Teaching Guide for English Language Arts Core … Guide Grade K 2014-2015 1 Pittsburg Unified School...
Transcript of Teaching Guide for English Language Arts Core … Guide Grade K 2014-2015 1 Pittsburg Unified School...
Pacing Guide Grade K 2014-2015
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Pittsburg Unified School District
Kindergarten Teaching Guide for English Language Arts
Core Curriculum-Treasures
2014-2015
Pacing Guide Grade K 2014-2015
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3
Strategies (5)
Ask and Answer QuestionsI ask questions to set a purpose for reading or because I want to learn
more about what I am reading. Then, I check to see if my questions have
been answered.
Monitor and ClarifyI check my own understanding as I read. When I don’t understand and need to
clarify I can: decode a word I don’t know, use clues to understand the context,
or reread.
Make ConnectionsSometimes what I read reminds me of something in my own life or something
I have read before.
Making PredictionsI try to figure out what happens next based on what I already know; then
confirm as I read more.
Visualize I picture in my head the characters, setting, sequence or a process from
selection.
Pacing Guide Grade K 2014-2015
Kindergarten Reading Strategies
Strategies (5)
Ask and Answer Questions I ask questions to set a purpose for reading or because I want to learn
more about what I am reading. Then, I check to see if my questions have
RI/RL K1: With Prompting and
RI/RL K4: With prompting and support, ask and answer questions about unknown words in a text.
SL K2: Confirm understanding of a text read aloud or information presented orally or through other
media by asking and answering questions about key details and questions clarification if something is
not understood
SL K3: Ask and answer questions in order to seek help, get information, or clarify something that is
not understood.
Monitor and Clarify I check my own understanding as I read. When I don’t understand and need to
clarify I can: decode a word I don’t know, use clues to understand the context,
RI/RL K4: With prompting and support, ask and answer questions about unknown words in a
SL K2: Confirm understanding of a text read aloud or information presented orally or through other
media by asking and answering questions about key details and questions clarification if something is
not understood
SL K3: Ask and answer questions
not understood.
Make Connections Sometimes what I read reminds me of something in my own life or something
RI K.3 With Prompting and support describe the
or pieces of information in a text
RLK.5 Recognize common types of text
RI/RL K7 With prompting and support describe the relationship between illustrations and the text
RL K.9 With prompting and support
characters in familiar stories
RI K.9 With prompting and support identify basic similarities in and differences between two texts
on the same topic
RI/RL K.10 a. activate prior knowledge
redictions I try to figure out what happens next based on what I already know; then
confirm as I read more.
RL/RI K. 10 b. make predictions using illustrations and context
I picture in my head the characters, setting, sequence or a process from the
SL K5 Add drawings or other visual displays to descriptions as desired to provide
additional details
Reading Strategies
Embedded Standards
RI/RL K1: With Prompting and support ask and answer questions about key details in a text.
RI/RL K4: With prompting and support, ask and answer questions about unknown words in a text.
SL K2: Confirm understanding of a text read aloud or information presented orally or through other
media by asking and answering questions about key details and questions clarification if something is
3: Ask and answer questions in order to seek help, get information, or clarify something that is
RI/RL K4: With prompting and support, ask and answer questions about unknown words in a text.
SL K2: Confirm understanding of a text read aloud or information presented orally or through other
media by asking and answering questions about key details and questions clarification if something is
SL K3: Ask and answer questions in order to seek help, get information, or clarify something that is
.3 With Prompting and support describe the connection between two individuals, events, ideas,
or pieces of information in a text
Recognize common types of text
RI/RL K7 With prompting and support describe the relationship between illustrations and the text
With prompting and support compare and contrast the adventures and experiences of
characters in familiar stories
With prompting and support identify basic similarities in and differences between two texts
.10 a. activate prior knowledge
. 10 b. make predictions using illustrations and context
SL K5 Add drawings or other visual displays to descriptions as desired to provide
RI/RL K4: With prompting and support, ask and answer questions about unknown words in a text.
SL K2: Confirm understanding of a text read aloud or information presented orally or through other
media by asking and answering questions about key details and questions clarification if something is
3: Ask and answer questions in order to seek help, get information, or clarify something that is
text.
SL K2: Confirm understanding of a text read aloud or information presented orally or through other
media by asking and answering questions about key details and questions clarification if something is
in order to seek help, get information, or clarify something that is
connection between two individuals, events, ideas,
RI/RL K7 With prompting and support describe the relationship between illustrations and the text
With prompting and support identify basic similarities in and differences between two texts
Pacing Guide Grade K 2014-2015
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Reading Phonics Progression
Grade Consonants Vowel Patterns Digraphs Dipthongs R Controlled Initial, Final,
Three Letter
Blends
Inconsistent but Common
Spellings (2.3.e)
Kinder consonants CVC—short vowel NA NA NA NA NA
First a, ai_, _ay, a_e
e, e_e, ea, ee, _y, e_e
i, y, igh, i-e
o, oa, ow, o_e
u, u_e
sh
th
ch
tch
wh
ou (through)
ow, ou (cow, cloud)
oi (coin)
oy (boy)
oo (book)
oo (pool)
au (caught)
aw (straw)
ar
er
ir
or
ur
l, r and s blends:
fl, sl, pl, gl, cl, bl,
gr, sp, st, br, sw,
sm, dr, cr, tr, sn
final:-nd, -st, -nk,
-nt, -ng, -sk, -ft, -
mp
3 letter: scr, str,
spr, spl
NA
Second ea (great)
ei (eight)
_ie_ (field)
_ey (key)
ie (pie)
_oe (toe)
_ew (few, pew)
_ue (blue, glue)
_ui_ (juice) oar (roar)
ore (sore)
air (chair)
are (spare)
ear (tear)
kn
ch /k/
ph
gh
gn
dge
ge
gi
le
wr
ce
ci
ed /t/
Pacing Guide Grade K 2014-2015
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Spelling Progression
Kinder Spell phonetically, CVC
1st grade Kinder HF words, short vowel, initial, final and three
letter blends
2nd grade 1st grade HF words, long vowel, dipthongs,
r controlled, inconsistent but common spellings,
inflectional endings
3rd grade 2nd grade HF words, long vowel, adding suffixes,
prefixes, syllable patterns, complex word families
(ex.-ought), contractions, compounds
4th grade 3rd grade HF words, previous patterns
(k-3), content specific
5th grade 4th grade HF words, previous patterns
(k-4), content specific
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Title (RI K.5)_________________
____________________________________________________________________
_________________________________________________
Characters
Major Events (RL K.3)
Types of text (RL K.5)
Fiction Realistic Fiction
Pacing Guide Grade K 2014-2015
Our Story Chart Grade
_____________________Author(RL K.6)_______________
My Questions (RL K.1)
____________________________________________________________________
________________________________________________________________________________
Setting
Realistic Fiction Fairy Tale
Grade-K
____________________Illustrator(RL K.6)__________
________________________________________________________________________________
_______________________________
Setting(RL K.3)
Fable Poetry/Rhyme
__________
_______
_______________________________
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Title(RI K.5)__________________Author
________________________________________________________________________________
__________________________________________________________________________________
_____________________________________________________________________
Key Detail (RI K.2)
Key Detail
Key Detail
Pacing Guide Grade K 2014-2015
Non-Fiction Chart Grade
_________Author(RL K.6)_______________ Illustrator
My Questions (RI K.1)
________________________________________________________________________________
__________________________________________________________________________________
_____________________________________________________________________
Main Idea (RI K.2)
(RI K.2)
Main Idea RI K.2
Grade-K
Illustrator(RL K.6)________________________
________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________
____________
________________________________________________________________________________
__________________________________________________________________________________
____________
Pacing Guide Grade K 2014-2015
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Writing Pacing and Assessment 2014-2015
Units Date
# of
Weeks Genre
SS Smart Start
August 25-September 5 3
Review K writing process and sentence structure,
through Shared Writing Experiences
1-3 September 8th- December 5th
12
Opinion Formative: October 13-17
*Summative: December 1-5
4-7
December 8th- March 13th 9 Informative/Explanatory Formative: February 8-12
*Summative: March 23-27 8-10
March 16th- June 9th 9 Narrative
Formative: April 17-May 1
*Summative: May 26- June 3 *Summative assessments will be given by the district and inputted into Illuminate.
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Prewrite Model thinking map being used.
1. Brainstorm/Label:
2. Organize
Students create their own thinking
map to plan their writing.
Approx: 15-20 min
1-2 days
Model how to verbalize and compose.
Include Mentor Text
1. Students verbalize using:
• partners
• give
• cubes/colored strips
2. Students draft using their thinking
map from the day before.
Approx: 15-20 min
1-2 days
Pacing Guide Grade K 2014-2015
The Writing Process
Kindergarten
Draft Revise
Model how to verbalize and compose.
Mentor Text
1. Students verbalize using:
partners
give one/get one
cubes/colored strips
2. Students draft using their thinking
map from the day before.
20 min
2 days
Model revising using your draft or a
student’s draft.
Teach one item to revise for. Model how
to revise for this in your draft.
Ideas for Teaching Revision:
• Spaceman Check!
• Verbalize
• Sounding out CVC words
• Labeling
Approx: 15-20 min
1-2 days
Model editing using your draft or a
student’s draft.
Teach one item to edit for. Model how to
edit
Students
the top of their paper or attach a checklist.
Ideas for Teaching Editing:
During subsequent weeks, develop a
checklist with students to re
previous lesson and add a new thing to edit
for.
Students use this checklist to edit their
draft.
Approx: 15
The Writing Process
Edit Publish Model editing using your draft or a
student’s draft.
Teach one item to edit for. Model how to
edit for this in your draft.
Students write what they are editing for at
the top of their paper or attach a checklist.
Ideas for Teaching Editing:
• Circle target skill: i.e. every
capital/period
During subsequent weeks, develop a
checklist with students to review the
previous lesson and add a new thing to edit
for.
Students use this checklist to edit their
draft.
Approx: 15-20 min
1-2 days
Students meet with the teacher to review
their revised/edited drafts.
Teacher guides the students toward making
final corrections and then rewriting their
paper in a presentable fashion.
These can be collected in a portfolio or
displayed with relevant art.
Note: Students can also collect drafts and
choose a piece to publish.
Approx: 15-20 min
1-2 days
Students meet with the teacher to review
toward making
final corrections and then rewriting their
These can be collected in a portfolio or
Note: Students can also collect drafts and
Pacing Guide Grade K 2014-2015
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Kindergarten Revising Topics
_________ Add details WK.5
Kindergarten Editing Topics
_________ Use letters and phonetically spelled words to write LK2.d
_________Write CVC Words LK2.c
_________Print correctly and use proper spacing of letters LK1.a
_________Capitalize the first word in a sentence and the letter I LK2.a
_________End punctuation at the end of a sentence LK2.b
I revise my writing
to make it better.
I edit my writing
to fix mistakes.
Pacing Guide Grade K 2014-2015
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Kindergarten Speaking and Listening Standards
1. Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and
adults in small and larger groups.
a. Follow agreed-upon rules for discussion (e.g., listening to others and taking turns speaking about the topics and texts under
discussion).
b. Continue a conversation through multiple exchanges
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.
3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
4. Describe familiar people, places, things, and events and, with prompting and support provide additional detail.
5. Add drawings or other visual displays to descriptions as desired to provide additional detail.
6. Speak audibly and express thoughts, feelings, and ideas clearly.
Pacing Guide Grade K 2014-2015
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Standards Taught in Smart Start & Unit 1: Standards at a Glance August 25th- October 3rd
Theme: Families Writing Genre: Shared Writing/ Opinion Smart Start: Review all Letters; Unit 1: Mm, Aa
Reading Foundations
PUSD
Sight
Word List
Reading Literature Reading Information
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by page
b. Recognize that spoken words are represented in written language
by specific sequences of letters
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper and lowercase letters of the
alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent sound
for each consonant.
c. Read common high frequency words by sight
I
like
can
we
the
am
in
see
is
1. With prompting and support, ask and answer questions about
key details in a text
3. With prompting and support, identify characters, settings and
major events in a story.
6. With prompting and support, name the author and illustrator of
a story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between
the illustrations and the story in which they appear.
1. With prompting and support, ask and answer questions
about key details in a text
5. Identify the front cover, back cover, and the title page of
a book
6. With prompting and support, name the author and
illustrator of a story and define the role of each in telling the
story.
7. With prompting and support, describe the relationship
between the illustrations and the story in which they
appear.
Pacing Guide Grade K 2014-2015
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Standards Taught in Smart Start & Unit 1: Standards at a Glance cont…
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
Conventions
1a. Print many upper and lowercase letters
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
c. Write a letter or letters for most consonant and short vowel sounds
Vocabulary
5a. Sort common objects into categories to gain a sense of the concepts the
categories represent.
*See weekly suggestions from Treasures
Pacing Guide Grade K 2014-2015
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Smart Start
Writing Genre: Shared Writing
Reading Foundations
PUSD
Sight Word
List
Reading Literature Reading Information
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by page
b. Recognize that spoken words are represented in written language by
specific sequences of letters
d. Recognize and name all upper and lowercase letters of the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
Phonics and Word Recognition:
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent sound for each
consonant.
3c. Read common high frequency words by sight
I 1. With prompting and support, ask and answer questions about key
details in a text
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
1. With prompting and support, ask and answer questions
about key details in a text
5. Identify the front cover, back cover, and the title page of a
book
6. With prompting and support, name the author and
illustrator of a story and define the role of each in telling the
story.
Aug. 25- 29 2014 (5) Theme: Families Smart Start: Week 1
Pacing Guide Grade K 2014-2015
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Writing Language Resources
Conventions
1a. Print many upper and lowercase letters
1f. Produce and expand complete sentences in shared language activities.
Vocabulary
5a. Sort common objects into categories to gain a sense of the concepts the
categories represent.
Big Book:
“Animals in the Park: An ABC Book”
Pre-Decodable:
“We Go To School”
“I”
Wonders (Vol 1):
“Friends Follow Rules”---(N)on (F)iction
Read Aloud:
“You Are Beautiful As You Are”---Fiction
(Fable)
Teaching Chart:
“I See a Classroom”--Rhyme
Pacing Guide Grade K 2014-2015
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Smart Start
Writing Genre: Shared Writing
Reading Foundations
PUSD
Sight
Word List
Reading Literature Reading Information
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by page
b. Recognize that spoken words are represented in written language by
specific sequences of letters
d. Recognize and name all upper and lowercase letters of the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
Phonics and Word Recognition:
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent sound for each
consonant.
3c. Read common high frequency words by sight
I
like
1. With prompting and support, ask and answer questions about
key details in a text
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
1. With prompting and support, ask and answer questions about key details in
a text
5. Identify the front cover, back cover, and the title page of a book
6. With prompting and support, name the author and illustrator of a story and
define the role of each in telling the story.
