Huntsville City Schools
Kindergarten ELA Instructional Resources
2014-2015
The Reading Street resources may offer minimum standards coverage. It is highly recommended that
supplemental resources are used to adequately address the standards.
Anchor
Standards (AS)
CCRS
Standards
Learning
Target(s)
Supplemental Resources
Reading Street
Resources
(books, programs,
websites, apps, etc.)
Reading: Literature
RL.AS.1-Read
closely to determine
what the text says
explicitly and to make
logical inferences
from it; cite specific
textual evidence when
writing or speaking to
support conclusions
drawn from the text.
RL.K.1-With
prompting and
support, ask and
answer questions
about key details in
a text.
a. Make predictions
to determine main
idea and anticipate
an ending.

RL.AS.2-Determine
central ideas or
themes of a text and
analyze their
development;
summarize the key
supporting details and
ideas.
RL.K.2-With
prompting and
support, retell
familiar stories,
including key
details.


I can ask questions
about important details
in a text.
I can answer questions
about important details
in a text.
I can retell a story and
include important
details.
Unit 1, Week 1: The Little
School Bus
Unit 3, Week 4: Farfallina
And Marcel
Unit 3, Week 6: The Lion
And The Mouse
Unit 4, Week 2: My Lucky
Day
Unit 4, Week 3: One Little
Mouse
Unit 5, Week 1: Max Takes
The Train
Unit 5, Week 3: Trucks Roll
Unit 5, Week 4: The Little
Engine That Could
Unit 6, Week 5: The House
that Tony lives in
Unit 1, Week 1: The Little
School Bus
Unit 1, Week 3: Plaidypus
Lost
Unit 1, Week 4: Miss
Bindergarten Takes A Field
Trip With Kindergarten
Unit 1, Week 5: Smash Crash





ScootPad
IXL Language
www.abcya.com
www.starfall.com
www.abcmouse.com
The above websites and computer
programs are tools you can use for
all standards.



Story mapping
Journal writing
Use spinners or story element
balls/cubes to answer questions
about the story
RL.AS.3-Analyze
how and why
individuals, events,
and ideas develop and
interact over the
course of a text.
RL.K.3-With
prompting and
support, identify
characters, settings,
and major events in
a story.

RL.AS.4-Interpret
words and phrases as
they are used in a text,
determining technical,
connotative, and
figurative meanings,
and analyze how
specific word choices
shape meaning or
tone.
RL.AS.5-Analyze the
structure of texts,
including how
specific sentences,
paragraphs, and larger
portions of the text
(such as section,
RL.K.4-Ask and
answer questions
about unknown
words in a text.

RL.K.5-Recognize
common types of
texts (e.g.,
storybooks,
poems).




I can identify characters
from a story.
I can identify setting of a
story.
I can identify the major
events in a story.
Unit 2, Week 4: Bear Snores
On
Unit 2, Week 6: Jack And
The Beanstalk
Unit 3, Week 2: Little Quack
Unit 4, Week 1: Rooster’s
Off To See The World
Unit 4, Week 2: My Lucky
Day
Unit 4, Week 3: One Little
Mouse
Unit 4, Week 4: Goldilocks
And The Three Bears
Unit 4, Week 6: Abuela
Taught Throughout Reading
Street
I can ask questions about Not addressed in Reading
Street
unknown words in a
text.
I can answer questions
about unknown words in
a text.
I can recognize
differences in types of
texts.
(Stories and Poems)
Unit 2, Week 4:
On
Unit 2, Week 6:
The Beanstalk
Unit 4, Week 6:
Unit 5, Week 1:
The Train
Bear Snores
Jack And
Abuela
Max Takes



Story mapping
Journal writing
Use spinners or story element
balls/cubes to answer questions
about the story.




Teacher-led class discussions
Context clues
Teacher read-alouds
Introduce new vocabulary prior
to reading

Use various charts, books, and
poems for shared reading
chapters, scene, or
stanza) relte to each
other and the whole.
RL.AS.6-Assess how
point o of view or
purpose shapes the
content and style of a
text.
Unit 6, Week 2: Old
MacDonald Had a Woodshop
RL.K.6-With

prompting and
support, name the
author and

illustrator of a story
and define the role
of each in telling

the story.
I can name the author
and or illustrator of a
story.
I can describe the
author’s role in telling a
story.
I can describe the
illustrator’s role in
telling a story.
Unit 4, Week 4: Goldilocks
And The Three Bears


