Draft Putnam County School District Curriculum Guide ...putnamtechnology.ss7.sharpschool.com ›...

Draft Putnam County School District Curriculum Guide (Kindergarten) 2018-2019 The following curriculum guide is based on the Florida LAFS, as well as, the LAFS Access points, for two reasons: 1) To support differentiated Instruction for our students with disabilities/struggling readers, and 2) the planning of Learning Progressions. Both documents can be accessed at www.cpalms.org. The main resource for the support of instruction is HMH Florida Journeys, which can be accessed digitally at http://k-‐6.thinkcentral.org. Achieve the Core has completed an adaptation guide for meeting the common core standards that many teachers find very useful. It can be accessed at https://achievethecore.org/page/2881/journeys-‐2014-‐materials-‐adaptation-‐project. Other instructional resources may be used that align with the LAFS standards. Instruction should begin with the standard, a scale of learning progression should be developed, and assessment should be used to inform subsequent instruction and monitor progress. The LAFS include comprehension standards for both informational and literary text. Text in the 21st Century includes traditional, digital, visual, auditory, and tactile text. In K-‐2 most of comprehension instruction will occur in shared reading experiences such as read/think aloud and guided reading/writing instruction. In addition to comprehension standards, the LAFS include language, speaking and listening, and writing standards. These core standards should occur throughout the day in all content instruction. Application should take place within the context of reading, writing, or discussing. For new teachers, WE RECOMMEND BEGINNING WITH JOURNEYS UNIT 1, LESSON 1 and teaching all the standards through as many units as possible. Students should be asked to find evidence from the text continually. This textual evidence can be evident in writing, research, discussion, and presentation. Oral language development should be addressed through speaking and listening standards-‐-‐this happens when participating in collaborative conversations with partners or adults, in small or large groups. Finally, in K-‐2, the most important standards are the foundational standards. These standards should be taught in a systematic way to ensure a gap-‐free foundation for successful reading development. The foundational standards are listed in the recommended pacing guide within this document. Suggested assessments are included in the pacing guide. Regular formative assessment is necessary to inform instruction and determine the progress of students. Additional common formative assessment at the grade and school level is available through the curriculum and encouraged. School and district assessments will be conducted through the use of I-‐Ready. Additional assessment may be added as necessary. Unlike most other subjects, the English Language Arts standards are not taught in sequential order. This means that standards spiral in and out of each lesson and will be repeated throughout the year depending on the theme, task, and text.

Kindergarten Yearly Outlook

First nine weeks LAFS.K.RF.1.1: Demonstrate understanding of the organization and basic features of print. LAFS.K.RF.2.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). LAFS.K.RF.3.3: Know and apply grade-‐level phonics and word analysis skills in decoding words. LAFS.K.RI/RL.1.1: With prompting and support, ask and answer questions about key details in a text. LAFS.K.RI.2.5: Identify the front cover, back cover, and title page of a book. LAFS.K.RL.2.5: Recognize common types of texts (e.g., storybooks, poems). LAFS.K.RL.2.6: With prompting and support, identify the author and illustrator of a story and define the role of each in telling the story LAFS.K.RI.2.6: With prompting and support, identify the author and illustrator of a story and define the role of each in presenting the ideas or information in a text LAFS.K.RI/RL.3.7: 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). LAFS.K.RL.3.9:With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. LAFS.K.RI.3.9:With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Second nine weeks LAFS.K.RF.1.1: Demonstrate understanding of the organization and basic features of print. LAFS.K.RF.2.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). LAFS.K.RF.3.3: Know and apply grade-‐level phonics and word analysis skills in decoding words. LAFS.K.RI/RL.1.2: With prompting and support, identify the main topic, retell familiar stories and retell key details in a text LAFS.K.RL.1.3: With prompting and support, identify characters, settings, and major events in a story LAFS.K.RI.1.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information. LAFS.K.RI. 2.4 RI/RL: With prompting and Support, ask and answer questions about unknown words in a text LAFS.K.RI/RL.3.7: 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). LAFS.K.RL.3.9:With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories LAFS.K.RI.3.9:With prompting and

