grade: kindergarten literacy document · grade: kindergarten literacy document draft 10/16/09 core...

GRADE: Kindergarten Literacy Document

DRAFT 10/16/09

Grade Level Expectation • Evidence of Learning/ELD Standard

Core Materials Leveled Literacy Library

Books throughout Pg #

Instructional Strategies

Balanced Literacy Throughout

Supplemental Materials Specific

to GLE Pg # Assessment

2.1.2 Understand how to create mental imagery. • Compose visual images from what is read aloud

and/or read by self (e.g. draw a picture to represent something that was read in a story).

B: Draw pictures to represent images from simple text read aloud. AB: Use words and/or phrases to verbally describe and draw pictures to represent images from story read aloud and/or shared reading. I: Use simple sentences to describe, draw, and label images from story read aloud/shared. A: Draw and use descriptive sentences to depict mental images that occur while reading.

Reading With Meaning: Teaching Comprehension in the Primary Grades, Debbie Miller, 2002

73-92

Read Aloud • Think Aloud • Discussion • Picture Response • Poetry

Discussion

Observation

Checklists

Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey Goudvis, 2007

130-137

Through the use of this Literacy Curriculum Guide, the literacy coaches, grade level teams and the curriculum department hope that you are better able to access our Core materials and locate those strategies that best meet the needs of our students. To use this curriculum guide…

• Locate the GLE • Find the Core material that best meets that GLE • Look up the strategies using the page numbers provided • Read for helpful strategies or theory to help guide your instruction

Core Materials of Pasco School District Strategies

from the Core

Materials

Ways to Assess the GLE

Supplemental with one copy in each

Building Professional Library


DRAFT 10/16/09

Core Materials - Kindergarten Guided Reading, Good First Teaching for All Children, Fountas and Pinnell, 1996

Phonics Lessons, Grade K, Letters, Words, and How They Work, Pinnell and Fountas, 2003

Word Matters, Teaching Phonics and Spelling in the Reading/Writing Classroom, Pinnell and Fountas, 1998


Interactive Read Alouds, Grades K-1: Linking Standards, Fluency, and Comprehension, Linda Hoyt, 2007

Creating a Foundation of Literacy for Life-Long Learners, Wood Walters 2008

Becoming Literate: One Step at a Time, Wood Walters, 2008

Suggested Instructional & Supplemental Materials

Guided Reading Shared Reading Interactive Read Aloud Word Study Supplemental Books

• Book Boxes • Leveled Literacy

Library books • White Boards • Post it notes • Graphic Organizers • Magna doodles • Magnetic letters • Reading Logs • Response journals • Literacy center

materials

• Highlighting tape • Cover up tape • Word Masks • Pointers • Easels • Big Books • Poem Boards • Post it notes • Puppets or props

for retelling

• White boards • Easels • Easel pads • Charts • Post it notes

• Magnetic boards • Magnetic letters • Pocket charts • Environmental print • Easel • Chart paper

• Reading Essentials; The Specifics You Need to Teach Reading Well, Regie Routman, 2003

• Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007

• Daily 5: Fostering Literacy Independence in the Elementary Grades, Boushey and Moser, 2006


Kindergarten Common Content Vocabulary

DRAFT 10/16/09

Math Language Arts Science Social Studies 1 above alphabet air accept 2 backward audience animal agreement 3 behind author characteristic America 4 below book common behavior 5 between capital letter compare calendar time 6 calendar caption describe city 7 count date different community 8 forward drawing energy country 9 greater than ending environment custom

10 heavier than ideas force family home 11 in front illustration gas flag 12 larger than label habitat holiday 13 less than letter (alphabet) heat honesty 14 lighter than make connections light job 15 line name liquid nation 16 longer period living neighborhood 17 match picture book magnet Pledge of Allegiance 18 more than prediction motion respect for law 19 next to print non-living respect for others 20 number publish observation responsibility 21 out retell plant rights 22 over sight words position rule 23 pattern sentence pulling seasons 24 shape spaces (between words) pushing state 25 shorter than spelling record today 26 smaller than word wall season tomorrow 27 set temperature truth 28 sort thermometer United States 29 taller than tools Washington 30 under weather weather

year yesterday

GRADE: Kindergarten K-4 EALR 1: The student understands and uses different skills and strategies to read.

