kindergarten q3 1207201… · web viewenglish language arts. 3. rd. nine weeks. kindergarten....

Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.

English Language Arts 3rd Nine Weeks Kindergarten

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR), so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

Shelby County Schools2015/2016

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How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:


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The TNCore Literacy Standards

The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards):

http://www.tncore.org/english_language_arts.aspx

Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:

http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:

http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced:

http://achievethecore.org/page/1112/text-set-project-building-knowledge-and-vocabulary

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.


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Curriculum Maps, Grades K-2

● Begin by examining the text(s) selected for the week and the target Reading Foundational Skills. Read them carefully and become familiar with both the text(s) and the target foundational skills for the week. At this grade band, decoding and language comprehension are of equal importance and need to be addressed fully every day.

● Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to a learning target in the center column. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text:

○ CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

○ CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.● Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.● Plan your weekly and daily objectives, using the learning target statements to help.● Study the suggested performance assessments in the right-hand column, and match them to your objectives.● When planning for the reading of a text, plan the questions you will ask each day using these three types of questions: those that derive

general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments. Remember that at this grade band complex text will probably need to be addressed through a read aloud or shared reading, as students have not fully mastered decoding skills well enough to tackle complex text on their own.

● Examine the other standards and skills you will need to address—writing, language skills, and speaking and listening skills.● Using your Journeys TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember

to include differentiated activities for small group instruction and literacy stations.

Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.


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TN DOE Curriculum Standards Learning Outcomes Content & Tasks

Week 1-Lesson 11Reading Selections Read Aloud: Every Season Big Book: Jump Into January and Holidays All

Year LongBig Idea: Different seasons bring changing weather.Reading Foundational SkillsRF.K.2d-Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.*(This does not include CVCs ending with /l/, /r/ or /x/.)RF.K.3b-Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.RF.K.3c-Read common high-frequency words by sight (e.g., come, me).RF.K.4-Read emergent-reader texts with purpose and understanding.

Strategies and Skills Review letter/sounds: short and long a/a/ Blend words Build words Phonics activities aligned with whole/small group content:

Istation student icon, click on “early reading” and then on “activities” https://secure.istation.com/

Learning Targets (I Can…) Review the letter sounds for “a.” Read the words in a book in the right order. Write words the same way every time. Match long and short vowel sounds with the letters that

go with them. Read common sight words.

Fluency Listen to fluent reading. Practice reading fluently.

Print Concepts, Phonemic Awareness, Phonics, Fluency Final Sounds: TE pp. T24, 32, 48, 58-59, 68-69 Review Letter Aa Short a and Long a Vowels and Consonants Blending Words Pause for Punctuation

Performance Assessments Journeys Progress Monitoring, Lesson 11 Journeys Grab-and-Go Assessments, Lesson 11 SCS Kindergarten Report Card Assessment Book Teacher-created

Literacy Station Activities Phonemic Awareness/Phonics/Word study station: Journeys flip

charts, alphabet manipulatives, letter matching, match pictures with the same middle sounds (focus on review of short and long /a/), additional activities:http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part2.pdf

Reading Literature and Informational TextRI.K.3-With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.RI.K.6-With prompting and support, name the author and illustrator and define the role of each.RI.K.7-Describe relationships between illustrations and the text.RI.K.9-With prompting and support, identify similarities in and differences between texts on the same topic.

Strategies and SkillsComprehension Skills Compare and Contrast Text and Graphic Features

Comprehension Strategy Question

Learning Targets (I Can…) Ask and answer questions about important details in


Performance Task-Optional Discuss how the illustrations help support the text.

Text Dependent Questions What are the four seasons discussed in the story? (key details)


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http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part2.pdf

https://secure.istation.com/




Related Science StandardKindergarten: Standard 8-The earth is surrounded by an active atmosphere and an energy system that controls the distribution of life, local weather, climate, and global temperature.

texts. Find the reasons an author gives to make the information

more clear. Describe how two books about the same thing are alike

and different

Why does the author begin with the month January and end with December? (author’s purpose)

We read two stories this week about seasons. In the story Jump into January, the author does not mention the seasons for the months. How do we know that the seasons are changing in the story? What evidence can you find to support your answer? (intertextual connections)

Literacy Station Activities Comprehension station: Journeys flip chart, listening

station/audio book, illustrate a story using details, review previously taught skills, additional activities:http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.K.9: With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Read

ing

Level 1: EnteringCompare and contrast basic similarities in and differences between two texts on the same topic with pictures and/or single words.

Level 2: EmergingLocate and classify information that identifies basic similarities in and differences between two texts on the same topic using pictures and/or phrases and short sentences.