Third nine weeks LAFS.K.RF.1.1: Demonstrate understanding of the organization and basic features of print. LAFS.K.RF.2.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). LAFS.K.RF.3.3: Know and apply grade-‐level phonics and word analysis skills in decoding words. LAFS.K.RF.4.4: Read emergent-‐reader texts with purpose and understanding. LAFS.K.RI.1.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information. LAFS.K.W.1.1: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 LAFS.K.W.1.2: Use a combination of drawing, dictating, and writing to compose informative/expository texts in which they name what they are writing about and supply some information about the topic LAFS.K.RI.3.8:With prompting and support, identify basic similarities in and differences between two texts on the same topics (e.g., in illustrations, descriptions, or procedures)

Fourth nine weeks LAFS.K.RF.1.1: Demonstrate understanding of the organization and basic features of print. LAFS.K.RF.2.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). LAFS.K.RF.3.3: Know and apply grade-‐level phonics and word analysis skills in decoding words. LAFS.K.RF.4.4: Read emergent-‐reader texts with purpose and understanding. LAFS.K.W.1.2: Use a combination of drawing, dictating, and writing to compose informative/expository texts in which they name what they are writing about and supply some information about the topic

Foundational Standards Pacing Guide-‐Kindergarten standards are highlighted

SKILL Quick Check Assessment TYPICALLY MASTERED

STANDARD Pacing Guide

Print Concepts Continuum Left to Right Orientation We are finished with this page. Where

should we go next? Pre-‐K LAFS.K.RF.1.1 First 30 days

Top to Bottom Orientation During shared reading activities, text point: from top to bottom of page, from left to right or to match a spoken “orally

Pre-‐K LAFS.K.RF.1.1 First 30 days

support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Integrated Standards Integrated Standards Integrated Standards Integrated Standards LAFS.K.RI/RL.4.10 LAFS.K.L.1.1 LAFS.K.L.1.2 LAFS.K.L.3.4 LAFS.K.L.3.5 LAFS.K.L.3.6 LAFS.K.SL.1.1 LAFS.K.SL.1.2 LAFS.K.SL.1.3 LAFS.K.SL.2.4 LAFS.K.SL.2.5 LAFS.K.SL.2.6 LAFS.W.2.5 LAFS.W.2.6 LAFS.W.3.7 LAFS.W.3.8

LAFS.K.RI/RL.4.10 LAFS.K.L.1.1 LAFS.K.L.1.2 LAFS.K.L.3.4 LAFS.K.L.3.5 LAFS.K.L.3.6 LAFS.K.SL.1.1 LAFS.K.SL.1.2 LAFS.K.SL.1.3 LAFS.K.SL.2.4 LAFS.K.SL.2.5 LAFS.K.SL.2.6 LAFS.W.2.5 LAFS.W.2.6 LAFS.W.3.7 LAFS.W.3.8



read” word to a written word Differentiates between letters, words, and punctuation marks

Point to a letter; point to a word; point to a period, point to a question mark, point to an exclamation point.


Recognizes the boundaries of a word

Where does the word start and stop? What are in between words?


Identifies familiar words when written

Can you find your name? Which sign says McDonalds?


Identifies or names uppercase and lowercase letters of the alphabet

Point to the uppercase [letter]; now show me the lowercase [letter].

K LAFS.K.RF.1.1 End of 1st quarter

Identify features in a sentence Point out the punctuation, the first word, the uppercase letters.

1st LAFS.1.RF.1.1 End of 1st quarter

Phonological Awareness Continuum Distinguishes words in a sentence.

I like apples. How many words in the sentence?


Identifies long or short vowel sounds spoken in single-‐syllable words

The bat is taking the bait. Which underlined word has the short a sound? Which underlined word has the long a sound?

1st LAFS.1.RF.2.2 End of 3rd quarter

Rhyme Recognizes rhyme Does pick rhyme with stick? Pre-‐K LAFS.K.RF.2.2 End of 1st quarter Completes rhymes Complete this rhyme: The bug crawled on

the _____. K LAFS.K.RF.2.2 End of 1st quarter

Produces rhymes What word or pretend word rhymes with ball?