Component 1.1: Use word recognition skills and strategies to read and comprehend text.

DRAFT 10/16/09






Supplemental Materials

Specific to GLE Pg # Assessment

1.1.1 Understand and apply concepts of print. • Use directionality when reading independently. • Identify title page, table of contents, author,

and illustrator of books. Recognize that print represents spoken language.

• Recognize the difference between word and sentences (e.g., know sentences start with capital letters and end with punctuation).

• Identify a word and its beginning and ending letters.

B: Recognize and use English concepts of print (e.g., alphabet, upper/lower case, directionality, words v. sentence, punctuation, parts of book).

Guided Reading, Good First Teaching for All Children, Fountas and Pinnell, 1996

21-29

170

Shared Reading • Big Books • Poem Boards

Kindergarten CAP Assessment

Teacher Checklist

Teacher Observation

Teacher developed Common Assessment

Phonic Lessons: Teaching Resources, Fountas and Pinnell,

2003 - Assessment, pg 6-15 and 38-48


71-102

209-306

Word Study

Exploring letters and words


67 Word Study • Early Learning


19

54-57

Interactive Read Aloud • Think Aloud • Anchor Lessons


51 Shared Reading • Big Books • Poem Boards


94-103

5

115

Modeled Writing

Shared Reading

Guided Reading Centers • Sentence Strip

Matching

GRADE: Kindergarten K-5 EALR 1: The student understands and uses different skills and strategies to read.


DRAFT 10/16/09








1.1.2 Understand and apply phonological awareness and phonemic awareness. • Substitute auditorially one phoneme for another

to make a new word (e.g., beginning and ending sounds; oddity tasks).

• Discriminate auditorially rhyme and identify rhyming words in response to an oral prompt.

• Manipulate and segment words orally by onset and rime.

• Segment and blend two and three phoneme words orally.

B: Recognize English phonemes that correspond to phonemes student already hears and produces. Recognize and respond to rhyming words ending with phonemes the student already hears and produces. Produce known words that begin with phonemes student already hears and produces. AB: Recognize English phonemes. Produce and respond to rhyming words ending with phonemes students already hear and produce. I: Orally manipulate and segment simple known words by onset and rime. Segment and blend words containing 2-3 phonemes. Orally identify syllables in known words. Use on-set and rime in word families to decode known words. A: Orally segment and blend known multi- syllabic words. Add, delete, and/or substitute one phoneme for another in initial and final positions to make a new word. T: Add, delete, or substitute one phoneme for another in initial, medial, and final positions to make a new word.

GRADE: Kindergarten EALR 1: The student understands and uses different skills and strategies to read. K-6


DRAFT 10/16/09








1.1.3 Apply understanding of oral language skills to develop reading skills. • Participate orally in discussions about stories

listened to and read (e.g., contribute who, what, when, where in retells; contribute explanations; generate and answer questions; and make comparisons).

B: Use gestures and single word responses to participate in a discussion of a story read aloud. AB: Use words and/or phrases to participate in a discussion of a story read aloud. I: Use simple sentences to participate in a discussion of a story listened to or read aloud A: Participate in a discussion of a story listened to or read aloud. T: Participate in a discussion of a story listened to or read aloud.


50

150-151

Interactive Read Aloud • Think Aloud • Discussion

Teacher Observation


57-75 Theory


27-29

125-128

166

Interactive Read Aloud • Think Aloud • Retelling • Questioning • Comparing


16 Shared Reading


108-109 Shared Reading

• Wall Stories



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1.1.4 Apply understanding of phonics. • Identify letters of the alphabet. • Identify common consonant sounds and short

vowel sounds. . • Use common consonant sounds with short

vowel sounds to decode three- and four-letter words.

• Use knowledge of phonics to read unfamiliar words in isolation and in context.