Teacher read-alouds
Small-group
RL.K.7-With

prompting and
support, describe
the relationship
between
illustrations and the
story in which they
appear (for
example, what
moment in a story
an illustration
depicts).
RL.AS.9-Analyze
RL.K.9-With

how two or more texts prompting and
address similar
support, compare
themes or topics in
and contrast the
order to build
adventures and
knowledge or to
experiences of
compare the
characters in
approaches the
familiar stories.
authors take.
I can describe the
relationship between
illustrations and text in a
story.
Unit 1, Week 4: Miss
Bindergarten Takes A Field
Trip With Kindergarten
Unit 4, Week 2: My Lucky
Day


Journal writing
Shared journal writing



Venn diagrams
Thinking maps
Other graphic organizers to
compare and contrast
RL.AS.7-Integrate
and evaluate content
presented in diverse
media and formats,
including visually and
quantitatively, as well
as in words.
I can identify similarities Unit 3, Week 1: Little Panda
and/or differences
between two texts on the
same topic.

RL.AS.10-Read and
comprehend complex
literary and
informational texts
independently and
proficiently.
RL.K.10-Actively
engage in group
reading activities
with purpose and
understanding.
I can participate in group All stories
reading activities with
purpose and
understanding.
RI.AS.1-Read closely
to determine what the
text says explicitly
and to make logical
inferences from it;
cite specific textual
evidence when
writing or speaking to
support conclusions
drawn from the text.
RI.K.1-With
prompting and
support, ask and
answer questions
about key details in
a text.

RI.AS.2-Determine
central ideas or
themes of a text and
analyze their
development;
summarize the key
supporting details and
ideas.
RI.AS.3-Analyze how
and why individuals,
events, and ideas
develop and interact
RI.K.2-With
prompting and
support, identify
the main topic and
retell key details of
a text.

I can identify the main
topic of a text.

I can retell key details of
a text.
RI.K.3-With
prompting and
support, describe
the connection

I can describe the
connection between two
concepts from a text.

Teacher- and student-led
discussions

Play “Question Tag”
A student asks a question and
tags another student. The
student tagged answers the
question, asks another question,
and tags another student.

Use graphic organizers,
sequencing picture cards, or act
out the main topic and key
details


Concept maps
Story maps
Reading: Informational Text

I can ask questions about
important details in a
text.
I can answer questions
about important details
in a text.
Unit 2, Week 5: A Bed For
Winter
Unit 3, Week 5: Then And
Now
Unit 4, Week 5: If You
Could Go To Antarctica
Unit 5, Week 2: Mayday,
Mayday!
Unit 5, Week 3: Trucks Roll
Unit 5, Week 5: On The
Move
Unit 5, Week 6: This Is The
Way We Go To School
Unit 6, Week 1: Building
with Dad
Unit 6, Week 3: Building
Beavers
Unit 6, Week 6: Ants and
Their Nests
Unit 2, Week 3: Animal
Babies In The Grassland
Unit 5, Week 5: On The
Move
Unit 6, Week 2: Old
MacDonald Had a Woodshop
Unit 6, Week 3: Building
Beavers
Unit 2, Week 1: Flowers
Unit 2, Week 2: Nature Spy
Unit 2, Week 5: A Bed For
Winter
over the course of a
text.
between two
individuals, events,
ideas, or pieces of
information in a
text.
Unit 3, Week 3: George
Washington Visits
Unit 5, Week 3: Trucks Roll
RI.AS.4-Interpret
words and phrases as
they are used in a text,
determining technical,
connotative, and
figurative meanings,
and analyze how
specific word choices
shape meaning or
tone.
RI.AS.5-Analyze the
structure of texts,
including how
specific sentences,
paragraphs, and larger
portions of the text
(such as section,
chapters, scene, or
stanza) relte to each
other and the whole.
RI.AS.6-Assess how
point o of view or
purpose shapes the
content and style of a
text.
RI.K.4-With
prompting and
support, ask and
answer questions
about unknown
words in a text.

RI.K.5-Identify the
front cover, back
cover, and title
page of a book.




RI.K.6-Name the
author and
illustrator of a text
and define the role
of each in
presenting the ideas
or information in a
text.




I can ask questions about Not addressed in Reading
Street
unknown words in a
text.
I can answer questions
about unknown words in
a text.




