th


I will recognize end punctuation.

I will name end punctuation.

Recognize GR:AL:

Complete Sentences(Capitalization and Punctuation)Day 5T218

Complete Sentences(Capitalization and Punctuation)Flip Chart: p. 23PB: Vol., p. 95


Narrative(Personal)

Focus TraitIdeas

FocusClass Story


Day 1T181

Story SentencesProjectable 13.1

Day 2T197Story SentencesProjectable 13.1

Day 3T205Story SentencesDay 4


T86

Optional Writing Prompt for the Week:Draw and write about your favoriteColors.


Journeys Lesson 7 focuses on description. Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.W.K.3.




I will tell the reaction to what

EventsDraw

DictateWriteOrder

Reaction





EXAMPLESASSESSMENTS

Daily Language/VocabularyPhonemic Awareness

J – L 14

Beginning SoundsWords in Oral

Sentences

FluencyRead with


Day 1T332-T333 DLBeginning Sounds/Words in Oral SentencesDay 2T342-T343 DLBeginning Sounds/Words in Oral SentencesDay 3







DemonstrateFeatures

PrintRecognize

Specific










Expression

VocabularyOral Vocabulary

Synonyms

ORAL: VOCABULARY &

STRATEGIES

ORALVOCABULARY:admireddeliciousdelightdoubtfablesigh

T358-T359 DLBeginning Sounds/Words in Oral SentencesDay 4T366-T367 DLBeginning Sounds/Words in Oral SentencesDay 5T374-T375 DLT375 Beginning Sounds/Words in OralSentencesAL: beginning sounds, sentences, synonyms

Introduce Oral VocabularyDay 1

T334-T335

“The Little Red Hen”Fluency Focus: Read with Expression

CC.RF.K.2 Demonstrate an understanding of spoken words, syllables, and sounds (phonemes).CC.RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words.(The vocabulary of this standard is not addressed in this Journeys lesson.)

I will demonstrate an understanding of spoken words.

I will demonstrate an understanding of syllables.

I will demonstrate an understanding of sounds.

I will segment and blend onsets and rimes of single-syllable spoken words.

DemonstrateSyllables

PhonemesBlend

SegmentOnsetRimes

TRS: Chapter 5, p. 181-182WTWWJ

Phonemic Awareness & Word Work/Phonics FSPSPhonicsFocus

Letter NamesShort e


Are, now



practice

WTW (LN)Sort 10Short e

`Optional:


CC.L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.K.2c Write a letter or letters for most consonant and short-vowel sounds.(The rigor of this standard is not addressed in this Journeys Lesson)(RC:A: 2,3,4)




I will write a letter(s) for most sounds.


SpellingConsonant

VowelSounds

PPW: p 44-50, p. 72-82:

CC.L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings.CC.L.K.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.(Journeys Lesson 13: Day 4 Vocabulary Strategies)





NuancesSort

CategoriesIdentify


http://www.readingrockets.org/strategies/







concept_sort/

CC.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.K.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels.(The entire standard is not addressed in this Journeys lesson.)

(RC:A: 2,3,4)



DecodePhonics

SkillsShort vowelLong vowel


Comprehension Comprehension

Skill: Cause and Effect

Strategy: Infer/Predict

Genre: Narrative

Read Aloud

Teacher Selected Read-Aloud

(Fiction)

Main CC StandardsThe focus for this nine weeks is Narrative reading.

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

(This standard is the Focus Wall target skill for the week.)

(RC:A: 2,3,4)




Key detailsAsk

AnswerText

Question


Embedded CC StandardsCC.RL.K.2 With prompting and support, retell familiar stories, including key details.

(This is in the Wrap up section of Journeys with the Main Selection)

I will retell a familiar story. I will include details in my

story.


STW: : p. 181-182, p. 198CT: lessons 16-17



RecognizeText

Poetry: PTTP

http://





www.readwritethink.org/classroom-resources/lesson-plans/poetry-portfolios-ng-poetry-152.html?tab=1#tabs




Story

STW: p. 141-142

CC.RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

(Cover this standard in small group instruction as well as whole group)


CharactersFamiliar

CompareContrast



(RC:A: 2,3,4)



TextPurpose

GRRWMRPSTW 2




EXAMPLESASSESSMENTS

Grammar Grammar Weekly Plan T326-327







J – L 14

Verbs


practice

J – L 14Day 1T260Verbs in Past Tense

Day 2T276Verbs in Past Tense(Big Book): “Turtle Splash”Projectable 14.2(Verbs in Past Tense)Day 3T284Verbs in Past TenseProjectable 14.2(Action Verbs in Present Tense)Day 4T292Verbs in Past TenseDay 5T298Verbs in Past TenseFlip Chart: p. 30PB: Vol., p. 101



Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.K.1b, CC.L.K.5b, and CC.L.K.5d.

CC.L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.K.1b Use frequently occurring nouns and verbs.(The rigor of this standard is not addressed in this Journeys lesson.)



I will use nouns.

Complete sentence

Nouns

http://www.kidzone.ws/dolch/kindergarten.htmIW: see examples for chartsExamples of Name Charts:http://www.billings.k12.mt.us/literacy/kindertipfolder/kindertip17.html

Environmental Cards:http://www.hubbardscupboard.org/i_can_read_.html

Name Activities:

http://pinterest.com/kbus/name-activities-and-crafts/http://www.hubbardscupboard.org/Name_Activities_by_Difficulty.PDF

CC.L.K.5 With guidance and support form adults, explore word relationships and nuances in word meanings. CC.L.K.5b Demonstrate understanding of

I will determine the meaning of verbs and adjectives by relating them to their opposites.