Sept. 1- 5 2014 (4) Theme: Families Smart Start: Week 2
Pacing Guide Grade K 2014-2015
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Writing Language Resources
Conventions
1a. Print many upper and lowercase letters
1f. Produce and expand complete sentences in shared language activities.
Vocabulary
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
Big Book:
“Hands Can”--NF
Trade Book:
“Jazz Baby”---F
Pre-Decodable:
“At School”
“I Can”
Wonders:
“What Can a Magnet Do?”---NF
Read Aloud:
“The Gingerbread Boy”---F (folktale)
Teaching Chart:
“Yes, I Can”--Rhyme
Pacing Guide Grade K 2014-2015
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Smart Start
Writing Genre: Shared Writing
Ass
ess
Da
tes
Reading Foundations
PUSD
Sight
Word List Reading Literature Reading Information
Concepts of Print:
1a. Follow words from left to right, top to bottom and page
by page
b. Recognize that spoken words are represented in written
language by specific sequences of letters
d. Recognize and name all upper and lowercase letters of
the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
Phonics and Word Recognition:
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent
sound for each consonant.
3c. Read common high frequency words by sight
I
like
can
1. With prompting and support, ask and answer questions about key
details in a text
3. With prompting and support, identify characters, settings and
major events in a story.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
1. With prompting and support, ask and answer questions about key
details in a text
5. Identify the front cover, back cover, and the title page of a book
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
Sept. 8-12, 2014 (5) Theme: Families Smart Start: Week 3
Pacing Guide Grade K 2014-2015
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Writing Language Resources
Conventions
1a. Print many upper and lowercase letters
1f. Produce and expand complete sentences in shared language activities.
Vocabulary
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
Trade Book:
“Jazz Baby”---F
Pre-Decodable:
“I Am Picking Apples”
“I Can!”
Wonders:
“All About Water”--NF
Read Aloud:
“The Clever Turtle”----F (folktale)
Teaching Chart:
“I Can Hear Sounds”---Rhyme
Pacing Guide Grade K 2014-2015
20
Smart Start
Writing Genre: Opinion
Ass
ess
Da
tes
Reading Foundations
PUSD
Sight Word
List Reading Literature Reading Information
Concepts of Print:
1a. Follow words from left to right, top to bottom
and page by page
b. Recognize that spoken words are represented in
written language by specific sequences of letters
c. Understand that words are separated by spaces in
print.
d. Recognize and name all upper and lowercase
letters of the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
Phonics and Word Recognition: ( in isolation and in
text)
3a. Demonstrate basic knowledge of one to one
letter-sound correspondences by producing the
primary or most frequent sound for each consonant.
c. Read common high frequency words by sight
I
like
can
we
the
1. With prompting and support, ask and answer questions about key details
in a text
3. With prompting and support, identify characters, settings and major
events in a story.
6. With prompting and support, name the author and illustrator of a story
and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
1. With prompting and support, ask and answer questions about key details
in a text
5. Identify the front cover, back cover, and the title page of a book
6. With prompting and support, name the author and illustrator of a story
and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
Sept. 15-19, 2014 (5) Theme: Families Unit 1 Week 1
Pacing Guide Grade K 2014-2015
21
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
6. With guidance and support from adults, explore a variety of digital tools to
produce and publish writing, including in collaboration with peers.
Conventions
1a. Print many upper and lowercase letters
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
c. Write a letter or letters for most consonant and short vowel sounds
Vocabulary
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
Big Book:
“Whose Baby Am I?”---NF
Pre-Decodable:
“I Can, We Can”---F
“We Can”---NF
Wonders:
“A Favorite Season”---F (realistic fiction)
Read Aloud:
“The Bundle of Sticks”—F (fable)
Oral Vocabulary Cards:
“The Lioness and the Ostrich Chicks”---F
Teaching Chart:
“My Family and Me”---Rhyme
Pacing Guide Grade K 2014-2015
22
Smart Start
Writing Genre: Opinion
Ass
ess
Da
tes
Reading Foundations
PUSD
Sight Word
List Reading Literature Reading Information
Concepts of Print:
1a. Follow words from left to right, top to bottom and
page by page
b. Recognize that spoken words are represented in
written language by specific sequences of letters
c. Understand that words are separated by spaces in
print.
d. Recognize and name all upper and lowercase letters of
the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-
sound correspondences by producing the primary or
most frequent sound for each consonant.
c. Read common high frequency words by sight
I
like
can
we
the
am
in
1. With prompting and support, ask and answer questions about key
details in a text
3. With prompting and support, identify characters, settings and major
events in a story.
6. With prompting and support, name the author and illustrator of a story
and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
1. With prompting and support, ask and answer questions about key
details in a text
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a story
and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
Sept. 22-26, 2014 (5) Theme: Families Unit 1 Week 2
Pacing Guide Grade K 2014-2015
23
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
Conventions
1a. Print many upper and lowercase letters
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
c. Write a letter or letters for most consonant and short vowel sounds
Vocabulary
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
Big Book:
“The Picnic at Apple Park”--F
Pre-Decodable:
“I See the Apple”
“I Am”
Wonders:
“Family Fun” and “People and Places”---NF
Read Aloud:
“The Squeaky Old Bed”---F
Oral Vocabulary Cards:
“The Rabbit and the Coyote”---F
Teaching Chart:
“Ants On The Hill”---Rhyme
Pacing Guide Grade K 2014-2015
24
Smart Start
Writing Genre: Opinion
Ass
ess
Da
tes
Reading Foundations
PUSD
Sight
Word
List
Reading Literature Reading Information
Progress Reports Due October 1-3
EL Progress Profiles October 3
Concepts of Print:
1a. Follow words from left to right, top to bottom and page
by page
b. Recognize that spoken words are represented in written
language by specific sequences of letters
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper and lowercase letters of
the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent
sound for each consonant.
c. Read common high frequency words by sight
I
like
can
we
the
am
in
see
is
1. With prompting and support, ask and answer questions about key details
in a text
3. With prompting and support, identify characters, settings and major
events in a story.
6. With prompting and support, name the author and illustrator of a story
and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
1. With prompting and support, ask and answer questions about key
details in a text
5. Identify the front cover, back cover, and the title page of a book
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
Sept. 29- Oct. 3, 2014 (5) Theme: Families Unit 1 Week 3
Pacing Guide Grade K 2014-2015
25
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
Conventions
1a. Print many upper and lowercase letters
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
c. Write a letter or letters for most consonant and short vowel sounds
Vocabulary
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
Trade Book:
“Peter’s Chair”---F
Pre-Decodable:
“We Can See!”
“Am I?”
Wonders:
“Night Animals”---NF
Read Aloud:
“Jennifer Bing, Why Won’t You Sing?”---F
Oral Vocabulary Cards:
“Rooster Goes to Tio’s Wedding”---F
Teaching Chart:
“We Munch the Lunch”---Rhyme
Pacing Guide Grade K 2014-2015
26
Standards Taught in Unit 2: Standards at a Glance October 6th- October 24th
Theme: Friends Writing Genre: Opinion Unit 2 Letters: Ss, Pp
Reading Foundations
PUSD
Sight Word
List
Reading Literature Reading Information
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by page
b. Recognize that spoken words are represented in written language by
specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken words
c. Blend and segment onsets and rimes of single syllable spoken words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent sound for each
consonant.
c. Read common high frequency words by sight
I
like
can
we
the
am
in
see
is
my
a
it
he
for
on
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, retell stories, including key details in a
text.
3. With prompting and support, identify characters, settings and major
events in a story.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, identify the main topic and retell key
details of a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
Pacing Guide Grade K 2014-2015
27
Standards Taught in Unit 2: Standards at a Glance cont…
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in which they
tell a reader the topic or name of the book they are writing about and state an opinion or
preference about the topic or book
6. With guidance and support from adults, explore a variety of digital tools to produce and
publish writing, including in collaboration with peers.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
Vocabulary
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
*See weekly suggestions from Treasures
Pacing Guide Grade K 2014-2015
28
Writing Genre: Opinion
Ass
ess
Da
tes
Reading Foundations
PUSD
Sight Word
List Reading Literature Reading Information
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by
page
b. Recognize that spoken words are represented in written
language by specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the
alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken
words
c. Blend and segment onsets and rimes of single syllable spoken
words
Phonics and Word Recognition ( in isolation and in text):
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent
sound for each consonant.
c. Read common high frequency words by sight
I
like
can
we
the
am
in
see
is
my
1. With prompting and support, ask and
answer questions about key details in a text
2. With prompting and support, retell
stories, including key details in a text.
3. With prompting and support, identify
characters, settings and major events in a
story.
6. With prompting and support, name the
author and illustrator of a story and define
the role of each in telling the story.
7. With prompting and support, describe the
relationship between the illustrations and
the story in which they appear.
10. Actively engage in group reading
activities with purpose and understanding.
a. Activate prior knowledge related to the
information and events in texts.
b. Use illustrations and context to make
predictions about text
1. With prompting and support, ask and answer questions about key details in a text
2. With prompting and support, identify the main topic and retell key details of a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a story and define the role of
each in telling the story.
7. With prompting and support, describe the relationship between the illustrations and the story
in which they appear.
10. Actively engage in group reading activities with purpose and understanding.
a. Activate prior knowledge related to the information and events in texts.
b. Use illustrations and context to make predictions about text
Oct. 6-Oct. 10, 2014 Theme: Friends Unit 2 Week 1
Pacing Guide Grade K 2014-2015
29
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
Conventions
1a. Print many upper and lowercase letters
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
Vocabulary
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
Big Book:
“What Do You Like?”---F
Pre-Decodable:
“I like”
“We Like Sam”
Wonders:
“Rules Are Important”---NF
Read Aloud:
“The City Mouse and the Country Mouse”—F
(fable)
Oral Vocabulary Cards:
“Games Around the World”---NF
Teaching Chart:
“I Like the Sun”--Rhyme
Pacing Guide Grade K 2014-2015
30
Smart Start
*Formative Writing Assessment: Opinion
Ass
ess
Da
tes
Reading Foundations
PUSD
Sight
Word List Reading Literature Reading Information
Opinion W
riting (Formative) October 13-17
Concepts of Print:
1a. Follow words from left to right, top to bottom and page
by page
b. Recognize that spoken words are represented in written
language by specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of
the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in
spoken words
c. Blend and segment onsets and rimes of single syllable
spoken words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-
sound correspondences by producing the primary or most
frequent sound for each consonant.
c. Read common high frequency words by sight
I
like
can
we
the
am
in
see
is
my
a
it
he
1. With prompting and support, ask and answer questions about
key details in a text
2. With prompting and support, retell stories, including key details
in a text.
3. With prompting and support, identify characters, settings and
major events in a story.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between
the illustrations and the story in which they appear.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
1. With prompting and support, ask and answer questions about key details in
a text
2. With prompting and support, identify the main topic and retell key details
of a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a story and
define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in texts.
b. Use illustrations and context to make predictions about text
Oct. 14-Oct. 17, 2014 (4) Theme: Friends Unit 2 Week 2
Pacing Guide Grade K 2014-2015
31
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
Conventions
1a. Print many upper and lowercase letters
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
Vocabulary
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
Big Book:
“Friend All Around”---NF
Pre-Decodable:
“I Am a doctor”
“A Map”
Wonders:
“Helping Hands”--NF
Read Aloud:
“The Lion and the Mouse”—F (fable)
Oral Vocabulary Cards:
“Brer Turtle Helps Out”---F
Teaching Chart:
”A Pal”---Rhyme
Pacing Guide Grade K 2014-2015
32
Smart Start
Writing Genre: Opinion
Ass
ess
Da
tes
Reading Foundations
PUSD
Sight Word
List Reading Literature Reading Information
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by
page
b. Recognize that spoken words are represented in written
language by specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the
alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken
words
c. Blend and segment onsets and rimes of single syllable spoken
words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent
sound for each consonant.
c. Read common high frequency words by sight
I
like
can
we
the
am
in
see
is
my
a
it
he
for
on
1. With prompting and support, ask and answer questions about
key details in a text
2. With prompting and support, retell stories, including key details
in a text.
3. With prompting and support, identify characters, settings and
major events in a story.
6. With prompting and support, name the author and illustrator of
a story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between
the illustrations and the story in which they appear.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events
in texts.
b. Use illustrations and context to make predictions about text
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, identify the main topic and retell key
details of a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a story
and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in texts.
b. Use illustrations and context to make predictions about text
Oct.20-24, 2014 Theme: Friends Unit 2 Week 3
Pacing Guide Grade K 2014-2015
33
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
Vocabulary
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
Trade Book:
“Simon and Molly plus Hester”---F
Pre-Decodable:
“I Like, We Like”
“Pam”
Wonders:
“What is Matter?”
Read Aloud:
“The Little Red Hen” ---F (folktale)
Oral Vocabulary Cards:
“The Turtle and the Sheep”---F
Teaching Chart:
“We Like Some Fun”---Rhyme
Pacing Guide Grade K 2014-2015
34
Standards Taught in Unit 3: Standards at a Glance October 27th- November 14th
Theme: Transportation Writing Genre: Opinion Unit 3 Letters: Tt, Ii
Reading Foundations
PUSD
Sight
Word List
Reading Literature Reading Information
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by page
b. Recognize that spoken words are represented in written language by
specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken words
c. Blend and segment onsets and rimes of single syllable spoken words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent sound for each
consonant.
c. Read common high frequency words by sight
I
like
can
we
the
am
in
see
is
my
a
it
he
she
as
go
at
by
went
1. With prompting and support, ask and answer questions about
key details in a text
2. With prompting and support, retell stories, including key details
in a text.
3. With prompting and support, identify characters, settings and
major events in a story.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between
the illustrations and the story in which they appear.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, identify the main topic and retell key
details of a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a story
and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in texts.
b. Use illustrations and context to make predictions about text
Pacing Guide Grade K 2014-2015
35
Standards Taught in Unit 3: Standards at a Glance cont…
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
Vocabulary
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
c. Identify real life connections between words and their use.
*See Weekly Suggestions from Treasures
Pacing Guide Grade K 2014-2015
36
Writing Genre: *Give Formative Assessment Opinion
Ass
ess
Da
tes
Reading Foundations
PUSD
Sight Word
List Reading Literature Reading Information
Concepts of Print:
1a. Follow words from left to right, top to bottom and
page by page
b. Recognize that spoken words are represented in
written language by specific sequences of letters
c. Understand that words are separated by spaces in
d. Recognize and name all upper and lowercase letters of
the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in
spoken words
c. Blend and segment onsets and rimes of single syllable
spoken words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-
sound correspondences by producing the primary or
most frequent sound for each consonant.
c. Read common high frequency words by sight
I
like
can
we
the
am
in
see
is
my
a
it
he
she
as
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, retell stories, including key details in a
text.
