Kindergarten
Essential Question, Concept or Theme: A. Through the interactive process of
Approx. Time Allotment:
phonemic awareness, reading for meaning, and beginning writing, students will develop
emergent literacy skills while establishing life-long reading habits.
Benchmark/Skills
Assessment
Aligned Materials/
Instructional Strategies
Resources/Technology
Standards: 1.1 A-H ; 1.2 A,C ; 1.3 A,B,C,D,F ; 1.4 A,B ; 1.5 A
Reading/Writing
1. Student is beginning to acquire word
recognition skills and strategies.

a)

b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
7/02
Recognizes and can name all
uppercase and lowercase letters.
Begins to track print when listening to
a familiar text being read or when
rereading own writing.
Recognizes some words by sight,
including a few very common ones (a,
the, I, my, you, is, are).
Notices when simple sentences fail to
make sense.
Uses phonemic awareness and letter
knowledge to spell independently
(invented or creative spelling)
Writes (unconventionally) to express
own meaning.
Can write most letters and some words
when they are dictated.
Given spoken sets like “dan, dan, den”
can identify the first two as being the
same and the third as different.
Given spoken segments can merge
them into a meaningful target word.
Given a spoken word can produce
another word that rhymes with it.
Identifies/associates sounds with
letters (consonants and vowels)
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Kindergarten readiness
assessment (Fall) individual
Writing samples September(baseline),
October, January, Maywhole group
Alphabet checklist- upper
case, lower case and
sounds of the letters
presented through
October, January and
May- individual
Phonemic awareness test
(Macmillan/McGrawHill) January- whole
group
Metropolitan Readiness
Test - May- whole group
Teacher observation
Journal writing
Learning logs
Standardized tests(
Metropolitan Readiness
Test)
Teacher observation
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









Macmillan/McGrawHill Spotlight on
Literacy
Open Court
Supplemental
Phonics Kit
Alpha Time
Supplemental
Phonics Program
Phonemic Awareness
in Young Children
Writing portfolios
D’Nealian
Handwriting Program
Library books and
periodicals
Audio-visual
materials
CDs and software
Electronic references:
My First Incredible
Amazing Dictionary,
D.K. (Primary)
Online sources:
World Book
Encyclopedia; New
Book of Knowledge,
Grolier; Grolier
Multimedia
Encyclopedia,
Grolier
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





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


Author studies
Theme bags
Story bag
Big Books
Games
Group Discussions
Word Walls
Tape-recorded readings
Be Excited About Reading (reading incentive
program)
100 Book Challenge
Create an invitation
Dress up as a storybook character
Discuss characteristics of different genres
Respond to literature through writing, drama,
art, music or dance
Discuss examples of figurative language as
they occur in books
Form letters with clay
Write letters, numerals and shapes in air, sand,
and rice.
Type own name, messages or lists of words
Form manuscript letters on paper
Write descriptions of drawings and original
stories using phonetic spelling
Keep a writing portfolio
Participate in language experience stories.
Participate in constructing a K W L chart
Write a sentence about a concept learned in
cross curricular study
Create individual and class books about a
Kindergarten


Classroom library
Little Tykes
computers








7/02
thematic unit studied in class
Respond to literature in a journal
Create ”How To” books after baking, etc.
Compose silly rhymes
Create cards..
Sequence events
Re-tell stories
Write letters
Read and explain own writing and art work
Kindergarten
Essential Question, Concept or Theme: A. Through the interactive process of phonemic
awareness, reading for meaning, and beginning writing, students will develop emergent
literacy skills while establishing life-long reading habits.
Standards: 1.1 A-H ; 1.2 A,C ; 1.3 A,B,C,D,F ; 1.4 A,B ; 1.5 A
Benchmark/Skills
Reading/Writing
2. Student is beginning to construct
meaning.
Connects information and events in
texts to life and life to text experiences.
b) Retells, reenacts, or dramatizes stories
or parts of stories.
c) Correctly answers questions about
stories read aloud.
d) Uses new vocabulary and grammatical
constructions in own speech.
e) Makes predictions based on
illustrations or portions of stories.
f) Writes (unconventionally) to express
own meaning.
Assessment

a)