Level 3: DevelopingUse clues to identify basic similarities in and differences between two texts on the same topic with visual support using key vocabulary in simple, related sentences.

Level 4: ExpandingCompare and contrast the basic similarities in and differences between two texts on the same topic using key vocabulary in expanded and some complex sentences.

Level 5: BridgingMake connections to the basic similarities in and differences between two texts on the same topic using precise vocabulary in multiple, complex sentences.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAsWriting/ResearchW.K.3-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.W.K.6-Explore digital tools to produce and publish writing.

Strategies and Skills Narrative Writing Focus Trait: Word Choice

Learning Targets (I Can…) Draw or write to tell an organized story about something

that has happened. Use a computer or tablet to publish my writing.

Routine Writing Teacher’s Edition pp. T29, 45, 57, 67, 73 Story Sentences

Daily/ Weekly writing Draw and label Journal Shared writing activities Dictation

Writing Tasks Draw and write about your favorite kind of weather.


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http://www.livebinders.com/play/play?id=1089921%20

http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdf%20



TN DOE Curriculum Standards Learning Outcomes Content & TasksSpeaking and ListeningSL.K.6-Speak audibly and express thoughts, feelings, and ideas clearly.

Strategies and SkillsOpening Routines Teacher’s Edition pp.T12-13, T30-31,T46-47,T58-59,

T68-69 Dig Deeper pp. T52-T53 Classroom Conversation p. T71

Learning Targets (I Can…) Speak so that others understand me. Share my thoughts, feelings or ideas clearly.


LanguageL.K.1a-Print many upper- and lowercase letters.L.K.1b-Use frequently occurring nouns and verbs.L.K.2c-Write a letter or letters for most consonant and short vowel sounds (phoneme).L.K.4a-Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

Strategies and Skills Figurative Language Sentence Parts: Subject Routine for explicit vocabulary instruction, TNCore K-3

Yearlong Reading Course, Classes 5, 6 & 7, p. 19 http://tncore.org/Login.aspx?page=training/reading_class/k-3_instructionhttps://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html

Learning Targets (I Can…) Print lots of upper and lowercase letters. Use nouns (words that name) and verbs (actions words). Write a letter or letters for most short vowel sounds. Use the new words I learn in different ways to show that I

know what they mean.

Vocabulary Daily Vocabulary Boost

Vocabulary for Explicit Instruction seasons, show, weather, store, tracks, explain, differences http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-teach-and-how-

detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Literacy Station Activities Vocabulary station: draw/label/match elements of different seasons,

illustrate activities done in different seasons, additional activities: http://www.fcrr.org/Curriculum/pdf/GK-1/V_Final.pdf

Language ArtsGrammar Focus Word Choice Story Sentences


Week 2-Lesson 14Reading Selections Big Book: Turtle Splash!


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http://achievethecore.org/page/61/which-words-do-i-teach-and-how-detail-pg


http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf


https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html


http://tncore.org/Login.aspx?page=training/reading_class/k-3_instruction%C2%A0%20





Read Aloud: Home for a Tiger, Home for a BearBig Idea: Animals have many different homes.Reading Foundational SkillsRF.K.2d-Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.RF.K.3a-Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.RF.K.3c-Read common high-frequency words by sight (e.g., all, one, zero, they, you, of, two, or, on, three).RF.K.3d-Distinguish between similarly spelled words by identifying the sounds of the letters that differ.RF.K.4-Read emergent-reader texts with purpose and understanding.

Strategies and Skills Pronounce and isolate Bb /b/ Blend Phonemes Strategies for systematic and explicit phonemic

awareness and phonics instruction in Unit 3 of the TNCore Summer Training 2013 http://tncore.org/english_language_arts/instructional_resources/k-3/summer2013k3.aspx

Phonics activities aligned with whole/small group content: Istation student icon, click on “early reading” and then on “activities” https://secure.istation.com/

Learning Targets (I Can. . .) Identify Bb /b/ at the initial and ending positions in words. With support, build and read simple words with sounds

that we have studies so far. Change the initial, medial, or final sound to create a new

word. Recognize high frequency words.

Fluency Listen to fluent reading. Practice reading fluently. Read with expression.