Teacher-led class discussions
Context clues
Teacher read-alouds
Introduce new vocabulary prior
to reading
I can identify the front
cover of a book.
I can identify the back
cover of a book.
I can identify the title
page of a book.
Not addressed in Reading
Street




Teacher-led class discussions
Context clues
Teacher read-alouds
Introduce new vocabulary prior
to reading
I can name the author
and/or illustrator of a
text.
I can explain the role of
the author in presenting
ideas and information.
I can explain the role of
the illustrator in
presenting ideas and
information.
Not addressed in Reading
Street
RI.AS.7-Integrate and
evaluate content
presented in diverse
media and formats,
including visually and
quantitatively, as well
as in words.
RI.AS.8-Delineate
and evaluate the
argument and specific
claims in a text,
including the validity
of the reasoning as
well as the relevance
and sufficiency of the
evidence.
RI.AS.9-Analyze how
two or more texts
address similar
themes or topics in
order to build
knowledge or to
compare the
approaches the
authors take.
RI.AS.10-Read and
comprehend complex
literary and
informational texts
independently and
proficiently.
RI.K.7-With
prompting and
support, describe
the relationship
between
illustrations and the
text in which they
appear (e.g., what
person, place,
thing, or idea in the
text an illustration
depicts).
RI.K.8-With
prompting and
support, identify
the reasons an
author gives to
support points in a
text.



Journal writing
Partner drawing and writing
Unit 5, Week 2: Mayday,
I can identify the
Mayday!
reasons an author gives
to support his/her points. Unit 5, Week 6: This Is The
Way We Go To School
Unit 6, Week 1: Building
with Dad


Small-group
Teacher- and student-led
discussions
Student book reviews
RI.K.9-With
prompting and
support, identify
basic similarities in
and differences
between two texts
on the same topic
(e.g., in
illustrations,
descriptions, or
procedures).
RI.K.10-Actively
engage in group
reading activities
with purpose and
understanding.

I can identity similarities Unit 2, Week 1: Flowers
Unit 2, Week 2: Nature Spy
and/or differences
between two texts on the
same topic.


Venn diagram
Compare different versions of
the same story

I can participate in
group reading activities
with purpose and
understanding.


Small-group
Whole-group

I can describe the
relationship between
illustrations and the text.
Unit 1, Week 6:
Digging
Unit 2, Week 1:
Unit 2, Week 2:
Unit 2, Week 5:
Winter
All stories
Dig, Dig,
Flowers
Nature Spy
A Bed For

Reading: Foundational Skills
RF.K.1Demonstrate
understanding of
the organization
and basic features
of print.
RF.K.1a-Follow
words from left to

right, top to bottom,
and page by page.
RF.K.1bRecognize that

spoken words are
represented in
written language by
specific sequences
of letters.
RF.K.1c
Understand that
words are separated
by spaces in print.
RF.K.1dRecognize and
name all uppercase
and lowercase
letters of the
alphabet.

RF.K.2Demonstrate
understanding of
spoken words,
syllables, and


I can follow words left
to right, top to bottom
and page to page.
I can recognize that
spoken words match to
written words by a
sequence of letters.
I can explain that words
are separated from each
other with spaces
I can recognize and
name all uppercase
letters.
I can recognize and
name all lowercase
letters.
I can recognize that
words have different
numbers of syllables.
Unit 1, Week 1: The Little
School Bus

Match letters to templates;
match manipulative uppers and
lowercase letters; and points to
letters that the teacher names
Unit 1, Week 2: We Are So
Proud
Unit 1, Week 3: Plaidypus
Lost
Unit 2, Week 6: Jack And
The Beanstalk
Unit 3, Week 4: Farfallina
And Marcel
Unit 4, Week 2: My Lucky
Day
Unit 4, Week 6: Abuela
Not available in Reading
Street


Modeled writing
Pocket chart poems and big
books for tracking

Modeled writing


Modeled writing
Journal writing
Unit 1, Week 1: The Little

School Bus
Unit 1, Week 2: We Are So
Proud
Unit 1, Week 3: Plaidypus
Lost
Unit 1, Week 4: Miss
Bindergarten Takes A Field
Trip With Kindergarten
Unit 1, Week 5: Smash Crash
Unit 1, Week 2: We Are So

Proud
Unit 1, Week 5: Smash Crash
Unit 6, Week 2: Old
MacDonald Had a Woodshop
Have students work in pairs to
practice naming the letters as
quickly as they can.
Clapping names to recognize
different syllables
sounds (phonemes).
RF.K.2aRecognize and
produce rhyming
words.

RF.K.2b-Count,
pronounce, blend,
and segment
syllables in spoken
words.