AB: Use knowledge of phonics associated with known sounds to read familiar words. I: Decode known words following common vowel patterns. Recognize that sounds are represented by different single letters and combinations of letters (e.g., fish and rough). A: Use knowledge of phonics to read familiar words. Decode words following patterns, word families, etc. T: Use knowledge of phonics to read unfamiliar words. Read words containing complex letter patterns/word families. Apply multi-syllabic decoding when reading two and three syllable words.


173

163-176 ABC Word Wall Word Study

Student Writing

Checklists


2003 - Assessment, pg 17-35 and 89-91


103-208

431-444

Word Study • Lessons • Centers


23

42

46-47

63-64

90-93

Word Study • Word Solving • Word Walls


49-52

Guided Reading • Think aloud Shared Reading • Modeling • Think Aloud • Songs Word Study


12 Shared Reading Modeled Writing


93 Read Aloud


Component 1.2: Use vocabulary (word meaning) strategies to comprehend text.

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1.2.1 Understand how to use resources to learn new word meanings. • Use simple resources with teacher guidance

(e.g., word banks, alphabet books or charts). B: Use a picture dictionary to demonstrate understanding of the meaning of new words. AB: Use pictures to gain meaning of new words. I: Use beginning dictionaries to locate the meaning of new words. A: Use a variety of simple resources to determine new word meanings. T: Use a variety of simple resources to determine new word meanings.


165-166 Theory


2003 - Assessment, pg 7


151 Interactive Read Aloud

Shared Reading

Phonics Lessons, Grade 1 Letters, Words, and How They Work, Pinnell and Fountas, 2003

71-74 Word Study

• Name Chart


78-81

88-89

199-205

Word Study


Component 1.2: Use vocabulary (word meaning) strategies to comprehend text.

DRAFT 10/16/09








1.2.2 Apply vocabulary strategies in grade-level text. • Use oral language structure, letters, and

pictures to predict and confirm word meaning, with teacher guidance.

• Use prior knowledge and context in read aloud and/or shared reading to predict meaning of unfamiliar words.

B: Use pictures to gain meaning of new words from text read aloud. Identify pictures from written labels or identify text words from pictures. I: Use pictures and letter clusters of unknown words to gain meaning of words. A: Use prefixes and suffixes to determine the meaning of unknown words. T: Use simple inflectional endings to determine the meaning of unknown words.


165-166 Theory


2003 - Assessment, pg 85-91



Shared Reading


431-440 Word Study


107-109

Shared Reading

Read Aloud • Think Aloud • Charts


57 Model Writing

Shared Reading


Component 1.3: Build vocabulary through wide reading.

DRAFT 10/16/09








1.3.1 Understand and apply new vocabulary. • Use oral vocabulary gained through listening to

a variety of read alouds from informational/expository text and literary/narrative text, including text from a variety of cultures and communities.

B: Produce simple vocabulary in response to a read-aloud from a variety of cultures and communities. AB: Use new vocabulary in simple sentences to discuss stories read aloud, including literary and informational texts. Use simple sentences to answer and ask questions and show understanding of new words. I: Increase oral and reading vocabulary by listening to and reading a variety of texts. A: Use new vocabulary in oral and written communication. T: Integrate new vocabulary from text into written and oral communication.


165-166 Theory

Teacher Observation

Discussion



Shared Reading




93

107-109

Shared Reading • Wall Stories • Big Books • Poem boards Read Aloud


Component 1.3: Build vocabulary through wide reading.

DRAFT 10/16/09








1.3.2 Understand and apply content/academic vocabulary. • Use content/academic vocabulary during class

discussions. B: Produce one-word responses to simple questions or a prompt. Use gestures to participate in discussions of short, illustrated stories and show understanding of vocabulary. AB: Use words and/or phrases to participate in discussions of short, illustrated stories and show understanding of vocabulary. I: Use descriptive sentences to discuss stories read aloud/independently. A: Use new vocabulary to explain and describe stories read aloud and independently. T: Participate orally in discussions using academic content vocabulary by generating and answering questions, contributing, explaining and making comparisons.


