CURRICULUM MAPPING · Write an acrostic poem by choosing a word with the sound of the week. Think...

CURRICULUM MAPPING Subject: Language Arts Grade: Kindergarten

I. Unit - Phonics

★Enrichment Curriculum: The purpose of this curriculum is to expand, extend, and enrich the regular curriculum, to motivate and stimulate the academic and creative talents of all students, and to encourage higher order questioning and critical thinking in the learning process. ★Essential Skills

● Provide opportunities for real-world investigations and experiences ● Encourage fluency, flexibility, originality, and elaboration through open-ended classroom activities and products ● Provide opportunities for creative problem solving and divergent thinking techniques ● Provide opportunities for students to connect prior knowledge to new learning experiences and to establish relationships across disciplines ● Integrate creative thinking skills and problem-solving strategies with solid learning content ● Provide opportunities for independent and small group projects and investigations ● Emphasis should be placed on students’ interests, learning styles, and strengths

and open-ended problems with multiple solutions or multiple paths to solutions. ● Help students transfer abstract thinking into a variety of forms of expression ● Use choice in student assignment so students can use their strengths to demonstrate their knowledge

A. Content/Essential Questions

● Vowels, short and long ● Consonants ● Blends – Beginning, Middle, Ending ● Digraphs ● Phonemic awareness ● Phonological awareness ● Letter sounds – beginning, ending, middle

Standards: The following Common Core standards apply to all units below:

RF.K.1- Demonstrates understanding of the organization and basic features of print. RF.K.1a- Follow words from left to right, top to bottom, and page by page.

RF.K.1b- Recognize that spoken words are represented in written language by specific sequences of letters. RF.K.1c- Understand that works are separated by spaces in print. RF.K.1d- Recognize and name all upper and lowercase letters of the alphabet.

RF.K.2- Demonstrates understanding of spoken words, syllables, and sounds (phonemes). RF.K.2a- Recognize and produce rhyming words. RF.K.2b- Count, pronounce, blend, and segment syllables in spoken words. RF.K.2c- Blend and segment onsets and rimes of single-syllable spoken words. RF.K.2d- Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in

three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/)

RF.K.2e- Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

RF.K.3- Know and apply grade-level phonics and word analysis skills in decoding words. RF.K.3a- Demonstrate basic knowledge of one-to-one letter-sound correspondences by

producing the primary sound or many of the most frequent sounds for each consonant.

B. Skills

● ● Student will identify short vowels a, e, i, o, u and y. ● Student will identify all consonants ● Student will identify a blend as two letter consonants that make two

sounds (tr, fr, dr, sc, sl, etc.) ● Student will identify a digraph as two letters that make only one sound

(sh, th, ch, wh, ss, ll, dd etc.) ● Students will recognize the difference between a blend and a digraph ● Student will demonstrate the knowledge that letters make sounds ● Students will be introduced to the sound that two vowels make ● Students will learn to blend basic CVC, CCVC, CCCVCC, CCVCC, and

CVCV words. ● Student will identify long vowels a, e, i, o, u

C. Activities/Procedures

● Large group instruction ● Small group instruction ● 1 to 1 instruction ● Reading groups ● Superkids Daily Routines ● Journal Writing

*Enrichment Activities/Procedures ● Silly Sentences: Each day pick a different letter. Find objects around

your house that begin with that letter. Use those objects to write a riddle. Starting with the letter “a” --Andy is an actor eating an apple with an ant.” Make your riddle as funny and as long as you can.

● Pretend you are a cheerleader. Think of a cheer you can do for your letter or sound of the week.

● Design a scrapbook of the sound you are studying with pictures from magazine sort pictures printed from the computer. Accompanying each picture, write a sentence for that sound.

● Create your own Concentration game. Make up 10 index cards of sounds that you have been learning. Make up another set of 10 index cards of matching sounds. Shuffle the cards and try to match the sets of similar sounds. For example: short u sound-puzzle-lump

● Play Charades with sounds-Act out your sound using pantomime. For example: short e (blend) pretend you are using your hands to mix cake batter in a bowl. Students would have to guess the word-blend- and tell the short vowel sound.

● Create a picture dictionary of the sounds you have learned. ● Write an acrostic poem by choosing a word with the sound of the week.

Think of words that begin with the letter in your acrostic poem but have the same sound as in the word “child” which has a long I sound. All the words have a long I sound.

Chime High Idol Like Dime

D. Resources

● Games ● Wipe-off boards ● Highlighter tape ● Alphabet Sound Song ● Primary Phonics workbook and reading books ● Chall Pop workbook (Book B and C) ● Pocket Chart – Letter Blends, Letter sounds, Digraphs ● Harcourt books ● Pair-IT Books ● “We Both Read” ● Superkids Leveled Reader Books - Kindergarten and 1st Grade ● Superkids Informational Text

● Superkids blackline masters ● SRA ● Versatiles ● Mondo Books ● Listening Center ● Phonics Puzzles/ Games ● Reading Groups ● Scavenger Hunt/Read Around the Room ● Magnet Station ● Poetry Station ● Word Family activities ● Frog Games ● Stretching and chunking words ● Signs for Sounds

*Enrichment Resources

● Differentiated Instruction with Menus –Language Arts (Laurie Westphal) ● Phonics through Poetry by Babs Bell Hajdusiewicz

E. Technology

● Promethean Board o Large group o Small group o individual

● Computer/ iPads – (individual) o Superkids App o Starfall o ABCya o Tiggly o Phonics Island App o Phonics Farm App. o Others

*Enrichment Technology

● iPad apps-Bluster, Homophones

F. Assessment

● NWEA – MAP Testing ● Basic Reading Inventory (formal) ● Teacher-made tests (formal)

● Signs for Sounds (formal) ● Superkids (Formal) ● Teacher observations (informal) ● Student data chats (informal) ● Daily assignments (informal) ● Home-learning (informal)

II. Unit - Spelling/Vocabulary/Grammar

A. Content/Essential Questions The content areas include: sight words, math vocabulary, curriculum-related poems, new

vocabulary words, vocabulary words in context, grade-level appropriate punctuation, and beginning-ability to structure a sentence

Standards:

Common Core Standards

RI.K.4- With Prompting and support, ask and answer questions about unknown words in a text.