I can recognize rhyming
words.
I can produce rhyming
words.
Unit 6, Week 6: Ants and
Their Nests
Taught throughout Reading
Street


Word picture sorts
Nursery rhymes and rhyming
Songs
I can count syllables in
spoken words.
I can pronounce separate
syllables in spoken
words.
I can blend two or more
syllables in spoken
words.
I can segment syllables
in spoken words.
Unit 1, Week 2: We Are So
Proud
Unit 1, Week 3: Plaidypus
Lost
Unit 6, Week 4: Alistair and
Kip’s Great Adventure

Clap syllables for students’
names and common words.
RF.K.2c-Blend and 
segment onsets and
rimes of singlesyllable spoken

words.
I can blend onsets and
rimes of single-syllable
words.
I can segment onsets and
rimes of single-syllable
words.

Letter sorts
RF.K.2d-Isolate

and pronounce the
initial, medial
vowel, and final

sounds (phonemes)
in three-phoneme
(consonant-vowel- 
consonant, or CVC)
words. (This does
not include CVCs
ending with /l/, /r/,
or /x/.) (Words,
syllables, or
I can pronounce the
beginning sound in CVC
words.
I can pronounce the
middle sound in CVC
words.
I can pronounce the
ending sound in CVC
words.
Unit 1, Week 6: Dig, Dig,
Digging
Unit 2, Week 6: Jack And
The Beanstalk
Unit 4, Week 3: One Little
Mouse
Unit 4, Week 6: Abuela
Taught throughout Reading
Street



 Play “Show Me”
Provide students with vowel
flashcards to play “Show Me.”
Teacher says a word. Ex) cap,
Asks students to hold up the vowel
card for the medial sound they
heard. (Student should hold up ‘a’
for cat)
phonemes written
in /slashes/ refer to
their pronunciation
or phonology.
Thus, /CVC/ is a
word with three
phonemes
regardless of the
number of letters in
the spelling of the
word.)
RF.K.2e-Add or

substitute
individual sounds
(phonemes) in
simple, one-syllable
words to make new
words.
RF.K.3-Know and 
apply grade-level
phonics and word
analysis skills in
decoding words.
I can change individual
sounds in one-syllable
words to make new
words.
Taught throughout Reading
Street

Sing/Play phonological
awareness song games
(e.g.-Willoughby Wallaby Woo)
I can decode words
Unit 2, Week 2: Nature Spy
Unit 2, Week 5: A Bed For
Winter
Unit 2, Week 6: Jack And
The Beanstalk
Unit 3, Week 1: Little Panda
Unit 3, Week 5: Then And
Now
Unit 3, Week 6: The Lion
And The Mouse
Unit 4, Week 5: If You
Could Go To Antarctica
Unit 4, Week 6: Abuela
Unit 5, Week 3: Trucks Roll
Unit 5, Week 6: This Is The
Way We Go To School
Unit 6, Week 5: The House
that Tony lives in

Sing an alphabet song that
includes the letter name and a
key word (picture or gesture)
and sound associated with each
letter
Pointing to sound symbol cards,
name the letter that goes with a
sound; say the sound that goes
with the key word; and say the
letter(s) that represent that
sound.
As consonant phoneme
pronunciation and contrast are
explored, learn the concept that
some consonant phonemes are
represented with two letters: th,
sh, ch, and wh


RF.K.3a I can produce the
Demonstrate basic
primary sound for each
knowledge of oneconsonant.
to-one letter-sound
correspondences by
producing the
primary or many of
the most frequent
sounds for each
consonant.
RF.K.3b I can match the long and
Associate the long
short vowel sounds with
and short sounds
their common spelling.
with common
spellings
(graphemes) for the
five major vowels.
RF.K.3c-Read

common highfrequency words by
sight (e.g., the, of,
to, you, she, my, is,
are, do, does).
RF.K.3d
Distinguish
between similarly
spelled words by
identifying the
sounds of the letters
that differ.
Taught throughout Reading
Street
Unit 2, Week 1: Flowers
Unit 2, Week 2: Nature Spy
Unit 5, Week 4: The Little
Engine That Could
Unit 6, Week 2: Old
MacDonald Had a Woodshop
Unit 6, Week 3: Building
Beavers
Unit 6, Week 4: Alistair and
Kip’s Great Adventure
I can read common high- Taught throughout Reading
Street
frequency words.
I can tell the difference
between similarly
spelled words by
identifying the sounds of
letters that differ.
Unit 2, Week 4: Bear Snores
On

Sound cards

Working with word families

Sight word bingo

Whole-group interactive white
board activities
RF.K.4-Read
emergent-reader
texts with purpose
and understanding.