165-166 Theory


Component 1.4: Apply word recognition skills and strategies to read fluently

DRAFT 10/16/09








1.4.1 Know common sight words appropriate to grade-level. • Read selected sight words in isolation/lists. • Recognize common sight words in text. B: Recognize sight words. AB: Read introduced sight words. Use simple sentences with introduced sight words. I: Read introduced sight words. A: Use and read an increased number of sight words.


172 Word Walls


2003 - Assessment, pg 70-71

Checklists

Teacher created Common Assessment


371-400 Word Study


42-53

87-103

Word Study

• Word Walls


49-51

Shared Reading

Read Aloud

Guided Reading • Think Aloud • Mini Lessons


13 Word List


145-146 Word Study • Word Walls

GRADE: Kindergarten EALR 2: The student understands the meaning of what is read. K-13

Component 2.1: Demonstrate evidence of reading comprehension

DRAFT 10/16/09








2.1.1 Understand how to use questioning when reading. • Ask and answer questions before, during, and

after read aloud, instruction/practice time, and independent reading.

B: Use gestures and single word responses to participate in a discussion of a story read aloud. Use gestures or one-word responses to answer literal comprehension questions before, during, and after simple text read aloud. Answer literal comprehension questions about pictures or phrases. AB: Use words and/or phrases to participate in a discussion of a story read aloud. Use words and/or phrases to answer questions before, during and after text read aloud. I: Use simple sentences to ask and answer questions before, during, and after text read aloud/shared. A: Use descriptive sentences to ask and answer questions before, during, and after text read aloud/shared. T: Use specialized vocabulary to ask and answer questions before, during, and after text read aloud/shared.



Reading Essentials; The Specifics You Need to Teach Reading Well, Regie Routman, 2003

103-104

Observation and

Checklists

Discussion


123-140

Interactive Read Aloud • Think Aloud • Discussion • Question Web • Wonder Cards





DRAFT 10/16/09








2.1.2 Understand how to create mental imagery. • Compose visual images from what is read aloud

and/or read by self (e.g. draw a picture to represent something that was read in a story).

B: Draw pictures to represent images from simple text read aloud. AB: Use words and/or phrases to verbally describe and draw pictures to represent images from story read aloud and/or shared reading. I: Use simple sentences to describe, draw, and label images from story read aloud/shared. A: Draw and use descriptive sentences to depict mental images that occur while reading.


73-92

Read Aloud • Think Aloud • Discussion • Picture Response • Poetry

Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007

17

Ch 9

130-137

Discussion

Observation

Checklists

2.1.3 Understand and determine important or main ideas and important details in text. • Identify important parts of

informational/expository text and literary/narrative text in a group discussion.

AB: Identify phrases that describe a picture or select a picture described by a phrase. W I: Identify the main idea and details in simple text. W A: Identify the main idea and details in simple text. W Use descriptive sentences to state the main idea and important details of text using specific story vocabulary. W T: Use specialized vocabulary to state the main idea and important details of grade level text. W


57



176-179

311

Discussion

Observation

Checklists

Running Record Reading With Meaning: Teaching Comprehension in the Primary Grades, Debbie Miller, 2002

141-155 Read Aloud • Discussion • Think Aloud



DRAFT 10/16/09








2.1.4 Understand how to use prior knowledge. • Make connections or identify similarities

between self and text, from a variety of cultures and communities, after read alouds and/or shared reading.

B: Draw picture to connect prior knowledge or experience to story read aloud AB: Use words and/or phrases to connect prior knowledge or experience to story read aloud/shared. I: Use simple sentences to connect prior knowledge or experience to a simple story. A: Use descriptive sentences to connect and express own experience to a prompt taken from a story to be a read aloud. T: Complete simple Graphic organizers to comprehend text, organize ideas, and independently activate prior knowledge.




17

220

Discussion

Observation

Running Record Reading With Meaning: Teaching Comprehension in the Primary Grades, Debbie Miller, 2002

Ch 5

53-72

Read Aloud • Think Aloud • Discussion • Venn Diagram



DRAFT 10/16/09








2.1.5 Understand how to infer/predict meaning.

• Use pictures and culturally relevant text read aloud and/or during shared reading to predict what will happen next; support predictions using information from the text.

