GradeK Unit 1 Components at a Glance ASK...
2
WEEK 1 WEEK 2 WEEK 3 Interactive Read-Aloud Daily Teacher’s Choice: Select fiction and nonfiction read-alouds from your classroom or school library. (A list of recommended titles is provided in the Recommended Trade Book Real-Aloud Titles chart at the back of this Teacher’s Resource System.) Mini-Lessons Small-Group Reading: 3 groups/day; 20 minutes/group Daily Independent Reading Conferencing Phonics Workshop Benchmark Writer’s Workshop Use the mentor texts and explicit mini-lessons to focus on writing process, writing traits, print concepts, grammar and conventions, and purposeful phonics connections in the context of narrative, informational, and opinion genres. 10 min 20 min 20 min 10 min 60 min Opportunities for Practice Reader’s Theater Small Books with Related Resources Benchmark Phonics StartUp Level I Lessons Benchmark Phonics StartUp Level I Lessons Nonfiction Big Book with matching Small Books Benchmark Phonics StartUp Level I Lessons Comprehension Anchor Posters Comprehension Strategy Assessments (See the Small-Group Reading Instructional Planner for recommended titles to support strategy instruction.) Leveled Texts with Teacher’s Guides and Comprehension Question Cards A/1 B/2 C/3 C/4 D/6 Unit 1 Components at a Glance ASK QUESTIONS/IDENTIFY MAIN IDEA AND SUPPORTING DETAILS Tools for Conferencing and Ongoing Assessment (See the Benchmark Literacy Toolkit and oral reading records at BenchmarkUniverse.com.) Fluency Poster: Varied Speed/Pacing Reader’s Theater Lap Book Invite students to select fiction and nonfiction independent reading titles from your leveled classroom library or school library. Students may also read leveled independent fluency practice passages. Grade
Transcript of GradeK Unit 1 Components at a Glance ASK...
WEEK 1 WEEK 2 WEEK 3
Interactive Read-Aloud
Daily Teacher’s Choice: Select fiction and nonfiction read-alouds from your classroom or school library. (A list of recommended titles is provided in the Recommended Trade Book Real-Aloud Titles chart at the back of this Teacher’s Resource System.)
Mini-Lessons
Small-Group Reading:3 groups/day; 20 minutes/group
Daily Independent Reading
Conferencing
Phonics Workshop
Benchmark Writer’s Workshop
Use the mentor texts and explicit mini-lessons to focus on writing process, writing traits, print concepts, grammar and conventions, and purposeful phonics connections in the context of narrative, informational, and opinion genres.
10 min
20 min
20 min
10 min
60 min
Opp
ortu
nitie
s fo
r Pr
actic
e
Reader’s Theater Small Bookswith Related Resources
Benchmark Phonics StartUp Level I Lessons
Benchmark Phonics StartUp Level I Lessons
Nonfiction Big Bookwith matching Small Books
Benchmark Phonics StartUp Level I Lessons
Comprehension Anchor Posters
Comprehension Strategy Assessments
(See the Small-Group Reading Instructional Planner for recommended titles to support strategy instruction.)
Leveled Textswith Teacher’s Guides and Comprehension Question Cards
A/1 B/2 C/3 C/4 D/6
Unit 1 Components at a Glance ASK QUESTIONS/IDENTIFY MAIN IDEA AND SUPPORTING DETAILS
Tools for Conferencing and Ongoing Assessment (See the Benchmark Literacy Toolkit and oral reading records at BenchmarkUniverse.com.)
Fluency Poster: Varied Speed/Pacing
Reader’s Theater Lap Book
Invite students to select fiction and nonfiction independent reading titles from your leveled classroom library or school library. Students may also read leveled independent fluency practice passages.