I can read kindergarten
text with purpose and
understanding.
Level Reader Library
(Emergent Readers)



Have students create book
report or illustrate main idea
State purpose before reading
Ask questions prior to reading
Writing
W.AS.1-Write
arguments to support
claims in an analysis
of substantive topics,
using valid reasoning
and relevant and
sufficient evidence.
W.AS.2-Write
informative and
explanatory texts to
examine and convey
complex ideas and
information clearly
and accurately
through the effective
selection,
organization, and
analysis of content.
W.K.1-Use a
combination of
drawing, dictating,
and writing to
compose opinion
pieces in which
they tell a reader
the topic or the
name of the book
they are writing
about and state an
opinion or
preference about
the topic or book
(e.g., My favorite
book is . . .).
W.K.2-Use a
combination of
drawing, dictating,
and writing to
compose
informative or
explanatory texts in
which they name
what they are
writing about and
supply some
information about
the topic.

I can draw, write, and
dictate to compose an
opinion piece that gives
a topic, and states my
opinion about the topic.
Unit 3, Week 3: George
Washington Visits


Journal writing activities
Literature response activities

I can draw, write, and
dictate to compose an
informative piece where
I can name the topic I
am writing about, and
give information about
the topic.
All stories


Journal writing activities
Literature response activities


W.AS.3-Write
narratives to develop
real or imagined
experiences or events
using effective
techniques, wellchosen details, and
well-structured event
sequences.
W.K.3-Use a
combination of
drawing, dictating,
and writing to
narrate a single
event or several
loosely linked
events, tell about
the events in the
order in which they
occurred, and
provide a reaction
to what happened.
W.AS.5-Develop and
strengthen writing as
needed by planning,
revising, editing,
rewriting, or trying a
new approach.
W.K.5-With

guidance and
support from
adults, respond to
questions and
suggestions from
peers and add
details to strengthen
writing as needed.
I can respond to my
peers’ questions or
suggestions by adding
details to my work.
W.AS.6-Use
technology, including
internet, to produce
and publish writing
and to interact and
collaborate with
others.
W.K.6-With

guidance and
support from
adults, explore a
variety of digital
tools to produce
and publish writing,
including in
collaboration with
I can use digital tools to
produce and publish my
work.
I can draw, write, and
dictate to compose a
story where I tell about
the events in the order
they occurred, and give
a reaction to what
happened.
Unit 1, Week 6: Dig, Dig,
Digging
Unit 2, Week 6: Jack And
The Beanstalk
Unit 3, Week 6: The Lion
And The Mouse
Unit 4, Week 2: My Lucky
Day
Unit 5, Week 3: Trucks Roll
Unit 5, Week 4: The Little
Engine That Could
Unit 6, Week 2: Old
MacDonald Had a Woodshop
Unit 6, Week 3: Building
Beavers
Unit 6, Week 4: Alistair and
Kip’s Great Adventure
Unit 6, Week 5: The House
that Tony lives in
Unit 1, Week 6: Dig, Dig,
Digging
Unit 2, Week 6: Jack And
The Beanstalk
Unit 3, Week 6: The Lion
And The Mouse
Unit 5, Week 6: This Is The
Way We Go To School
Unit 6, Week 6: Ants and
Their Nests
Not addressed in Reading
Street



Turn and Talk
Small-group
Student-led class discussions

Screen Chomp (iPad App)
W.AS.7-Conduct
short as well as more
sustained research
projects based on
focused questions,
demonstrating
understanding the
subject under
investigation.
W.AS.8-Gather
relevant information
from multiple print
and digital sources,
assess the credibility
and accuracy of each
source, and integrate
the information while
avoiding plagiarism.
peers.
W.K.7-Participate

in shared research
and writing projects
(e.g., explore a
number of books by
a favorite author
and express
opinions about
them).
W.K.8-With

guidance and
support from
adults, recall
information from
experiences or
gather information
from provided
sources to answer a
question.
I can participate in
research and writing
projects with my
classmates.
Unit 2, Week 6: Jack And
The Beanstalk
Unit 4, Week 6: Abuela
Unit 5, Week 6: This Is The
Way We Go To School
Unit 6, Week 6: Ants and
Their Nests

Create a class question and
answer book for a specific topic.
I can remember or find
information to answer a
question.
Unit 2, Week 3: Animal
Babies In The Grassland
Unit 4, Week 3: One Little
Mouse
Unit 4, Week 6: Abuela
Unit 6, Week 6: Ants and
Their Nests

Use books to locate facts on
certain topics

Turn and Talk
Speaking and Listening
SL.AS.1-Prepare for
and participate
effectively in a range
of conversations and
collaborations with
diverse partners,
building on others’
ideas and expressing
their own clearly and
persuasively.
SL.K.1-Participate
in collaborative
conversations with
diverse partners
about kindergarten
topics and texts
with peers and
adults in small and
larger groups.