• Make inferences orally before, during, and after hearing a story using prior knowledge, story structure, and prediction.

B: Use gestures, pictures or one-word responses to predict what will happen based on pictures in story read aloud. W AB: Answer literal comprehension questions about simple sentences (i.e., active, positive, present tense, statements with regular plurals). Use words and/or phrases to predict what will happen based on pictures in text read aloud. Indicate what will happen next in text composed of simple sentences (i.e. active, positive, present tense statements). I: Answer literal comprehension questions about simple text sentences including negatives, yes/no questions, simple past and future tenses, etc. Use simple sentences to make inferences about main character and to predict action during the reading process in story read aloud/shared. Identify the correct sequence and predict what will happen next in simple text. Use simple sentences to retell story in sequence and to identify story elements. A: Predict, confirm, and infer based on simple text. Respond to literal comprehension questions about text composed of sentences with irregular plurals, common irregular verbs, prepositional phrases, etc. Use descriptive sentences to predict, confirm, and infer based on pictures in story read aloud or during the reading process. T: Answer literal and inferential comprehension questions about grade level text. Use specialized vocabulary to make inferences using prior knowledge, predictions and text features.


33-40 Interactive Read Aloud


138-154

Discussion

Observation

Running Records


105-121

144-147

Modeling

Discussion

Read Aloud

Shared Reading • Thinking Aloud • Post-it Notes • 2 Column Form

GRADE: Kindergarten EALR 2 The student understands the meaning of what is read. K-17

Component 2.2: Understand and apply knowledge of text components to comprehend text.

DRAFT 10/16/09








2.2.1 Know story sequence. • Retell stories with correct sequence of events.

(Note: Story telling order can differ between cultures. For example, in some cultures the end of the story is told first).

B: Draw pictures to represent the sequence and story elements of simple literary text. AB: Indicate the correct sequence in text composed of simple sentences (i.e. active, positive, present tense statements). Use words and/or phrases to verbally describe or draw pictures to represent the sequence and story elements of simple literary text. I: Identify the correct sequence and predict what will happen next in simple text. Use simple sentences to retell story in sequence and to identify story elements. T: Identify the correct sequence and indicate what will happen next in grade level text.


79 Guided Reading


181-182

198

DRA

On-going assessments

Observations

District Kindergarten Retelling Assessment

Running Records




100-101

157

163-164

Shared Reading Read Aloud • Pair Share • Story Maps • Discussion


53 Shared Reading


108-109

Shared Reading • Wall Stories • Shared Reading • Poem Boards



DRAFT 10/16/09








2.2.2 Understand and apply features of printed text and electronic sources to locate and understand information. • Identify page numbers and titles in text. • Identify and use icons. B: Point to title, page numbers, table of contents and other text features. AB: Identify locations of title, page numbers, table of contents and other text features. I: Identify information orally from graphs and charts and use simple sentences to identify location of title, page numbers, table of contents and other text features. A: Identify information in simple sentences from charts and graphs. Use specific vocabulary to describe and explain story elements while retelling a story in sequence. T: Apply and interpret information orally from charts and graphs across the content areas. Analyze and apply knowledge of story elements when retelling a grade level text using specialized vocabulary from the text.


149

Shared Reading

Guided Reading

Read Aloud • NF Conventions • Mapping • Text Features


213-218 Teacher Observation



DRAFT 10/16/09








2.2.3 Understand story elements. • Identify story elements of character, setting, and

important events with teacher guidance. B: Draw pictures to represent the sequence and story elements of simple literary text. AB: Indicate the correct sequence in text composed of simple sentences (i.e. active, positive, present tense statements). Use words and/or phrases to verbally describe or draw pictures to represent the sequence and story elements of simple literary text. I: Identify information orally from graphs and charts and use simple sentences to identify location of title, page numbers, table of contents and other text features. A: Identify information in simple sentences from charts and graphs. Use specific story vocabulary to describe and explain story elements while retelling a story in sequence. T: Analyze and apply knowledge of story elements when retelling a grade level text using specialized vocabulary from the text.