Print Concepts, Phonemic Awareness, Phonics, Fluency Letter/Sound: Bb /b/ Blending Words Word Building Blend Phonemes Read with Expression Concept of Word



charts, alphabet manipulatives, letter matching, match pictures with the same beginning/ending sound (focus on Bb, /b/), illustrate pictures with initial and final Bb /b/, additional activities: http://www.fcrr.org/curriculum/pdf/GK-1/Archive/P_Final_Part2.pdf

Reading Literature and Informational TextRI.K.3-With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.RI.K.7-With prompting and support, describe relationships between illustrations and the text.RI.K.8-With prompting and support, identify the reasons an author gives to support points in a text.RI.K.9-With prompting and support, identify similarities and differences between texts on the same topic.

Strategies and SkillsComprehension Skill Cause and Effect

Comprehension Strategy Infer/Predict

Learning Targets (I Can. . .) Ask and answer questions citing evidence from the text. Identify and explain the author’s meaning of a certain

point(s). Identify similarities and differences between texts on the


Performance Task-Optional Complete a graphic organizer about the cause and effect of the

turtles becoming startled.

Text Dependent Questions


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http://www.fcrr.org/curriculum/pdf/GK-1/Archive/P_Final_Part2.pdf


http://tncore.org/english_language_arts/instructional_resources/k-3/summer2013k3.aspx






same topic. Engage in group reading activities with purpose and

understanding.

In Turtle Splash, why does one turtle at a time leave the log? (general understanding)

In Home for a Tiger, Home for a Bear, what does the author want us to know about spiders’ homes? (author’s purpose)

On p. 9 in Home for a Tiger, Home for a Bear, the author states that the heron stands “statue-still.” What is the reason the heron does this? Use the illustrations to help support your answer. (inferences)


station/audio book, illustrate a story using details, illustrate animal homes, review previously taught skills, additional activities:http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdf

Writing/ResearchW.K.3-Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in order in which they occurred, and provide a reaction to what happened.W.K.5-Respond to questions/suggestions from peers and add details to strengthen writing.W.K.7-Participate in shared research and writing projects.

Strategies and Skills Narrative Writing Focus Trait: Organization

Learning Targets (I Can. . .) Draw/dictate/write to narrate an event or events in the

order in which they occurred and provide a reaction to what happened.

Add details to strengthen my writing. Participate in shared research and writing projects about

animal homes.

Routine Writing Teacher’s Edition pp. T311, T327, T339, T349, T355

Daily/Weekly Writing Draw, write, and label Journal Shared Writing Activities

Writing Tasks Draw/dictate/write to narrate an event or events in the order in which

they occurred and provide a reaction to what happened. Draw/dictate/write about animals that live in a pond.

Speaking and ListeningSL.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.2-Confirm understanding of a text read aloud, information presented orally, or through other media by asking/answering questions and requesting clarification.SL.K.6-Speak audibly and express thoughts, feelings, and ideas clearly.

Strategies and SkillsOpening Routines Teacher’s Edition pp. T294-295, T312-313, T328-329,

T340-341, T350-351 Dig Deeper T334-337 Classroom Conversations T3523-353

Learning Targets (I Can. . .) Continue to learn and follow classroom rules and

procedures. Continue to learn and follow classroom rules for

conversation and discussion. Participate in group discussions.



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TN DOE Curriculum Standards Learning Outcomes Content & Tasks Learn appropriate listening and speaking skills. Ask and answer questions from teacher and classmates. Speak clearly and understandably.

LanguageL.K.1f-Produce and expand complete sentences in shared language activities.L.K.2d-Spell simple words phonetically drawing on knowledge of sound-letter relationships.L.K.5a-Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

Strategies and Skills Vocabulary Strategies Classify and Categorize Number Words Routine for explicit vocabulary instruction, TNCore K-3


Learning Targets (I Can. . .) Print all upper- and lowercase letters. Classify number words. Use words and phrases acquired through conversations,

reading and being read to, while responding to text.


Vocabulary for Explicit Instruction shade, burrow, patient, illustration, cause/effect, scatter http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-teach-and-how-

detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Literacy Station Activities Vocabulary station: draw/label/match animals and their homes,

illustrate number words, additional activities: http://www.fcrr.org/Curriculum/pdf/GK-1/V_Final.pdf

Language ArtsGrammar Focus Verbs in the Past Tense


Week 3-Lesson 15Reading Selections Big Book: What a Beautiful Sky!

Read Aloud: How Many Stars in the Sky?Big Idea: The sky is full of wonders.Reading Foundational SkillsRF.K.3a-Demonstrate basic knowledge of one-to-one correspondences by producing the primary or

Strategies and Skills Identify /a/, /n/, /f/, /b/

Print Concepts, Phonemic Awareness, Phonics, Fluency Review letter/sounds /a/, /n/, /f/, /b/ Word Building


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TN DOE Curriculum Standards Learning Outcomes Content & Tasksmany of the most frequent sounds for each consonant.RF.K.3b-Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.RF.K.3c-Read common high frequency words by sight.RF.K.4-Read emergent-reader texts with purpose and understanding.

