Glendale Elementary School Dist #40
Balanced Literacy Pacing Guide
Kindergarten
2012-2013
Print Concepts
Instructional Period 1
Instructional Period 2
Instructional Period 3
Instructional Period 4
Instructional Period 5
Print Concepts (year-long)
K.RF.1 Demonstrate understanding of the organization and basic features of print.
K.RF.1a Follow words from left to right, top to bottom, and page by page.
K.RF.1b Recognize that spoken words are represented in written language by specific sequences of letters.
K.RF.1c Understand that words are separated by spaces in print.
K.RF.1d Recognize and name all upper and lowercase letters of the alphabet.
GESD Balanced Literacy Pacing Guide
Kindergarten
2012-2013
Phonological Awareness
Instructional Period 1
Instructional Period 2
Instructional Period 3
Instructional Period 4
Instructional Period 5
Phonological Awareness (year-long)
K.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
K.RF.2c Blend and segment onsets and rimes of single-syllable spoken words.
K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC words).
Phonological Awareness
K.RF.2b Count, pronounce,
blend, and segment syllables in
spoken words.
*GESD Segment and blend onesyllable words with two or three
phonemes, using manipulatives to
mark each phoneme (e.g., in, on,
at, us, if, is, am, up, an, so, he,
we, no, me, she, him, run, his, six,
man, fun, run, see, red, blue, did,
etc.).
Phonological Awareness
K.RF.2e Add or substitute
individual sounds (phonemes) in
simple, one-syllable words to
make new words.
(Continue throughout the year)
Phonological Awareness
K.RF.2b Count, pronounce, blend,
and segment syllables in spoken
words.
*GESD Segment and blend spoken
phonemes to form single syllable
words with three and four
phonemes (e.g., will, the, see, you,
good, look, book, this, call, how, that,
see, meet, rain, say, may, way, play,
all, must, boy, toy, rain, sail, stay,
green, feet, much, etc.).
K.RF.2e Add or substitute individual
sounds (phonemes) in simple, onesyllable words to make new words.
(Continue throughout the year)
GESD Balanced Literacy Pacing Guide
Kindergarten
Phonological Awareness
K.RF.2b Count, pronounce, blend,
and segment syllables in spoken
words.
*GESD Segment and blend
spoken phonemes to form single
syllable words with three, four and
five phonemes (e.g., teeth, tooth,
bird, read, live, must, hand, last,
like, time, over, make, come, late,
foot, feet, pool, point, sheep, her,
sea, ring, into, onto, today, she,
have, blue, give, are , all, three,
stamp, strong, spent, plant, stand,
and school, street, etc.).
Phonological Awareness
K.RF.2b Count, pronounce, blend,
and segment syllables in spoken
words.
*GESD Segment and blend spoken
phonemes to form single syllable
words with three, four and five
phonemes (continued from IP4)
K.RF.2e Add or substitute individual
sounds (phonemes) in simple, onesyllable words to make new words.
(Continue throughout the year)
K.RF.2e Add or substitute
individual sounds (phonemes) in
simple, one-syllable words to make
new words.
(Continue throughout the year)
2012-2013
Phonics and Word Recognition
Instructional Period 1
Instructional Period 2
Instructional Period 3
Instructional Period 4
Instructional Period 5
Phonics and Word Recognition (year-long)
K.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.
K.RF.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (e.g., cat, fat or big, bag or met, mat, man)
Phonics and Word Recognition
Phonics and Word Recognition
Phonics and Word Recognition
Phonics and Word Recognition
Phonics and Word Recognition
K.RF.3a Demonstrate basic
knowledge of one-to-one lettersound correspondences by
producing the primary or many of
the most frequent sound for each
consonant and vowel. (GESD- all
sounds for phonograms)
clock: a, c, g ,o, s, f
line: m, t ,i , h, w, n, e, p, u
K.RF.3a Demonstrate basic
knowledge of one-to-one lettersound correspondences by
producing the primary or many of
the most frequent sound for each
consonant and vowel. (GESD- all
sounds for phonograms)
clock: d, qu,
line: b, j, k, l, r, v, x, y, z
K.RF.3a Demonstrate basic
knowledge of one-to-one letter-sound
correspondences by producing the
primary or many of the most frequent
sound for each consonant and vowel.