L.K.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.K.1a- Print many upper-and lowercase letters. L.K.1b- Use frequently occurring nouns and verbs. L.K.1c- Form regular, plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs, wish,

wishes). L.K.1d- Understand and use question words (interrogatives) (e.g., who, what, where,

when, why, how). L.K.1e- Use the most frequently occurring prepositions (e.g., to, from , in, out, on off, for,

of, by, with). L.K.1f- Produce and expand complete sentences in shared language activities. L.K.2- Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing. L.K.2a- Capitalize the fist word in a sentence and the pronoun I. L.K.2b- Recognize and name end punctuation. L.K.2c- Write a letter or letters for most consonant and short-vowel sounds (phonemes). L.K.2d- Spell simple words phonetically, drawing on knowledge of sound-letter

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

phrases based on kindergarten reading and content. 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). L.K.4b- Use the most frequently occurring inflections and affixes (e.g.,-ed,-s, re-, un-,

pre-, -ful, -less) as a clue to the meaning of an unknown word.

L.K.5- With guidance and support from adults, explore word relationships and nuances in word meanings.

L.K.5a-Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

L.K.5b- Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

L.K.5c- Identify real-life connections between words and their use (e.g., note places at school that are colorful).

L.K.5d- Distinguish shades of meaning among verbs describing the same general actions (e.g., walk, march, strut, prance) by acting out the meanings.

L.K.6- Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

B. Skills The student will:

● Demonstrate recognition of color words ● Demonstrate recognition of number words ● Demonstrate recognition of names of the days of the week ● Demonstrate recognition of names of the months of the year ● Demonstrate recognition of names of the four seasons ● Demonstrate recognition of sight words ● Demonstrate recognition of sight words in literature ● Demonstrate recognition of calendar components ● Demonstrate recognition of math vocabulary ● Demonstrate the ability to recite poetry by memorization ● Identify and sort common words in basic categories ● Identify correct level appropriate punctuation, spacing and capitalization ● Understand content words ● Develop concept vocabulary ● Students will read and look at illustrated cards (by TBAM Faculty) to help

introduce key concepts and vocabulary words for each lesson – according to the Superkids stories

● Students will create their own sentences and pictures based on the vocabulary words given.

● Students will see words in different concepts ● Reading the room – “Environmental Print”

C. Activities/Procedures Spelling

● Morning Message (Sight word recognition, grammar) ● Search a Word (finding given words in sentences, poem, stories, etc.) ● Word Family Groupings (ex: house, kites, flowers, balloons, caterpillars,

gumball machines, etc.)

● Word Family Flip Chart – “Changing Words” ● Various games relating to Spelling ● Alphabet poem ● Dolch Packets ● Word rings/ word wall ● Wipe-off boards ● Primary Phonics Workbooks ● Chall Pop Workbooks ● Signs for Sounds ● Superkids Daily Routines ● Superkids Student workbook activities ● Superkids Ten-Minute Tuck-ins ● Superkids Blackline Masters ● Manipulating individual student letter cards to spell words ● Spelling games like Beat the Teacher, Spell Around the Room ● Daily Journal writing ● Reading the room ● Spelling assessments

*Enrichment Activities/Procedures

● Create greeting card messages or rebus stories with your spelling words.

● Create riddles with the words as answers. ● Take pairs of unrelated spelling words and put them together to

create new words. Invent definitions. ● Learn some of your spelling words in a foreign language. ● Cut out a picture from a magazine and use your spelling words to

write a story about the picture. ● Make a word search with your spelling words

Vocabulary

● Calendar components Morning Message (Sight word recognition, grammar)

● Word Wall ● Poetry ● Large group instruction ● Literature: read and discuss

o Concept maps o Graphic organizers

● Dictionary ● Read and write the room ● Writing station/writing workshop

● Library Station ● Phonics bags/puzzles ● Important papers ● Teacher Center Reading Groups ● Primary Phonics Workbook ● Chall Pop Workbook ● Search a Word ● SRA Books ● Pre-lesson vocabulary review ● Sent home reading words from stories in reading groups ● Vocabulary map ● Various games relating to Vocabulary ● Class books ● Poetry Folder ● Dolch Packets ● Wipe-off boards ● Word rings/ word wall Superkids read alouds ● Superkids workbook activities ● Superkids “Super Smart Lessons”- Online ● Read-aloud Stories and Poems ● Children illustrated vocabulary definitions ● Children will make sentences using the Superkids’ vocabulary words both

orally and written *Enrichment Activities/Procedures

● Call vocabulary words “glitter” words or “star” words. Every time a child uses one of the words orally or in his writing, sprinkle him with a little shiny confetti or give him a star sticker. ● Use the vocabulary words each day in your morning message. Make sure to invite the students to circle the word and tell the class what the word means. ● Use the words for lining up. Give a table of students a clue and let them discuss what they think the word is. If they get the word correct, they line up. If not, they get another word until they get one right. ● Create a picture dictionary using your vocabulary words. ● Choose a vocabulary word and make an acrostic for the word. ● Use a word wizard box-Ask students to bring new words into the classroom that they hear at home, on TV, or anywhere else and drop these words into a word wizard box. At the end of class, pull out a word and ask who wrote it. Have students tell you where they heard the words and how they were used. Ask students to use these new words in their discussions and writing.