K LAFS.K.RF.2.2 End of 1st quarter

Syllables Syllable Blending What word is made when we put foot and

ball together? K LAFS.K.RF.2.2

LAFS.1.RF.2.2 End of 2nd quarter End of 1st quarter

Syllable Segmentation Say the two syllables in rainbow. K LAFS.K.RF.2.2 LAFS.1.RF.3.3

End of 2nd quarter End of 1st quarter

Syllable Deletion Say outside without side. K LAFS.K.RF.2.2 End of 2nd quarter Syllable Counting How many syllables are in this word?

(Spaghetti-‐3) K LAFS.K.RF.2.2 End of 1st quarter

Syllable-‐vowel connection Break this word into syllables so that every syllable has a vowel in it (bas-‐ket)

1 LAFS.1.RF.3.3 End of 1st quarter

Phonemes Phoneme isolation of initial sounds

What is the first sound in dot? K LAFS.K.RF.2.2 LAFS.1.RF.2.2


Phoneme isolation of medial sounds

What is the middle sound in kiss? 1 LAFS.1.RF.2.2 End 1st quarter

Phoneme isolation of final sounds What is the last sound in sun? K LAFS.K.RF.2.2 LAFS.1.RF.2.2


Phoneme blending-‐ onset and rime

What is this word? /t/ /op/

K LAFS.K.RF.2.2 LAFS.1.RF.2.2


Phoneme blending-‐ all phonemes What is this word? /p/ /i/ /g/

1st LAFS.K.RF.2.2 LAFS.1.RF.2.2

End of 1st quarter End of 1st quarter

Phoneme Segmentation What are the sounds in pot? 1st LAFS.K.RF.2.2 LAFS.1.RF.2.2


Phoneme deletion of initial sound Say take without /t/ 1st LAFS.K.RF.2.2 LAFS.1.RF.2.2


Phoneme deletion of final sound Say big without /b/. 1st LAFS.K.RF.2.2 LAFS.1.RF.2.2


Phoneme manipulation Adding phonemes Say it. Now add /s/ at the beginning. K LAFS.K.RF.2.2

LAFS.1.RF.2.2 End of 2nd quarter End of 1st quarter

Phoneme substitution of initial sound

Replace the first sound in back with /t/. 1st LAFS.K.RF.2.2 LAFS.1.RF.2.2


Phonics Development Continuum Letter Names (Uppercase and Identify and write b, m, r, a, s, t, g, n, i, p, K LAFS.K.RF.3.3 End of 2nd quarter

Lowercase) c, h, f, o, d, l, k, u, j, w, e, y, z, v, q, x Consonant Letter-‐Sound Correspondence (uppercase and lowercase)

Identify the sound of b, m, r, s, t, g, n, p, c, h, f, d, l, k, j, w, y, z, v, q, x

K LAFS.K.RF.3.3 End of 2nd quarter

Vowel Letter-‐Sound Correspondence (uppercase and lowercase)

Identify both the short and long sound for a, i, o, u, e


Recognize high frequency words Identify and write words like: the, of, for, and, a, to, in, is, you, that, it


Read CVC Words/Short Vowel a in sat, i in fit, o in top, u in cup, e in let 1st LAFS.K.RF.3.3 LAFS.1.RF.3.3


Read CV and VC Words me, he, go, it, on, us, 1st LAFS.1.RF.3.3 End of 1st quarter Read Onset and Rime/Short Vowel

b/at, t/in, r/ob, t/ug, s/et 1st LAFS.K.RF.3.3 End of 1st quarter

Recognize first 100 High Frequency Word List

See first 100 High Frequency Word List 1st LAFS.1.RF.4.4 End of 1st quarter

Read Consonant Digraphs (beginning)

ch, ph, sh, th, wh: change, phone, shut, thick, when

1st LAFS.1.RF.3.3 End of 2nd quarter

Read Consonant Digraphs (ending)

ch, ck, dge, ng, sh, tch: much, nick, bridge, ring, bush, catch


Read Consonant Blends (beginning)

br, cr, dr, fr, gr, pr, tr: broke, crack, drop, frog, grab, price, tree bl, cl, fl, gl, sl, pl: black, clap, flap, glove, slow, plate sc, sk, sl, sm, sn, sp, st, sw: scab, skin, slice, small, snack, spin, stop, sweat scr, spl, spr, squ, str: scream, splash, spring, square, straw


Read Consonant Blends (ending) ft, ld, lf, mp, nd, nk, nt, sk, st: lift, cold, belt, jump, and, drink, plant, desk, nest