Reading comprehension
test
(Macmillan/McGrawHill) January- whole
group
Written response to a
specific topic or story
Class discussion and/or
individual conference
Journal writing
Learning logs
Standardized tests(
Metropolitan Readiness
Test)
Teacher observation
Aligned Materials/
Resources/Technology
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
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7/02
Approx. Time Allotment:
Classroom library
Little Tykes
computers
Macmillan/McGrawHill Spotlight on
Literacy
Open Court
Supplemental
Phonics Kit
Alpha Time
Supplemental
Phonics Program
Writing portfolios
D’Nealian
Handwriting Program
Library books and
periodicals
Audio-visual
materials
CDs and software
Electronic references:
My First Incredible
Amazing Dictionary,
D.K. (Primary)
Online sources:
World Book
Encyclopedia; New
Book of Knowledge,
Grolier; Grolier
Multimedia
Encyclopedia,
Instructional Strategies
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

Author studies
Theme bags
Story bag
Big Books
Games
Group Discussions
Word Walls
Tape-recorded readings
Be Excited About Reading (reading incentive
program)
100 Book Challenge
Create an invitation
Dress up as a storybook character
Discuss characteristics of different genres
Respond to literature through writing, drama,
art, music or dance
Discuss examples of figurative language as
they occur in books
Form letters with clay
Write letters, numerals and shapes in air, sand,
and rice.
Type own name, messages or lists of words
Form manuscript letters on paper
Write descriptions of drawings and original
stories using phonetic spelling
Keep a writing portfolio
Participate in language experience stories.
Participate in constructing a K W L chart
Write a sentence about a concept learned in
cross curricular study
Kindergarten

Grolier
Phonemic Awareness
in Young Children
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
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





7/02
Create individual and class books about a
thematic unit studied in class
Respond to literature in a journal
Create ”How To” books after baking, etc.
Compose silly rhymes
Create cards..
Sequence events
Re-tell stories
Write letters
Read and explain own writing and art work
Kindergarten
Essential Question, Concept or Theme: A. Through the interactive
process of phonemic awareness, reading for meaning, and beginning writing,
students will develop emergent literacy skills while establishing life-long
reading habits.
Standards: 1.1 A-H ; 1.2 A,C ; 1.3 A,B,C,D,F ; 1.4 A,B ; 1.5 A
Benchmark/Skills
Reading/Writing
3. Student begins to show an
interest in print.
a)
Listens attentively to books
teacher reads to class.
b) Can name some book titles and
authors.
c) Demonstrates familiarity with a
number of types of genres of text
(e.g., storybooks, expository
texts, poems, newspapers, and
everyday print such as signs,
notices, l labels).
d) Writes own name (first and last)
and the first names of some
friends or classmates.
e) Can write most letters and some
words when they are dictated.
Assessment
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





Teacher observation
Shared reading
Cumulative lists of books read
Interview
Role play
Story retelling
Group discussions
Journal writing
Learning logs
Standardized tests( Metropolitan
Readiness Test)
Teacher observation
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
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
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






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7/02
Classroom library
Little Tykes
computers
Macmillan/McGraw
-Hill Spotlight on
Literacy
Open Court
Supplemental
Phonics Kit
Alpha Time
Supplemental
Phonics Program
Writing portfolios
D’Nealian
Handwriting
Program
Library books and
periodicals
Audio-visual
materials
CDs and software
Electronic
references: My First
Incredible Amazing
Dictionary, D.K.
(Primary)
Online sources:
World Book
Encyclopedia; New
Book of Knowledge,
Instructional Strategies
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






Author studies
Theme bags
Story bag
Big Books
Games
Group Discussions
Word Walls
Tape-recorded readings
Be Excited About Reading (reading incentive
program)
100 Book Challenge
Create an invitation
Dress up as a storybook character
Discuss characteristics of different genres
Respond to literature through writing, drama,
art, music or dance
Discuss examples of figurative language as
they occur in books
Form letters with clay
Write letters, numerals and shapes in air, sand,
and rice.
Type own name, messages or lists of words
Form manuscript letters on paper
Write descriptions of drawings and original
stories using phonetic spelling
Keep a writing portfolio
Participate in language experience stories.
Participate in constructing a K W L chart
Write a sentence about a concept learned in
Kindergarten