I can have a
conversation with
students and adults.
Unit 3, Week 2: Little Quack
Unit 3, Week 6: The Lion
And The Mouse
Unit 4, Week 2: My Lucky
Day
Unit 4, Week 3: One Little
Mouse
Unit 4, Week 4: Goldilocks
And The Three Bears
Unit 5, Week 2: Mayday,
Mayday!
Unit 5, Week 4: The Little
Engine That Could
Unit 5, Week 5: On The
Move
SL.K.1a-Follow

agreed-upon rules
for discussions
(e.g., listening to
others and taking
turns speaking
about the topics and
texts under
discussion).
SL.K.1b-Continue
a conversation
through multiple
exchanges

I can follow class rules
for discussions.
I can continue a
conversation that we
started the day before.
Unit 1, Week 1: The Little
School Bus
Unit 1, Week 2: We Are So
Proud
Unit 1, Week 4: Miss
Bindergarten Takes A Field
Trip With Kindergarten
Unit 1, Week 5: Smash Crash
Unit 1, Week 6: Dig, Dig,
Digging
Unit 3, Week 1: Little Panda
Unit 3, Week 4: Farfallina
And Marcel
Unit 3, Week 5: Then And
Now
Unit 3, Week 6: The Lion
And The Mouse
Unit 4, Week 1: Rooster’s
Off To See The World
Unit 5, Week 1: Max Takes
The Train
Unit 5, Week 4: The Little
Engine That Could
Unit 5, Week 5: On The
Move
Unit 6, Week 1: Building
with Dad
Unit 2, Week 3: Animal
Babies In The Grassland
Unit 5, Week 1: Max Takes
The Train
Unit 5, Week 2: Mayday,
Mayday!
Unit 6, Week 2: Old
MacDonald Had a Woodshop

Develop Large Group Time
Rules and Procedures

Teacher-led discussions and
answer sessions
Turn and Talk
Student-led discussions


SL.AS.2-Integrate
and evaluate
information presented
in diverse media and
formats including
visually,
quantitatively, and
orally.
SL.AS.3-Evaluate a
speaker’s point of
view, reasoning, and
use of evidence and
rhetoric.
SL.AS.4-Present
information, findings,
and supporting
evidence such that
listeners can follow
the line of reasoning
and the organization
development, and
style are appropriate
to task, purpose, and
audience.
SL.K.2-Confirm
understanding of a
text read aloud or
information
presented orally or
through other
media by asking
and answering
questions about key
details and
requesting
clarification if
something is not
understood.
SL.K.3-Ask and
answer questions in
order to seek help,
get information, or
clarify something
that is not
understood.

SL.K.4-Describe
familiar people,
places, things, and
events and, with
prompting and
support, provide
additional detail.
I can show I understand
a text by asking and
answering questions
about details.
I can ask questions
about something I don’t
understand.
Unit 3, Week 2:
Unit 3, Week 4:
And Marcel
Unit 3, Week 5:
Now
Unit 5, Week 3:
Unit 6, Week 3:
Beavers

I can ask and/or answer
a question to seek help
or clarify my
understanding.

I can describe familiar
things and events by
giving details about
them.
Unit 1, Week 1: The Little
School Bus
Unit 2, Week 1: Flowers
Unit 2, Week 2: Nature Spy
Unit 2, Week 3: Animal
Babies In The Grassland
Unit 6, Week 2: Old
MacDonald Had a Woodshop
Unit 1, Week 3: Plaidypus
Lost
Unit 1, Week 4: Miss
Bindergarten Takes A Field
Trip With Kindergarten
Unit 1, Week 5: Smash Crash
Unit 1, Week 6: Dig, Dig,
Digging
Unit 2, Week 4: Bear Snores
On
Unit 2, Week 5: A Bed For
Winter
Unit 3, Week 1: Little Panda
Unit 4, Week 1: Rooster’s
Off To See The World

Little Quack
Farfallina


Turn and Talk
Student-led discussions


Small-group instruction
Turn and Talk


Turn and Talk
Student-led discussions
Then And
Trucks Roll
Building
SL.AS.5-Make
strategic use of digital
media and visual
displays of data to
express information
and enhance
understanding of
presentations.
SL.K.5-Add
drawings or other
visual displays to
descriptions as
desired to provide
additional detail.