Read Long vowel/Silent e a in fade, i in bite, o in note, u in cube 1st LAFS.1.RF.3.3 End of 2nd quarter Read Endings -‐ing, -‐s, -‐es, -‐er, -‐ed (3 sounds): grabbed 1st LAFS.1.RF.3.3 End of 4th quarter

/d/, stopped /t/, waited /ed/ Read Multisyllabic Words Closed syllable: mis/hap, nap/kin, rab/bit 1st LAFS.1.RF.3.3 End of 2nd quarter Recognize and pronounce/read Irregularly spelled words

For example: Water, most, word; words with irregular past tense-‐comes, came; tell, told, began, begun, begin

1st LAFS.1.RF.3.3 LAFS.2.RF.3.3

End of 4th quarter End of 3rd quarter

Read Letter-‐Sound Variations and Generalizations

qu: queen soft g: gem soft c: city x: excite /k/, mix /ks/, exit /gz/

1st LAFS.1.RF.3.3 End of 4th quarter

Read Vowel Digraphs (long) ai, ay, er, ea, ey: pain, play, eight, great, hey oa, oe, ow, ou, ew: boat, doe, grow, though, sew ee, ea, ei, ie, ey: see, seat, either, chief, key ie, ye: tie, eye



Read Second 100 High Frequency Words

See Second 100 High Frequency Words 1st LAFS.1.RF.4.4 End of 4th quarter

Read other vowel digraphs ew, oo, oe, ue, ui: chew, food, shoe, cue, suit oo: foot ou: tough au, aw: haul, paws

2nd LAFS.2.RF.3.3 End of 4th quarter

Read vowel diphthongs oi, oy: oil, boy ou, ow: out, cow 2nd LAFS.2.RF.3.3 End of 1st quarter Read R-‐ or L-‐ Controlled words er: fern, ir: bird, ur: turn, ar: park, or:

short, al: halt, talk, air: pair 2nd LAFS.1.RF.3.3 End of 1st quarter

Read non-‐standard beginnings wr: wrong, write kn: knew, knife 2nd LAFS.2.RF.3.3 End of 1st quarter Read Multisyllabic Words Open Syllables: be/low, sea/son, di/al,

o/pen 2nd LAFS.2.RF.3.3 End of 2nd quarter

Read Third 100 High Frequency Words

See Third 100 High Frequency Words 2nd LAFS.2.RF.4.4 End of 2nd quarter

Read words with common prefixes and suffixes and determine meanings

For example: pretest, unroll, mistake, argument, basement, wanted, friendly


Read words with inconsistent but common spelling-‐sound correspondences

Homophones: by, bye, buy, There, they're, their


Fluency Continuum

Participate in reading emergent-‐reader texts

• Strong picture support • Carefully controlled text • Repetitive patterns • Controlled, repeated vocabulary • Natural language • Large print • Wide letter spacing • Familiar concepts • Limited text on a page


Read emergent -‐reader texts with purpose

For example: to employ fix-‐up strategies for unknown words; to chunk text into phrases to gain fluency

K LAFS.K.RF.4.4 End of 4th quarter

Indicate something learned or enjoyed with emergent-‐reader texts

For example: Students will identify the setting, characters, problem and solution and record these on a story map. They can retell the story and create illustrations and sentences explaining the beginning, middle and end of the story. They can explain the meaning of new vocabulary. After analyzing the text, students can draw and dictate or write to explain the problem and solution in the text.

K LAFS.K.RF.4.4 End of 4th quarter

Use self-‐monitoring strategies Reread, visuals or cueing systems, self-‐correction, questioning, predictions)



Read grade level text with accuracy, appropriate rate, and expression on successive attempts

Accuracy Appropriate rate for that text Expression



Use context to confirm or self-‐correct

Definition, synonym (restatement/comparison), antonym


word recognition (contrast), example, inference Grade Level Mastery End of Kindergarten= All Kindergarten Skills End of First Grade= All Kindergarten and First Grade Skills End of Second Grade= All skills completed The following resources were used in the creation of this continuum: http://www.cpalms.org http://www.yukonps.com/vimages/shared/vnews/stories/55e8ff146c99e/Phonics%20Developmental%20Continuum_Literacy%20Corner.pdf http://www.yukonps.com/vimages/shared/vnews/stories/55e8ff146c99e/Phonological%20Awareness%20Skill%20Sequence%20Chart_Literacy%20Corner.pdf