Grolier; Grolier
Multimedia
Encyclopedia,
Grolier
Phonemic
Awareness in
Young Children









7/02
cross curricular study
Create individual and class books about a
thematic unit studied in class
Respond to literature in a journal
Create ”How To” books after baking, etc.
Compose silly rhymes
Create cards..
Sequence events
Re-tell stories
Write letters
Read and explain own writing and art work
Kindergarten
Essential Question, Concept or Theme: A. Through the interactive process
of phonemic awareness, reading for meaning, and beginning writing, students
will develop emergent literacy skills while establishing life-long reading
habits.
Standards: 1.1 A-H ; 1.2 A,C ; 1.3 A,B,C,D,F ; 1.4 A,B ; 1.5 A
Benchmark/Skills
Reading/Writing
4. Student demonstrates principles of writing
readiness.

a) Understands that the sequence of letters in a
written word represents the sequence of
sounds in a spoken word.
b) Identifies/associates sounds with letters
(consonants and vowels)
c) Makes appropriate switches from oral to
written language situations.
d) Uses pictures and print to convey meaning.
e) Writes words to describe or support pictures.
f) Copies signs, labels, names, and words
(environmental print).
g) Demonstrates understanding of letter/sound
relationship.
h) Prints with upper case letters.
i) Matches letters to sounds.
j) Uses beginning consonants to make words.
k) Uses beginning and ending consonants to
make words.
l) Pretends to read own writing.
m) Sees self as a writer.
n) Takes risks with writing.
o) Writes names and familiar words.
p) Writes from top to bottom, left to right, and
front to back.
q) Begins to use spacing between words.
r) Begins to intermix upper and lower case
letters.
s) Spells words on the basis of sounds without
7/02
Assessment

Portfolios (see
district guidelines)
 Written responses
 Rubric scored
writing samples
 Journal writing
 Teacher observation
 Written alphabet
sample- letters
learned to date
 Monthly writing
sample
 Journal writing
 Learning logs
 Standardized tests
( Metropolitan
Readiness Test)
 Teacher observation
Approx. Time Allotment:
Aligned Materials/
Resources/Technology












Classroom library
Little Tykes
computers
Macmillan/McGraw
-Hill Spotlight on
Literacy
Open Court
Supplemental
Phonics Kit
Alpha Time
Supplemental
Phonics Program
Writing portfolios
D’Nealian
Handwriting
Program
Library books and
periodicals
Audio-visual
materials
CDs and software
Electronic
references: My First
Incredible Amazing
Dictionary, D.K.
(Primary)
Online sources:
World Book
Encyclopedia; New
Book of Knowledge,
Instructional Strategies
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
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












Author studies
Theme bags
Story bag
Big Books
Games
Group Discussions
Word Walls
Tape-recorded readings
Be Excited About Reading (reading incentive
program)
100 Book Challenge
Create an invitation
Dress up as a storybook character
Discuss characteristics of different genres
Respond to literature through writing, drama,
art, music or dance
Discuss examples of figurative language as
they occur in books
Form letters with clay
Write letters, numerals and shapes in air, sand,
and rice.
Type own name, messages or lists of words
Form manuscript letters on paper
Write descriptions of drawings and original
stories using phonetic spelling
Keep a writing portfolio
Participate in language experience stories.
Participate in constructing a K W L chart
Write a sentence about a concept learned in
cross curricular study
Kindergarten
regard for conventional spelling patterns.
Begins to use beginning, middle, and ending
sounds to make words.
u) Begins to read own writing.
v) Demonstrate hand-eye coordination through
puzzles, art experiences and manipulatives
w) Identify conventions of print such as spaces
between words left to right directionality,
capitals and periods
t)

Grolier; Grolier
Multimedia
Encyclopedia,
Grolier
Phonemic
Awareness in
Young Children