Blend Phonemes Strategies for systematic and explicit phonemic



Learning Targets (I Can. . .)Recognize high frequency words Identify /a/, /n/, /f/, /b/ at the initial position in spoken

words. Change the initial, medial, or final sound to create a new

spoken word. With support, build and read simple words with sounds

we have studied so far.


Blend Phonemes Middle Sound Read with Expression Concept of Word

Performance Assessments Journeys Grab-and-Go Assessments, Lesson 15 SCS Kindergarten Report Card Assessment Book Teacher-created


charts, alphabet manipulatives, letter matching, match pictures with the same middle sounds /Ii/ (focus on review of short and long /a/, /n/, /f/, /b/), additional activities:http://www.fcrr.org/curriculum/pdf/GK-1/PA_Final_Part5.pdfhttps://www.engageny.org/ccls-ela/rfk3a

Reading Literature and Informational TextRL.K.3-With prompting and support, identify characters, settings, and major events in a story.R.L.K.7-With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).RI.K.8-With prompting and support, identify the reasons an author gives to support points in a text.RI.K.9-With prompting and support, identify similarities in and differences between texts on the same topic.

Related Science Standard

Strategies and SkillsComprehension Skill Sequence of Events

Comprehension Strategy Analyze/Evaluate

Learning Targets (I Can. . .) Retell a story in order using words such as first, next, and

last. Ask and answer questions citing evidence from the text. Identify similarities in and differences between texts on

the same topic.

Performance Assessments Journeys Benchmark, Lesson 15 Journeys Unit Tests, Unit 3 Journeys Grab-and-Go Assessments, Lesson 15 SCS Kindergarten Report Card Assessment Book Teacher-created

Performance Task-Optional Describe the sequence of events using the illustrations to assist.

Text Dependent Questions In How Many Stars in the Sky, why does the boy begin counting

stars? (general understanding)


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https://www.engageny.org/ccls-ela/rfk3a

http://www.fcrr.org/curriculum/pdf/GK-1/PA_Final_Part5.pdf






TN DOE Curriculum Standards Learning Outcomes Content & TasksKindergarten: Standard 6-The cosmos is vast and explored well enough to know its basic structure and operational principles.

Why isn’t the boy able to count any stars in the city? What types of illustrations does the author use that supports your answer? (author’s purpose)

In How Many Stars in the Sky, why does the boy ask the question, “How many stars in the sky” over and over? What evidence can you find to support your answer? (Inferences)


station/audio book, retelling cards illustrate a story using details, review previously taught skills, additional activities:http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RLK.3: With prompting and support, identify characters, settings, and major events in a story.

Read

ing

Level 1: EnteringIdentify and describe the main characters and setting of a story using single words, simple phrases.

Level 2: EmergingIdentify and describe the main characters and setting of a story using simple phrases and simple sentences with general vocabulary related to the story.

Level 3: DevelopingIdentify and describe the main characters and setting of a story using simple sentences with general and some specific vocabulary related to the story.

Level 4: ExpandingIdentify and describe the main characters and setting of a story using detailed sentence of varied lengths with specific and some technical vocabulary related to the story.

Level 5: BridgingIdentify and describe the main characters and setting of a story using complete, detailed sentences of varied lengths and types, using specialized vocabulary related to the story.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs

Writing/ResearchW.K.3-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.W.K.5-With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

Strategies and Skills Narrative Writing Focus Trait: Organization

Learning Targets (I Can. . .) Draw and label pictures of objects in the sky Add details to strengthen writing


Daily/Weekly Writing Draw, write, and label Journal Shared Writing Activities

Writing Tasks Draw/dictate/write to narrate a story Draw/dictate/write about something you can see in the

skySpeaking and Listening Strategies and Skills Performance Assessments


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TN DOE Curriculum Standards Learning Outcomes Content & TasksSL.K.1a-Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion.SL.K.3-Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Opening Routines Teacher’s Edition pp. T388-389, T406-407, T422-423,

T434-435, T444-445 Dig Deeper: T428-431 Classroom Conversation: T447

Learning Targets (I Can. . .) Participate in group discussions. Use appropriate listening and speaking skills. Ask and answer questions from teacher and classmates. Speak clearly and understandably.