Curriculum Map 1st Quarter-‐8/14-‐10/16 Suggested Materials Suggested Assessments Planning Tools LAFS.K.RF.1.1: Demonstrate understanding of the organization and basic features of print. LAFS.K.RF.2.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). LAFS.K.RF.3.3: Know and apply grade-‐level phonics and word analysis skills in decoding words. LAFS.K.RI/RL.1.1: With prompting and support, ask and answer questions about key details in a text. LAFS.K.RI.2.5: Identify the front cover, back cover, and title page of a book. LAFS.K.RL.2.5: Recognize common types of texts (e.g., storybooks, poems). LAFS.K.RL.2.6: With prompting and support, identify the author and illustrator of a story and define the role of each in telling the story LAFS.K.RI.2.6: With prompting and support, identify the author and illustrator of a story and define the role of each in presenting the

Pacing Guide Pacing Guide Pacing Guide Journeys, Various text sources, Read Alouds Journeys, Various text sources, Read Alouds Journeys, Various text sources, Read Alouds Journeys, Various text sources, Read Alouds Journeys, Various text sources, Read Alouds

Print concepts assessments Program assessments, Cool Tools Program assessments, Cool Tools Program assessments, discussion observations (checklists, etc. . .) Program assessments, discussion observations (checklists, etc. . .) Program assessments, discussion observations (checklists, etc. . .) Program assessments, discussion observations (checklists, etc. . .) Program assessments, discussion observations (checklists, etc. . .)

Cluster Placemat Access Points Vertical Alignment Oral Language Checklist HMH Journeys-‐ http://k-‐6.thinkcentral.org. FCRR-‐http://www.fcrr.org/ RTI and Reading-‐http://www.livebinders.com/play/play?id=387106 reading rockets-‐ http://www.readingrockets.org/ readworks-‐ http://www.readworks.org/ k12reader-‐ http://www.k12reader.com/ readwritethink-‐ http://www.readwritethink.org/

ideas or information in a text LAFS.K.RI/RL.3.7: 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). LAFS.K.RL.3.9:With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories

Journeys, Various text sources, Read Alouds Journeys, Various text sources, Read Alouds

District Diagnostic 1 (I-‐ready)-‐ September 4-‐14 District Progress Monitoring (I ready) October 1-‐26

Integrated Standards LAFS.K.RI/RL.4.10 LAFS.K.L.1.1 LAFS.K.L.1.2 LAFS.K.L.3.4 LAFS.K.L.3.5 LAFS.K.L.3.6 LAFS.K.SL.1.1 LAFS.K.SL.1.2 LAFS.K.SL.1.3 LAFS.K.SL.2.4 LAFS.K.SL.2.5 LAFS.K.SL.2.6 LAFS.W.2.5 LAFS.W.2.6 LAFS.W.3.7

2nd Quarter 10/17-‐1/9/19 Suggested Materials Suggested Assessments LAFS.K.RF.1.1: Demonstrate understanding of the organization and basic features of print. LAFS.K.RF.2.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). LAFS.K.RF.3.3: Know and apply grade-‐level phonics and word analysis skills in decoding words. LAFS.K.RI/RL.1.2: With prompting and support, identify the main topic, retell

Pacing Guide Pacing Guide Pacing Guide Journeys, Various text sources, Read Alouds

Print concepts assessments Program assessments, Cool Tools Program assessments, Cool Tools Program assessments, discussion observations (checklists, etc. . .)

familiar stories and retell key details in a text LAFS.K.RL.1.3: With prompting and support, identify characters, settings, and major events in a story LAFS.K.RI. 2.4 RI/RL: With prompting and Support, ask and answer questions about unknown words in a text LAFS.K.RI.3.7: 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). LAFS.K.RL.3.9:With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories

Journeys, Various text sources, Read Alouds Journeys, Various text sources, Read Alouds Journeys, Various text sources, Read Alouds Journeys, Various text sources, Read Alouds

