Network 13 Kindergarten and Pre-K
FIRST QUARTER LEARNING PRIORITIES
Common Core Kindergarten Literacy Standards Emphasized
READING LITERATURE
READING NONFICTION
KEY IDEAS AND DETAILS
KEY IDEAS AND DETAILS
1. With prompting and support, ask and
1. With prompting and support, ask and
answer questions about key details in
answer questions about key details in a
a text.
text.
2. With prompting and support, retell
2. With prompting and support, identify the
familiar stories, including key details.
main topic and retell key details of a
text.
CRAFT AND STRUCTURE
CRAFT AND STRUCTURE
4. Ask and answer questions about
4. With prompting and support, ask and
unknown words in a text.
answer questions about unknown words
in a text.
5. Recognize common types of texts
5. Identify the front cover, back cover, and
(e.g., storybooks, poems).
title page of a book.
INTEGRATION OF KNOWLEDGE AND
INTEGRATION OF KNOWLEDGE AND
IDEAS
IDEAS
7. With prompting and support, describe
7. With prompting and support, describe the
the relationship between illustrations
relationship between illustrations and
and the story in which they appear
the text in which they appear (e.g., what
(e.g., what moment in a story an
person, place, thing, or idea in the text an
Illustration depicts).
illustration depicts).
All the literacy development is designed to reach standard 10:
Actively engage in group reading activities with purpose and understanding.
Nonfiction reading competencies are developed each week in science or social
science—ideally students work on only one nonfiction subject for five weeks so that
students learn that content and learn how to read nonfiction.
Writing: CCSSW.K.3 -- NARRATIVE (CPS Framework Assessment Specification)
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.
Pre-K teachers should adjust the specifics in this guide based on the
shorter school day and the Pre-K Priorities.
SOURCE of Common Core Standards cited in this guide: http://www.corestandards.org
The standards have been issued with a public license that allows them to be republished for any purpose
that supports the standards initiative. © Copyright 2010. National Governors Association Center for Best
Practices and Council of Chief State School Officers. All rights reserved.
The Speaking and Listening Standards are Keys to Learning
ACROSS the Curriculum
Comprehension and Collaboration
 SL.K.1 Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger groups.
__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.
 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.
Presentation of Knowledge and Ideas
 SL.K.4 Describe familiar people, places, things, and events and, with prompting and
support, provide additional detail.
 SL.K.5 Add drawings or other visual displays to descriptions as desired to provide
additional detail.
 SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
Students exercise Speaking and Listening competencies as they proceed through
the gradual release of responsibility.
Integrate the Conventions in Writing and Speaking (see the next page).
NETWORK 13 First Quarter 2014-15 Literacy Priorities
http://teacher.depaul.edu
Core Connections  2014
2
LANGUAGE
Kindergarten
This list is set up with lines so that you can check your students’ priorities for
this quarter.
CONVENTIONS IN WRITING AND SPEAKING
 1. Observe conventions of grammar and usage.
__a. Print most upper- and lowercase letters.
__b. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
__c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish,
wishes) when speaking.
__d. Understand and use the most frequently occurring prepositions in English (e.g.,
to/from, in/out, on/off, for, of, by, with) when speaking.
__e. Produce and expand complete sentences in shared language and writing
activities.
__f. Understand and use question words (e.g., who, what, where, when, why, how) in
discussions.
 2. Observe conventions of capitalization, punctuation, and spelling.
__a. Capitalize the first word in a sentence and the pronoun I.
__b. Name and identify end punctuation, including periods, question marks, and
exclamation points.
__c. Spell simple words phonetically using knowledge of sound-letter relationships.
3. (Begins in grade 3)
VOCABULARY ACQUISITION AND USE
 4. Determine word meanings (based on kindergarten reading).
__a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the
concepts the categories represent.
__b. Identify new meanings for familiar words and apply them accurately (e.g.,
knowing duck as a bird and learning the verb to duck).
__c. Use the most common affixes in English (e.g., -ed, -s, re-, un-, pre-, -ful, -less)
as a clue to the meaning of an unknown word.
 5. Understand word relationships.
__a. Build real-life connections between words and their use (e.g., note places at
school that are colorful).
__b. Distinguish shades of meaning among verbs describing the same general action
(e.g., walk, march, strut, prance) by acting out the meanings.
__c. Use common adjectives to distinguish objects (e.g., the small blue square; the
shy white rabbit).
__d. Demonstrate understanding of common verbs and adjectives by relating them to
their opposites (antonyms).
 6. Use newly learned words acquired through conversations, reading, and
responding to texts.
NETWORK 13 First Quarter 2014-15 Literacy Priorities
http://teacher.depaul.edu
Core Connections  2014
3
Kindergarten: First Quarter, September 1-14 Learning Priorities
Week of September 1
Week of September 8
Literature Genre
Reading
Literature
CCSSRL.K.1
Locate
information
 Take reading interest survey—can
Answer with
evidence
 Interpret cover of a book—what
be a counting or picture graphic
activity—“who likes stories?”
“What’s your favorite story?” “Who
likes to read about animals?” etc.
 Locate information in a picture.
 Identify parts of storybook.
 Answer questions about a story—
character traits--identify/infer character
traits based on actions.
does the picture tell us we will read?
 Answer questions about a picture.
 Answer questions about a story.
 Tell how you feel about a character—
and why.
 IDENTIFY/INFER CHARACTER
TRAITS—recommended: use
pictures and words to list GOOD
traits that we have.
Science
CCSSRI.K.1
Locate information
Draw and if appropriate write words
that answer these questions after
listening/looking to picture book or
video:
 What do you like about science?
 What do scientists do?
 Identify parts of a nonfiction book.
 Locate information in pictures in
response to questions.
Social Science  Draw and dictate words that answer  Identify parts of a nonfiction book.
these questions—if possible after
CCSSRI.K.1
 Draw and label pictures based on
Answer questions