● Discuss literal vs. figurative meanings of idiomatic expressions such as "sweet tooth," "at her heels," "make up your mind," and "the cat's got your tongue." ● Teach students how to use prefixes and suffixes to determine meaning


● iPad app- Spelling Grades 1-5 Level; Appropriate Word Games for Kids; Word Chums; http://www.funbrain.com/FBSearch.php?Grade=K; ; Spellmania

Grammar

● Morning Message (Sight word recognition, grammar) ● Uppercase letters when needed, ending punctuation ● Lists ● Differentiating between a telling and asking sentences. ● Possessive nouns ● Contractions, such as let’s ● Plural nouns - add “-s or -es” ● Nouns - “person, place or thing”, verbs - “Action words”, adjectives -

“describing words”, ● Large group instruction ● Writing station/ writing workshop ● Pocket Chart ● Important papers ● Teacher Center Reading Groups ● Superkids dictations – writing sentences ● Superkids blackline masters ● Superkids workbook pages ● Various games relating to grammar ● Wipe-off boards ● Daily journal writing ● Primary Phonics Books ● Chall Pop Work Books ● Teacher directed lessons – Writing Workshop

o Writing tools o “Space man” – using proper spacing o Peer share


● Create a collage of pictures that describe your house, a favorite toy, or a family member.

http://www.funbrain.com/FBSearch.php?Grade=K

● Choose your favorite scene in a story and write five sentences about your story. Underline nouns in red, verbs in blue, and adjectives in green. ● Create a mobile of words color coded by parts of speech. (nouns in red, verbs in blue, and adjectives in green.) ● Classify a list of prepared words according to their parts of speech. ● Cut out pictures from a magazine. Write 5 adjectives that describe the picture. Use those 5 adjectives in a short story about your picture. Underline those words and all other adjectives that you wrote in your story. ● Create a jingle or a rap about nouns, verbs, and adjectives

D. Resources

● Signs for Sounds - Read Naturally ● Chall-Popp Phonics – Continental Press ● Primary Phonics – Educators Publishing Service ● Mondo Books – Beanbag Books ● Harcourt –Pre-Decodable / Decodable ● Harcourt Early Readers ● Versatile – Language Arts Booklets ● SRA ● Dolch Packets ● Lucy Calkins – Launching the Writing Workshop ● Superkids Ice-cream paper ● Superkids Assessment books ● Superkids Student workbooks ● Superkids Blackline Masters ● Ice-cream paper dry erase boards with markers for students ● Superkids individual letter cards ● Teacher-made vocabulary cards


● iPad apps: Grammar Quiz; Homophones; Grammar Wonderland; PicCollage

E. Technology

● Computer Station: o Starfall – www.starfall.com o PBS kids – www.pbskids.org

http://www.starfall.com/

http://www.pbskids.org/

o Storyline – www.storylineonline.net o ABCya - www.abcya.com o Brain-Pop Jr.

● Listening Station: various cassettes and CDs or iPad Listening Station that go with literature with a follow-up written activity.

● Superkids Big Book of Blending Online ● Superkids Character Song Animations ● Superkids CD Audio Lesson Plans ● Superkids Interactive Tuck-Ins ● Superkids Super Smart text read-alouds ● Superkids Daily Routines online ● Student version of Superkids Online Fun – home and at school ● Cassettes/CD’s used (examples):

o The Kissing Hand, Audrey Penn o Strega Nona Meets Her Match, Tomie dePaola o No Jumping On The Bed, Tedd Arnold o Babushka’s Doll, Patricia Polacco o A Bad Case Of The Stripes, David Shannon o The Patchwork Quilt, Valerie Flournoy o Tacky The Penguin, Helen Lester o The ABC Bunny, Wanda Gag o Curious George Takes A Job, H.A. Rey o Chicka Chicka Boom Boom, Bill Martin Jr. and John

Archambault o The Hat, Jan Brett o A Color of His Own, Leo Lionni o The Lady With The Alligator Purse, Nadine Bernard Westcott o Five Little Monkeys Jumping On The Bed, Eileen Christelow o Cinderella Penguin, Janet Perlman o Do Your Ears Hang Low?, Pamela Cote o Train Song, Diane Siebert o Sadie and The Snowman, Allen Morgan o Dogs Don’t Wear Sneakers, Laura Numeroff

● Promethean: various reading and writing activities on the promethean board with student interaction.

● Tiggly

F. Assessment

● NWEA- MPG Assessment (formal ● Basic Reading Inventory (formal) ● Signs for Sounds Assessment (formal) ● Superkids Assessments (formal) ● Dolch Packets (informal) ● Word rings (informal)

http://www.storylineonline.net/

http://www.abcya.com/

● Teacher observations (informal) ● Poetry folder (informal) ● Teacher-made tests (formal) ● Versa-tiles chart (informal) ● Student data chats (informal) ● Daily assignments (informal) ● Home-learning (informal) ● Assessment Checklist for each lesson

III. Unit - Reading Process

A. Content/Essential Questions The curriculum areas include: Concepts of Print, phonological awareness, phonemic

awareness, phonics/word analysis, vocabulary development, reading comprehension

Standards: Common Core Standards

RF.K.1- Demonstrates understanding of the organization and basic features of print. RF.K.1a- Follow words from left to right, top to bottom, and page by page.

RF.K.1b- Recognize that spoken words are represented in written language by specific sequences of letters. RF.K.1c- Understand that works are separated by spaces in print. RF.K.1d- Recognize and name all upper and lowercase letters of the alphabet.

RF.K.2- Demonstrates understanding of spoken words, syllables, and sounds (phonemes). RF.K.2a- Recognize and produce rhyming words. RF.K.2b- Count, pronounce, blend, and segment syllables in spoken words. RF.K.2c- Blend and segment onsets and rimes of single-syllable spoken words. RF.K.2d- Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in

three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/)

RF.K.2e- Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

RF.K.3- Know and apply grade-level phonics and word analysis skills in decoding words. RF.K.3a- Demonstrate basic knowledge of one-to-one letter-sound correspondences by

producing the primary sound or many of the most frequent sounds for each consonant.

RF.K.3b- Associate the long and short sound with common spellings (graphemes) for the five major vowels.