Program assessments, discussion observations (checklists, etc. . .) Program assessments, discussion observations (checklists, etc. . .) Program assessments, discussion observations (checklists, etc. . .) District Growth Monitoring (iReady) October 1-‐26 District Diagnostic 2 (I-‐ready)-‐ December 10-‐20

Integrated Standards LAFS.K.RI/RL.4.10 LAFS.K.L.1.1 LAFS.K.L.1.2 LAFS.K.L.3.4 LAFS.K.L.3.5 LAFS.K.L.3.6 LAFS.K.SL.1.1 LAFS.K.SL.1.2 LAFS.K.SL.1.3 LAFS.K.SL.2.4 LAFS.K.SL.2.5 LAFS.K.SL.2.6 LAFS.W.2.5 LAFS.W.2.6 LAFS.W.3.7

3rd Quarter 1/10-‐3/26 Suggested Materials Suggested Assessments LAFS.K.RF.1.1: Demonstrate understanding of the organization and basic features of print. LAFS.K.RF.2.2: Demonstrate understanding

Pacing Guide Pacing Guide

Print concepts assessments Program assessments, Cool Tools

of spoken words, syllables, and sounds (phonemes). LAFS.K.RF.3.3: Know and apply grade-‐level phonics and word analysis skills in decoding words. LAFS.K.RF.4.4: Read emergent-‐reader texts with purpose and understanding. LAFS.K.RI.1.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information. LAFS.K.RI.3.8:With prompting and support, identify basic similarities in and differences between two texts on the same topics (e.g., in illustrations, descriptions, or procedures LAFS.K.W.1.1: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 LAFS.K.W.1.2: Use a combination of drawing, dictating, and writing to compose informative/expository texts in which they name what they are writing about and supply some information about the topic

Pacing Guide Journeys, Various text sources, Read Alouds Journeys, Various text sources, Read Alouds Journeys, Various text sources, Read Alouds Journeys, Various text sources, Read Alouds

Program assessments, Cool Tools Program assessments, discussion observations (checklists, etc. . .) Program assessments, discussion observations (checklists, etc. . .) Program assessments, discussion observations (checklists, etc. . .) Program assessments, discussion observations (checklists, etc. . .) District Growth Monitoring February 1-‐22

Integrated Standards LAFS.K.RI/RL.4.10 LAFS.K.L.1.1 LAFS.K.L.1.2 LAFS.K.L.3.4 LAFS.K.L.3.5 LAFS.K.L.3.6 LAFS.K.SL.1.1 LAFS.K.SL.1.2 LAFS.K.SL.1.3 LAFS.K.SL.2.4

LAFS.K.SL.2.5 LAFS.K.SL.2.6 LAFS.W.2.5 LAFS.W.2.6 LAFS.W.3.7

4th Quarter 3/27-‐5/31 Suggested Materials Suggested Assessments LAFS.K.RF.1.1: Demonstrate understanding of the organization and basic features of print. LAFS.K.RF.2.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). LAFS.K.RF.3.3: Know and apply grade-‐level phonics and word analysis skills in decoding words. LAFS.K.RF.4.4: Read emergent-‐reader texts with purpose and understanding. LAFS.K.W.1.2: Use a combination of drawing, dictating, and writing to compose informative/expository texts in which they name what they are writing about and supply some information about the topic All RI/RL standards applied

Pacing Guide Pacing Guide Pacing Guide Pacing Guide Journeys, Various text sources, Write Alouds Journeys, Various text sources, Read Alouds

Print concepts assessments Program assessments, Cool Tools Program assessments, Cool Tools Program assessments, Cool Tools Program assessments, performance tasks (rubrics, etc. . .) Program assessments, discussion observations (checklists, etc. . .) District Diagnostic 3 (I-‐ready) April 29-‐May 17

Integrated Standards LAFS.K.RI/RL.4.10 LAFS.K.L.1.1 LAFS.K.L.1.2 LAFS.K.L.3.4 LAFS.K.L.3.5 LAFS.K.L.3.6 LAFS.K.SL.1.1 LAFS.K.SL.1.2 LAFS.K.SL.1.3

LAFS.K.SL.2.4 LAFS.K.SL.2.5 LAFS.K.SL.2.6 LAFS.W.2.5 LAFS.W.2.6 LAFS.W.3.7

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