listening/looking to story about
school—
What happens in our classroom?
How do we help each other?
What are the rules—why do we
need them?
FLUENCY FOCUS This week’s read aloud:
__rate
__comprehension
__expression
__diction
Word Patterns
Assess Phonics Knowledge
and Grammar
PHONICS FOCUS:
In addition to
scheduled sight
words include
phrases such as
Sight Words:
the Fry Phrases.
Writing
CCSSW.K.1-expository
 Assess knowledge of alphabet


letters
Begin focus on alphabet letters—
connect to phonics.
Draw pictures to tell about you.




school “tour, to answer these questions:
What happens in our school?
Who are the people?
What are the places?
How do people learn in school?
This week’s read aloud:
PHONICS FOCUS:
Sight Words:
 Alphabet letters (label or match pictures
with letter)
 Speak in sentences. (ongoing)
NETWORK 13 First Quarter 2014-15 Literacy Priorities
http://teacher.depaul.edu
Core Connections  2014
4
Kindergarten: First Quarter, September 15-28 Learning Priorities
Week of September 15
Week of September 22
Literature Genre
Reading Literature
CCSSRL.K.2
Answer with evidence—
story sequence.
 Use parts of a book to tell what a 
writer and an illustrator do.

 Identify an event in a story.

 Tell what you feel about the
Follow words on page
(ongoing)
 Tell what happened before and
Science
or
Social Science
 Locate information in pictures and  Locate information in pictures
CCSSRI.K.1
Locate information to
Answer questions
Locate information
Recommended: if you teach
both subjects each week,
emphasize the same reading
skill/strategy in each. .
FLUENCY FOCUS
__rate
__comprehension
__expression
__diction
Word Patterns and
Grammar
In addition to scheduled
sight words include phrases
such as the Fry Phrases.
Writing
CCSSW.K.3
narrative
event.

after it.
Explain what the actions of a
character show about the character’s
traits.
pictures in books in response to
questions.
 Start class picture-word display
--“Words we know about _____”
 Students dictate sentence of the
day—based on “what we learned
about”—including one word from
the word display. (Teacher could
post several student examples.)
Retell story sequence.
Tell what you feel about event
in the story.
Infer: Predict what will happen
in a story.
Relate that prediction to the
traits of a character.
This week’s read aloud:
and pictures in books in
response to questions.
 Continue class picture-word
display--“Words we know about
_____”
 Students dictate sentence of the
day—based on “what we
learned about”—including one
word from the word display.
The next day can start with
reading the sentences to
continue the content area
learning.
This week’s read aloud:
PHONICS FOCUS:
PHONICS FOCUS:
Sight Words:
Sight Words:
 Speak in sentences
 Draw story or part of story—
 Continue Speak in sentences –
relates to sequence of story –or
sort pictures that show sequence
of a story (this week’s literacy
focus)

this is an ongoing development
area
Draw story or part of story—or
narrate based on pictures;
relate to sequence of story
NETWORK 13 First Quarter 2014-15 Literacy Priorities
http://teacher.depaul.edu
Core Connections  2014
5
Kindergarten: First Quarter, September 29-October 12 Learning Priorities
Week of September 29
Week of October 6
 Retell story
 Recognize time, order
 Retell story with emphasis on sequence.
 Classify parts of a story—characters,
Literature Genre
Reading Literature
CCSSRL.K.2
Tell/retell stories
(ongoing)
actions, place.
 Identify/Classify parts of a story:  Infer what the actions tell about the
Characters Place
characters’ traits.
Actions
 Infer what the actions show
about the characters’ traits.
 Locate and classify information
Science or
Social Science
Classify information from books
and illustrations, guided by
teacher. Recommended: use
chart—paste or draw pictures to
complete chart.
CCSSRI.K.1
Classify information
Recommended: if you
teach both subjects each
week, emphasize the
same reading
skill/strategy in each.
FLUENCY FOCUS
This week’s read aloud:
__rate
__comprehension
__expression
__diction
Word Patterns and
PHONICS FOCUS:
Grammar
In addition to
scheduled sight words
include phrases such Sight Words:
as the Fry Phrases.
Writing
CCSSW.K.3
narrative
 Locate and classify information
Classify information from books,
videos, illustrations, guided by teacher
Recommended: use chart—paste or
draw pictures to complete chart.
This week’s read aloud:
PHONICS FOCUS:
Sight Words:
Recommended: Start project-alphabet pages for personal
alphabet book.
Recommended: Continue (ongoing)
project--alphabet pages for personal
alphabet book.
 Speak, write, or draw or
 Speak, write, or draw or sequence


