Kindergarten Monthly Curriculum Map: READING
2009-2010
September
October
November
December
January
GLE/Unit
Reading
Concepts About Print
#5. Identify parts of books,
e.g., spine, cover, pages,
title, front, back.
(Ongoing)
Demonstrate book awareness,
e.g., hold book upright, turn
pages from top to bottom and
left to right.
Concepts About Print
Distinguish letters from words.
Emergently “read” familiar
books, i.e., recognize print
and pictures tell the story.
Concepts About Print
Recognize words are separated
by spaces.
Concepts About Print
Concepts About Print
Track printed words from left
to right demonstrating one-toone correspondence.
Identify types of everyday
print materials, e.g., poems,
newspapers, signs, labels and
storybooks.
Recognize printed letters, e.g.,
letters in child’s name.
Demonstrate independent
interest in reading-related
activities, e.g., independently
chooses a book and tells a
story to peers.
Reading
Phonemic
Awareness/Phonics
Identify both upper and
lower case letters of the
alphabet.
Phonemic
Awareness/Phonics
Phonemic
Awareness/Phonics
Phonemic
Awareness/Phonics
Demonstrate letter-sound
correspondences for 3 single
consonants.
Demonstrate letter-sound
correspondences for 3
additional single consonants.
Demonstrate letter-sound
correspondences for 2
additional single consonants.
Identify spoken words with
similar initial sounds.
Identify spoken words with
similar initial sounds.
Identify spoken words with
similar initial sounds.
Identify spoken words with similar
initial sounds.
Produce groups of words orally
that begin with the same initial
sounds.
Produce groups of words
orally that begin with the
same initial sounds.
Produce groups of words orally
that begin with the same initial
sounds.
Produce rhyming words orally in
response to spoken words.
Produce rhyming words orally
in response to spoken words.
Produce rhyming words orally in
response to spoken words.
Produce groups of words orally
that begin with the same initial
sounds.
Produce rhyming words orally in
response to spoken words.
Phonemic Awareness/Phonics
Demonstrate letter-sound
correspondences for 2 additional
single consonants.
Kindergarten Monthly Curriculum Map: READING
2009-2010
Identify spoken words with similar
ending sounds.
Blend up to three orally presented
phonemes
Segment and isolate initial,
medial and final sounds of
CVC (consonant-vowelconsonant) words.
Blend onset and rime to form
words, e.g., /d/ /o/g/ = dog.
Reading
High Frequency Words/
Fluency
High Frequency Words/
Fluency
High Frequency Words/
Fluency
High Frequency Words/
Fluency
High Frequency Words/
Fluency
Read or sing along with
correct expression and pace in
books, rhymes and songs.
(Ongoing.)
Read at least 6 of the 34 sight
words.
Read at least 10 of the 34 sight
words.
Read at least 14 of the 34
sight words.
Read at least 18 of the 34 sight
words. (Ongoing through May.)
Read at least 2 of the 34
sight words. (“a” and “I”)
Read decodable texts to practice
and gain fluency.(Through June.)
Identify patterns in books,
rhymes and songs. (Ongoingthrough April.)
Recognize some highfrequency words taught in
context.(Through June)
Reading
Vocabulary
Identify common words in
basic categories, i.e., can
give examples of favorite
foods or favorite colors.
Vocabulary
Vocabulary
Vocabulary
Vocabulary
Kindergarten Monthly Curriculum Map: READING
2009-2010
Reading
Reading Reflections/
Behaviors
Reading Reflections/
Behaviors
Reading Reflections/
Behaviors
Reading Reflections/
Behaviors
Reading Reflections/
Behaviors
Before Reading
Before Reading
Independently “read”
books for 5-10 minutes.
Reading
Comprehen
sion
Before Reading
Activate prior knowledge
to aid comprehension of
fiction and nonfiction
texts in terms of what is
true and what is not true.
(Ongoing.)
Before Reading
Before Reading
Use pre-reading strategies,
such as predicting and picture
walks,to set context for
reading and to aid
comprehension.(Ongoing.)
Use pre-reading strategies,
such as predicting, picture
walks and questioning to set
context for reading and to aid
comprehension.(Ongoing.)
Reading
Comprehen
sion
During Reading
Make predictions about
what may happen next.
During Reading
During Reading
During Reading
During Reading
Identify parts of a text that
seem important.(Ongoing.)
Identify parts of a text that
seem important.(Ongoing.)
Identify parts of a text
that seem
important.(Ongoing.)
Identify parts of a text that
seem important.(Ongoing.)
Create pictures from read-aloud
and shared readings.
Ask questions when things do not
make sense.(Through June.)
Reading
Comprehen
sion
After Reading
Answer literal and easy
inferential questions about
texts read aloud.
Express opinions about texts
and the reasons why, e.g., I
liked …, I did not like …
After Reading
After Reading
After Reading
After Reading
Identify the setting and
characters in a story.
(Ongoing.)
Identify the topic of a
nonfiction text.
Identify the setting, characters,
theme, conflict, and important
events of the plot in a story.
(Ongoing.)
Identify the setting,
characters and theme, in a
story. (Ongoing.)
Kindergarten Monthly Curriculum Map: READING
2009-2010
Oral
Reading
Listening
Focus on the speaker when
listening.
Listen to acquire
information and to respond
to questions.
Listening
Listening
Listening
Listening
Follow simple verbal two-step
directions.
Follow simple verbal two-step
directions.
Follow simple verbal threestep directions.
Follow simple verbal three-step
directions.(Until April-then add
four-step.)
Speaking
Speaking
Speaking
Writing Conventions
Writing Conventions
Writing Conventions
Follow simple verbal
directions.
Oral
Reading
Speaking
Take turns during
conversation.
Share information and ideas in
complete sentences.
Describe objects, events,
feelings, etc. with details or
examples.
Relate an experience or a
story in a logical sequence.
Speaking
Participate in group
discussion.
Use voice level fitting of
setting.
Recite short poems,
rhymes and songs.
Describe objects,
Writing
Writing Conventions
Write first name with
correct capitalization.
Use directionality of print
in writing—left to right,
top to bottom.
Writing Conventions
Kindergarten Monthly Curriculum Map: READING
2009-2010
Writing
Writing Process
Write name on paper.
Writing Process
Writing Genres, Traits,
and Crafts
Writing Genres, Traits,
and Crafts
Writing Genres, Traits,
and Crafts
Writing Genres, Traits,
and Crafts
Writing Genres, Traits, and
Crafts
Language
Arts:





Materials





Writing
Marzano
Vocabulary
:
Writing Process
Writing Process
Writing Process
Kindergarten Monthly Curriculum Map: READING
2009-2010
District
Assessmen
ts/CFA:
February
Reading:
March
April
May
June
Concepts About Print
Concepts About Print
Concepts About Print
Concepts About Print
Concepts About Print
Phonemic
Awareness/Phonics
Phonemic
Awareness/Phonics
Phonemic
Awareness/Phonics
Demonstrate letter-sound
correspondences for 3
additional single consonants.
Demonstrate letter-sound
correspondences for 3
additional single consonants.
Phonemic
Awareness/Phonics
Phonemic
Awareness/Phonics
Produce groups of words orally
that begin with the same initial
sounds.
Produce groups of words
orally that begin with the
same initial sounds.
Produce groups of words
orally that begin with the
same initial sounds.
Produce groups of words orally
that begin with the same
initial sounds.
Produce groups of words orally
that begin with the same
initial sounds.
Produce rhyming words orally
in response to spoken words.
Produce rhyming words orally
in response to spoken words.
Produce rhyming words orally
in response to spoken words.
Produce rhyming words orally
in response to spoken words.
Produce rhyming words orally
in response to spoken words.
Identify spoken words with
similar ending sounds.
Identify spoken words with
similar ending sounds.
Identify spoken words with
similar ending sounds.
Identify spoken words with
similar ending sounds.
Identify spoken words with
similar ending sounds.
Blend up to three orally
presented phonemes
Blend up to three orally
presented phonemes
Blend up to three orally
presented phonemes
Blend up to three orally
presented phonemes
Blend up to three orally
presented phonemes
Segment and isolate initial,
medial and final sounds of
Segment and isolate initial,
medial and final sounds of
Segment and isolate initial,
medial and final sounds of
Segment and isolate initial,
medial and final sounds of
Segment and isolate initial,
medial and final sounds of
Demonstrate letter-sound
correspondences for 2
additional single consonants.
Demonstrate letter-sound
correspondences for 2
additional single consonants.
Demonstrate letter-sound
correspondences for 2
additional single consonants.
Kindergarten Monthly Curriculum Map: READING
2009-2010
CVC (consonant-vowelconsonant) words.
CVC (consonant-vowelconsonant) words.
CVC (consonant-vowelconsonant) words.
CVC (consonant-vowelconsonant) words.
CVC (consonant-vowelconsonant) words.
Before Reading
Confirm meanings of unknown
words, using prior
knowledge, context, photos,
illustrations and diagrams.
(Through June.)
Identify the number of
syllables in three-syllable
words.
Identify the number of
syllables in three-syllable
words.
Identify the number of
syllables in three-syllable
words.
Identify letters matched to
short vowel sounds.
Substitute initial phoneme
sounds.
Substitute initial phoneme
sounds
Use common consonant
sounds with short vowels to
decode three letter words.
Identify letters matched to
short vowel sounds.
Identify letters matched to
short vowel sounds.
Use common consonant
sounds with short vowels to
decode three letter words.
Use common consonant
sounds with short vowels to
decode three letter words.
During Reading
Make connections between
text and self.(Through June,)
After Reading
Make text-to-self
connections.(Ongoing.)
After Reading
Retell information from a
story, using proper
sequence.(Ongoing.)
Reading
Reflections/Behaviors
Choose a book to read, and
share it with the teacher
and classmates.
Language
Arts:
Marzano
Vocabulary:
District
Assessments:



Reading
Reflections/Behaviors
Choose a book to read, and
share it with the teacher
and classmates.