3. With prompting and support, identify characters, settings and major
events in a story.
6. With prompting and support, name the author and illustrator of a story
and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, identify the main topic and retell key
details of a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a story
and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
Oct. 27-Oct. 31, 2014 (5) Theme: Transportation Unit 3 Week 1
Pacing Guide Grade K 2014-2015
37
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
d. Understand and use question words.
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
Vocabulary
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
c. Identify real life connections between words and their use.
Big Book:
“The Bus For Us”—F
Pre-Decodable:
“I see Sam”
“Can Tam See”
Wonders:
“Things Change”---NF
Read Aloud:
“The Turtle and the Rabbit”---F (fable)
Oral Vocabulary Cards:
“How Partridge Built Canoes”---F
Teaching Chart:
“I See a Tiger”---Rhyme
Pacing Guide Grade K 2014-2015
38
Smart Start
Writing Genre: Opinion
Ass
ess
Da
tes
Reading Foundations
PUSD
Sight
Word List Reading Literature Reading Information
Kinder Assessm
ent Window Novem
ber 3-14
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by
page
b. Recognize that spoken words are represented in written
language by specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the
alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken
words
c. Blend and segment onsets and rimes of single syllable spoken
words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent
sound for each consonant.
c. Read common high frequency words by sight
I
like
can
we
the
am
in
see
is
my
a
it
he
she
as
go
at
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, retell stories, including key details in a
text.
3. With prompting and support, identify characters, settings and major
events in a story.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, identify the main topic and retell
key details of a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between
the illustrations and the story in which they appear.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
Nov. 3-7, 2014 (5) Theme: Transportation Unit 3 Week 2
Pacing Guide Grade K 2014-2015
39
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
d. Understand and use question words.
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
Vocabulary
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
c. Identify real life connections between words and their use.
Big Book:
“On the Go”--NF
Pre-Decodable:
“Go, Go, Go”
“It can Go, Gp, Go!”
Wonders:
“Land High and Low”---NF
Read Aloud:
“Timimoto”---F (folktale)
Oral Vocabulary Cards:
“The Two Frogs”---F
Teaching Chart:
“Go Iguana”---Rhyme
Pacing Guide Grade K 2014-2015
40
Smart Start
Writing Genre: Opinion
Assess
Dates
Reading Foundations
PUSD
Sight
Word List Reading Literature Reading Information
Kindergarten Assessm
ent Window Novem
ber 3-14
End of Trimester #1 Novem
ber 14
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by page
b. Recognize that spoken words are represented in written language
by specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the
alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken words
c. Blend and segment onsets and rimes of single syllable spoken
words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent sound
for each consonant.
c. Read common high frequency words by sight
I
like
can
we
the
am
in
see
is
my
a
it
he
she
as
go
at
by
went
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, retell stories, including key details in
a text.
3. With prompting and support, identify characters, settings and
major events in a story.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between
the illustrations and the story in which they appear.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, identify the main topic and retell key
details of a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between
the illustrations and the story in which they appear.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
Nov. 10-14, 2014 (4) Theme: Transportation Unit 3 Week 3
Pacing Guide Grade K 2014-2015
41
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
Vocabulary
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
c. Identify real life connections between words and their use.
Trade Book:
“Duck on a Bike”---F
Pre-Decodable:
“I See a Truck Go”
“Sit Tip!”
Wonders:
“Signs in the Park”---NF
“The Park”---Poem
Read Aloud:
“The Singing Wagon”---F (Folktale)
Oral Vocabulary Cards:
“Big, Big Trucks”---NF
Teaching Chart:
“I See an Iguana”---Rhyme
Pacing Guide Grade K 2014-2015
42
Writing Genre: Give *Summative Assessment Opinion (Dec. 1-5)
Assess
Dates
Reading Foundations
PUSD
Sight
Word List Reading Literature Reading Information
Opinion W
riting Sum
mative Assessm
ent Dec. 1-5
Kindergarten Assessm
ents Due Decem
ber 5
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by
page
b. Recognize that spoken words are represented in written
language by specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the
alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken
words
c. Blend and segment onsets and rimes of single syllable
spoken words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent
sound for each consonant.
c. Read common high frequency words by sight
I
like
can
we
the
am
in
see
is
my
a
it
he
she
as
go
at
by
went
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, retell stories, including key details in a
text.
3. With prompting and support, identify characters, settings and major
events in a story.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, identify the main topic and retell key
details of a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
November 17th
- 21st
(5), December 1st
- 5th
(5) CCSS Standards Review and Assessment 2 Weeks
Pacing Guide Grade K 2014-2015
43
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
Vocabulary
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
c. Identify real life connections between words and their use.
Trade Book:
“Duck on a Bike”---F
Pre-Decodable:
“I See a Truck Go”
“Sit Tip!”
Wonders:
“Signs in the Park”---NF
“The Park”---Poem
Read Aloud:
“The Singing Wagon”---F (Folktale)
Oral Vocabulary Cards:
“Big, Big Trucks”---NF
Teaching Chart:
“I See an Iguana”---Rhyme
Pacing Guide Grade K 2014-2015
44
Standards Taught in Unit 4: Standards at a Glance December 8th -January 9th
Theme: Food Writing Genre: Informative/Explanatory Unit 4 Letters: Nn, Cc
Reading Foundations
PUSD
Sight
Word List
Reading Literature Reading Information
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by page
b. Recognize that spoken words are represented in written language by
specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken words
c. Blend and segment onsets and rimes of single syllable spoken words
d. Isolate and pronounce the initial, medial vowel and final sounds in 3
phoneme words
e. Add or substitute individual sounds in simple, one syllable words to make
new words.
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent sound for each
consonant.
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by identifying the sounds of
the letters that differ.
I
like
can
we
the
am
in
see
is
my
a
it
he
she
as
go
at
by
went
to
one
have
are
had
but
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, retell stories, including key details in a
text.
3. With prompting and support, identify characters, settings and major
events in a story.
4. Ask and answer questions about unknown words in a text.
6. With prompting and support, name the author and illustrator of a story
and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
9. With prompting and support, compare and contrast the adventures
and experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in texts.
b. Use illustrations and context to make predictions about text
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, identify the main topic and retell key
details of a text.
4. Ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
9. With prompting and support, identify the basic similarities and
differences between two texts on the same topic.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
Pacing Guide Grade K 2014-2015
45
Standards Taught in Unit 4: Standards at a Glance, cont…
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
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.
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
7. *Participate in shared research and writing projects.
8.*With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
Vocabulary
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
c. Identify real life connections between words and their use.
*See Weekly Suggestions from Treasures
Pacing Guide Grade K 2014-2015
46
Writing Genre: Informative/Explanatory
Assess
Dates
Reading Foundations
PUSD
Sight
Word List Reading Literature Reading Information
Opinion W
riting Sum
mative Due: Illuminate Decem
ber 12
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by
page
b. Recognize that spoken words are represented in written
language by specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the
alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken
words
c. Blend and segment onsets and rimes of single syllable
spoken words
d. Isolate and pronounce the initial, medial vowel and final
sounds in 3 phoneme words
e. Add or substitute individual sounds in simple, one syllable
words to make new words.
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent
sound for each consonant.
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by identifying
the sounds of the letters that differ.
I
like
can
we
the
am
in
see
is
my
a
it
he
she
as
go
at
by
went
to
one
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, retell stories, including key details in a
text.
3. With prompting and support, identify characters, settings and major
events in a story.
4. Ask and answer questions about unknown words in a text.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
9. With prompting and support, compare and contrast the adventures
and experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, identify the main topic and retell key
details of a text.
4. Ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
9. With prompting and support, identify the basic similarities and
differences between two texts on the same topic.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text.
Dec. 8th
-12, 2014 (5) Theme: Food Unit 4 Week 1
Pacing Guide Grade K 2014-2015
47
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
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.
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
7. *Participate in shared research and writing projects.
8.*With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
Vocabulary
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
c. Identify real life connections between words and their use.
Big Book:
“Apple Farmer Annie”---F
Decodable:
“Can Nan?”
Wonders (Vol 2):
“Celebrating History”---NF
Read Aloud:
“The Goat in the Chile Patch”---F (folktale)
Oral Vocabulary Cards:
“Pizza, Please!”---NF
Teaching Chart:
“Nine Newts Want to Nap”---Rhyme
Pacing Guide Grade K 2014-2015
48
Writing Genre: Informative/Explanatory
Assess
Dates
Reading Foundations
PUSD
Sight
Word List Reading Literature Reading Information
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by
page
b. Recognize that spoken words are represented in written
language by specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the
alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken
words
c. Blend and segment onsets and rimes of single syllable
spoken words
d. Isolate and pronounce the initial, medial vowel and final
sounds in 3 phoneme words
e. Add or substitute individual sounds in simple, one syllable
words to make new words.
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent
sound for each consonant.
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by identifying the
sounds of the letters that differ.
I
like
can
we
the
am
in
see
is
my
a
it
he
she
as
go
at
by
went
to
one
have
are
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, retell stories, including key details in a
text.
3. With prompting and support, identify characters, settings and major
events in a story.
4. Ask and answer questions about unknown words in a text.
6. With prompting and support, name the author and illustrator of a story
and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
9. With prompting and support, compare and contrast the adventures
and experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in texts.
b. Use illustrations and context to make predictions about text
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, identify the main topic and retell key
details of a text.
4. Ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
9. With prompting and support, identify the basic similarities and
differences between two texts on the same topic.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
Dec. 15- 19th
, 2014 (5) Theme: Food Unit 4 Week 2
Pacing Guide Grade K 2014-2015
49
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
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.
RED PENS….REVISE!
5. With guidance and support from adults, respond to questions and suggestions from
peers, and add details to strengthen writing as needed.
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
7. *Participate in shared research and writing projects.
8.*With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
Vocabulary
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
c. Identify real life connections between words and their use.
Big Book:
“Our Special Sweet Potato Pie”---F
Decodable:
“We Can!”
Wonders :
“Ripe and Ready to Eat”---NF
Read Aloud:
“Grandfather Bear is Hungry”---F (folktale)
Oral Vocabulary Cards:
“Little Juan and the Cooking Pot”---F
Teaching Chart:
“We Have Cake”---Rhyme
Pacing Guide Grade K 2014-2015
50
Smart Start
Writing Genre: Informative/Explanatory
Assess
Dates
Reading Foundations
PUSD
Sight
Word List Reading Literature Reading Information
ADEPT Testing Window January 5-30
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by page
b. Recognize that spoken words are represented in written language by
specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken words
c. Blend and segment onsets and rimes of single syllable spoken words
d. Isolate and pronounce the initial, medial vowel and final sounds in 3
phoneme words
e. Add or substitute individual sounds in simple, one syllable words to
make new words.
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent sound for
each consonant.
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by identifying the sounds
of the letters that differ.
I
like
can
we
the
am
in
see
is
my
a
it
he
she
as
go
at
by
went
to
one
have
are
had
but
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, retell stories, including key details in a
text.
3. With prompting and support, identify characters, settings and major
events in a story.
4. Ask and answer questions about unknown words in a text.
6. With prompting and support, name the author and illustrator of a story
and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
9. With prompting and support, compare and contrast the adventures
and experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in texts.
b. Use illustrations and context to make predictions about text
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, identify the main topic and retell key
details of a text.
4. Ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
9. With prompting and support, identify the basic similarities and
differences between two texts on the same topic.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
Jan. 5th
- 9th
, 2015 (5) Theme: Food Unit 4 Week 3
Pacing Guide Grade K 2014-2015
51
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
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.
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
7. *Participate in shared research and writing projects.
8.*With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
Vocabulary
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
c. Identify real life connections between words and their use.
Trade Book:
“Yoko”---F
Decodable:
“Nat”
Wonders:
“All Kinds of Plants”---NF
Read Aloud:
“The Soup Stone”---F (folktale)
Oral Vocabulary Cards:
“The Three Wishes”---F
Teaching Chart:
“Time to Have Soup”---Rhyme
Pacing Guide Grade K 2014-2015
52
Standards Taught in Unit 5: Standards at a Glance January 12 -30th
Theme: Animals Writing Genre: Informative/Explanatory Unit 5 Letters: Oo, Ff
Reading Foundations
PUSD
Sight Word
List
Reading Literature Reading Information
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by page
b. Recognize that spoken words are represented in written language by
specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken words
c. Blend and segment onsets and rimes of single syllable spoken words
d. Isolate and pronounce the initial, medial vowel and final sounds in 3
phoneme words
e. Add or substitute individual sounds in simple, one syllable words to make
new words.
f. Blend 2-3 phonemes into recognizable words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent sound for each
consonant.
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by identifying the sounds of
the letters that differ.
I
like
can
we
the
am
in
see
is
my
a
it
he
she
as
go
at
by
went
to
one
have
are
had
but
of
there
play
if
were
will
this
one
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, retell stories, including key details in
a text.
3. With prompting and support, identify characters, settings and
major events in a story.
4. Ask and answer questions about unknown words in a text.
5. Recognize common types of text.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between
the illustrations and the story in which they appear.
9. With prompting and support, compare and contrast the
adventures and experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
1. With prompting and support, ask and answer questions about key details
in a text
2. With prompting and support, identify the main topic and retell key details
of a text.
4. Ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a story
and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
9. With prompting and support, identify the basic similarities and differences
between two texts on the same topic.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in texts.
b. Use illustrations and context to make predictions about text
Pacing Guide Grade K 2014-2015
53
Standards Taught in Unit 5: Standards at a Glance, cont…
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
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.
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.
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
7. *Participate in shared research and writing projects.
8.*With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
e. Use the most frequently occurring prepositions
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
d. Spell simple words phonetically, drawing on knowledge of sound letter
relationships
Vocabulary
4a. Identify the new meanings for familiar words and apply them accurately
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
c. Identify real life connections between words and their use.
*See Weekly Suggestions from Treasures
Pacing Guide Grade K 2014-2015
54
Smart Start
Writing Genre: Informative/Explanatory
Assess
Dates
Reading Foundations
PUSD
Sight Word
List Reading Literature Reading Information
ADEPT Testing Window January 5-30
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by page
b. Recognize that spoken words are represented in written language
by specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the
alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken words
c. Blend and segment onsets and rimes of single syllable spoken
words
d. Isolate and pronounce the initial, medial vowel and final sounds in
3 phoneme words
e. Add or substitute individual sounds in simple, one syllable words
to make new words.
f. Blend 2-3 phonemes into recognizable words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent sound
for each consonant.
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by identifying the
sounds of the letters that differ.
I
like
can
we
the
am
in
see
is
my
a
it
he
she
as
go
at
by
went
to
one
have
are
had
but
of
there
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, retell stories, including key details in
a text.
3. With prompting and support, identify characters, settings and
major events in a story.