sequence pictures to tell or retell
story.
Speak in sentences (ongoing)
Tell what your opinion of a story
is such as “I like it
because_____” or “This was my
favorite part: _____”
pictures to tell or retell story.
 Speak in sentences (ongoing)
 Tell what your opinion of a story is such
as “I like it because_____” or “This was
my favorite part: _____”
NETWORK 13 First Quarter 2014-15 Literacy Priorities
http://teacher.depaul.edu
Core Connections  2014
6
Kindergarten: First Quarter, October 13-26 Learning Priorities
Week of October 13
Week of October 20
 Summarize a story: who, what,
 Summarize a story: who, what, when,
Literature Genre
Reading Literature
CCSSRL.K.2
Summarize a story


Science
or
Social Science
when, where
Teacher guides students to
figure out the “message” or
theme.
Tell your opinion of a story
such as “I like it
because_____” or “This was
my favorite part: _____”
where
 Teacher guides students to figure out
the “message” or theme.
 Tell your opinion of a story such as
“I like it because_____” or “This was
my favorite part: _____”
 Continue to guide students to identify
 Locate information to use in
FLUENCY FOCUS
__rate
__comprehension
__expression
__diction
Word Patterns and
Grammar
In addition to
scheduled sight
words include
phrases such as the
Fry Phrases.
This week’s read aloud:
important information and
summarize—
 Locate information to use in teacherguided summary—what have we
learned about ___?
 Teacher and students list important
facts.
 Then with guidance, summarize what
you learned in a picture or in dialogue
with partner.
 Summaries will vary but include
important information.
This week’s read aloud:
PHONICS FOCUS:
PHONICS FOCUS:
Sight Words:
Sight Words:
Writing
CCSSW.K.2
Retell a story—
relates to literacy—
retell story you read
or experience you
had.
 Speak (dictate), write, or draw
 Speak (dictate), write, or draw or
or sequence pictures to tell or
retell story.
Speak in sentences (ongoing)
sequence pictures to tell or retell
story. Add details.
Speak in sentences (ongoing)
CCSSRI.K.2

Recommended: if you
teach both subjects
each week, emphasize
the same reading
skill/strategy in each.


teacher-guided summary—what
have we learned about __?
Teacher and students list
important facts. Then with
guidance, summarize what you
learned in a picture or in
dialogue with partner.
Summaries will vary but should
include important information.

NETWORK 13 First Quarter 2014-15 Literacy Priorities
http://teacher.depaul.edu
Core Connections  2014
7
Kindergarten: First Quarter, October 27-November 9 Learning Priorities
Week of October 27
Week of November 3 COMPREHENSIVE
ASSESSMENT
Reading Literature
CCSSRL.K.2
summarize
 Summarize a story: who,
Comprehensive Assessment
 Summarize who is in a story and what
happens in a story.
 Tell what the theme or lesson of the
story is—guided by teacher.
 Tell what your opinion of a story is such
as “I like it because_____” or “This was
my favorite part: _____”
Science
or
Social Science
 Locate/recall important
Literature Genre
CCSSRI.K.2
Locate information
then summarize



Recommended: if you
teach both subjects
each week, emphasize
the same reading
skill/strategy in each.
what, when, where
Give examples from the
story that support the
message or theme—guided
by teacher to decide what
that is.
information.
Teacher and students list
important facts.
Then with guidance,
summarize what you
learned in a picture or in
dialogue with partner.
FLUENCY FOCUS
This week’s read aloud:
__rate
__comprehension
__expression
__diction
Word Patterns and
PHONICS FOCUS:
Grammar
In addition to
scheduled sight words
include phrases such Sight Words:
as the Fry Phrases.
Writing
CCSSW.K.2
 Speak (dictate), write, or


draw or sequence pictures
to tell or retell story.
Speak in sentences
(ongoing)
Tell what your opinion of a
story is such as “I like it
because_____” or “This was
my favorite part: _____”
Comprehensive Assessment
 Tell information about a topic from
illustration and listening to text.
 Tell how you can learn from pictures
and words about a topic.
 Students demonstrate reading aloud
with fluency.
Comprehensive Assessment
 Recognize Phonemic/Phonics progress
 Organize sight words by topic
 Make own alphabet book—letters that
have been mastered
Comprehensive Assessment
assess ability to:
 Speak (dictate), write, or draw or
sequence pictures to tell or retell story.
 Speak in sentences (ongoing)
NETWORK 13 First Quarter 2014-15 Literacy Priorities
http://teacher.depaul.edu
Core Connections  2014
8