7/02
Create individual and class books about a
thematic unit studied in class
Respond to literature in a journal
Create ”How To” books after baking, etc.
Compose silly rhymes
Create cards..
Sequence events
Re-tell stories
Write letters
Read and explain own writing and art work
Kindergarten
Essential Question, Concept or Theme: A. Through the interactive process of
phonemic awareness, reading for meaning, and beginning writing, students will develop
emergent literacy skills while establishing life-long reading habits.
Standards: 1.1 A-H ; 1.2 A,C ; 1.3 A,B,C,D,F ; 1.4 A,B ; 1.5 A
Benchmark/Skills
Reading/Writing
5. Student recognizes different
purposes for writing.
a)
Connects information in text to
life experiences.
b) Begins to write
(unconventionally) to express
own meaning.
c) Publishes and shares writing.
Assessment
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









Portfolios (see district
guidelines)
Written responses
Rubric scored writing
samples
Journal writing
Teacher observation
Written alphabet sampleletters learned to date
Monthly writing sample
Journal writing
Learning logs
Standardized tests(
Metropolitan Readiness
Test)
Teacher observation
Approx. Time Allotment:
Aligned Materials/
Resources/Technology













Classroom library
Little Tykes computers
Macmillan/McGraw-Hill
Spotlight on Literacy
Open Court
Supplemental Phonics
Kit
Alpha Time
Supplemental Phonics
Program
Writing portfolios
D’Nealian Handwriting
Program
Library books and
periodicals
Audio-visual materials
CDs and software
Electronic references:
My First Incredible
Amazing Dictionary,
D.K. (Primary)
Online sources: World
Book Encyclopedia;
New Book of
Knowledge, Grolier;
Grolier Multimedia
Encyclopedia, Grolier
Phonemic Awareness in
Young Children
Instructional Strategies

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
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










7/02
Author studies
Theme bags
Story bag
Big Books
Games
Group Discussions
Word Walls
Tape-recorded readings
Be Excited About Reading (reading incentive
program)
100 Book Challenge
Create an invitation
Dress up as a storybook character
Discuss characteristics of different genres
Respond to literature through writing, drama,
art, music or dance
Discuss examples of figurative language as
they occur in books
Form letters with clay
Write letters, numerals and shapes in air, sand,
and rice.
Type own name, messages or lists of words
Form manuscript letters on paper
Write descriptions of drawings and original
stories using phonetic spelling
Keep a writing portfolio
Participate in language experience stories.
Participate in constructing a K W L chart
Write a sentence about a concept learned in
cross curricular study
Create individual and class books about a
Kindergarten








7/02
thematic unit studied in class
Respond to literature in a journal
Create ”How To” books after baking, etc.
Compose silly rhymes
Create cards..
Sequence events
Re-tell stories
Write letters
Read and explain own writing and art work
Kindergarten
Essential Question, Concept or Theme: A. Through the interactive process of phonemic
awareness, reading for meaning, and beginning writing, students will develop emergent
literacy skills while establishing life-long reading habits.
Standards: 1.1 A-H ; 1.2 A,C ; 1.3 A,B,C,D,F ; 1.4 A,B ; 1.5 A
Adaptations/Inclusion
Techniques
Reading/Writing
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


7/02
As stated in the student’s IEP
Choice time
Modify tasks according to ability
Classroom management techniques
(assigned seating, restricted choices)
Peer tutoring
Upper grade level tutoring
Individualized instruction
Have student restate the directions
Teacher modeling
Parent/ teacher communication
(notebook)
Flexible scheduling
Wait time
Hands on activities
Visual cues
Enrichment
Strategies
Provide for the student the following:
 Tiered assignments
 Computer programs
 Learning centers
 Journal writing
 Films, videos, CDs
 Guest speakers
 Contracts
 Field trips
Approx. Time Allotment:
Remediation
Strategies
Some strategies would include:
small group instruction, one to one
instruction, preferential seating,
tutors, modified worksheets, untimed
tasks, trained parent volunteers,
computer, repeated readings, home
work and reading packets, peer
tutoring.
Multicultural/
Interdisciplinary Connection
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
Johnny Appleseed Day
Safety Unit
Bears
Autumn( pumpkins, bats,
Native Americans,
Thanksgiving)
Winter habitats
Famous Americans
100 Day Celebration
Zoo Animals
Pets
Environment
Seeds/Growth
Insects
Farm
Kindergarten
Essential Question, Concept or Theme: B. Students will develop the necessary skills to
listen actively for a variety of purposes, as well as speak and respond using effective
communication skills to promote understanding.
Standards: 1.6 A-E
Benchmark/Skills
Listening and Speaking
1. Begins to develop age appropriate
listening skills.
a) Student will listen attentively to
others without interrupting.
b) Listen to a selection of literature.
c) Student will begin to recognize
rhyming words.
d) Listen to others attentively
without interrupting
e) Respond appropriately to audio
on a computer
f) Execute a three step direction
given orally by the teacher
g) Compare and contrast language
usage on playground, classroom
etc.
h) Raise questions about a story read
aloud
i)
Assessment