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

RF.K.3d- Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

RF.K.4 Read emergent-reader texts with purpose and understanding. RI.K.4- With Prompting and support, ask and answer questions about unknown words in

a text.. RI.K.4- With Prompting and support, ask and answer questions about unknown words in

a text. L.K.1- Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking. L.K.1a- Print many upper-and lowercase letters. L.K.1f- Produce and expand complete sentences in shared language activities. L.K.2- Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing. L.K.2a- Capitalize the first word in a sentence and the pronoun I. L.K.2b- Recognize and name end punctuation. L.K.2c- Write a letter or letters for most consonant and short-vowel sounds (phonemes). L.K.2d- Spell simple words phonetically, drawing on knowledge of sound-letter

relationships.

B. Skills The student will be able to:

● Demonstrates knowledge of concepts of print

o Identify the front cover, back cover, and title page of a book. o Recognizes that words are written and read from left to right and from

top to bottom on the printed page. o Understand that printed materials and book cover provide information. o Recognize and name all upper and lower cases of the alphabet. o Recognize that sentences in print are made up of words separated by

spaces. o Recognizes that sentences express a complete thought (including who

and what) and that sentences begin with a capital letter and end with a punctuation mark.

o Distinguish letters from words. o Understand that uppercase letters are used at the beginning of names.

● Demonstrates phonological and phonemic awareness

o Identify and produce rhyming words in response to an oral prompt. o Track syllables in a word using auditory skills o Track words in a sentence using auditory skills o Demonstrates knowledge of the alphabetic principle and applies grade

level phonics skills to read text. o Track isolated phonemes.

o Identifies consonant and short-vowel sounds when viewing corresponding letters.

o Read one-syllable and High-Frequency Words. o Blend vowel and consonant sounds orally to make words or syllables. o Understand that as letters of words change, so do the sounds. o Distinguish orally stated one-syllable words and separate into

beginning or ending sounds. o Count the number of syllables in words. o Manipulate syllables (including adding, substituting, omitting, shifting,

and repeating syllables) o List rhyming words. o Listen for text patterns including rhyme and repetition. o Decode words. o Use knowledge of sounds, letters, and words to read simple sentences. o Blend letter patterns to read words. o Decode phonogram words. o Build and read one-syllable words. o Find letter patterns in words. o Blend letter patterns to read words.

● Demonstrates early literacy skills

o Recognize and use environmental print.

● Demonstrates the ability to respond to literature

o Identify types of everyday print material. o Distinguish fantasy from realistic text. o Make predictions based on information provided in text. o Make judgments about story characters. o Recognize different genres. o Describe people, places, things, locations and actions. o Draw conclusions based on essential story elements. o Act out a story. o Recognize the problem and solution of a story. o Retell an experience or creative story in a logical sequence. o Identify characters, settings, and important events. o Make inferences based on information provided in text. o Recognize cause and effect. o Compare and contrast story characters. o Summarize a story. o Retell the story in dramatic form. o Recall facts. o Ask and answer questions about a text. o React to the action of characters.

o Describe common objects in both general and specific language. o Write a sequential story. o Sequence story events o Demonstrate understanding through the use of illustrations. o Respond to a story through art. o Recall characteristics of a poem.

● Uses a variety of strategies to comprehend grade level text

o Use pictures and context to make predictions about story content. o Identify characters. o Ask and answer questions about essential elements of the test. o Retell familiar stories. o Identify important events in a sequence. o Connect to life experiences the information and events in texts. o Understand a story problem and solution. o Understand the main idea and details. o Located the title, name of author and illustrator. o Understand story dialogue. o Emphasize repetitive texts. o Use picture clues to help understand story concept. o Identify the beginning, middle and ending of a story. o Understand meanings of action words. o Describe common events. o Understand position words. o Use prior knowledge to understand and describe characters and

settings. o Understand the character's feelings. o Connects experiences with those of others. o Understand what a description is. o Understand naming words. o Brainstorm new endings for a story. o Understand what a folktale is. o Understand concept words. o Describe story scenes. o Match photographs with text. o Distinguish between stories and information books. o Ask questions for research. o Understand describing words.

o Try to sound out words


● Literacy stations (Differentiated Instruction)

o Read and Write the room o Listening Station o Poetry o Writing Station o Versa-tiles o Library Station o Pocket Chart o Phonics bags/puzzles o Important papers o ABC Dictionary o Teacher Center o Reading Groups o Magnet Station o Puzzle Station

● Phonics stamps ● Moon/Sun Bags ● Scholastic Word Family tree (workbook) ● Word Family flip chart – “Changing Words” ● Various games covering phonics skills, fluency, word families, syllables,

comprehension, high frequency words, and beginning/ending sounds ● Self-made books ● Graphic Organizers ● Concept Maps ● Poetry folder ● Alphabet poem ● Dolch Packets ● Morning Routine – “daily message” – including finding words, circling sight

words and reading independently. ● Word rings ● Word wall ● Word boxes ● Wipe off boards ● Superkids Daily Routines ● Superkids Student workbook activities ● Superkids Ten-Minute Tuck-ins ● Superkids Blackline Masters ● Reading for Comprehension Readiness Book 1 ● Reading for Comprehension Readiness Book 2 ● Reading for Comprehension Readiness Book 3


● Choose a scene or a passage from your storybook and draw it. ● Choose the most important moment in the story and represent it graphically. Explain the reason for choosing the moment.