4. Ask and answer questions about unknown words in a text.
5. Recognize common types of text.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between
the illustrations and the story in which they appear.
9. With prompting and support, compare and contrast the
adventures and experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, identify the main topic and retell key
details of a text.
4. Ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between
the illustrations and the story in which they appear.
9. With prompting and support, identify the basic similarities and
differences between two texts on the same topic.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
Jan. 12th
-16th
, 2015 (5) Theme: Animals Unit 5 Week 1
Pacing Guide Grade K 2014-2015
55
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
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.
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
7. *Participate in shared research and writing projects.
8.*With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
e. Use the most frequently occurring prepositions
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
d. Spell simple words phonetically, drawing on knowledge of sound letter
relationships
Vocabulary
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
c. Identify real life connections between words and their use.
Big Book:
“Mama Cat Has Three Kittens”---F
Decodable:
“Sit”
Wonders:
“Animals on the Move”---NF
Read Aloud:
“The Three Little Kittens”---F (nursery
Rhyme)
Oral Vocabulary Cards:
“Mama Mouse and El Gato”---F
Teaching Chart:
“The Ostrich is Talking”---Rhyme
Pacing Guide Grade K 2014-2015
56
Smart Start
Writing Genre: Informative/Explanatory
Assess
Dates
Reading Foundations
PUSD
Sight
Word List Reading Literature Reading Information
ADEPT Testing Window January 5-30
Progress Reports January 20-23
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by
page
b. Recognize that spoken words are represented in written
language by specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the
alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken
words
c. Blend and segment onsets and rimes of single syllable
spoken words
d. Isolate and pronounce the initial, medial vowel and final
sounds in 3 phoneme words
e. Add or substitute individual sounds in simple, one syllable
words to make new words.
f. Blend 2-3 phonemes into recognizable words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent
sound for each consonant.
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by identifying
the sounds of the letters that differ.
I
like
can
we
the
am
in
see
is
my
a
it
he
she
as
go
at
by
went
to
one
have
are
had
but
of
there
play
if
were
1. With prompting and support, ask and answer questions about key details in
a text
2. With prompting and support, retell stories, including key details in a text.
3. With prompting and support, identify characters, settings and major events
in a story.
4. Ask and answer questions about unknown words in a text.
5. Recognize common types of text.
6. With prompting and support, name the author and illustrator of a story
and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
9. With prompting and support, compare and contrast the adventures and
experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in texts.
b. Use illustrations and context to make predictions about text
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, identify the main topic and retell
key details of a text.
4. Ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between
the illustrations and the story in which they appear.
9. With prompting and support, identify the basic similarities and
differences between two texts on the same topic.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
Jan. 20th
- 23rd
, 2015 (4) Theme: Animals Unit 5 Week 2
Pacing Guide Grade K 2014-2015
57
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
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.
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.
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
7. *Participate in shared research and writing projects.
8.*With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
e. Use the most frequently occurring prepositions
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
d. Spell simple words phonetically, drawing on knowledge of sound letter
relationships
Vocabulary
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
c. Identify real life connections between words and their use.
Big Book:
“Animal Babies ABC”--NF
Decodable:
“Can It Fit?”
Wonders:
“Tadpole, Tadpole”---Poem and NF
Read Aloud:
“The Three Bears”---F(folktale)
Oral Vocabulary Cards:
“The Ugly Duckling”---F
Teaching Chart:
“Funny Fish Play”---Rhyme
Pacing Guide Grade K 2014-2015
58
Smart Start
Writing Genre: Informative/Explanatory
Assess
Dates
Reading Foundations
PUSD
Sight Word
List Reading Literature Reading Information
DIBELS January 26
ADEPT Testing Window January 5-30
Concepts of Print:
1a. Follow words from left to right, top to bottom and page
by page
b. Recognize that spoken words are represented in written
language by specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of
the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in
spoken words
c. Blend and segment onsets and rimes of single syllable
spoken words
d. Isolate and pronounce the initial, medial vowel and final
sounds in 3 phoneme words
e. Add or substitute individual sounds in simple, one
syllable words to make new words.
f. Blend 2-3 phonemes into recognizable words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-
sound correspondences by producing the primary or most
frequent sound for each consonant.
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by
identifying the sounds of the letters that differ.
I
like
can
we
the
am
in
see
is
my
a
it
he
she
as
go
at
by
went
to
one
have
are
had
but
of
there
play
if
were
will
this
one
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, retell stories, including key details in a
text.
3. With prompting and support, identify characters, settings and major
events in a story.
4. Ask and answer questions about unknown words in a text.
5. Recognize common types of text.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
9. With prompting and support, compare and contrast the adventures
and experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, identify the main topic and retell key
details of a text.
4. Ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
9. With prompting and support, identify the basic similarities and
differences between two texts on the same topic.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
Jan. 26th
-30th
, 2015 (4) Theme: Animals Unit 5 Week 3
Pacing Guide Grade K 2014-2015
59
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
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.
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.
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
7. *Participate in shared research and writing projects.
8.*With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
e. Use the most frequently occurring prepositions
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
d. Spell simple words phonetically, drawing on knowledge of sound letter
relationships
Vocabulary
4a. Identify the new meanings for familiar words and apply them accurately
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
c. Identify real life connections between words and their use.
Trade Book:
“Mole and the Baby Bird”---F
Decodable:
“Tap, Tap, Tap!”
Wonders:
“National Holidays”---NF
Read Aloud:
“The Coyote and the Turtle”---F (folktale)
Oral Vocabulary Cards:
“Hidden Homes”---NF
Teaching Chart:
“Come Have Fun!”---Rhyme
Pacing Guide Grade K 2014-2015
60
Standards Taught in Unit 6: Standards at a Glance February 2nd- March 13th (With a 3 week Review/Assessment Window)
Theme: Neighborhood Writing Genre: Informative/Explanatory Unit 6 Letters: Hh, Dd, Rr
Reading Foundations
PUSD
Sight
Word List
Reading Literature Reading Information
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by page
b. Recognize that spoken words are represented in written language by specific
sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken words
c. Blend and segment onsets and rimes of single syllable spoken words
d. Isolate and pronounce the initial, medial vowel and final sounds in 3 phoneme
words
e. Add or substitute individual sounds in simple, one syllable words to make new
words.
f. Blend 2-3 phonemes into recognizable words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound correspondences by
producing the primary or most frequent sound for each consonant.
b. Identify which letters represent the 5 major vowel (Aa,Ee,Ii, Oo, Uu) and know the
long and short sound of each vowel.
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by identifying the sounds of the letters
that differ.
Fluency
4. Read emergent reader texts with purpose and understanding.
I and
like be
can not
we
the
am
in
see
is
my
a
it
he
she
as
go
at
by
went
to
one
have
are
had
but
of
there
play
if
were
will
this
one
they
all
you
his
1. With prompting and support, ask and answer questions about key details in
a text
2. With prompting and support, retell stories, including key details in a text.
3. With prompting and support, identify characters, settings and major events
in a story.
4. Ask and answer questions about unknown words in a text.
5. Recognize common types of text.
6. With prompting and support, name the author and illustrator of a story and
define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
9. With prompting and support, compare and contrast the adventures and
experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in texts.
b. Use illustrations and context to make predictions about text
1. With prompting and support, ask and answer questions about key details in a text
2. With prompting and support, identify the main topic and retell key details of a
text.
3. With prompting and support, describe the connection between two individuals,
events, ideas or pieces of information in a text.
4. Ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a story and define
the role of each in telling the story.
7. With prompting and support, describe the relationship between the illustrations
and the story in which they appear.
9. With prompting and support, identify the basic similarities and differences
between two texts on the same topic.
10. Actively engage in group reading activities with purpose and understanding.
a. Activate prior knowledge related to the information and events in texts.
b. Use illustrations and context to make predictions about text
Pacing Guide Grade K 2014-2015
61
Standards Taught in Unit 6: Standards at a Glance, cont…
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
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.
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
7. *Participate in shared research and writing projects.
8.*With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
e. Use the most frequently occurring prepositions
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
d. Spell simple words phonetically, drawing on knowledge of sound letter
relationships
Vocabulary
4a. Identify the new meanings for familiar words and apply them accurately
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
b. Demonstrate understanding of frequently occurring verbs by relating them to their
opposites.
c. Identify real life connections between words and their use.
d. Distinguish shades of meaning among verbs describing the same general action by
acting out the meanings.
6. Use words and phrases acquired through conversations, reading and being read to,
and responding to texts.
*See Weekly Suggestions from Treasures
Pacing Guide Grade K 2014-2015
62
Smart Start
Writing Genre: Informative/Explanatory
Assess
Dates
Reading Foundations
PUSD
Sight
Word List Reading Literature Reading Information
ADEPT Due: Illuminate February 6
Kindergarten Assessment W
indow February 2-12
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by
page
b. Recognize that spoken words are represented in written
language by specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the
alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken
words
c. Blend and segment onsets and rimes of single syllable
spoken words
d. Isolate and pronounce the initial, medial vowel and final
sounds in 3 phoneme words
e. Add or substitute individual sounds in simple, one syllable
words to make new words.
f. Blend 2-3 phonemes into recognizable words
Phonics and Word Recognition ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent
sound for each consonant.
b. Identify which letters represent the 5 major vowel
(Aa,Ee,Ii, Oo, Uu) and know the long and short sound of each
vowel. (***More complex long vowel graphemes and
spellings are targeted in gr.1)
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by identifying
the sounds of the letters that differ.
I
like
can
we
the
am
in
see
is
my
a
it
he
she
as
go
at
by
went
to
one
have
are
had
but
of
there
play
if
were
will
this
one
they
all
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, retell stories, including key details in
a text.
3. With prompting and support, identify characters, settings and
major events in a story.
4. Ask and answer questions about unknown words in a text.
5. Recognize common types of text.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between
the illustrations and the story in which they appear.
9. With prompting and support, compare and contrast the
adventures and experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, identify the main topic and retell key
details of a text.
3. With prompting and support, describe the connection between two
individuals, events, ideas or pieces of information in a text.
4. Ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a story
and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
9. With prompting and support, identify the basic similarities and
differences between two texts on the same topic.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
Feb. 2nd
-6th
, 2015 (5) Theme: Neighborhood Unit 6 Week 1
Pacing Guide Grade K 2014-2015
63
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
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.
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
7. *Participate in shared research and writing projects.
8.*With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
e. Use the most frequently occurring prepositions
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
d. Spell simple words phonetically, drawing on knowledge of sound letter
relationships
Vocabulary
4a. Identify the new meanings for familiar words and apply them accurately
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
b. Demonstrate understanding of frequently occurring verbs by relating them to their
opposites.
c. Identify real life connections between words and their use.
Big Book:
“Russ and the Firehouse”---NF
Decodable:
“Are Caps Hats?”
Wonders:
“Let’s Look At Maps”---NF
Read Aloud:
“The Black Cat”---F(folktale)
Oral Vocabulary Cards:
“In Our Neighborhood”---NF
Teaching Chart:
“Hippos Are Happy”---Rhyme
Pacing Guide Grade K 2014-2015
64
Smart Start
*Formative Writing Assessment: Informative/Explanatory
Assess
Dates
Reading Foundations
PUSD
Sight
Word List Reading Literature Reading Information
Kinder Assessment W
indow February 2-12
Info/Explanatory Formative Assessm
ent February 9-12
EL Progress Profiles—
Data Upload February 9
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by
page
b. Recognize that spoken words are represented in written
language by specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the
alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken
words
c. Blend and segment onsets and rimes of single syllable
spoken words
d. Isolate and pronounce the initial, medial vowel and final
sounds in 3 phoneme words
e. Add or substitute individual sounds in simple, one syllable
words to make new words.
f. Blend 2-3 phonemes into recognizable words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent
sound for each consonant.
b. Identify which letters represent the 5 major vowel (Aa,Ee,Ii,
Oo, Uu) and know the long and short sound of each vowel.
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by identifying the
sounds of the letters that differ.
I
like
can
we
the
am
in
see
is
my
a
it
he
she
as
go
at
by
went
to
one
have
are
had
but
of
there
play
if
were
will
this
one
they
all
you
his
1. With prompting and support, ask and answer questions about
key details in a text
2. With prompting and support, retell stories, including key
details in a text.
3. With prompting and support, identify characters, settings and
major events in a story.
4. Ask and answer questions about unknown words in a text.
5. Recognize common types of text.
6. With prompting and support, name the author and illustrator
of a story and define the role of each in telling the story.
7. With prompting and support, describe the relationship
between the illustrations and the story in which they appear.
9. With prompting and support, compare and contrast the
adventures and experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and
events in texts.
b. Use illustrations and context to make predictions about text
1. With prompting and support, ask and answer questions about key details in a
text
2. With prompting and support, identify the main topic and retell key details of
a text.
3. With prompting and support, describe the connection between two
individuals, events, ideas or pieces of information in a text.
4. Ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a story and
define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
9. With prompting and support, identify the basic similarities and differences
between two texts on the same topic.
10. Actively engage in group reading activities with purpose and understanding.
a. Activate prior knowledge related to the information and events in texts.
b. Use illustrations and context to make predictions about text.
Feb. 9th
– 12th,
2015 (4) Theme: Neighborhood Unit 6 Week 2
Pacing Guide Grade K 2014-2015
65
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
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.
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
7. *Participate in shared research and writing projects.
8.*With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
e. Use the most frequently occurring prepositions
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
d. Spell simple words phonetically, drawing on knowledge of sound letter
relationships
Vocabulary
4a. Identify the new meanings for familiar words and apply them accurately
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
b. Demonstrate understanding of frequently occurring verbs by relating them to their
opposites.
c. Identify real life connections between words and their use.
d. Distinguish shades of meaning among verbs describing the same general action by
acting out the meanings.
Big Book:
“Bus Stops”---F
Decodable:
“Rod Can See It”
Wonders:
“Made From Clay”---NF
Read Aloud:
“Ms. Mouse Needs a Friend”---F(folktale)
Oral Vocabulary Cards:
“Acrefoot, the Barefoot Mailman”---F
Teaching Chart:
“Run, Dinosaur, Run”---Rhyme
Pacing Guide Grade K 2014-2015
66
Smart Start
Writing Genre: Informative/Explanatory
Assess
Dates
Reading Foundations
PUSD
Sight
Word List Reading Literature Reading Information
End of Trimester #2 March 6
Kindergarten Assessments Due March 6
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by page
b. Recognize that spoken words are represented in written language by
specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken words
c. Blend and segment onsets and rimes of single syllable spoken words
d. Isolate and pronounce the initial, medial vowel and final sounds in 3
phoneme words
e. Add or substitute individual sounds in simple, one syllable words to
make new words.
f. Blend 2-3 phonemes into recognizable words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent sound for
each consonant.
b. Identify which letters represent the 5 major vowel (Aa,Ee,Ii, Oo, Uu) and
know the long and short sound of each vowel.