Journeys Benchmark, Lesson 15 Journeys Unit Tests, Unit 3 Journeys Grab-and-Go Assessments, Lesson 15 SCS Kindergarten Report Card Assessment Book Teacher-created

LanguageL.K.2a-Capitalize the first word in a sentence and the pronoun I.L.K.1f-Produce and expand complete sentences in shared language activities.L.K.2d-Spell simple words phonetically drawing on knowledge of sound-letter relationships.L.K.2e-Spell untaught words phonetically.L.K.5-With guidance and support from adults, explore word relationships and nuances in word meanings.

Strategies and Skills Figurative Language: Simile (like, as) Statements Routine for explicit vocabulary instruction, TNCore K-3


Learning Targets (I Can. . .) Use periods at the end of statements. Label drawings using inventive spelling.


Vocabulary for Explicit Instruction setting, gazing, Milky Way, wonders http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-

teach-and-how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Literacy Station Activities Vocabulary station: draw/label/match pictures to similes,

illustrate activities done in sequential order, additional activities: http://www.fcrr.org/Curriculum/pdf/GK-1/V_Final.pdfhttp://www.fcrr.org/for-educators/sca_cc_l_k-1.asp

Language ArtsGrammar Focus Statements

Performance Assessments Journeys Benchmark, Lesson 15 Journeys Unit Tests. Unit 3 Journeys Grab-and-Go Assessments, Lesson 15 SCS Kindergarten Report Card Assessment Book Teacher-created


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http://www.fcrr.org/for-educators/sca_cc_l_k-1.asp












Week 4-Lesson 16Reading Selections Read Aloud: Dear Mr. Blueberry Big Book: What is Science and Benjamin Franklin, InventorBig Idea: Science is fun!Reading Foundational SkillsRF.K.2d- Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.*(This does not include CVCs ending with /l/, /r/ or /x/.)RF.K.3b-Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.RF.K.3c-Read common high-frequency words by sight (e.g., is, of, many, how, so, where).RF.K.4- Read emergent-reader texts with purpose and understanding.

Strategies and Skills Identify letter Ii short /i/ and long /i/ Blend Words Isolate middle sounds Strategies for systematic and explicit phonemic



Learning Targets (I Can…) Find and say the beginning, middle and last sound in

simple words. Look at words and figure them out by using what I know

about letters and sounds. Match long and short vowel sounds with the letters that go

with them. Read common sight words. Read and understand books at my level.

Print Concepts, Phonemic Awareness, Phonics, Fluency Middle Sounds, TE pp. T24, 32,48,58-59,68-69 Letter Ii short /i/ and long /i//: beginning and medial

sounds Blending Words Pause for Punctuation


Literacy Station Activities Phonemic Awareness/Phonics/Word study station:

Journeys flip charts, alphabet manipulatives, letter matching, match pictures with the same middle sounds (focus on short and long /i/), additional activities:http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part2.pdfhttp://www.fcrr.org/for-educators/sca_cc_rfs_k.asp

Reading Literature and Informational TextRL.K.2- With prompting and support, retell familiar stories, including key details.RL.K.3-With prompting and support, identify characters, settings, and major events in a story.R.L.K.7-With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

Strategies and SkillsComprehension Skill Details Main Idea

Comprehension Strategy Summarize



Performance Task-Optional Have students discuss with a partner what their favorite

study of science is and why.


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http://www.fcrr.org/for-educators/sca_cc_rfs_k.asp








TN DOE Curriculum Standards Learning Outcomes Content & Tasksstories.

Retell a story I know using important details from the story. Text Dependent Questions

What are the studies of science? (key details) In Dear Mr. Blueberry, on p. 16, what does the word

disappoint mean? (vocabulary) Our theme this week is that science can be fun. What

evidence can you find from both texts to support our theme? (intertextual connections)


station/audio book, illustrate the setting of the story using details, review previously taught skills, additional activities:http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdf

Writing/ResearchW.K.1-Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite season is…).

Strategies and Skills Opinion Writing Focus Trait: Organization

Learning Targets (I Can…) Draw or write to help me share what I think about a book.


Daily/ Weekly Writing Draw and label Journal Shared writing activities

Writing Tasks Draw and write about something scientific you would like

to study and tell why you would like to study it.Speaking and ListeningSL.K.2-Confirm understanding of a text read aloud, information presented orally, or through other media by asking/answering questions and requesting clarification.SL.K.5-Add drawings or visual displays to description to provide detail.SL.K.6-Speak audibly and express thoughts, feelings, and ideas clearly.

Strategies and SkillsOpening Routines Teacher’s Edition pp.T12-13,T30-31,T46-47,T58-59,

T68-69 Dig Deeper T52-55 Classroom Conversation T70-71

Learning Targets (I Can…) Tell what a story is about. Use drawings to help add details to what I share. Speak and share my ideas clearly.