● Pretend you are a talk show host and interview the main character. ● Act out a scene from the story or use puppets for your classmates. ● Pretend that one of the characters in a story is meeting a character in another story you have read recently. Would they get along? Would they like each other? Do they have anything in common? Create your own story about these two characters. ● Write about a lesson that you learned in your story. ● Pick one of the main characters in your storybook. Think of a shape and draw it. (square, circle, triangle, rectangle, etc.) Describe this character using adjectives. ● Find one word that describes the main character in your storybook. Give five reasons for your choice of words. ● Write your own short story using the main characters in your storybook. ● Design costumes for the characters in your storybook. ● Decorate a lunch size bag with the title and author of a storybook that you read. Inside the bag, put 5 items that relate to your story.Play a guessing game with your classmates and see if they can figure out how the iems are related to your book. ● Fold an 8x11 piece of white paper into squares. Create cartoons about your story. Dialogues bubbles are a must. Make sure to include the setting, main characters, and the plot. ● Using a toy telephone, have a conversation with the characters in your story. ● Take a "picture walk' through your story. What do they tell you about the story? ● Make a T chart with two columns. In the left column, write 3 important details. In the right column, draw a picture of the details. ● Pretend you are phoning a fiend and leaving a message on their answering machine about the book you read. Write out the message you would leave. Write three to five sentences. ● Create a WANTED poster for the book you read. Draw a picture of the main idea. What would be the reward be for reading the book? Write your answer in complete sentences.

D. Resources

● Signs for Sounds - Read Naturally ● Chall-Popp Phonics – Continental Press ● Primary Phonics – Educators Publishing Service ● Mondo Books – Beanbag Books ● Harcourt –Pre-Decodable / Decodable ● Harcourt Early Readers ● Superkids Alphabet Cards ● Superkids Ice-cream paper

● Superkids Assessment books ● Superkids Student workbooks ● Superkids library books – Easy, On-level, Challenging ● Superkids Blackline Masters ● Superkids bendable characters

● Superkids individual letter cards ● Really Good Stuff “All About Me” posters -Ice-cream paper dry erase boards

with markers for students ● Reading for Comprehension Readiness Book 1 ● Reading for Comprehension Readiness Book 2 ● Reading for Comprehension Readiness Book 3


● Utilize choice boards and learning menus that are challenging and appeal to a variety of learning modalities. Differentiating Instruction with Menus-Grades K-2 Language Arts

● http://www.fcrr.org/studentactivities/kg.htm ● www.abcya.com K-Grade 1 ● www.readingatoz ● www.readworks.com ● www.readwork.org ● www.bookadventure.com ● Jacob's Ladder Reading Comprehension Program Primary 1-Grades K-1 ● Amanda and Oliver Pig by Jean Van Leeuwen ● Amelia Bedelia by Peggy Parish ● Frog and Toad by Arnold Lobel ● Henry & Mudge by Cynthia Rylant ● Little Bear by Elsa Holmelund Minarik ● Nate the Great by Marjorie Sharmat ● Ricky Ricotta by Dav Pilkey

E. Technology

● Computer Station: ● Starfall – www.starfall.com ● PBS kids – www.pbskids.org ● Storyline – www.storylineonline.net ● Listening Station: various cassettes and CDs that go with literature with a

follow-up written activity. ● iPad Listening Station ● Tiggly ● Promethean: various reading and writing activities on the Promethean Board

with student interaction. ● Superkids Big Book of Blending Online

http://www.fcrr.org/studentactivities/kg.htm


http://www.readwork.org/




● Superkids Character Song Animations ● Superkids CD Audio Lesson Plans ● Superkids Interactive Tuck-Ins ● Superkids Super Smart text read-alouds ● Superkids Daily Routines online ● Student Superkids online fun – home and at school ● Vooks

F. Assessment

● NWEA- MAP Assessment (formal) ● Basic Reading Inventory (formal) ● Signs for Sounds Assessment (formal) ● Word rings (informal) ● Teacher observations (informal) ● Poetry folder (informal) ● Teacher-made tests (formal) ● Versa-tiles chart (informal) ● SuperKid’s Assessment book ● Student data chats (informal) ● Daily assignments (informal) ● Home-learning (informal)

IV. Reading - Literary Analysis


Fiction - students will use their knowledge of the elements of a variety of fiction and literary text to develop a thoughtful response to a literary selection

Non-Fiction– students identify, analyze and apply knowledge of the elements of a variety of non-fiction, informational, and expository texts to demonstrate an understanding of the information presented.

Standards: Common Core Standards RL.K.1- With prompting and support, ask and answer questions about key details in a

text (literature). 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.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.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 (literature).

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

RI.K.2- With prompting and support, identify the main topic and retell key details of 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.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).

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., illustrations, descriptions, or procedures).

RI.K.10- Actively engage in group reading activities with purpose and understanding (informational text).

SL.K.1- Participate in collaborative conversations with diverse partners about kindergarten topics ant texts with peers and adults in small and larger groups.

SL.K.1a- Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). SL.K.1b- Continue a conversation through multiple exchanges.

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.

SL.K.3- Ask and answer questions in order to seek help. Get information or clarify something that is not understood.

SL.K.4- Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

SL.K.5- Add drawings or other visual displays to descriptions as desired to provide additional detail. SL.K.6- Speak audibly and express thoughts, feelings, and ideas clearly.

L.K.1d- Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

L.K.1e- Use the most frequently occurring prepositions (e.g., to, from , in, out, on off, for, of, by, with). L.K.1f- Produce and expand complete sentences in shared language activities. L.K.2b- Recognize and name end punctuation.

L.K.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

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).

L.K.4b- Use the most frequently occurring inflections and affixes (e.g.,-ed,-s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

L.K.5- With guidance and support from adults, explore word relationships and nuances in word meanings.

L.K.5a-Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

L.K.5b- Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

L.K.5c- Identify real-life connections between words and their use (e.g., note places at school that are colorful).

L.K.5d- Distinguish shades of meaning among verbs describing the same general actions (e.g., walk, march, strut, prance) by acting out the meanings.

L.K.6- Use words and phrases acquired through conversations, reading and being read to, and responding to texts.