D/6D/6C/4C/4C/3C/3B/2B/2A/1A/1
KKKGrade
Grade K: Small-Group Reading Instructional PlannerThe timetables below are designed to help you effectively manage three reading groups per day within a 60-minute small-group instructional block (20 minutes per group). Depending on the available time you have for small-group reading instruction, you may choose to meet with fewer groups or increase the number of groups you meet with per day. It is recommended that you meet with each group at least three times per week.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
ROTATION Group 1 Group 2 Group 3 Group 1 Group 2 Group 3 Group 1 Group 2 Group 3 Group 1 Group 2 Group 3 Group 1 Group 2 Group 3Read Leveled Texts
Workstation Activity
Independent Reading
Read Leveled Texts
Workstation Activity
Independent Reading
Read Leveled Texts
Workstation Activity
Independent Reading
Read Leveled Texts
Workstation Activity
Independent Reading
Read Leveled Texts
Workstation Activity
Independent Reading
Independent Reading
Read Leveled Texts
Workstation Activity
Independent Reading
Read Leveled Texts
Workstation Activity
Independent Reading
Read Leveled Texts
Workstation Activity
Independent Reading
Read Leveled Texts
Workstation Activity
Independent Reading
Read Leveled Texts
Workstation Activity
Workstation Activity
Independent Reading
Read Leveled Texts
Workstation Activity
Independent Reading
Read Leveled Texts
Workstation Activity
Independent Reading
Read Leveled Texts
Workstation Activity
Independent Reading
Read Leveled Texts
Workstation Activity
Independent Reading
Read Leveled Texts
WEEKS ONE & TWO (Leveled Texts)
4 WEEK THREE (Leveled Texts and Reader’s Theater Script)
TITLE LEVEL GENRE/CONTENT AREA
A Bear Cub Grows A/1 nonfiction/science
A Plant Has Needs A/1 nonfiction/science
The Flag B/2 nonfiction/social studies
Families Have Rules C/3 nonfiction/social studies
A Plant Has Parts C/4 nonfiction/science
What Is in a Forest? D/5 nonfiction/science
Jobs in a Community D/6 nonfiction/social studies
RECOMMENDED LEVELED TExTS for Identifying Main Idea and Supporting Details
Comprehension Have students generate their own examples of main ideas and supporting details using the graphic organizer BLM from the Benchmark Literacy Week 1 Teacher’s Guide.
Oral Language and Writing Development
See the Day 2 and Day 4 Oral Language Extensions in every Benchmark Literacy week of instruction.
Assign narrative, informational, or opinion/argument writing prompts using the Writing to Sources book in your Teacher’s Toolkit.
Phonics Use the Independent Activities provided in the Benchmark Phonics StartUp Level 1 Teacher Resource System.
Independent Reading Invite students to self-select titles at their independent reading level and to complete Reader Response activities provided in the Getting Started Guide.
4 INDEPENDENT WORKSTATION Activity Suggestions
1
2
3
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5ROTATION Group 1 Group 2 Group 3 Group 1 Group 2 Group 3 Group 1 Group 2 Group 3 Group 1 Group 2 Group 3 Group 1 Group 2 Group 3
Read Leveled Texts
Workstation Activity
Independent Reading
Read Leveled Texts
Workstation Activity
Independent Reading
Read Reader’s Theater Script
Workstation Activity
Independent Reading
Rehearse Reader’s Theater Script
Workstation Activity
Independent Reading
Perform Reader’s Theater Script Assess and Reflect
Independent Reading
Read Leveled Texts
Workstation Activity
Independent Reading
Read Leveled Texts
Workstation Activity
Independent Reading
Read Reader’s Theater Script
Workstation Activity
Independent Reading
Rehearse Reader’s Theater Script
Workstation Activity
Workstation Activity
Independent Reading
Read Leveled Texts
Workstation Activity
Independent Reading
Read Leveled Texts
Workstation Activity
Independent Reading
Read Reader’s Theater Script
Workstation Activity
Independent Reading
Rehearse Reader’s Theater Script
1
2
3
While one group of students reads with the teacher, the other groups complete two Independent Workstation Activities. Use the charts to help you set up your small-group rotations. If you wish, you may change the order of the groups each day so that the same group does not always read first.