Language Strategies and Skills Vocabulary


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TN DOE Curriculum Standards Learning Outcomes Content & TasksL.K.1d-Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).L.K.5a- Sort common objects into categories to gain a sense of concepts the categories represent.L.K.5c-Identify real-life connections between words and their use.

Classify and Categorize Science Words Questions Routine for explicit vocabulary instruction, TNCore K-3


Learning Targets (I Can…) Understand and use question words. Sort things into groups and use the names of the groups

to help me understand them better. Use the new words I learn in different ways to show that I


Daily Vocabulary Boost Literacy and Language Guide, p.T23

Vocabulary for Explicit Instruction study, retell, main idea, name (state) http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary station: draw/label/match elements science

words, sort science words into categories, additional activities:http://www.fcrr.org/Curriculum/pdf/GK-1/V_Final.pdfhttp://www.fcrr.org/studentactivities/v_023b.pdf

Language ArtsGrammar Focus Questions

Performance Assessments Journeys Progress Monitoring Journeys Grab-and-Go Assessments SCS Kindergarten Report Card Assessment Book Teacher-created

Week 5-Lesson 17Reading Selections Read Aloud: It IS the Wind Big Book: From Caterpillar to ButterflyBig Idea: Living things change as they grow.Reading Foundational SkillsRF.K.2d-Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.RF.K.3a-Demonstrate basic knowledge of letter-sound

Strategies and Skills Blend Phonemes Segment Phonemes Word Building Strategies for systematic and explicit phonemic

Print Concepts, Phonemic Awareness, Phonics, Fluency Blend Phonemes Segment Phonemes, TE pp. T118,126,142,152-153,162-

163 Letter/Sound Gg /g/


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http://www.fcrr.org/studentactivities/v_023b.pdf

http://www.fcrr.org/Curriculum/pdf/GK-1/V_Final.pdf











TN DOE Curriculum Standards Learning Outcomes Content & Taskscorrespondences by producing the primary or most frequent sound for each consonant.RF.K.3c-Read common high-frequency words by sight (e.g., find, from, but, this, came, on).



Learning Targets (I Can…) Say the beginning, middle and last sound in simple words. I can look at words and figure them out by using what I

know about letters and sounds. Say the most common sound for each consonant in the

alphabet. Read common sight words. Tell the difference between and read similar words by

looking at the letters that are different. Read and understand books at my level well.




Journeys flip charts, alphabet manipulatives, letter matching, word building cards, match pictures with beginning and ending sounds /g/, additional activities:http://www.fcrr.org/studentactivities/PA_037a.pdfhttp://www.fcrr.org/curriculum/pdf/GK-1/PA_Final_Part5.pdf

Reading Literature and Informational TextRL.K.3-With prompting and support, identify characters, settings, and major events in a story.RL.K. 7-With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).RL.K.4-Ask and answer questions about unknown words in a text.RI.K.3- With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.RI.K.7- With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

Strategies and SkillsComprehension Skill Sequence of Events Author’s Word Choice



books. Retell a story I know using important details from the

story. Tell the characters, setting and what happens in stories. Ask and answer questions about unfamiliar words.


Performance Task-Optional Complete a graphic organizer to sequence the life of a

butterfly.

Text Dependent Questions Why does the caterpillar get bigger every day? (general

understanding)


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http://www.fcrr.org/studentactivities/PA_037a.pdf




What does the word “stalks” mean on p.17 in It Is the Wind? (vocabulary)

At the end of It Is the Wind, the boy is able to fall asleep. Why is he able to fall asleep now? Give your reasons based off of evidence from the text. (inferences)


station/audio book, retelling cards, illustrate a story using details, review previously taught skills, additional activities:http://www.fcrr.org/for-educators/sca_cc_ri_k-1.asphttp://www.fcrr.org/studentactivities/c_010a.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.K.4: Ask and answer questions about unknown words in a text.

Read

ing

Level 1: EnteringAsk and answer questions about the meaning of content-based words and/or answer questions about high-frequency, unknown words in a leveled text using single words and short phrases.

Level 2: EmergingAsk and answer questions about the meaning of content-based words and/or answer questions about key words in a leveled text using pictures, phrases and short sentences.

Level 3: DevelopingAsk and answer questions about the meaning of key words in a leveled text using simple, related sentences.

Level 4: ExpandingAsk and answer questions about the meaning of key, unknown words in a grade-level text using expanded and some complex sentences.