Teacher observations
Group discussion
Conversation
Phonemic awareness
activities
Reading comprehension
test
(Macmillan/McGrawHill)
Aligned Materials/
Resources/Technology













7/02
Approx. Time Allotment:
Classroom library
Little Tykes computers
Macmillan/McGraw-Hill
Spotlight on Literacy
Open Court Supplemental
Phonics Kit
Alpha Time Supplemental
Phonics Program
Writing portfolios
D’Nealian Handwriting
Program
Library books and
periodicals
Audio-visual materials
CDs and software
Electronic references: My
First Incredible Amazing
Dictionary, D.K. (Primary)
Online sources: World
Book Encyclopedia; New
Book of Knowledge,
Grolier; Grolier
Multimedia Encyclopedia,
Grolier
Phonemic Awareness in
Young Children
Instructional Strategies
























Author studies
Theme bags
Story bag
Big Books
Games
Group Discussions
Word Walls
Tape-recorded readings
Be Excited About Reading (reading incentive
program)
100 Book Challenge
Create an invitation
Dress up as a storybook character
Discuss characteristics of different genres
Respond to literature through writing, drama, art,
music or dance
Discuss examples of figurative language as they
occur in books
Form letters with clay
Write letters, numerals and shapes in air, sand,
and rice.
Type own name, messages or lists of words
Form manuscript letters on paper
Write descriptions of drawings and original
stories using phonetic spelling
Keep a writing portfolio
Participate in language experience stories.
Participate in constructing a K W L chart
Write a sentence about a concept learned in
Kindergarten









7/02
cross curricular study
Create individual and class books about a
thematic unit studied in class
Respond to literature in a journal
Create ”How To” books after baking, etc.
Compose silly rhymes
Create cards..
Sequence events
Re-tell stories
Write letters
Read and explain own writing and art work
Kindergarten
Essential Question, Concept or Theme: B. Students will develop the necessary skills to
listen actively for a variety of purposes, as well as speak and respond using effective
communication skills to promote understanding.
Standards: 1.6 A-E
Benchmark/Skills
Listening and Speaking
2. Begins to develop age
appropriate speaking skills.
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
7/02
Speak using appropriate speech
and language skills.
Contribute to discussions.
Participate in small and large
group discussions.
Participate in conversations
during choice time
Share a current event during
class meeting time
Use problem solving language
for conflicts in the classroom
Predict consequences to
alternative solutions in stories
Recite poetry and nursery rhymes
with fluency and expression
Speak with appropriate volume,
intensity and tone
Express questions as complete
thoughts rather than as phrases
Repeat and use gramatically
correct phrases modeled by the
teachers
Assessment





Teacher observations
Group discussion
Conversation
Recites poems and
finger plays individually
and in large group
Phonemic Awareness
activities
Approx. Time Allotment:
Aligned Materials/
Resources/Technology