I can add drawings or
details to a description
to provide information.
Not addressed in Reading
Street



Turn and Talk
Student-led discussions
Student book reviews
SL.AS.6-Adapt
speech to a variety of
contexts and
communicative tasks,
demonstrating
command of formal
English when
indicated of
appropriate.
SL.K.6-Speak
audibly and express
thoughts, feelings,
and ideas clearly.

I can speak loudly and
express my thoughts
clearly.
Not addressed in Reading
Street



Turn and Talk
Student-led discussions
Student book reviews
Language
L.AS.1-Demonstrate
command of the
conventions of
standard English
grammar and usage
when writing or
speaking.
L.K.1-Demonstrate
command of the
conventions of
Standard English
grammar and usage
when writing or
speaking.

L.K.1a-Print many
uppercase and
lowercase letters.

L.K.1b-Use
frequently
occurring nouns
I can write and speak in
English using correct
grammar.
I can print most of the
uppercase letters.
 I can print most of the
lowercase letters.
 I can use nouns and verbs.
Unit 1, Week 6: Dig, Dig,

Digging
Unit 2, Week 3: Animal
Babies In The Grassland
Unit 3, Week 1: Little
Panda
Unit 3, Week 2 : Little
Quack
Unit 3, Week 4: Farfallina
And Marcel
Unit 6, Week 1: Building
with Dad
Unit 1, Week 2: We Are So
Proud
Unit 1, Week 5: Smash
Crash
Unit 1, Week 6: Dig, Dig,


Morning Message
Create a word bank for a
particular topic.
Use word bank to identify
and verbs.
Digging
Unit 3, Week 1: Little
Panda
Unit 3, Week 2: Little
Quack
Unit 3, Week 4: Farfallina
And Marcel
Unit 5, Week 4: The Little
Engine That Could
Unit 5, Week 5: On The
Move
Unit 5, Week 6: This Is The
Way We Go To School
L.K.1c-Form
 I can form plural nouns by Unit 2, Week 1: Flowers

regular plural nouns
Unit 2, Week 2: Nature Spy
adding an /s/ or /es/ to
orally by adding /s/
Unit 5, Week 4: The Little
words.
or /es/ (e.g., dog,
Engine That Could
dogs; wish,
Unit 5, Week 5: On The
wishes).
Move
Unit 6, Week 4: Alistair
L.K.1d I can use question words.

Understand and use
and Kip’s Great Adventure 
question words
(interrogatives)
(e.g., who, what,
where, when, why,
how).
L.K.1e-Use the
Unit 5, Week 3: Trucks
 I can use prepositions.
most frequently
Roll
(place words)
occurring
Unit 6, Week 2: Old
prepositions (e.g.,
MacDonald Had a
to, from, in, out, on,
Woodshop
off, for, of, by,
with).
L.K.1f-Produce
Unit 3, Week 6: The Lion
 I can produce complete

and expand
And The Mouse
sentences in class
complete sentences
Unit 4, Week 1: Rooster’s
activities.

in shared language
Off To See The World
activities.
Unit 4, Week 2: My Lucky
naming words (nouns) action
words (verbs) and describing
words (adjectives)
Use the word bank to form
plural nouns
KWL Chart
Who, What, When, Where dice
cubes
Create a picture dictionary with
descriptive words.
Place descriptive words related
to a topic in a cup and have
students pull 2-3 words out to
L.AS.2-Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when writing.
L.K.2Demonstrate
command of the
conventions of
Standard English
capitalization,
punctuation, and
spelling when
writing.
L.K.2a-Capitalize
the first word in a
sentence and the
pronoun I.
L.K.2b-Recognize
and name end
punctuation.

I can use capitalization,
punctuation, and spelling
when I am writing.

I can capitalize the first
word of a sentence.

I can capitalize the
pronoun I.

I can name
punctuation marks at
the end of sentences.
Day
Unit 4, Week 3: One Little
Mouse
Unit 4, Week 4: Goldilocks
And The Three Bears
Unit 5, Week 5: On The
Move
Unit 6, Week 3: Building
Beavers
Unit 6, Week 5: The House
that Tony lives in
Unit 6, Week 6: Ants and
Their Nests
Unit 2, Week 4: Bear
Snores On
Unit 4, Week 3: One Little
Mouse
Unit 4, Week 4: Goldilocks
And The Three Bears
Unit 6, Week 3: Building
Beavers
Unit 4, Week 5: If You
Could Go To Antarctica
Unit 4, Week 6: Abuela
Unit 5, Week 2: Mayday,
Mayday!
Unit 6, Week 4: Alistair
and Kip’s Great Adventure
Unit 6, Week 5: The House
that Tony lives in
Unit 4, Week 5: If You
Could Go To Antarctica
Unit 5, Week 1: Max Takes
The Train
Unit 5, Week 2: Mayday,
Mayday!
Unit 6, Week 5: The House
use in a sentence expansion.