Level 5: BridgingAsk and answer questions about the meaning of unknown words in a grade-level text using multiple, complex sentences.


Writing/ResearchW.K.1-Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite

Strategies and Skills Opinion Writing Focus Trait: Voice

Learning Targets (I Can…)

Routine Writing Teacher’s Edition pp. T123, T139 ,T151, T161, T167

Daily/ Weekly writing:


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http://www.fcrr.org/studentactivities/c_010a.pdf

http://www.fcrr.org/for-educators/sca_cc_ri_k-1.asp



TN DOE Curriculum Standards Learning Outcomes Content & Tasksseason is…). Draw or write to help me share what I think. Draw and label

Journal Shared writing activities

Writing Tasks Write a thank-you note to the author of your favorite book

from the week’s reading.Speaking and ListeningSL.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.1b Continue a conversation through multiple exchanges.


T152-153,T162-163 Dig Deeper: T146-149 Classroom Conversation: T164-165

Learning Targets (I Can…) Show that I know how to have good conversations with

my friends and teachers. Have a long conversation with another person.


LanguageL.K.1b- Use frequently occurring nouns and verbs.L.K.2d-Spell simple words phonetically drawing on knowledge of sound-letter relationships.L.K.2e-Spell untaught words phonetically.L.K.4a-Identify new meanings for familiar words and apply them accurately.

Strategies and Skills Multiple-Meaning Words Proper Nouns for Places, People and Pets Routine for explicit vocabulary instruction, TNCore K-3


Learning Targets (I Can…) Use proper nouns correctly. Use what I know about letters and sounds to spell easy

words. Spell untaught words phonetically. Figure out what words mean by thinking about what I

have read. Find new meanings for words I already know and use

them correctly.


Vocabulary for Explicit Instruction proper noun, patient, hare, predict, capitalize http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary station: context cards, match pictures with

words, sort, illustrate/label using proper nouns

Language ArtsGrammar FocusProper Nouns for Places, People, and Pets


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Use the new words I learn in different ways to show that I know what they mean.

Performance Assessments Checklist (Can students figure out new meanings of

words and use them correctly?) p.T155 Journeys Grab-and-Go Assessments, Lesson 17 SCS Kindergarten Report Card Assessment Book Teacher-created

Week 6-Lesson 18Reading Selections Read Aloud: One Dog Canoe Big Book: AtlanticBig Idea: The Atlantic Ocean is special.Reading Foundational SkillsRF.K.2d-Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.RF.K.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.RF.K.3c-Read common high-frequency words by sight (e.g., will, into, your, be, that who).RF.K.4-Read emergent-reader texts with purpose and understanding.

Strategies and Skills Identify letter Rr Blending Words Word Building Blend Phonemes Segment Phonemes Strategies for systematic and explicit phonemic





about letters and sounds. Say the most common sound for each consonant in the

alphabet. Read common sight words. Read and understand books at my level.

Print Concepts, Phonemic Awareness, Phonics, Fluency Blend Phonemes Segment Phonemes, TE pp, T212, 220, 236, 246-247,

256-257 Name/sound Letter Rr /r/ Vowels and Consonants Blending Words Read for Expression Retelling



Journeys flip charts, alphabet manipulatives, letter matching, match pictures with the same beginning/ending sounds /r/), review of previously taught skills, additional activities:https://www.engageny.org/ccls-ela/rfk2dhttp://www.fcrr.org/for-educators/sca_cc_rfs_k.asp

Reading Literature and Informational TextRL.K.3-With prompting and support, identify characters, settings, and major events in a story.

Strategies and SkillsComprehension Skill Author’s Purpose

Performance Assessments Journeys Progress Monitoring, Lesson 18


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https://www.engageny.org/ccls-ela/rfk2d






TN DOE Curriculum Standards Learning Outcomes Content & TasksRL.K.5-Recognize common types of texts (e.g., storybooks, poems).RI.K .2-Identify the main topic and retell key details.RI.K .3-With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.RI.K.8-Identify the reasons an author gives support points.

Figurative Language

Comprehension Strategy Analyze/Evaluate


texts. Tell who the author and illustrator are in nonfiction books

and what their jobs are. Find the reasons an author gives to make the information

more clear.

Journeys Grab-and-Go Assessments, Lesson 18 SCS Kindergarten Report Card Assessment Book Teacher-created

Performance Task-Optional Discuss what happens every time a new animal enters

the canoe.