Opposites GRRWRTRS

http://www.hubbardscupboard.org/Name_Activities_by_Difficulty.PDF



http://pinterest.com/kbus/name-activities-and-crafts/



http://www.hubbardscupboard.org/i_can_read_.html



http://www.billings.k12.mt.us/literacy/kindertipfolder/kindertip17.html







frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

ALhttp://www.state.nj.us/education/frameworks/

lal/chapt5s.pdfCC.L.K.5 With guidance and support form adults, explore word relationships and nuances in word meanings. CC.L.K.5d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.(The entire standard is not addressed in this Journeys lesson.)

I will determine the meaning of verbs showing the same action.

DistinguishGRRWRTRSAL



Narrative(Personal)

Focus TraitOrganization

FocusStory

Essential Question:What causes events

in a story to happen?


Day 1T261StoryProjectable 14.1(Story)

Day 2T277StoryProjectable 14.1(Story)PB: Vol., p. 35

Day 3T285Story

Day 4T293Flip Chart: p. 29

Day 5T299

StoryPB: Vol. 1, p. 42


T246

Optional Writing Prompt for the Week:Draw and write about animals that live in a pond.


Please refer to Writing Criteria A. Teacher will need to review the English Language Arts Common Core Standards Unpacking document to

understand the specific criteria specified by CC.W.K.3.






EventsDraw

DictateWriteOrder

Reaction










VOCABULARYRESOURCES LESSON FOCUS MATERIALS,

EXPLANATIONS & EXAMPLES

ASSESSMENTS

Daily Language/Vocabulary

Teacher selected materials for Vocabulary during Research Connections study.

Teacher may choose standards that best match their research connections genre. Suggested Comprehension Strategies and Skills: Sequence of events &Visualize. Refer to FSPS Research Connections Criteria. Refer to FSPS Vocabulary Instruction Guidelines K-6.

Phonemic Awareness & Word Work/Phonics FSPSPhonicsFocus

Letter Namesu

High Frequency WordsReview

Come, me, with, my, you, what,

are, now

WTW (LN)Sort 11Short u

Teacher Selected Materials for Grammar Study.


(RC:A: 2,3,4)






*Follow FSPS District

handwriting series for letter formation and

practice

Comprehension: Research Connections

Research Connections

Teacher Selected Materials for Research Connections.

Teacher may choose standards that best match their Research Connections genre. Suggested Comprehension Strategies and Skills: Sequence of Events & Visualize. Refer to FSPS Research Connections Criteria Grade Kindergarten




EXAMPLESASSESSMENTS

GrammarFSPS

GrammarFocus

Prepositions



practice

Teacher Selected Materials for Grammar Study. Teacher may differentiate activities according to the class needs in order to teach the weekly grammar

components and standards. Teacher will need to review the English Language Arts Common Core Standards Unpacking document to

understand the specific criteria specified by CC.L.K.1a

WritingResearch Connections

FSPS Writing Focus

Narrative(Personal)






EXAMPLESASSESSMENTS

Daily Language/Vocabulary

Teacher selected materials for Vocabulary during research connections study. Teachers may choose standards that best match their research connections genre.

Suggested Comprehension strategies and Skills: Conclusions & Infer/Predict Refer to FSPS Vocabulary Instruction Guidelines K-6.

Phonemic Awareness & Word Work/Phonics

FSPSPhonicsFocus

Letter NameShort i

High Frequency Words:Review

Come, me, with, my, you, what, are,

now



practice

WTW (LN)Sort 12Short i


Teachers will use additional resources to teach letter/sound.


(RC:A: 2,3,4)





Comprehension: Research ConnectionsResearch Connections

Teacher selected materials for Research Connections. Teachers may choose standards that best match their Research Connections genre. Suggested Comprehension Strategies and Skills: Conclusions & Infer/Predict. Refer to FSPS Research Connections Criteria Grade Kindergarten.

WRITING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL RESOURCES LESSON FOCUS MATERIALS, ASSESSMENTS


VOCABULARY EXPLANATIONS & EXAMPLESGrammar


Teacher will need to review the English Language Arts common Core Standards Unpacking document to understand the specific criteria specified by CC.L.K.1 and CC.L.K.1d.

FSPSGrammar Focus:

Use Question Words


practice


Writing Research Connections

FSPSComprehension

Focus

Narrative(Personal)



CC.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…).(RC:A: 4)

I will express my opinion about a topic or a book through drawing, dictating, and writing. I will state my opinion about a topic or a book.

OpinionTopic

DictatingState

PPW p. 164-167, 182-185Appendix C pg. 6-8http://2011elaworkshop.wikispaces.com/Writing+Resources+to+Support+CCSS

Reference FSPS Year at a GlanceWeek 28: TLI & FSPS Kindergarten Assessments and ReviewEnd of 3rd Quarter

http://2011elaworkshop.wikispaces.com/Writing+Resources+to+Support+CCSS



Documents

fspsliteracy.pbworks.comfspsliteracy.pbworks.com/w/file/fetch/68418195... · Web viewThe following standards are minimally addressed in 3rd Quarter. To ensure adequate coverage, incorporate