Morning Message


Morning Message
Create an invitation to a class
event



Morning Message
Journal Writing
Interactive Writing
L.K.2c-Write a
letter or letters for
most consonant and
short-vowel sounds
(phonemes).
L.K.2d-Spell
simple words
phonetically,
drawing on
knowledge of
sound-letter
relationships.
L.AS.4-Determine or L.K.4 -Determine
clarify the meaning of or clarify the
unknown and
meaning of
multiple-meaning
unknown and
words and phrases by multiple-meaning
using context clues,
words and phrases
analyzing meaningful based on
word parts, and
kindergarten
consulting general and reading and
specialized reference
content.
materials, as
L.K.4a-Identify
appropriate.
new meanings for
familiar words and
apply them
accurately (e.g.,
knowing duck is a
bird and learning
the verb to duck).
L.K.4b-Use the
most frequently
occurring
inflections and

I can write a letter that
matches a consonant
sound.

I can write a letter that
matches a short vowel
sound.
that Tony lives in
Not addressed in Reading
Street

Center activities

I can spell simple words
by sounding them out.
Not addressed in Reading
Street
 Mystery Eight Game:
Fold paper into eight boxes. Dictate
CVC words for students to write in
each box.

I can learn the meaning of
words from text.
Not addressed in Reading
Street

Use a graphic organizer to
record details about specific
people, places, things, or events.

I can explain that some
words have more than 1
meaning - a duck (noun);
to duck (verb).
Not addressed in Reading
Street

Use of multiple meaning picture
cards to play a game with the
class

I can use word endings (ed, -es) and affixes (re-,
un-, -ful, -less) to
understand word
Unit 3, Week 3: George
Washington Visits

Use of magazines and picture
cards to describe nouns
L.AS.5-Demonstrate
understanding of
figurative language,
word relationships,
and nuances in
meaning.
affixes (e.g., -ed, -s,
re-, un-, pre-, -ful, less) as a clue to the
meaning of an
unknown word.
L.K.5-With
guidance and
support from
adults, explore
word relationships
and nuances in
word meanings.
L.K.5a-Sort
common objects
into categories
(e.g., shapes, foods)
to gain a sense of
the concepts the
categories
represent.
L.K.5bDemonstrate
understanding of
frequently
occurring verbs and
adjectives by
relating them to
their opposites
(antonyms).
L.K.5c-Identify
real-life
connections
between words and
their use (e.g., note
places at school
that are colorful).
meanings.

I can know the
meaning of a word.
Unit 2, Week 4: Bear
Snores On
Unit 2, Week 6: Jack And
The Beanstalk
Unit 6, Week 1: Building
with Dad


Word families
Context clues

I can sort common words
or objects into categories.
Unit 1, Week 6: Dig, Dig,
Digging
Unit 4, Week 5: If You
Could Go To Antarctica

Sorting Pictures or objects
into specified groups

I can identify antonyms of
words.
Unit 2, Week 5: A Bed For 
Winter
Unit 3, Week 1: Little
Panda
Unit 5, Week 6: This Is The
Way We Go To School
Sorting pictures or objects
into specified groups

I can identify connections
between words and how I
use them. (identify
colorful
places)
Unit 1, Week 3: Plaidypus
Lost
Unit 2, Week 3: Animal
Babies In The Grassland
Unit 2, Week 4: Bear
Snores On
Unit 2, Week 6: Jack And
The Beanstalk
Unit 3, Week 5: Then And



Teacher-led class discussions
Turn and Talk
L.AS.6-Acquire and
accurately use a range
of general academic
and domain-specific
words and phrases
sufficient for reading,
writing, speaking, and
listening; demonstrate
independence in
gathering vocabulary
knowledge.
L.K.5d
Distinguish shades
of meaning among
verbs describing the
same general action
(e.g., walk, march,
strut, prance) by
acting out the
meanings.
L.K.6-Use words

and phrases
acquired through
conversations,
reading and being
read to, and
responding to texts.
Now
Unit 4, Week 1: Rooster’s
Off To See The World
Unit 5, Week 2: Mayday,
Mayday!
I can identify synonyms of Unit 3, Week 2: Little
words by acting them out. Quack
I can use words and
phrases that I learn
through conversation and
reading.
All stories

Sorting pictures or objects
into specified groups



Teacher led class discussion
Turn and Talk
Small-group instruction