101

District Kindergarten

Retell Assessment

Observation

Performances

Role Playing and Retell


93-104

Shared Reading

Read Aloud

Guided Reading • Venn Diagram • Discussion • Think aloud • Book Talk • Charting • Post-it Notes


Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and information text.

DRAFT 10/16/09








2.3.1 Understand similarities and differences within and between informational/expository and literary/narrative text. • Identify similarities in characters and settings

within and between culturally relevant literary/narrative texts read aloud and/or during shared reading.

• Identify common information about a topic within and between texts (e.g., all birds in the text build their nests on the ground).

B: Draw pictures to represent similarities in settings and common information in stories read aloud. AB: Answer questions about settings and basic information from pictures. Use phrases to identify similarities in characters and settings and common information found in texts read aloud. I: Use simple sentences to identify similarities and differences in settings and common information in texts read aloud. Answer questions about settings and common information from text consisting of simple sentences. A: Answer compare/contrast and cause/effect questions about written text. Use descriptive sentences to identify similarities and differences in settings, characters, and events of stories read aloud T: Describe and explain similarities and differences in settings, characters, and events of stories read aloud or in text.


89

219

223

Interactive Read Aloud

Discussion

Observation Reading With Meaning: Teaching Comprehension in the Primary Grades, Debbie Miller, 2002

142-156

Shared Reading

Read Aloud

Guided Reading • Story Maps • Discussion • Charting • Post-it Notes • Venn Diagram


Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and information text.

DRAFT 10/16/09








2.3.2 Understand concept of categories. • Sort objects by various attributes such as color,

size, and purpose. • Orally sort words by various attributes (e.g.,

food, animals, colors, shapes). B: Draw and sort pictures to group objects with common attributes. AB: Name and categorize objects according to common attributes. Use word and/or phrases to label objects grouped by common attributes or to complete teacher generated graphic organizer. I: Categorize objects according to common attributes. Use simple sentences to identify the common attribute of a group of objects, characters, or ideas. Use simple sentences to discuss information found in general reference materials (e.g., dictionary, encyclopedia, thesaurus). A: Use descriptive sentences to describe multiple common attributes of a sorted group of objects.


403-430 Word Study


Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.

DRAFT 10/16/09








2.4.1 Understand how to give personal responses and make connections to text. • Generate a personal response or make

connections to text based on a teacher prompt using information from a culturally relevant read aloud and/or shared reading.

AB: Use words or phrases to make generalizations and draw supported conclusions from text. W I: Use simple sentences to make generalizations and draw supported conclusions from text. W A: Use descriptive sentences to draw conclusions, make generalizations, and explain how to solve problems using information from a text.


9



99-101

108

Teacher Made Common Assessments

Discussion

Observation


58-65

99-100

Shared Reading

Guided Reading

Read Aloud • Post-it Notes • Journal entries • 2 Column Notes • Venn Diagram • Story Maps


118

121

124


Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.

DRAFT 10/16/09








2.4.2 Understand purposes of simple text. • Identify the purpose of every day printed

materials (e.g., signs, labels, newspapers, story books, lists, etc.)

I: Use simple sentences to identify facts that support the author’s word choice, purpose, tone, and use of persuasive devices. W A: Use descriptive sentences to identify and explain the author’s use of word choice, sentence structure and length, and tone. T: Explain the purposes for different commonly printed materials and compare and contrast different types of text.

Observation

GRADE: Kindergarten EALR 3: The student reads different materials for a variety of purposes. K-24

Component 3.1: Read to learn new information.

DRAFT 10/16/09








3.1.1 Understand that resources contain information needed to answer questions and solve problems. • Listen to and talk about information from a

variety of types of informational/expository text.

• Participate in whole-group discussions to generate questions and listen to informational/expository text for answers to those questions.

I: Follow simple directions composed of single words and/or phrases from a text to perform a task. A: Follow multi-step directions composed of simple sentences to perform a task (e.g., math problems).