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by identifying the sounds of
the letters that differ.
Fluency
4. Read emergent reader texts with purpose and understanding.
I
like
can
we
the
am
in
see
is
my
a
it
he
she
as
go
at
by
went
to
one
have
are
had
but
of
there
play
if
were
will
this
one
they
all
you
his
1. With prompting and support, ask and answer questions about
key details in a text
2. With prompting and support, retell stories, including key
details in a text.
3. With prompting and support, identify characters, settings and
major events in a story.
4. Ask and answer questions about unknown words in a text.
5. Recognize common types of text.
6. With prompting and support, name the author and illustrator
of a story and define the role of each in telling the story.
7. With prompting and support, describe the relationship
between the illustrations and the story in which they appear.
9. With prompting and support, compare and contrast the
adventures and experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and
events in texts.
b. Use illustrations and context to make predictions about text
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, identify the main topic and retell key
details of a text.
3. With prompting and support, describe the connection between
two individuals, events, ideas or pieces of information in a text.
4. Ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between
the illustrations and the story in which they appear.
9. With prompting and support, identify the basic similarities and
differences between two texts on the same topic.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
Feb. 17th
- March 6th
Mid Year Review and Assessment (3 week window)
Pacing Guide Grade K 2014-2015
67
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
RED PENS….REVISE!
5. With guidance and support from adults, respond to questions and suggestions
from peers, and add details to strengthen writing as needed.
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
e. Use the most frequently occurring prepositions
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
d. Spell simple words phonetically, drawing on knowledge of sound letter
relationships
Vocabulary
4a. Identify the new meanings for familiar words and apply them accurately
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
b. Demonstrate understanding of frequently occurring verbs by relating them to their
opposites.
c. Identify real life connections between words and their use.
d. Distinguish shades of meaning among verbs describing the same general action by
acting out the meanings.
6. Use words and phrases acquired through conversations, reading and being read to,
and responding to texts.
Big Book:
Pre-Decodable:
Wonders:
Read Aloud:
Oral Vocabulary Cards:
Teaching Chart:
Pacing Guide Grade K 2014-2015
68
Smart Start
Writing Genre: Informative/Explanatory
Assess
Dates
Reading Foundations
PUSD
Sight
Word List Reading Literature Reading Information
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by page
b. Recognize that spoken words are represented in written language
by specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken words
c. Blend and segment onsets and rimes of single syllable spoken
words
d. Isolate and pronounce the initial, medial vowel and final sounds in
3 phoneme words
e. Add or substitute individual sounds in simple, one syllable words to
make new words.
f. Blend 2-3 phonemes into recognizable words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent sound for
each consonant.
b. Identify which letters represent the 5 major vowel (Aa,Ee,Ii, Oo, Uu)
and know the long and short sound of each vowel.
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by identifying the
sounds of the letters that differ.
Fluency
4. Read emergent reader texts with purpose and understanding.
I and
like be
can not
we
the
am
in
see
is
my
a
it
he
she
as
go
at
by
went
to
one
have
are
had
but
of
there
play
if
were
will
this
one
they
all
you
his
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, retell stories, including key details in
a text.
3. With prompting and support, identify characters, settings and
major events in a story.
4. Ask and answer questions about unknown words in a text.
5. Recognize common types of text.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between
the illustrations and the story in which they appear.
9. With prompting and support, compare and contrast the
adventures and experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, identify the main topic and retell key
details of a text.
3. With prompting and support, describe the connection between
two individuals, events, ideas or pieces of information in a text.
4. Ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between
the illustrations and the story in which they appear.
9. With prompting and support, identify the basic similarities and
differences between two texts on the same topic.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
March 9th
- 13th
, 2015 Theme: Neighborhood Unit 6 Week 3
Pacing Guide Grade K 2014-2015
69
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
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.
RED PENS….REVISE!
5. With guidance and support from adults, respond to questions and suggestions from
peers, and add details to strengthen writing as needed.
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
7. *Participate in shared research and writing projects.
8.*With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
e. Use the most frequently occurring prepositions
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
d. Spell simple words phonetically, drawing on knowledge of sound letter
relationships
Vocabulary
4a. Identify the new meanings for familiar words and apply them accurately
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
b. Demonstrate understanding of frequently occurring verbs by relating them to their
opposites.
c. Identify real life connections between words and their use.
d. Distinguish shades of meaning among verbs describing the same general action by
acting out the meanings.
6. Use words and phrases acquired through conversations, reading and being read to,
and responding to texts.
Trade Book:
“Alicia’s Happy Day”---F
Decodable:
“Dad Can Pin It On”
Wonders:
”Jobs People Do”---NF
Read Aloud:
“Why the Moon is in the Sky”---F (legend)
Oral Vocabulary Cards:
“The Elves and the Shoemaker”---F
Teaching Chart:
“Hop, Dance, and Run”---Rhyme
Pacing Guide Grade K 2014-2015
70
Standards Taught in Unit 7: Standards at a Glance March 16th –April 1st
Theme: Weather Writing Genre: Informative/Explanatory- Narrative Unit 7 Letters: Ee, Bb, Ll
Reading Foundations PUSD
Sight Word List Reading Literature Reading Information
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by page
b. Recognize that spoken words are represented in written language by specific
sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken words
c. Blend and segment onsets and rimes of single syllable spoken words
d. Isolate and pronounce the initial, medial vowel and final sounds in 3
phoneme words
e. Add or substitute individual sounds in simple, one syllable words to make
new words.
f. Blend 2-3 phonemes into recognizable words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound correspondences
by producing the primary or most frequent sound for each consonant.
b. Identify which letters represent the 5 major vowel (Aa,Ee,Ii, Oo, Uu) and know
the long and short sound of each vowel.
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by identifying the sounds of the
letters that differ.
Fluency
4. Read emergent reader texts with purpose and understanding.
I
like and
can be
we not
the so
am do
in an
see what
is up
my with
a
it
he
she
as
go
at
by
went
to
one
have
are
had
but
of
there
play
if
were
will
this
one
they
all
you
his
1. With prompting and support, ask and answer questions about key details in
a text
2. With prompting and support, retell stories, including key details in a text.
3. With prompting and support, identify characters, settings and major events
in a story.
4. Ask and answer questions about unknown words in a text.
5. Recognize common types of text.
6. With prompting and support, name the author and illustrator of a story and
define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
8. N/A
9. With prompting and support, compare and contrast the adventures and
experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in texts.
b. Use illustrations and context to make predictions about text.
1. With prompting and support, ask and answer questions about key details in a
text
2. With prompting and support, identify the main topic and retell key details of a
text.
3. With prompting and support, describe the connection between two individuals,
events, ideas or pieces of information in a text.
4. Ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a story and
define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
8. With prompting and support, identify the reasons an author gives to support
points in a text.
9. With prompting and support, identify the basic similarities and differences
between two texts on the same topic.
10. Actively engage in group reading activities with purpose and understanding.
a. Activate prior knowledge related to the information and events in texts.
b. Use illustrations and context to make predictions about text
Pacing Guide Grade K 2014-2015
71
Standards Taught in Unit 7: Standards at a Glance, cont…
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
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.
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.
RED PENS….REVISE!
5. With guidance and support from adults, respond to questions and suggestions from
peers, and add details to strengthen writing as needed.
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
7. Participate in shared research and writing projects.
8. With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
e. Use the most frequently occurring prepositions
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
d. Spell simple words phonetically, drawing on knowledge of sound letter
relationships
Vocabulary
4a. Identify the new meanings for familiar words and apply them accurately
b. Use the most frequently occurring inflections and affixes as a clue to the meaning of
an unknown word
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
b. Demonstrate understanding of frequently occurring verbs by relating them to their
opposites.
c. Identify real life connections between words and their use.
d. Distinguish shades of meaning among verbs describing the same general action by
acting out the meanings.
6. Use words and phrases acquired through conversations, reading and being read to,
and responding to texts.
*See Weekly Suggestions from Treasures
Pacing Guide Grade K 2014-2015
72
Writing Genre: Informative/Explanatory
Assess
Dates
Reading Foundations
PUSD
Sight
Word List Reading Literature Reading Information
Concepts of Print:
1a. Follow words from left to right, top to bottom and page
by page
b. Recognize that spoken words are represented in written
language by specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of
the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in
spoken words
c. Blend and segment onsets and rimes of single syllable
spoken words
d. Isolate and pronounce the initial, medial vowel and final
sounds in 3 phoneme words
e. Add or substitute individual sounds in simple, one
syllable words to make new words.
f. Blend 2-3 phonemes into recognizable words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-
sound correspondences by producing the primary or most
frequent sound for each consonant.
b. Identify which letters represent the 5 major vowel
(Aa,Ee,Ii, Oo, Uu) and know the long and short sound of
each vowel.
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by
identifying the sounds of the letters that differ.
Fluency
4. Read emergent reader texts with purpose and
understanding.
I
like and
can be
we not
the so
am do
in
see
is
my
a
it
he
she
as
go
at
by
went
to
one
have
are
had
but
of
there
play
if
were
will
this
one
they
all
you
his
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, retell stories, including key details in a
text.
3. With prompting and support, identify characters, settings and major
events in a story.
4. Ask and answer questions about unknown words in a text.
5. Recognize common types of text.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
8. N/A
9. With prompting and support, compare and contrast the adventures
and experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text.
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, identify the main topic and retell key
details of a text.
3. With prompting and support, describe the connection between two
individuals, events, ideas or pieces of information in a text.
4. Ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
8. With prompting and support, identify the reasons an author gives
to support points in a text.
9. With prompting and support, identify the basic similarities and
differences between two texts on the same topic.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
March 16th
-20th
, 2015 (5) Theme: Weather Unit 7 Week 1
Pacing Guide Grade K 2014-2015
73
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
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.
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.
RED PENS….REVISE!
5. With guidance and support from adults, respond to questions and suggestions from
peers, and add details to strengthen writing as needed.
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
7. Participate in shared research and writing projects.
8.With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
e. Use the most frequently occurring prepositions
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
d. Spell simple words phonetically, drawing on knowledge of sound letter
relationships
Vocabulary
4a. Identify the new meanings for familiar words and apply them accurately
b. Use the most frequently occurring inflections and affixes as a clue to the meaning
of an unknown word
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
b. Demonstrate understanding of frequently occurring verbs by relating them to their
opposites.
c. Identify real life connections between words and their use.
d. Distinguish shades of meaning among verbs describing the same general action by
acting out the meanings.
6. Use words and phrases acquired through conversations, reading and being read to,
and responding to texts.
Big Book:
“A Rainy Day”---NF
Decodable:
“Ed Can, Ted Can”
Wonders:
“Four Seasons”---Poem
“Rain on the Rooftops”---Poem
“Changing Weather”---NF
Read Aloud:
“Frog and Locust”---F (legend)
Oral Vocabulary Cards:
“How Thunder and Lightening Came to Be”-F
Teaching Chart:
“Elephant Ed”---Rhyme
Pacing Guide Grade K 2014-2015
74
*Summative Writing Assessment Window: Informative/Explanatory
Assess
Dates
Reading Foundations
PUSD
Sight
Word List Reading Literature Reading Information
Info/Explanatory Writing Sum
mative Assessm
ent March 23-27,
Sum
mative Assessm
ent Due: Illuminate April 10
Concepts of Print:
1a. Follow words from left to right, top to bottom and page
by page
b. Recognize that spoken words are represented in written
language by specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of
the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in
spoken words
c. Blend and segment onsets and rimes of single syllable
spoken words
d. Isolate and pronounce the initial, medial vowel and final
sounds in 3 phoneme words
e. Add or substitute individual sounds in simple, one
syllable words to make new words.
f. Blend 2-3 phonemes into recognizable words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-
sound correspondences by producing the primary or most
frequent sound for each consonant.
b. Identify which letters represent the 5 major vowel
(Aa,Ee,Ii, Oo, Uu) and know the long and short sound of
each vowel.
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by
identifying the sounds of the letters that differ.
Fluency
4. Read emergent reader texts with purpose and
understanding.
I
like and
can be
we not
the so
am do
in an
see what
is
my
a
it
he
she
as
go
at
by
went
to
one
have
are
had
but
of
there
play
if
were
will
this
one
they
all
you
his
1. With prompting and support, ask and answer questions about key details
in a text
2. With prompting and support, retell stories, including key details in a text.
3. With prompting and support, identify characters, settings and major
events in a story.
4. Ask and answer questions about unknown words in a text.
5. Recognize common types of text.
6. With prompting and support, name the author and illustrator of a story
and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
8. N/A
9. With prompting and support, compare and contrast the adventures and
experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in texts.
b. Use illustrations and context to make predictions about text.
1. With prompting and support, ask and answer questions about key details
in a text
2. With prompting and support, identify the main topic and retell key
details of a text.
3. With prompting and support, describe the connection between two
individuals, events, ideas or pieces of information in a text.
4. Ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a story
and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
8. With prompting and support, identify the reasons an author gives to
support points in a text.
9. With prompting and support, identify the basic similarities and
differences between two texts on the same topic.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in texts.
b. Use illustrations and context to make predictions about text
March 23rd
- April 1st
, 2015 (8) Theme: Weather Unit 7 Week 2
Pacing Guide Grade K 2014-2015
75
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
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.
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.
RED PENS….REVISE!
5. With guidance and support from adults, respond to questions and suggestions from
peers, and add details to strengthen writing as needed.
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
7. Participate in shared research and writing projects.
8. With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
e. Use the most frequently occurring prepositions
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
d. Spell simple words phonetically, drawing on knowledge of sound letter
relationships
Vocabulary
4a. Identify the new meanings for familiar words and apply them accurately
b. Use the most frequently occurring inflections and affixes as a clue to the meaning of
an unknown word
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
b. Demonstrate understanding of frequently occurring verbs by relating them to their
opposites.
c. Identify real life connections between words and their use.
d. Distinguish shades of meaning among verbs describing the same general action by
acting out the meanings.
6. Use words and phrases acquired through conversations, reading and being read to,
and responding to texts.
Big Book:
“In the Yard”---F
Decodable:
“Hot Ben, Hot Lin”
Wonders:
“A Year with Bears”---NF
Read Aloud:
“How the Turtle Flew South for the Winter” F
Oral Vocabulary Cards:
“Paul Bunyan and the Popcorn Blizzard”---F
Teaching Chart:
“Look, Bear, Look”---Rhyme
Pacing Guide Grade K 2014-2015
76
Writing Genre: Narrative
Assess
Dates
Reading Foundations
PUSD
Sight Word
List Reading Literature Reading Information
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by
page
b. Recognize that spoken words are represented in written
language by specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the
alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken
words
c. Blend and segment onsets and rimes of single syllable
spoken words
d. Isolate and pronounce the initial, medial vowel and final
sounds in 3 phoneme words
e. Add or substitute individual sounds in simple, one syllable
words to make new words.
f. Blend 2-3 phonemes into recognizable words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent
sound for each consonant.
b. Identify which letters represent the 5 major vowel (Aa,Ee,Ii,
Oo, Uu) and know the long and short sound of each vowel.
