Unit 2 – Friends & Family
Common Core Standards – Priority Standards and Supporting Standards:
CC.1.1.K.B Print Concepts: DEMONSTRATE understanding of the organization and basic features of print.
CC.1.1.K.B Print Concepts: FOLLOW words from left to right, top to bottom, and page by page.
CC.1.1.K.B Print Concepts: RECOGNIZE that spoken words are represented in written language by specific
sequences of letters.
CC.1.1.K.B Print Concepts: UNDERSTAND that words are separated by spaces in print.
CC.1.1.K.C Phonological Awareness: DEMONSTRATE understanding of spoken words, syllables, and sounds
(phonemes).
CC.1.1.K.C Phonological Awareness: RECOGNIZE and PRODUCE rhyming words.
CC.1.1.K.C Phonological Awareness: COUNT, PRONOUNCE, BLEND, and SEGMENT syllables in spoken words.
CC.1.1.K.C Phonological Awareness: BLEND and SEGMENT onsets and rimes of single-syllable spoken words.
CC.1.1.K.C Phonological Awareness: d. ISOLATE and PRONOUNCE the initial (phonemes) in three-phoneme
CVC words.
CC.1.1.K.D Phonics and Word Recognition: KNOW and APPLY grade-level phonics and word analysis skills in
decoding words.
CC.1.1.K.D Phonics and Word Recognition: DEMONSTRATE basic knowledge of one-to-one letter-sound
correspondences.
CC.1.1.K.D Phonics and Word Recognition: ASSOCIATE the long and short sounds with the common spellings for
the five major vowels.
CC.1.1.K.D Phonics and Word Recognition: READ grade-level high-frequency sight words with automaticity.
CC.1.2.K.B Key Ideas and Details Text Analysis: With prompting and support, ANSWER questions about key
details in a text.
CC.1.3.K.I Vocabulary Acquisition and Use Strategies: Determining or clarify the meaning of unknown or
multiple meaning words and phrases based upon grade-level reading and content.
CC.1.3.K.J Vocabulary Acquisition and Use Strategies: Use words and phrases acquired through conversation,
reading, and being read to, and responding to texts.
CC.1.5.K.A Comprehension and Collaboration Collaborative Discussion: Participate in collaborative
conversations with peers and adults in small and larger groups.
CC.1.5.K.B Comprehension and Collaboration Critical Listening: Ask and answer questions about key details in a
text read aloud or information presented orally or through other media.
CC.1.5.K.C Comprehension and Collaboration Evaluating Information: Ask and answer questions in order to
seek help, get information, or clarify something that is not understood.
CC.1.5.K.D Presentation of Knowledge and Ideas Purpose, Audience, and Task: Share stories, familiar
experiences, and interests, speaking clearly enough to be understood by all audiences using appropriate
volume.
CC.1.5.K.G Convention of Standard English: Demonstrate command of the conventions of standard English
when speaking, based on kindergarten level and content.
Unit 2 – Friends & Family
Essential Questions
Big Ideas
1. What can I do to
I can use strategies to figure out words I don’t know what I am reading.
figure out words I
 I can use picture clues to figure out what the word may be.
don't know when I
 I break words up into parts that I know and then put them back
am reading?
together.
 I can look at the first letter in the word and get my mouth ready to
say the word.
 I can stretch out each sound in a word and then blend them
together.
 I can skip the word and then come back to it.
I can think about the other words in the sentence and ask what makes
sense
2. What can I do to
I can use strategies to understand what I am reading.
make sure
(strategies change in each unit)
I understand what I
 I can visualize what the author is telling me.
am reading?
 I can make predictions about what may happen as I read.
 I can make connections between what I am reading and things I
have done, other books I have read and things I have seen in the
world.
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3. How can I share
I can think about what I want to write and break the sentences into
my ideas through
words and the words into letter sounds.
writing?
Unit 2 – Friends & Family
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Phonemic Awareness
Recognize rhyming words
Syllables; count,
pronounce, blend,
segment
Isolate and pronounce
initial & final sounds
Differentiate between
words in a sentence
Blend and segment onset
and rime
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Foundational Reading Skills
Phonics/
Fundations – Unit 1
Letter- Sound
correspondences
Letter Name
Letter Sounds
Short Vowels
Consonants
Letter Formation
Speaking & Listening
Describe people,
places, things and
events
Express thoughts,
feelings and ideas
clearly
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Word Study
High-frequency words
Word families
(see approved lists)
Concepts of Print
Understand the organization
and basic features of print
Left to right
Top to bottom
Page by page
Words separated by spaces
Spoken words are represented
in written language
Reading and Writing Workshop
Reading Skills and Strategies
Students Friendly – Reading and Learning Targets
Decoding
Decoding Strategies
 I can use strategies to figure out words I don’t know what I
 Concepts of Print
am reading.
 Chunking
 I can use picture clues to figure out what the word may
 Stretching Words
be.
 Reread
 I break words up into parts that I know and then put them
 Get your mouth ready
back together.
 Picture Clues
 I can look at the first letter in the word and get my mouth
 Skip the word and come back
ready to say the word.
 Flip the vowel sound
 I can stretch out each sound in a word and then blend
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Comprehension Strategies
 Visualize, Predictions, Make
Connections
them together.
I can skip the word and then come back to it.
I can think about the other words in the sentence and ask
what makes sense
Comprehension
 I can use strategies to understand what I am reading.
(strategies change in each unit)
 I can visualize what the author is telling me.
 I can make predictions about what may happen as I
read.
 I can make connections between what I am reading and
things I have done, other books I have read and things I
have seen in the world.
Unit 2 – Friends & Family
Skills
 Retelling
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Ask and answer questions about
key details in a text
Skills
 I can retell familiar stories with key details in correct order.
 I can identify the main events of a story
 I can tell the character, settings, problem, solution and
ending of the story.
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Concepts of Print
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Writing Skills and Strategies
Focus
 What I say, I can write.
Skills
 Print Awareness
 Word Awareness
 See Trimester 1 and review
journals to determine
I can ask and answer questions about key details in a
text.
I can listen for key details in a text
I can give details about key details in a text.
I can support my answers with evidence from the text.
I can follow print from left to right.
I can follow print from top to bottom.
I can track words across a page.
I can distinguish words from letters or groups of letters.
I can recognize the relationship between letters and
sounds.
I can recognize that spoken words match to written
words by a sequence of letters.
Writing Skills and Strategies
Focus
I can think about what I want to write and break the
sentences into words and the words into letter sounds.
Skills
 I can follow print from left to right.
 I can follow print from top to bottom.
 I can track words across a page.
 I can distinguish words from letters or groups of letters.
 I can recognize the relationship between letters and
sounds.
 I can recognize that spoken words match to written words
by a sequence of letters.
Possible Vocabulary
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Nouns
Family words
Anchor Text to Model Comprehension Strategies
Title
Strategy Focus
*The Napping House by Audrey Wood
Visualizing
*Bear’s New Friend by Karma Wilson
*Llama Llama Misses Mama by Anna
Predictions
Dewdney
*Bark George! By Jules Feiffer
*Pumpkin Time
*Julius the Baby Of the World by Kevin Henkes
Connections
*Bee Bim Bop by Linda Sue Park