● Identify familiar literary forms ● Retell the main events of a story ● Describe characters and settings ● Select materials to read for pleasure ● Participate in a group response to various literary selections by:

a. Identifying the characters, settings and sequence of events b. Connecting text to self and text to world

● Identify the purpose of nonfiction text ● Retell important facts from a text heard or read ● Select non-fiction materials to read for pleasure


● Fictional and non-fictional literature ● Pocket chart

● Reader’s Theater ● Power builders ● Graphic organizers ● Creative writing prompts ● Readers response ● Library books, per level ● Teacher modeling ● Student-made books ● Singing songs, poems, and rhymes ● Text to self, text to text, and text to world connections. ● Library Center ● Trips to the school library to borrow books ● Book buddy bags ● Reading reports ● Author study ● Book reports ● Informational text – Superkids ● Pair-It Books (non-fiction/fiction)


● Create a dialogue between two characters ● Read another book by the same author and compare and contrast

both books. ● Read another of the same type and compare and contrast both

books. ● Write another chapter to the book. ● Interview another person who has read this book ● Write a first-person story in which the main character is an animal

who tries to live with humans. ● Imagine that your family just bought an unusual animal as a pet.

Share some of the joys and challenges of having this animal as part of your family.

● Create a composite animal with elements of several animals. Convince someone else that it is the best animal in the world.

● Create a game that others can play to learn more about information you read in a nonfiction book.

● Create a book jacket. Include the title of the book, author and illustrator. Inside the flap, write a summary of the book.

● Describe two characters from your storybook. Discuss reasons why you would or would not want them to be your friend.

● Discuss how your story would be different if it took place in a different setting.

● Did you learn something while reading this story that you can use in your own life?

D. Resources

● Signs for Sounds - Read Naturally ● Chall-Popp Phonics – Continental Press ● Primary Phonics – Educators Publishing Service ● Mondo Books ● Harcourt –Pre-Decodable / Decodable ● Harcourt Early Readers


● http://www.fcrr.org/studentactivities/kg.htm ● www.abcya.com K-Grade 1 ● Jacob's Ladder Reading Comprehension Program Primary 1-Grades K-1 ● Differentiating Instruction with Menus-Grades K-2 Language Art

E. Technology

● Computer Station:

o Starfall – www.starfall.com o PBS kids – www.pbskids.org o Storyline – www.storylineonline.net

● Listening Station: various cassettes and CDs that go with literature: o The Kissing Hand, by Audrey Penn o Strega Nona Meets Her Match, by Tomie dePaola o No Jumping On The Bed, by Tedd Arnold o Babushka’s Doll, by Patricia Polacco o A Bad Case Of The Stripes, by David Shannon o The Patchwork Quilt, by Valerie Flournoy o Tacky The Penguin, by Helen Lester o The ABC Bunny, by Wanda Gag o Curious George Takes A Job, by H.A. Rey o Chicka Chicka Boom Boom, by Bill Martin Jr. and John

Archambault o The Hat, by Jan Brett o A Color of His Own, by Leo Lionni o The Lady With The Alligator Purse, by Nadine Bernard Westcott o Five Little Monkeys Jumping On The Bed, by Eileen Christelow o Cinderella Penguin, by Janet Perlman o Do Your Ears Hang Low?, by Pamela Cote o Train Song, by Diane Siebert o Sadie and The Snowman, by Allen Morgan o Dogs Don’t Wear Sneakers, by Laura Numeroff

● ActivBoard: various reading and writing activities on the Promethean board ● Tiggly

http://www.fcrr.org/studentactivities/kg.htm





F. Assessment

● NWEA MAP Assessment (formal) ● Basic Reading Inventory (formal) ● Teacher-made tests (formal) ● Teacher observations (informal) ● Book reports (informal) ● Student data chats (informal) ● Daily assignments (informal) ● Home-learning (informal)

V. Unit - Subject: Connecting Children’s Literature with Judaic Heritage- The Rosenfeld Legacy Project.

● Blending of Jewish values to secular literature ● Finding Jewish interpretation of mainstream materials ● Connection of Jewish values to secular values in our society ● Integration of art, music to literature and Judaic morals

Book: Click, Clack, Moo – Cows That Type


● What do the words justice and injustice mean? How do they relate to current events and personal experiences?

● Why is it important to stand up for the rights of others? ● What happens if we are bystanders and do nothing when we see others

being treated unfairly? ● What can each of us do to help others who are treated unfairly,

unkindly, or unjustly (consider both human being and animals)? ● How can we make sure our voices are heard? What forms of

communication can we use (e.g., letters, emails, posters, petitions, marches, etc.)?

● Throughout the Torah we learn about respectful treatment of animals. Why do you think this is such an important concept in Judaism?

Standards:

● Connects to Common Core reading and writing standards (see language arts)

● Engage students in critical thinking through the blending of Jewish wisdom, ethics, and values, above and beyond the standards

● Integrates art, music and literature to Judaic learning

Judaic Heritage:

● Justice, Justice Shall You Pursue- Tzedek, Tzedek Tirdof (Deutoronomy 16:20)

● Kindness to Animals - Tza’ar Ba’alei Chayim ● The righteous person regard the life of his/her animal (Proverbs

12:10).

B. Understandings:

● Problems can be solved successfully when people work together. ● Each of us has the ability to help injustice by standing up, finding our

voice, and using our words. ● The compassionate treatment of animals is fundamental to Judaism. ● Together we can prevent or minimize the suffering of animals and

encourage humane treatment.


● Activities listed in Rosenfeld Legacy Project lesson plans (Pages 6-23)

D. Resources

● The Rosenfeld Legacy Project: Connecting Children’s Literature with Judaic Heritage Edited by Anita Meyer Meinbach

● Click, Clack Moo, Cows that Type, by Doreen Cronin (Kindergarten curriculum)

● “We’re All G-d’s Creatures by Sarah Dekelbaum ● As Good as Anybody: Martin Luther King and Abraham Joshua

Heschel’s Amazing March Toward Freedom by Richard Michelson (Fourth grade curriculum)

● Other literature connections as listed in Rosenfeld project lesson plans

E. Technology

● See resources

F. Assessment

● Students will demonstrate understanding of values presented in the literature

Book: Panda Bear, Panda Bear, What Do You See?


● When G-d Created Adam, He took him around the trees of the Garden of Eden, and He said to him, “Look at my works! How beautiful and praiseworthy they are. Everything that I have created, I created for you. Take care not to damage and destroy My world, for if you damage it, there is no one to repair it after you” Midrash (Ecclesiastes Rabbah 7:13). How does this relate to today’s global issues concerning the environment?