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by identifying
the sounds of the letters that differ.
Fluency
4. Read emergent reader texts with purpose and
understanding.
I
like and
can be
we not
the so
am do
in an
see what
is up
my with
a
it
he
she
as
go
at
by
went
to
one
have
are
had
but
of
there
play
if
were
will
this
one
they
all
you
his
1. With prompting and support, ask and answer questions about
key details in a text
2. With prompting and support, retell stories, including key
details in a text.
3. With prompting and support, identify characters, settings and
major events in a story.
4. Ask and answer questions about unknown words in a text.
5. Recognize common types of text.
6. With prompting and support, name the author and illustrator
of a story and define the role of each in telling the story.
7. With prompting and support, describe the relationship
between the illustrations and the story in which they appear.
8. N/A
9. With prompting and support, compare and contrast the
adventures and experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and
events in texts.
b. Use illustrations and context to make predictions about text.
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, identify the main topic and retell key
details of a text.
3. With prompting and support, describe the connection between two
individuals, events, ideas or pieces of information in a text.
4. Ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
8. With prompting and support, identify the reasons an author gives to
support points in a text.
9. With prompting and support, identify the basic similarities and
differences between two texts on the same topic.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
April 13th
- 17th
, 2015 (5) Theme: Weather Unit 7 Week 3
Pacing Guide Grade K 2014-2015
77
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
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.
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.
RED PENS….REVISE!
5. With guidance and support from adults, respond to questions and suggestions from
peers, and add details to strengthen writing as needed.
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
7. Participate in shared research and writing projects.
8. With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
e. Use the most frequently occurring prepositions
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
d. Spell simple words phonetically, drawing on knowledge of sound letter
relationships
Vocabulary
4a. Identify the new meanings for familiar words and apply them accurately
b. Use the most frequently occurring inflections and affixes as a clue to the meaning of
an unknown word
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
b. Demonstrate understanding of frequently occurring verbs by relating them to their
opposites.
c. Identify real life connections between words and their use.
d. Distinguish shades of meaning among verbs describing the same general action by
acting out the meanings.
6. Use words and phrases acquired through conversations, reading and being read to,
and responding to texts.
Trade Book:
“Bear Snores On”---F
Decodable:
“Pat and Tip”
Wonders:
“Let It Snow”---NF
Read Aloud:
“The Mitten”---F (folktale)
Oral Vocabulary Cards:
“Animals in Winter”--NF
Teaching Chart:
“Lemon, Eggs, and Butter”---Rhyme
Standards Taught in Unit 8: Standards at a Glance
Pacing Guide Grade K 2014-2015
78
April 20th- May 8th Theme: Plants Writing Genre: Narrative Unit 8 Letters: Kk, Uu
Reading Foundations
PUSD
Sight
Word List
Reading Literature Reading Information
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by page
b. Recognize that spoken words are represented in written language by specific
sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken words
c. Blend and segment onsets and rimes of single syllable spoken words
d. Isolate and pronounce the initial, medial vowel and final sounds in 3 phoneme
words
e. Add or substitute individual sounds in simple, one syllable words to make new
words.
f. Blend 2-3 phonemes into recognizable words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound correspondences by
producing the primary or most frequent sound for each consonant.
b. Identify which letters represent the five major vowels (Aa, Ee, Ii, Oo, Uu) and know
the long and short sound of each vowel.
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by identifying the sounds of the letters
that differ.
Fluency
4. Read emergent reader texts with purpose and understanding.
I and
like
can be
we not
the so
am do
in an
see what
is up
with
my said
a little
it was
he here
she that
as how
go
at
by
went
to
one
have
are
had
but
of
there
play
if
were
will
this
one
they
all
you
his
1. With prompting and support, ask and answer questions about key details in a
text
2. With prompting and support, retell stories, including key details in a text.
3. With prompting and support, identify characters, settings and major events in a
story.
4. Ask and answer questions about unknown words in a text.
5. Recognize common types of text.
6. With prompting and support, name the author and illustrator of a story and
define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
8. N/A
9. With prompting and support, compare and contrast the adventures and
experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and understanding.
a. Activate prior knowledge related to the information and events in texts.
b. Use illustrations and context to make predictions about text.
1. With prompting and support, ask and answer questions about key details in a
text
2. With prompting and support, identify the main topic and retell key details of a
text.
3. With prompting and support, describe the connection between two
individuals, events, ideas or pieces of information in a text.
4. Ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a story and
define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
8. With prompting and support, identify the reasons an author gives to support
points in a text.
9. With prompting and support, identify the basic similarities and differences
between two texts on the same topic.
10. Actively engage in group reading activities with purpose and understanding.
a. Activate prior knowledge related to the information and events in texts.
b. Use illustrations and context to make predictions about text
Standards Taught in Unit 8: Standards at a Glance, cont…
Pacing Guide Grade K 2014-2015
79
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and state
an opinion or preference about the topic or book
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.
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.
RED PENS….REVISE!
5. With guidance and support from adults, respond to questions and suggestions from
peers, and add details to strengthen writing as needed.
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
7. Participate in shared research and writing projects.
8. With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
e. Use the most frequently occurring prepositions
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
d. Spell simple words phonetically, drawing on knowledge of sound letter relationships
Vocabulary
4a. Identify the new meanings for familiar words and apply them accurately
b. Use the most frequently occurring inflections and affixes as a clue to the meaning of
an unknown word
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
b. Demonstrate understanding of frequently occurring verbs by relating them to their
opposites.
c. Identify real life connections between words and their use.
d. Distinguish shades of meaning among verbs describing the same general action by
acting out the meanings.
6. Use words and phrases acquired through conversations, reading and being read to,
and responding to texts.
*See Weekly Suggestions from Treasures
Pacing Guide Grade K 2014-2015
80
Writing Genre: Narrative
Assess
Dates
Reading Foundations
PUSD
Sight
Word List Reading Literature Reading Information
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by page
b. Recognize that spoken words are represented in written language
by specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the
alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken words
c. Blend and segment onsets and rimes of single syllable spoken
words
d. Isolate and pronounce the initial, medial vowel and final sounds
in 3 phoneme words
e. Add or substitute individual sounds in simple, one syllable words
to make new words.
f. Blend 2-3 phonemes into recognizable words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent sound
for each consonant.
b. Identify which letters represent the 5 major vowel (Aa,Ee,Ii, Oo,
Uu) and know the long and short sound of each vowel.
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by identifying the
sounds of the letters that differ.
Fluency
4. Read emergent reader texts with purpose and understanding.
I and
like
can be
we not
the so
am do
in an
see what
is up
with
my said
a little
it
he
she
as
go
at
by
went
to
one
have
are
had
but
of
there
play
if
were
will
this
one
they
all
you
his
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, retell stories, including key details in a
text.
3. With prompting and support, identify characters, settings and major
events in a story.
4. Ask and answer questions about unknown words in a text.
5. Recognize common types of text.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
8. N/A
9. With prompting and support, compare and contrast the adventures
and experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text.
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, identify the main topic and retell key
details of a text.
3. With prompting and support, describe the connection between two
individuals, events, ideas or pieces of information in a text.
4. Ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
8. With prompting and support, identify the reasons an author gives to
support points in a text.
9. With prompting and support, identify the basic similarities and
differences between two texts on the same topic.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
April 20th
-24th
, 2015 (5) Theme: Plants Unit 8 Week 1
Pacing Guide Grade K 2014-2015
81
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
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.
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.
RED PENS….REVISE!
5. With guidance and support from adults, respond to questions and suggestions from
peers, and add details to strengthen writing as needed.
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
7. Participate in shared research and writing projects.
8. With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
e. Use the most frequently occurring prepositions
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
d. Spell simple words phonetically, drawing on knowledge of sound letter
relationships
Vocabulary
4a. Identify the new meanings for familiar words and apply them accurately
b. Use the most frequently occurring inflections and affixes as a clue to the meaning of
an unknown word
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
b. Demonstrate understanding of frequently occurring verbs by relating them to their
opposites.
c. Identify real life connections between words and their use.
d. Distinguish shades of meaning among verbs describing the same general action by
acting out the meanings.
6. Use words and phrases acquired through conversations, reading and being read to,
and responding to texts.
Big Book:
“Oak Trees”---NF
Decodable:
“Sad Hen”
Wonders (Vol 3):
“Real and Fake Plants”---NF
Read Aloud:
“The Sticky-Sticky Pine”---F (folktale)
Oral Vocabulary Cards:
“The Conceited Apple Branch”--NF
Teaching Chart:
“Kid and Kitten”---Rhyme
Pacing Guide Grade K 2014-2015
82
*Formative Writing Assessment: Narrative
Assess
Dates
Reading Foundations
PUSD
Sight Word
List Reading Literature Reading Information
Progress Reports April 27-M
ay 1
Narrative W
riting Formative Assessm
ent April 27-M
ay 1
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by
page
b. Recognize that spoken words are represented in written
language by specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the
alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken
words
c. Blend and segment onsets and rimes of single syllable spoken
words
d. Isolate and pronounce the initial, medial vowel and final
sounds in 3 phoneme words
e. Add or substitute individual sounds in simple, one syllable
words to make new words.
f. Blend 2-3 phonemes into recognizable words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent
sound for each consonant.
b. Identify which letters represent the five major vowels (Aa, Ee,
Ii, Oo, Uu) and know the long and short sound of each vowel.
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by identifying the
sounds of the letters that differ.
Fluency
4. Read emergent reader texts with purpose and understanding.
I and
like
can be
we not
the so
am do
in an
see what
is up
with
my said
a little
it was
he here
she
as
go
at
by
went
to
one
have
are
had
but
of
there
play
if
were
will
this
one
they
all
you
his
1. With prompting and support, ask and answer questions about
key details in a text
2. With prompting and support, retell stories, including key details
in a text.
3. With prompting and support, identify characters, settings and
major events in a story.
4. Ask and answer questions about unknown words in a text.
5. Recognize common types of text.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between
the illustrations and the story in which they appear.
8. N/A
9. With prompting and support, compare and contrast the
adventures and experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text.
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, identify the main topic and retell key
details of a text.
3. With prompting and support, describe the connection between two
individuals, events, ideas or pieces of information in a text.
4. Ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
8. With prompting and support, identify the reasons an author gives to
support points in a text.
9. With prompting and support, identify the basic similarities and
differences between two texts on the same topic.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
April 27th
-May 1st
, 2015 (5) Theme: Plants Unit 8 Week 2
Pacing Guide Grade K 2014-2015
83
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
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.
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.
RED PENS….REVISE!
5. With guidance and support from adults, respond to questions and suggestions
from peers, and add details to strengthen writing as needed.
6. With guidance and support from adults, explore a variety of digital tools to
produce and publish writing, including in collaboration with peers.
7. Participate in shared research and writing projects.
8.With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
e. Use the most frequently occurring prepositions
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
d. Spell simple words phonetically, drawing on knowledge of sound letter
relationships
Vocabulary
4a. Identify the new meanings for familiar words and apply them accurately
b. Use the most frequently occurring inflections and affixes as a clue to the meaning of
an unknown word
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
b. Demonstrate understanding of frequently occurring verbs by relating them to their
opposites.
c. Identify real life connections between words and their use.
d. Distinguish shades of meaning among verbs describing the same general action by
acting out the meanings.
6. Use words and phrases acquired through conversations, reading and being read to,
and responding to texts.
Big Book:
“Seed Secrets”---NF
Decodable:
“A Bud is Up”
Wonders:
“In My Garden”----NF
Read Aloud:
“The Talking Vegetables”---F (folktale)
Oral Vocabulary Cards:
“Let’s Go to a National Park”---NF
Teaching Chart:
“Funny Pup!”---Rhyme
Pacing Guide Grade K 2014-2015
84
Writing Formative Assessment: Narrative
Assess
Dates
Reading Foundations
PUSD
Sight Word
List Reading Literature Reading Information
Kindergarten Assessment W
indow May 4-15
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by page
b. Recognize that spoken words are represented in written language
by specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken words
c. Blend and segment onsets and rimes of single syllable spoken
words
d. Isolate and pronounce the initial, medial vowel and final sounds in
3 phoneme words
e. Add or substitute individual sounds in simple, one syllable words to
make new words.
f. Blend 2-3 phonemes into recognizable words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent sound for
each consonant.
b. Identify which letters represent the five major vowels (Aa, Ee, Ii,
Oo, Uu) and know the long and short sound of each vowel.
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by identifying the
sounds of the letters that differ.
Fluency
4. Read emergent reader texts with purpose and understanding.
I and
like
can be
we not
the so
am do
in an
see what
is up
with
my said
a little
it was
he here
she that
as how
go
at
by
went
to
one
have
are
had
but
of
there
play
if
were
will
this
one
they
all
you
his
1. With prompting and support, ask and answer questions about
key details in a text
2. With prompting and support, retell stories, including key
details in a text.
3. With prompting and support, identify characters, settings and
major events in a story.
4. Ask and answer questions about unknown words in a text.
5. Recognize common types of text.
6. With prompting and support, name the author and illustrator
of a story and define the role of each in telling the story.
7. With prompting and support, describe the relationship
between the illustrations and the story in which they appear.
8. N/A
9. With prompting and support, compare and contrast the
adventures and experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and
events in texts.
b. Use illustrations and context to make predictions about text.
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, identify the main topic and retell key
details of a text.
3. With prompting and support, describe the connection between two
individuals, events, ideas or pieces of information in a text.
4. Ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
8. With prompting and support, identify the reasons an author gives to
support points in a text.
9. With prompting and support, identify the basic similarities and
differences between two texts on the same topic.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text
May 4th
- May 8th
, 2015 (5) Theme: Plants Unit 8 Week 3
Pacing Guide Grade K 2014-2015
85
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
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.
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.
RED PENS….REVISE!
5. With guidance and support from adults, respond to questions and suggestions
from peers, and add details to strengthen writing as needed.
6. With guidance and support from adults, explore a variety of digital tools to
produce and publish writing, including in collaboration with peers.
7. Participate in shared research and writing projects.
8.With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
e. Use the most frequently occurring prepositions
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
d. Spell simple words phonetically, drawing on knowledge of sound letter
relationships
Vocabulary
4a. Identify the new meanings for familiar words and apply them accurately
b. Use the most frequently occurring inflections and affixes as a clue to the meaning of
an unknown word
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
b. Demonstrate understanding of frequently occurring verbs by relating them to their
opposites.
c. Identify real life connections between words and their use.
d. Distinguish shades of meaning among verbs describing the same general action by
acting out the meanings.