Classroom library
Little Tykes computers
Macmillan/McGraw-Hill
Spotlight on Literacy
Open Court Supplemental
Phonics Kit
Alpha Time Supplemental
Phonics Program
Writing portfolios
D’Nealian Handwriting
Program
Library books and
periodicals
Audio-visual materials
CDs and software
Electronic references: My
First Incredible Amazing
Dictionary, D.K. (Primary)
Online sources: World
Book Encyclopedia; New
Book of Knowledge,
Grolier; Grolier
Multimedia Encyclopedia,
Grolier
Phonemic Awareness in
Young Children
Instructional Strategies
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Author studies
Theme bags
Story bag
Big Books
Games
Group Discussions
Word Walls
Tape-recorded readings
Be Excited About Reading (reading incentive
program)
100 Book Challenge
Create an invitation
Dress up as a storybook character
Discuss characteristics of different genres
Respond to literature through writing, drama, art,
music or dance
Discuss examples of figurative language as they
occur in books
Form letters with clay
Write letters, numerals and shapes in air, sand,
and rice.
Type own name, messages or lists of words
Form manuscript letters on paper
Write descriptions of drawings and original
stories using phonetic spelling
Keep a writing portfolio
Participate in language experience stories.
Participate in constructing a K W L chart
Write a sentence about a concept learned in
cross curricular study
Kindergarten
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Create individual and class books about a
thematic unit studied in class
Respond to literature in a journal
Create ”How To” books after baking, etc.
Compose silly rhymes
Create cards..
Sequence events
Re-tell stories
Write letters
Read and explain own writing and art work
Kindergarten
Essential Question, Concept or Theme: B. Students will develop the necessary skills to
listen actively for a variety of purposes, as well as speak and respond using effective
communication skills to promote understanding.
Standards: 1.6 A-E
Adaptations/Inclusion
Techniques
Listening and Speaking
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As stated in the student’s IEP
Choice time
Modify tasks according to ability
Classroom management techniques
(assigned seating, restricted choices)
Peer tutoring
Upper grade level tutoring
Individualized instruction
Have student restate the directions
Teacher modeling
Parent/ teacher communication
(notebook)
Flexible scheduling
Wait time
Hands on activities
Visual cues
Enrichment
Strategies
Provide for the student the following:
 Tiered assignments
 Computer programs
 Learning centers
 Journal writing
 Films, videos, CDs
 Guest speakers
 Contracts
 Field trips
Approx. Time Allotment:
Remediation
Strategies
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One-to-One Instruction
Additional Practice
Preferential seating
Modify Assignments
Computer
Games/Activities
Multicultural/
Interdisciplinary Connection
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Johnny Appleseed Day
Safety Unit
Bears
Autumn( pumpkins, bats,
Native Americans,
Thanksgiving)
Winter habitats
Famous Americans
100 Day Celebration
Zoo Animals
Pets
Environment
Seeds/Growth
Insects
Farm
Kindergarten
Essential Question, Concept or Theme: C. Students will develop the necessary skills to
be able to conduct age-appropriate research using a variety of multi-media resources.
Approx. Time Allotment:
Standards: 1.8 A
Benchmark/Skills
Library/Research Skills
1. Begins to develop age
appropriate library and
research skills.
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a) Locate and retrieve a selfselected picture book in the
library.
b) Begins to distinguish between
fiction and non-fiction.
c) Check in and check out materials
using established procedures.
d) Demonstrate proper care in the
handling of print and non-print
resources.
e) Observe (teacher, librarian, other
students) use the OPAC to find
materials relating to the
information problem.
f) Navigate age-appropriate
multimedia resources.
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Assessment
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Teacher observations
Performance tasks
Projects
Aligned Materials/
Resources/Technology
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Teacher observation
Performance tasks
Internet Sites
Parent Volunteers
Videos
Classroom Library
Learning Centers
Computer Software
Instructional Strategies
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Modeling
Internet sites
Cooperative partners/Book
Buddies (utilizing older students)
Kindergarten
Essential Question, Concept or Theme: C. Students will develop the necessary skills to
be able to conduct age-appropriate research using a variety of multi-media resources.
Approx. Time Allotment:
Standards: 1.8 A
Adaptations/Inclusion
Techniques
Library/Research Skills
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Teacher observations
Performance tasks
Modeling
Peer Tutor
Individual Instruction
Modify tasks according to ability
Upper Grade Level Tutor
Senior Citizen Tutor
Enrichment
Strategies
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Teacher observation
Performance Tasks
Modeling
Peer Tutor
Individual Instruction
Modify tasks according to ability
Upper Grade Level Tutor
Senior Citizen Tutor
Remediation
Strategies
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Modify Assignments
One-to-One Instruction
Tutor
Trained parent volunteer
Peer tutor
Multicultural/
Interdisciplinary Connection
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Johnny Appleseed Day
Safety Unit
Bears
Autumn( pumpkins, bats,
Native Americans,
Thanksgiving)
Winter habitats
Famous Americans
100 Day Celebration
Zoo Animals
Pets
Environment
Seeds/Growth
Insects
Farm
Kindergarten
7/02