Discussion Reading With Meaning: Teaching Comprehension in the Primary Grades, Debbie Miller, 2002

145-155

Read Aloud

Shared Reading

Guided Reading • Modeling • Discussion • Think Alouds • Convention Notebooks • Wonder Cards


Component 3.2: Read to perform a task.

DRAFT 10/16/09








3.2.1 Understand that signs and labels convey information. • Explain the meaning of labels and

environmental print. B: Match printed word with common school item. Use word, gesture or drawing to demonstrate comprehension of environmental print (e.g., school signs and labels in classroom). AB: Match phrase to label printed material (e.g., school signs, labels, environmental print). I: Use simple sentences to demonstrate comprehension of environmental print (e.g., school signs, labels, etc.) A: Use descriptive sentences to demonstrate comprehension of environmental print (e.g., school signs and labels in classroom).


36 Word Study • Labeling

Discussion

Observation

Student Writing Reading With Meaning: Teaching Comprehension in the Primary Grades, Debbie Miller, 2002

149

Shared Reading

Read Aloud

Writer’s Workshop


Component 3.4: Read for literary/narrative experience in a variety of genres.

DRAFT 10/16/09








3.4.1 Understand different perspectives of family, friendship, culture, and traditions found in literature. • Listen to and discuss a variety of literature

representing different perspectives of family, friendship, culture, and tradition and generate a personal response.

I: Use simple sentences to identify and discuss the culture and/or traditions described in a piece of literature. A: Use descriptive sentences to identify and discuss the culture and/or traditions described in a piece of literature.




209-220

272-273

Discussion

Observation

Student Work Reading With Meaning: Teaching Comprehension in the Primary Grades, Debbie Miller, 2002

98-101

Read Aloud Shared Reading Guided Reading • Personal Response • Discussion • Post-it Notes • 2 Column notes • Venn Diagram • Story Maps • Journal/ Rdg

Notebook • Book Clubs • Open ended response



DRAFT 10/16/09








3.4.2 Understand traditional and contemporary literature written in a variety of genres. • Listen to and provide a personal response to

literature including culturally relevant texts from a variety of genres by drawing, performing, and explaining.

I: Use simple sentences to identify and explain the purposes of different types of text (e.g., fairy tales, fables, narrative trade books). A: Use descriptive sentences to explain the purposes of different types of text (e.g. fairy tales, fables, informational trade books).


110 Theory


147

Discussion

Observation

Personal Response Journals

Student Work




98-101

Read Aloud Shared Reading Guided Reading • Personal Response • Discussion • Post-it Notes • 2 Column notes • Venn Diagram • Story Maps • Journal/ Reading

Notebook • Book Clubs • Open ended response


25 Modeled Writing



DRAFT 10/16/09








3.4.3 Understand that literature represents different cultures and traditions. • Identify and discuss the culture and/or traditions

represented in a story with teacher guidance.



Discussion

Observation

GRADE: Kindergarten EALR 4: The student sets goals and evaluates progress to improve reading. K-29

Component 4.2: Develop interests and share reading experiences.

DRAFT 10/16/09








4.2.1 Understand how readers choose books. • Identify favorite books and share reasons for the

choice with others. • Self-select books at an independent level and an

instructional level. B: Use word, phrase or gesture to indicate preference for certain books read aloud. AB: Use words and/or phrases to discuss favorite authors and texts read aloud. I: Use simple sentences to indicate preference for certain books read aloud. A: Use descriptive sentences to indicate preference for certain books read aloud. T: Use specialized vocabulary to indicate preference for certain books read aloud.


30-31 Guided Reading

• Book Talks Daily 5:Fostering Literacy Independence in the Elementary Grades, Boushey and Moser 2006

29

Discussion

Observation Reading With Meaning: Teaching Comprehension in the Primary Grades, Debbie Miller, 2002

40-47

97-98

Literature Study • Book Clubs Guided Reading • Just Right Books • Mini lessons Shared Reading Read Aloud • Modeling • Discussions • Think Aloud


71

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