6. Use words and phrases acquired through conversations, reading and being read to,
and responding to texts.
Trade Book:
“Sunflower House”--F
Decodable:
“Pick It!”
Wonders:
“Farming Then and Now”
Read Aloud:
“The Rabbit and the Elephant”---F
Oral Vocabulary Cards:
“Anansi and the Melon”---F
Teaching Chart:
“Kick the Little Ball”---Rhyme
Pacing Guide Grade K 2014-2015
86
Standards Taught in Unit 9: Standards at a Glance May 11th- May 30th
Theme: Amazing Creatures! Writing Genre: Narrative Unit 9 Letters: Gg, Ww, Vv, Xx
Reading Foundations
PUSD
Sight
Word List
Reading Literature Reading Information
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by page
b. Recognize that spoken words are represented in written language by specific
sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken words
c. Blend and segment onsets and rimes of single syllable spoken words
d. Isolate and pronounce the initial, medial vowel and final sounds in 3 phoneme
words
e. Add or substitute individual sounds in simple, one syllable words to make new
words.
f. Blend 2-3 phonemes into recognizable words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound correspondences by
producing the primary or most frequent sound for each consonant.
b. Identify which letters represent the five major vowels (Aa, Ee, Ii, Oo, Uu) and know
the long and short sound of each vowel.
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by identifying the sounds of the letters
that differ.
Fluency
4. Read emergent reader texts with purpose and understanding.
I
like and
can be
we not
the so
am do
in an
see what
is up
with
my said
a little
it that
he how
she
as
go
at
by
went
to
one
have
are
had
but
of
there
play
if
were
will
this
one
they
all
you
his
1. With prompting and support, ask and answer questions about key details in a
text
2. With prompting and support, retell stories, including key details in a text.
3. With prompting and support, identify characters, settings and major events in
a story.
4. Ask and answer questions about unknown words in a text.
5. Recognize common types of text.
6. With prompting and support, name the author and illustrator of a story and
define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
8. N/A
9. With prompting and support, compare and contrast the adventures and
experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and understanding.
a. Activate prior knowledge related to the information and events in texts.
b. Use illustrations and context to make predictions about text.
1. With prompting and support, ask and answer questions about key details in a
text
2. With prompting and support, identify the main topic and retell key details of a
text.
3. With prompting and support, describe the connection between two individuals,
events, ideas or pieces of information in a text.
4. Ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a story and
define the role of each in telling the story.
7. With prompting and support, describe the relationship between the illustrations
and the story in which they appear.
8. With prompting and support, identify the reasons an author gives to support
points in a text.
9. With prompting and support, identify the basic similarities and differences
between two texts on the same topic.
10. Actively engage in group reading activities with purpose and understanding.
a. Activate prior knowledge related to the information and events in texts.
b. Use illustrations and context to make predictions about text
Pacing Guide Grade K 2014-2015
87
Standards Taught in Unit 9: Standards at a Glance, cont…
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and state
an opinion or preference about the topic or book
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.
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.
RED PENS….REVISE!
5. With guidance and support from adults, respond to questions and suggestions from
peers, and add details to strengthen writing as needed.
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
7. Participate in shared research and writing projects.
8. With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
e. Use the most frequently occurring prepositions
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
d. Spell simple words phonetically, drawing on knowledge of sound letter relationships
Vocabulary
4a. Identify the new meanings for familiar words and apply them accurately
b. Use the most frequently occurring inflections and affixes as a clue to the meaning of
an unknown word
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
b. Demonstrate understanding of frequently occurring verbs by relating them to their
opposites.
c. Identify real life connections between words and their use.
d. Distinguish shades of meaning among verbs describing the same general action by
acting out the meanings.
6. Use words and phrases acquired through conversations, reading and being read to,
and responding to texts.
*See Weekly Suggestions from Treasures
Pacing Guide Grade K 2014-2015
88
Writing Genre: Narrative
Assess
Dates
Reading Foundations
PUSD
Sight Word
List Reading Literature Reading Information
Kindergarten Assessment W
indow May 4-15
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by page
b. Recognize that spoken words are represented in written language
by specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken words
c. Blend and segment onsets and rimes of single syllable spoken
words
d. Isolate and pronounce the initial, medial vowel and final sounds in
3 phoneme words
e. Add or substitute individual sounds in simple, one syllable words to
make new words.
f. Blend 2-3 phonemes into recognizable words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent sound for
each consonant.
b. Identify which letters represent the five major vowels (Aa, Ee, Ii, Oo,
Uu) and know the long and short sound of each vowel.
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by identifying the
sounds of the letters that differ.
Fluency
4. Read emergent reader texts with purpose and understanding.
I
like and
can be
we not
the so
am do
in an
see what
is up
with
my said
a little
it that
he how
she
as
go
at
by
went
to
one
have
are
had
but
of
there
play
if
were
will
this
one
they
all
you
his
1. With prompting and support, ask and answer questions about
key details in a text
2. With prompting and support, retell stories, including key
details in a text.
3. With prompting and support, identify characters, settings and
major events in a story.
4. Ask and answer questions about unknown words in a text.
5. Recognize common types of text.
6. With prompting and support, name the author and illustrator
of a story and define the role of each in telling the story.
7. With prompting and support, describe the relationship
between the illustrations and the story in which they appear.
8. N/A
9. With prompting and support, compare and contrast the
adventures and experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events
in texts.
b. Use illustrations and context to make predictions about text.
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, identify the main topic and retell key
details of a text.
3. With prompting and support, describe the connection between two
individuals, events, ideas or pieces of information in a text.
4. Ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a story
and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
8. With prompting and support, identify the reasons an author gives to
support points in a text.
9. With prompting and support, identify the basic similarities and
differences between two texts on the same topic.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in texts.
b. Use illustrations and context to make predictions about text
May 11th
-15th
, 2015 (5) Theme: Amazing Creatures Unit 9 Week
Pacing Guide Grade K 2014-2015
89
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in which
they tell a reader the topic or name of the book they are writing about and state an opinion
or preference about the topic or book
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.
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.
RED PENS….REVISE!
5. With guidance and support from adults, respond to questions and suggestions from
peers, and add details to strengthen writing as needed.
6. With guidance and support from adults, explore a variety of digital tools to produce and
publish writing, including in collaboration with peers.
7. Participate in shared research and writing projects.
8. With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
e. Use the most frequently occurring prepositions
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
d. Spell simple words phonetically, drawing on knowledge of sound letter
relationships
Vocabulary
4a. Identify the new meanings for familiar words and apply them accurately
b. Use the most frequently occurring inflections and affixes as a clue to the meaning of
an unknown word
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
b. Demonstrate understanding of frequently occurring verbs by relating them to their
opposites.
c. Identify real life connections between words and their use.
d. Distinguish shades of meaning among verbs describing the same general action by
acting out the meanings.
6. Use words and phrases acquired through conversations, reading and being read to,
and responding to texts.
Big Book:
“Beetles”—NF
Decodable:
“Bug in a Web”
Wonders:
“Welcome to the Rain Forest”--NF
Read Aloud:
“The Elephants and the Bees” ---F (folktales)
Oral Vocabulary Cards:
“Insect Hide and Seek”---NF
Teaching Chart:
“Walk, Waddle, and Wiggle”---Rhyme
Pacing Guide Grade K 2014-2015
90
Writing Genre: Narrative
Assess
Dates
Reading Foundations
PUSD
Sight Word
List Reading Literature Reading Information
DIBELS May 18
ADEPT Testing Window May 18-June 5
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by page
b. Recognize that spoken words are represented in written language by
specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken words
c. Blend and segment onsets and rimes of single syllable spoken words
d. Isolate and pronounce the initial, medial vowel and final sounds in 3
phoneme words
e. Add or substitute individual sounds in simple, one syllable words to make
new words.
f. Blend 2-3 phonemes into recognizable words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound correspondences
by producing the primary or most frequent sound for each consonant.
b. Identify which letters represent the five major vowels (Aa, Ee, Ii, Oo, Uu) and
know the long and short sound of each vowel.
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by identifying the sounds of the
letters that differ.
Fluency
4. Read emergent reader texts with purpose and understanding.
I and
like
can be
we not
the so
am do
in an
see what
is up
with
my said
a little
it that
he how
she
as
go
at
by
went
to
one
have
are
had
but
of
there
play
if
were
will
this
one
they
all
you
his
1. With prompting and support, ask and answer questions
about key details in a text
2. With prompting and support, retell stories, including key
details in a text.
3. With prompting and support, identify characters, settings
and major events in a story.
4. Ask and answer questions about unknown words in a text.
5. Recognize common types of text.
6. With prompting and support, name the author and illustrator
of a story and define the role of each in telling the story.
7. With prompting and support, describe the relationship
between the illustrations and the story in which they appear.
8. N/A
9. With prompting and support, compare and contrast the
adventures and experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and
events in texts.
b. Use illustrations and context to make predictions about text.
1. With prompting and support, ask and answer questions
about key details in a text
2. With prompting and support, identify the main topic and
retell key details of a text.
3. With prompting and support, describe the connection
between two individuals, events, ideas or pieces of information
in a text.
4. Ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and the title page of a
book.
6. With prompting and support, name the author and illustrator
of a story and define the role of each in telling the story.
7. With prompting and support, describe the relationship
between the illustrations and the story in which they appear.
8. With prompting and support, identify the reasons an author
gives to support points in a text.
9. With prompting and support, identify the basic similarities
and differences between two texts on the same topic.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and
events in texts.
b. Use illustrations and context to make predictions about text
May 18th
-22nd
, 2014 (5) Theme: Amazing Creatures Unit 9 Week 2
Pacing Guide Grade K 2014-2015
91
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in which they
tell a reader the topic or name of the book they are writing about and state an opinion or
preference about the topic or book
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.
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.
RED PENS….REVISE!
5. With guidance and support from adults, respond to questions and suggestions from peers, and
add details to strengthen writing as needed.
6. With guidance and support from adults, explore a variety of digital tools to produce and
publish writing, including in collaboration with peers.
7. Participate in shared research and writing projects.
8. With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
e. Use the most frequently occurring prepositions
f. Produce and expand complete sentences in shared language
activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel
sounds
d. Spell simple words phonetically, drawing on knowledge of
sound letter relationships
Vocabulary
4a. Identify the new meanings for familiar words and apply them
accurately
b. Use the most frequently occurring inflections and affixes as a
clue to the meaning of an unknown word
5a. Sort common objects into categories to gain a sense of the
concepts the categories represent.
b. Demonstrate understanding of frequently occurring verbs by
relating them to their opposites.
c. Identify real life connections between words and their use.
d. Distinguish shades of meaning among verbs describing the
same general action by acting out the meanings.
6. Use words and phrases acquired through conversations,
reading and being read to, and responding to texts.
Big Book:
“Fish Faces”---NF
Decodable:
“A Vet Can Fix It!”
Wonders:
“Let’s Go to the Vet”---NF
Read Aloud:
“The Fisherman and His Wife”---F (fairy tale)
Oral Vocabulary Cards:
“When Water came to Visit”---F
Teaching Chart:
“Fix and Mix Veggie Soup”---Rhyme
Pacing Guide Grade K 2014-2015
92
*Summative Writing Assessment: Narrative
Assess
Dates
Reading Foundations
PUSD
Sight Word
List Reading Literature Reading Information
Narrative W
riting Sum
mative Assessment May 26-June 3
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by
page
b. Recognize that spoken words are represented in written
language by specific sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the
alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken
words
c. Blend and segment onsets and rimes of single syllable
spoken words
d. Isolate and pronounce the initial, medial vowel and final
sounds in 3 phoneme words
e. Add or substitute individual sounds in simple, one syllable
words to make new words.
f. Blend 2-3 phonemes into recognizable words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound
correspondences by producing the primary or most frequent
sound for each consonant.
b. Identify which letters represent the five major vowels (Aa,
Ee, Ii, Oo, Uu) and know the long and short sound of each
vowel.
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by identifying
the sounds of the letters that differ.
Fluency
4. Read emergent reader texts with purpose and
understanding.
I
like and
can be
we not
the so
am do
in an
see what
is up
with
my said
a little
it that
he how
she
as
go
at
by
went
to
one
have
are
had
but
of
there
play
if
were
will
this
one
they
all
you
his
1. With prompting and support, ask and answer questions about
key details in a text
2. With prompting and support, retell stories, including key details
in a text.
3. With prompting and support, identify characters, settings and
major events in a story.
4. Ask and answer questions about unknown words in a text.
5. Recognize common types of text.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between
the illustrations and the story in which they appear.
8. N/A
9. With prompting and support, compare and contrast the
adventures and experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text.
1. With prompting and support, ask and answer questions about key details
in a text
2. With prompting and support, identify the main topic and retell key
details of a text.
3. With prompting and support, describe the connection between two
individuals, events, ideas or pieces of information in a text.
4. Ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a story
and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
8. With prompting and support, identify the reasons an author gives to
support points in a text.
9. With prompting and support, identify the basic similarities and
differences between two texts on the same topic.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in texts.
b. Use illustrations and context to make predictions about text
May 26th
-29th
, 2015 (4) Theme: Amazing Creatures Unit 9 Week 3
Pacing Guide Grade K 2014-2015
93
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and state
an opinion or preference about the topic or book
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.
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.
RED PENS….REVISE!
5. With guidance and support from adults, respond to questions and suggestions from
peers, and add details to strengthen writing as needed.
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
7. Participate in shared research and writing projects.
8. With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
e. Use the most frequently occurring prepositions
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
d. Spell simple words phonetically, drawing on knowledge of sound letter relationships
Vocabulary
4a. Identify the new meanings for familiar words and apply them accurately
b. Use the most frequently occurring inflections and affixes as a clue to the meaning of
an unknown word
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
b. Demonstrate understanding of frequently occurring verbs by relating them to their
opposites.
c. Identify real life connections between words and their use.
d. Distinguish shades of meaning among verbs describing the same general action by
acting out the meanings.
6. Use words and phrases acquired through conversations, reading and being read to,
and responding to texts.
Trade Book:
“If the Dinosaurs Came Back”---F
Decodable:
“Pat and the Vet”
Wonders:
“Sea Animals”---Poems
Read Aloud:
“Tyler’s Trip to the Library”--F
Oral Vocabulary Cards:
“Powerful Plant-Eating Dinosaurs”--NF
Teaching Chart:
“The Ox and Goat”---Rhyme
Pacing Guide Grade K 2014-2015
94
Standards Taught in Unit 10: Standards at a Glance June 1st- June 9th
Theme: I Know A Lot! Writing Genre: Narrative Unit 10 Letters: Jj, Qq, Yy, Zz
Reading Foundations
PUSD
Sight
Word List
Reading Literature Reading Information
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by page
b. Recognize that spoken words are represented in written language by specific
sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken words
c. Blend and segment onsets and rimes of single syllable spoken words
d. Isolate and pronounce the initial, medial vowel and final sounds in 3 phoneme
words
e. Add or substitute individual sounds in simple, one syllable words to make new
words.
f. Blend 2-3 phonemes into recognizable words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound correspondences by
producing the primary or most frequent sound for each consonant.
b. Identify which letters represent the five major vowels (Aa, Ee, Ii, Oo, Uu) and know
the long and short sound of each vowel.