● In the Biblical story of Noah and his family, Noah was instructed to sve two of each creature so that they could survive as a species. (Genesis 6:19). What does Judaism say about the question “Does every living thing have a special place in our world?” (What about insects such as the ant, or arachnoids such as the spider, or reptiles such as the green sea turtle and snakes, or mammals such as the red wolf and the black panther?) Why is saving these creatures a mitzvah?

● Why are animals like the bald eagle, the water buffalo, the spider monkey, the green sea turtle, the macaroni penguin,, the sea lion, the red wolf, the whooping crane, and the black panther so important? What would our world be like without them?

Standards:

● Connects to Common Core reading and writing standards (see language arts)

● Engage students in critical thinking through the blending of Jewish wisdom, ethics, and values, above and beyond the standards

● Integrates art, music and literature to Judaic learning Judaic Heritage:

● “Do not destroy or waste” – Bal Taschit ● Repairing the world – Tikkun Olam ● People have the ability to build or destroy. ● Each generation is responsible to the ones that follow ● Protecting endangered animals is one of our responsibilities. ● Each living thing has a special place in the world.

B. Understandings

● People have the ability to build or destroy. ● Each generation is responsible to the ones that follow. ● Protecting endangered animals is one of our responsibilities. ● Each living thing has a special place in the world.


● Activities listed in Rosenfeld Legacy Project lesson plans

D. Resources

● The Rosenfeld Legacy Project: Connecting Children’s Literature with Judaic Heritage Edited by Anita Meyer Meinbach

● Panda Bear, Panda bear what Do You See?, by Bill Martin, Jr. ● Beauty of the World” by Sababa (music) ● Tikkun Olam” by Joanie Leeds and Matthew Check (music) ● Brother Eagle, Sister Sky by Susan Jeffers ● Disney Nature (Earth) DVD ● Other literature connections as listed in Rosenfeld project lesson plans

E. Technology

● See resources above

F. Assessment

● Student will demonstrate understanding of values presented in the

literature VI. Unit – Writing Standards: The following Common Core Standards apply to all units of study below. SL.K.1- Participate in collaborative conversations with diverse partners about kindergarten topics ant texts with peers and adults in small and larger groups. SL.K.1a- Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). SL.K.1b- Continue a conversation through multiple exchanges. 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. SL.K.3- Ask and answer questions in order to seek help. Get information, or clarify something that is not understood. SL.K.4- Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.K.5- Add drawings or other visual displays to descriptions as desired to provide additional detail. SL.K.6- Speak audibly and express thoughts, feelings, and ideas clearly.

L.K.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.K.1a- Print many upper-and lowercase letters. L.K.1b- Use frequently occurring nouns and verbs. L.K.1c- Form regular, plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs, wish, wishes). L.K.1d- Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). L.K.1e- Use the most frequently occurring prepositions (e.g., to, from, in, out, on off, for, of, by, with). L.K.1f- Produce and expand complete sentences in shared language activities. L.K.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.K.2a- Capitalize the first word in a sentence and the pronoun I. L.K.2b- Recognize and name end punctuation. L.K.2c- Write a letter or letters for most consonant and short-vowel sounds (phonemes). L.K.2d- Spell simple words phonetically, drawing on knowledge of sound-letter relationships. L.K.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. 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). L.K.4b- Use the most frequently occurring inflections and affixes (e.g.,-ed,-s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. L.K.5- With guidance and support from adults, explore word relationships and nuances in word meanings. L.K.5a-Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. L.K.5b- Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). L.K.5c- Identify real-life connections between words and their use (e.g., note places at school that are colorful). L.K.5d- Distinguish shades of meaning among verbs describing the same general actions (e.g., walk, march, strut, prance) by acting out the meanings. L.K.6- Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Book One – Launching the Writing Workshop

Working Independently in a Writing Workshop – Part One A. Content

● Starting the Writing Workshop ● Carrying on independently as writers

● Using supplies independently ● Telling stories and illustrations ● Drawing even hard to make ideas

Standards: Common Core Standards W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces

in which they tell the 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…).


● Envision a topic ● Sketch the story (representational drawings) ● Label their drawings ● Take care of writing tools ● Understand to “do your best, and keep going”


● Mini-Lessons ● Author’s Chair ● Beginning sound labeling ● Simple sentences ● Daily journal – prompts/free writing

D. Resources/Materials

● Lucy Calkins – Launching the Writing Workshop, Part One ● Writing Journals ● Superkids Ice Cream paper ● Black Pens ● Teacher Resource – “6+1 Traits of Writing” The Complete Guide for

the Primary Grades by Ruth Culham E. Technology

● Promethean Board F. Assessment

● Writing Journals ● Pair and Share/ Turn and Talk ● Read stories to the whole class ● Mini-conferences

Using Writing, Along with Pictures, to Tell Each Story – Part Two

A. Content

● Using both pictures and words, like famous authors ● Stretching and writing words ● Stretching and writing words: initial sounds ● Spelling the best we can…and moving on ● Using writing tools

Standards: The following Common Core standard applies to Using Writing, Along with Pictures, to

Tell Each Story 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.

B. Skills

The student will be able to:

● Write pictures and words ● Separate sounds they hear in words, and write the corresponding letters

(inventive spelling) ● Use the Alphabet Chart to match the picture with the sound it represents


● Mini-Lessons ● Author’s Chair ● Beginning and ending sound labeling


● Lucy Calkins – Launching the Writing Workshop, Part Two ● Writing Journals ● Superkids Ice cream paper ● Black pens ● Alphabet Chart

E. Technology



Writing Longer, More Varied, More Thoughtful Pieces – Part Three

A. Content

● Creating a place for writing-in-progress: long term projects ● Introduce booklets ● Widening writing possibilities: lists and letters and real-world

purposes Standards: The following Common Core standard applies to Writing Longer, More Varied, More

Thoughtful Pieces: 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.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers

B. Skills


● Find a place to keep in-progress writing. ● Add words and pictures to existing stories. ● Plan and write a booklet. ● Find purpose in their writing. ● Use real-world moments in their writing.


