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) 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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: 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 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 One-to-One Instruction Additional Practice Preferential seating Modify Assignments Computer Games/Activities Multicultural/ Interdisciplinary Connection 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. 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. 7/02 Assessment Teacher observations Performance tasks Projects Aligned Materials/ Resources/Technology Teacher observation Performance tasks Internet Sites Parent Volunteers Videos Classroom Library Learning Centers Computer Software Instructional Strategies 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 7/02 Teacher observations Performance tasks Modeling Peer Tutor Individual Instruction Modify tasks according to ability Upper Grade Level Tutor Senior Citizen Tutor Enrichment Strategies Teacher observation Performance Tasks Modeling Peer Tutor Individual Instruction Modify tasks according to ability Upper Grade Level Tutor Senior Citizen Tutor Remediation Strategies Modify Assignments One-to-One Instruction Tutor Trained parent volunteer Peer tutor Multicultural/ Interdisciplinary Connection 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