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by identifying the sounds of the letters
that differ.
Fluency
4. Read emergent reader texts with purpose and understanding.
I and
like
can be
we not
the so
am do
in an
see what
is up
with
my said
a little
it that
he how
she
as
go
at
by
went
to
one
have
are
had
but
of
there
play
if
were
will
this
one
they
all
you
his
1. With prompting and support, ask and answer questions about key details in
a text
2. With prompting and support, retell stories, including key details in a text.
3. With prompting and support, identify characters, settings and major events
in a story.
4. Ask and answer questions about unknown words in a text.
5. Recognize common types of text.
6. With prompting and support, name the author and illustrator of a story and
define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
8. N/A
9. With prompting and support, compare and contrast the adventures and
experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in texts.
b. Use illustrations and context to make predictions about text.
1. With prompting and support, ask and answer questions about key details in a text
2. With prompting and support, identify the main topic and retell key details of a
text.
3. With prompting and support, describe the connection between two individuals,
events, ideas or pieces of information in a text.
4. Ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a story and define
the role of each in telling the story.
7. With prompting and support, describe the relationship between the illustrations
and the story in which they appear.
8. With prompting and support, identify the reasons an author gives to support
points in a text.
9. With prompting and support, identify the basic similarities and differences
between two texts on the same topic.
10. Actively engage in group reading activities with purpose and understanding.
a. Activate prior knowledge related to the information and events in texts.
b. Use illustrations and context to make predictions about text
Pacing Guide Grade K 2014-2015
95
Standards Taught in Unit 10: Standards at a Glance, cont…
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and state
an opinion or preference about the topic or book
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.
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.
RED PENS….REVISE!
5. With guidance and support from adults, respond to questions and suggestions from
peers, and add details to strengthen writing as needed.
6. With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
7. Participate in shared research and writing projects.
8. With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
e. Use the most frequently occurring prepositions
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
d. Spell simple words phonetically, drawing on knowledge of sound letter relationships
Vocabulary
4a. Identify the new meanings for familiar words and apply them accurately
b. Use the most frequently occurring inflections and affixes as a clue to the meaning of
an unknown word
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
b. Demonstrate understanding of frequently occurring verbs by relating them to their
opposites.
c. Identify real life connections between words and their use.
d. Distinguish shades of meaning among verbs describing the same general action by
acting out the meanings.
6. Use words and phrases acquired through conversations, reading and being read to,
and responding to texts.
Pacing Guide Grade K 2014-2015
96
Writing Genre: Narrative
Assess
Dates
Reading Foundations
PUSD
Sight Word
List Reading Literature Reading Information
Narrative W
riting Sum
mative Assessment May 26-June 3
Concepts of Print:
1a. Follow words from left to right, top to bottom and page by page
b. Recognize that spoken words are represented in written language by specific
sequences of letters
c. Understand that words are separated by spaces in print
d. Recognize and name all upper and lowercase letters of the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken words
c. Blend and segment onsets and rimes of single syllable spoken words
d. Isolate and pronounce the initial, medial vowel and final sounds in 3
phoneme words
e. Add or substitute individual sounds in simple, one syllable words to make
new words.
f. Blend 2-3 phonemes into recognizable words
Phonics and Word Recognition: ( in isolation and in text)
3a. Demonstrate basic knowledge of one to one letter-sound correspondences
by producing the primary or most frequent sound for each consonant.
b. Identify which letters represent the five major vowels (Aa, Ee, Ii, Oo, Uu) and
know the long and short sound of each vowel.
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by identifying the sounds of the
letters that differ.
Fluency
4. Read emergent reader texts with purpose and understanding.
I and
like
can be
we not
the so
am do
in an
see what
is up
with
my said
a little
it that
he how
she
as
go
at
by
went
to
one
have
are
had
but
of
there
play
if
were
will
this
one
they
all
you
his
1. With prompting and support, ask and answer questions about key
details in a text
2. With prompting and support, retell stories, including key details in a
text.
3. With prompting and support, identify characters, settings and major
events in a story.
4. Ask and answer questions about unknown words in a text.
5. Recognize common types of text.
6. With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
8. N/A
9. With prompting and support, compare and contrast the adventures
and experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in
texts.
b. Use illustrations and context to make predictions about text.
1. With prompting and support, ask and answer questions
about key details in a text
2. With prompting and support, identify the main topic
and retell key details of a text.
3. With prompting and support, describe the connection
between two individuals, events, ideas or pieces of
information in a text.
4. Ask and answer questions about unknown words in a
text.
5. Identify the front cover, back cover, and the title page
of a book.
6. With prompting and support, name the author and
illustrator of a story and define the role of each in telling
the story.
7. With prompting and support, describe the relationship
between the illustrations and the story in which they
appear.
8. With prompting and support, identify the reasons an
author gives to support points in a text.
9. With prompting and support, identify the basic
similarities and differences between two texts on the
same topic.
10. Actively engage in group reading activities with
purpose and understanding.
a. Activate prior knowledge related to the information
and events in texts.
b. Use illustrations and context to make predictions about
text
June 1st
- 5th
, 2015 (5) Theme: I Know a Lot! Unit 10 Week 1
Pacing Guide Grade K 2014-2015
97
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in which they
tell a reader the topic or name of the book they are writing about and state an opinion or
preference about the topic or book
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.
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.
RED PENS….REVISE!
5. With guidance and support from adults, respond to questions and suggestions from peers, and
add details to strengthen writing as needed.
6. With guidance and support from adults, explore a variety of digital tools to produce and publish
writing, including in collaboration with peers.
7. Participate in shared research and writing projects.
8.With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
e. Use the most frequently occurring prepositions
f. Produce and expand complete sentences in shared language
activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel
sounds
d. Spell simple words phonetically, drawing on knowledge of
sound letter relationships
Vocabulary
4a. Identify the new meanings for familiar words and apply them
accurately
b. Use the most frequently occurring inflections and affixes as a
clue to the meaning of an unknown word
5a. Sort common objects into categories to gain a sense of the
concepts the categories represent.
b. Demonstrate understanding of frequently occurring verbs by
relating them to their opposites.
c. Identify real life connections between words and their use.
d. Distinguish shades of meaning among verbs describing the same
general action by acting out the meanings.
6. Use words and phrases acquired through conversations, reading
and being read to, and responding to texts.
Big Book:
“What Do You Know!”---F (riddle)
Decodable:
“Jeb Is Quick!”
Wonders:
“Water Changes”---NF
Read Aloud:
“The Knee-High Man”—F (folktale)
Oral Vocabulary Cards:
“The Blind Men and the Elephant”---F
Teaching Chart:
“Jack Quacks”---Rhymes
Pacing Guide Grade K 2014-2015
98
Writing Genre: Narrative
Assess
Dates
Reading Foundations
PUSD
Sight
Word List Reading Literature Reading Information
ADEPT Due: Illuminate June 8
EL Progress Profiles—
Data Upload June 8
Kinder Assessments Due June 8
Narrative Sum
mative Assessment Due: Illuminate June 9
Concepts of Print:
1a. Follow words from left to right, top to bottom and
page by page
b. Recognize that spoken words are represented in
written language by specific sequences of letters
c. Understand that words are separated by spaces in
d. Recognize and name all upper and lowercase letters
of the alphabet
Phonological Awareness:
2a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in
spoken words
c. Blend and segment onsets and rimes of single
syllable spoken words
d. Isolate and pronounce the initial, medial vowel
and final sounds in 3 phoneme words
e. Add or substitute individual sounds in simple, one
syllable words to make new words.
f. Blend 2-3 phonemes into recognizable words
Phonics and Word Recognition: ( in isolation and in
text)
3a. Demonstrate basic knowledge of one to one letter-
sound correspondences by producing the primary or
most frequent sound for each consonant.
b. Identify which letters represent the five major
vowels (Aa, Ee, Ii, Oo, Uu) and know the long and
short sound of each vowel.
c. Read common high frequency words by sight
d. Distinguish between similarly spelled words by
identifying the sounds of the letters that differ.
Fluency
4. Read emergent reader texts with purpose and
understanding.
I and
like
can be
we not
the so
am do
in an
see what
is up
with
my said
a little
it that
he how
she
as
go
at
by
went
to
one
have
are
had
but
of
there
play
if
were
will
this
one
they
all
you
his
1. With prompting and support, ask and answer questions about key details
in a text
2. With prompting and support, retell stories, including key details in a text.
3. With prompting and support, identify characters, settings and major
events in a story.
4. Ask and answer questions about unknown words in a text.
5. Recognize common types of text.
6. With prompting and support, name the author and illustrator of a story
and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
8. N/A
9. With prompting and support, compare and contrast the adventures and
experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in texts.
b. Use illustrations and context to make predictions about text.
1. With prompting and support, ask and answer questions about key details
in a text
2. With prompting and support, identify the main topic and retell key
details of a text.
3. With prompting and support, describe the connection between two
individuals, events, ideas or pieces of information in a text.
4. Ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and the title page of a book.
6. With prompting and support, name the author and illustrator of a story
and define the role of each in telling the story.
7. With prompting and support, describe the relationship between the
illustrations and the story in which they appear.
8. With prompting and support, identify the reasons an author gives to
support points in a text.
9. With prompting and support, identify the basic similarities and
differences between two texts on the same topic.
10. Actively engage in group reading activities with purpose and
understanding.
a. Activate prior knowledge related to the information and events in texts.
b. Use illustrations and context to make predictions about text
Pacing Guide Grade K 2014-2015
99
Writing Language Resources
1.Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or name of the book they are writing about and
state an opinion or preference about the topic or book
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.
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.
RED PENS….REVISE!
5. With guidance and support from adults, respond to questions and suggestions
from peers, and add details to strengthen writing as needed.
6. With guidance and support from adults, explore a variety of digital tools to
produce and publish writing, including in collaboration with peers.
7. Participate in shared research and writing projects.
8. With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Conventions
1a. Print many upper and lowercase letters
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words.
e. Use the most frequently occurring prepositions
f. Produce and expand complete sentences in shared language activities.
2a. Capitalize the first word in a sentence and the pronoun I
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short vowel sounds
d. Spell simple words phonetically, drawing on knowledge of sound letter
relationships
Vocabulary
4a. Identify the new meanings for familiar words and apply them accurately
b. Use the most frequently occurring inflections and affixes as a clue to the meaning of
an unknown word
5a. Sort common objects into categories to gain a sense of the concepts the categories
represent.
b. Demonstrate understanding of frequently occurring verbs by relating them to their
opposites.
c. Identify real life connections between words and their use.
d. Distinguish shades of meaning among verbs describing the same general action by
acting out the meanings.
6. Use words and phrases acquired through conversations, reading and being read to,
and responding to texts.
Big Book:
“Warthogs Paint”---F
Decodable:
“Zip?”
Wonders:
“Amazing People”--NF
Read Aloud:
“Ma Lien and the Magic Brush”---F(folktale)
Oral Vocabulary Cards:
“Fun Places”---NF
Teaching Chart:
“At the Zoo”---rhyme
Pacing Guide Grade K 2014-2015
100
2014-2015 TESTING, ASSESSMENT AND REPORTING CALENDAR
ELEMENTARY Content Date/s JULY Grade Content Date/s JANUARY Grade
EL 21 CELDT Testing Begins K-5 EL 5-30 ADEPT Testing 1-5
All 20-23 Progress Reports K-5
ELA/Math TBD SBAC Summative Test TBD
ELA 23 Fluency #2 Due in Illuminate 1-5
ELA 26 DIBELS TK/K
AUGUST FEBRUARY
EL 18 Primary Language initials begin K-5 EL 6 ADEPT Due: Illuminate 1-5
ELA/Math 2-12 Kinder Assessment Window K
ELA 8-12 Info./Explan. Writing (Formative) K-5
EL 9 EL Progress Profiles-Data Upload K-5
ELA/Math 17-27 Benchmark #2 1-5
ELA 28 HFW/Sight Words 1
SEPTEMBER MARCH
EL 19 CELDT initials testing ends K-5 All 6 END OF TRIMESTER 2
ELA 26 Fluency #1 Due: Illuminate 2-5 ELA 6 Kinder Assessments Due K
ELA/Math 13 Benchmark #2 Due: Illuminate
ELA 26 HFW/Sight Words-Baseline 1 ELA 23-27 Info./Explan Writing (Summative) K-5
OCTOBER APRIL
ALL 1-3 Progress Reports K-5 PE TBD Physical Fitness Test 5
EL 3 EL Progress Profiles-Parent Sign
K-5 ELA 10 Info./Explan Writing Due: Illum. K-5
ELA 13-17 Opinion Writing (Formative) K-5 ELA 27-1 Narrative Writing (Formative) K-5
ELA/Math 20-31 Benchmark #1 1-5 ELA/Math TBD CAASPP Testing 3-5
27-31 CONFERENCE WEEK All 27-1 Progress Reports K-5
EL 31 CELDT annuals testing ends K-5 All TBD CST/CAPA/CMA begins 2-5
NOVEMBER MAY
EL 7 Primary Language Testing ends K-5 EL 18-5 ADEPT Testing K-4
ELA/Math 3-14 Kinder Assessment Window K ELA/Math 4-15 Kinder Assessment Window K
ALL 14 END OF TRIMESTER 1 ELA 18 DIBELS TK/K
ELA/Math 14 Benchmark #1 Due: Illuminate 1-5 ELA/Math 18-29 Benchmark #3 1-5
ELA 26-3 Narrative Writing (Summative) K-5
DECEMBER JUNE
ELA 1-5 Opinion Writing (Summative) K-5 ELA 1 HFW/Sight Words 1
ELA/Math 5 Kinder Assessments Due K ELA 5 Fluency #3 Due in Illuminate 1-5
8-12 CONFERENCE WEEK EL 8 ADEPT Due: Illuminate K-4
ELA 12 Opinion Writing Due: Illuminate K-5 EL 8 EL Progress Profiles-Data Upload K-5
ELA/Math 8 Benchmark #3 Due: Illuminate 1-5
ELA 19 HFW/Sight Words 1 ELA/Math 8 Kinder Assessments Due K
ELA 9 Narrative Writing Due: Illuminate K-5
ALL 9 LAST DAY OF SCHOOL
Rev. 6-25-14