(GESD- all sounds for phonograms)
2- letter: sh, th, ch, wh, ck, ee, ow,
ou, oo, oe, ay, ai, oy, oa and oi
K.RF.3a Demonstrate basic
knowledge of one-to-one lettersound correspondences by
producing the primary or many of
the most frequent sound for each
consonant and vowel. (GESD- all
sounds for phonograms)
2-letter: ng, ea, er, ir, or, and ar
K.RF.3a Demonstrate basic
knowledge of one-to-one lettersound correspondences by
producing the primary or many of
the most frequent sound for each
consonant and vowel. (GESD- all
sounds for phonograms)
Teach and Apply Jobs of e:
Rule 7-Jobs of e
Job 1 of e (CVCV): e lets the vowel
say its name in reading and writing.
Teach and Apply Jobs of e:
Rule 7-Jobs of e
Job 2 of e: English words do not
end with u or v
K.RF.3c Read common highfrequency words by sight.
*GESD Segment, blend, and read
CVCV, and two, three or four
phoneme words (e.g., ask, last, must,
hand, last, like, green, sail, rain, boy,
you, now, day, how, say, this, that,
them, the, point, oil, much, chain,
make, take, sheep, pool, paint, white,
black, brown, three, four, five, nine,
ten, late, time, etc. ).
K.RF.3c Read common highfrequency words by sight.
*GESD Segment, blend, and read
two, three or four phoneme words
and 2 syllable words (e.g., blue,
have, are, clue, give, home, foot,
feet, tooth, teeth, sheep, lamb,
cow, pig, piglet, horse, pony, cat,
kitten, dog, puppy, into, onto,
begin, began, begun, belong, ago,
also, about, along, little, sun, star,
moon, cloud, yellow, seven,
Monday, Sunday, Friday, today,
outside, inside, beside, under,
over, after, before, without,
between, many, any, map, north,
south, east, west, etc.).
Teach and Apply Rules
Rule 4: a, e, o and u usually say
a, e, o and u at the end of a
syllable when reading and writing
(e.g., so, me)
Teach and Apply Rules
Rule 17: we often double l, f, and
s following a single vowel at the
end of a one-syllable word (e.g.,
will, off, miss)
K.RF.3c Read common highfrequency words by sight.
*GESD Segment, blend, and
read VC and CV words (e.g., in,
on, at, us, if, is, am, up, an, so,
he, we, no, me).
K.RF.3c Read common highfrequency words by sight.
*GESD Segment, blend, and
read CVC words (e.g., had, six,
let, big, hat, bug, hot, bag, not,
can, run, man, ten, bed, top, pot,
pat, did, bed, bad, red, but, him,
let, get, yes, box, sit and other
three phoneme words cry, old,
and, etc. ).
GESD Balanced Literacy Pacing Guide
Kindergarten
Teach and Apply Jobs of e:
Rule 7-Jobs of e
Job 5 of e: no job e
K.RF.3c Read common highfrequency words by sight.
*GESD Segment, blend, and read
two, three or four phoneme words
and 2 syllable words (continued
from IP4)
2012-2013
Vocabulary Acquisition and Use
Instructional Period 1
Instructional Period 2
Instructional Period 3
Instructional Period 4
Instructional Period 5
Vocabulary Acquisition and Use (year-long)
K.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
K.L.4a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
K.L.4b Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
K.L.5 With guidance and support from adults, explore word relationships and nuances in word meanings.
K.L.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
K.L.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful).
K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to text.
Vocabulary Acquisition and
Use
Vocabulary Acquisition and
Use
GESD Balanced Literacy Pacing Guide
Vocabulary Acquisition and Use
K.L.5d Distinguish shades of
meaning among verbs describing the
same general action (e.g., walk,
march, strut, prance) by acting out
the meanings.
(Continue throughout the year)
Kindergarten
Vocabulary Acquisition and Use
K.L.5d Distinguish shades of
meaning among verbs describing
the same general action (e.g.,
walk, march, strut, prance) by
acting out the meanings.
(Continue throughout the year)
Vocabulary Acquisition and Use
K.L.5d Distinguish shades of
meaning among verbs describing
the same general action (e.g., walk,
march, strut, prance) by acting out
the meanings.
(Continue throughout the year)
2012-2013