● Mini-lessons ● Author’s Chair ● Sentence writing


● Lucy Calkins – Launching the Writing Workshop, Part Three ● Writing Journals ● Superkids Ice cream paper ● Black pens ● Finished writing/still working labels in Writing Journal

E. Technology



Preparing for Publication – Part Four

A. Content

● Fixing up writing ● Editing and fancying up writing ● Reading into the Circle; Author’s Celebration

Standards: The following Common Core standard applies to Preparing for Publication: W.K.5 With guidance and support from adults, explore a variety of digital tools to

produce and publish writing, including in collaboration with peers


● Edit/revise writing before it goes to publication. ● Re-read, check, edit, and add-details to their existing stories. ● Read their own writing.


● Mini-lessons

● Author’s Chair ● Sentence writing ● Sentence structure ● Authors’ Celebration (Publishing Party)


● Lucy Calkins – Launching the Writing Workshop, Part Four ● Writing Journals ● Superkids Ice cream paper ● Black pens ● Literature

E. Technology



Book II – Small Moments: Personal Narrative Writing

Beginning Small Moment Stories - Part One

A. Content

● Understanding a small moment story ● Discovering one small moment ● Establishing long-term partnerships ● Stretching one small moment

Standards: The following Common Core standard applies to Beginning Small Moment Stories: W.K.5 With guidance and support from adults, explore a variety of digital tools to

produce and publish writing, including in collaboration with peers. W.K.7 Participate in shared research and writing projects (e.g., explore a number of

books by a favorite author and express opinions about them).

B. Skills


● Stretch the action across more than one page to show it’s importance ● Focus their small moment as they put it on the page ● Work with a partner ● Gain understanding of concepts through the works of famous authors.


● Mini-lessons ● Author’s Chair ● Sentence writing ● Sentence structure ● Partnerships


● Lucy Calkins – Small Moments: Personal Narrative Writing, Part One ● Writing Journals ● Superkids Ice cream paper ● Black pens ● Literature from famous authors

E. Technology

● Promethean Board

F. Assessment


Getting More Writing on the Page - Part Two

A. Content

● Stretching and writing words ● Sketching rather than drawing ● Planning details ● Internalizing story shapes ● Storytelling with partners ● Writing words in a snap

Standards:

The following Common Core standard applies to Getting More Writing on the Page: W.K.5 With guidance and support from adults, explore a variety of digital tools to

produce and publish writing, including in collaboration with peers. W.K.8 With guidance and support from adults, recall information from experiences or

gather information from provided sources to answer a question.


● Separate the sounds in words they hear ● Write down the letters that corresponds to the sound ● Differentiate between sketching and drawing ● Say stories aloud before beginning to write ● Understand that stories have a beginning, middle, and end. ● Use partners to check for beginning, middle, and end. ● Write common words quickly.


● Mini-Lessons ● Author’s Chair ● Sentence writing ● Sentence structure ● Partnerships


● Lucy Calkins – Small Moments: Personal Narrative Writing, Part Two ● Writing Journals ● Superkids Ice cream paper ● Black pens ● Literature from well-known/famous authors ● Word Wall/Sight Word List

E. Technology


● Writing Journals ● Pair and Share/ Turn and Talk ● Read stories to the whole class

● Mini-conferences

Teaching Revision Strategies – Part Three

A. Content

● Focusing on most important part ● Revealing internal stories ● Writing close-in stories

Standards: The following Common Core standard applies to Teaching Revision Strategies: 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, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

B. Skills


● Focus on the most important part of their story. ● Add details to their writing. ● Understand the importance of story endings.


● Mini-lessons ● Author’s Chair ● Sentence writing ● Sentence structure ● Go back to their first journal entries and edit.


● Lucy Calkins – Small Moments: Personal Narrative Writing, Part Three ● Writing Journals ● Superkids Ice cream paper ● Black pens ● Literature from well-known/famous authors

E. Technology


F. Assessment


Preparing for Publication – Part Four

A. Content

● Revising and editing with partners ● Reading Aloud for Visitors: An Author’s Celebration

Standards: The following Common Core standard applies to Preparing for Publication: W.K.6 With guidance and support from adults, explore a variety of digital tools to

produce and publish writing, including in collaboration with peers.


● Discover strategies for making revisions to their pieces. ● Read their stories aloud.


● Mini-lessons ● Author’s Chair ● Sentence writing ● Sentence structure ● Partnerships ● Publishing Party - “Author’s Breakfast”


● Lucy Calkins – Small Moments: Personal Narrative Writing, Part Four ● Writing Journals ● Superkids Ice cream paper ● Black pens ● Literature from well-known/famous authors

E. Technology


F. Assessment

● Writing Journals ● Pair and Share/ Turn and Talk ● Read stories to the whole class and visitors ● Mini-conferences

The Learning Specialist uses different resources and activities to enhance support in the various

areas of the Language Arts Curriculum.The Learning Specialists use both the pull-out and push-in models to best support the students.

Resources: ● Michael Heggerty: Phonemic Awareness ● Letter tiles ● Seeing Stars: decoding skills ● Orally read through guided reading. The children work with the instructor

on oral comprehension skills using; LLI Fountas and Pinnell, and Reading A-Z

● Upper and Lowercase matching sounds, letter sound and letter recognition ● Oral grammar retelling and communication ● Phonemic concepts through words ● Comprehension concepts of retelling a story with a beginning, middle, end

Assessment:

● Basic Reading Inventory ● Brigance Comprehensive Inventory ● NWEA MPG Informal assessments ● San Diego Phonics Index ● Fountas and Pinnell ● Reading A-Z

Revised: November 2019 Support Revised November 2019 Revised Enrichment Specialist November 2019

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