Text Dependent Questions Why does the girl keep changing the type of canoe that

she and her dog are in? (general understanding) What does the author mean when she says on p. 4,

“ribbons of blue?” (author’s craft) Why does the frog jumping into the canoe make it tip

over? (opinions)


station/audio book, illustrate a story using details, review previously taught skills, additional activities:http://www.fcrr.org/for-educators/sca_cc_rlt_k-1.asphttp://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdf

Writing/ResearchW.K.1-Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite season is….).W.K.6-Explore digital tools to produce and publish writing.

Strategies and Skills Opinion Writing Focus Trait: Conventions

Learning Targets (I Can…) Draw or write to help me share what I think. Use a computer or tablet to publish my writing.

Routine Writing Teacher’s Edition pp. T217,233,244,255,260


Writing Tasks Write a letter to a friend. Opinion Writing: Friendly Letter, p.T261

Speaking and ListeningSL.K.2-Confirm understanding of a text read aloud, information presented orally, or through other media by asking/answering questions and requesting clarification.

Strategies and SkillsOpening Routines Teacher’s Edition pp. T200-201, 218-219,234-235,246-

247,256-257 Dig Deeper: T240-243

Performance Assessments Journeys Progress Monitoring, Lesson 18 Journeys Grab-and-Go Assessments, Lesson 18 SCS Kindergarten Report Card Assessment Book


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http://www.fcrr.org/for-educators/sca_cc_rlt_k-1.asp




SL.K.3-Ask and answer questions in order to seek help, get information, or clarify something that is not understood.SL.K.6-Speak audibly and express thoughts, feelings, and ideas clearly.

Classroom Conversation: T258-259

Learning Targets (I Can…) Tell what a story is about. Ask and answer a question about what I have heard. Speak and share my ideas clearly.

Teacher-created

LanguageLL.K.1b-Use frequently occurring nouns and verbs.L.K.1d-Understand and use question words.L.K.1f-Produce and expand complete sentences in shared language activities.L.K.4a-Use sentence-level context as a clue to the meaning of a word or phrase.

Strategies and Skills Context Clues Verbs in the Future Tense Routine for explicit vocabulary instruction, TNCore K-3


Learning Targets (I Can…) Use verbs in the future tense. Understand and use question words. Create longer complete sentences with my class. Show that I know how to write sentences correctly. Use context clues to learn the meanings of new words.

Vocabulary Daily Vocabulary Boost Read “At the Beach” Literacy and Language Guide, p.T211

Vocabulary for Explicit Instruction stroke, rhyme, clue, after, point, schools of fish http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary station: draw/label/match characters to words,

illustrate actions of the characters, additional activities: http://www.fcrr.org/Curriculum/pdf/GK-1/V_Final.pdf

Language ArtsGrammar Focus Verbs in the Future Tense


Week 7-Lesson 19Reading Selections Read Aloud: Nicky and the Rainy Day Big Book: Sheep Take a Hike


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Big Idea: A hike is very interesting!Reading Foundational SkillsRF.K.2d-Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.RF.K.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.RF.K.3c-Read common high-frequency words by sight (e.g., go, here, soon, for, they, up).RF.K.4-Read emergent-reader texts with purpose and understanding.

Strategies and Skills Identify letter Dd Blending Words Word Building Blend Phonemes Strategies for systematic and explicit phonemic






alphabet. Read common sight words.

Fluency Listen to fluent reading. Practice reading fluently. Pause for Punctuation Retelling

Print Concepts, Phonemic Awareness, Phonics, Fluency Add Phonemes Letter Dd /d/: Beginning and ending sound Blending Words



Journeys flip charts, alphabet manipulatives, word sorts, match or illustrate pictures with the same beginning/ending sound: /Dd/, review of previously taught skills, additional activities:https://www.engageny.org/ccls-ela/rfk4http://www.fcrr.org/for-educators/sca_cc_rfs_k.asp

Reading Literature and Informational TextRL.K.1-With prompting and support, ask and answer questions about key details in a text.RL.K.2-With prompting and support, retell familiar stories, including key details.RL.K.9-With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Strategies and SkillsComprehension Skill Cause and Effect Sequence of Events

Comprehension Strategy Question


Performance Task-Optional


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https://www.engageny.org/ccls-ela/rfk4









stories. Retell a story I know using important details from the

story. Tell what is the same and different about the actions of

characters in stories I know.

Use story sequence cards to retell the story or complete a story map.

Text Dependent Questions Why are Nicky and his siblings stuck inside of the

house? (general understanding) Every time Nicky suggests a place to visit, we see him

with his siblings in that new place. Do they go to each of those places in the story? Use evidence from the story to support your answer. (author’s craft)

In Sheep Take a Hike, how do you know that the “wooly fuzz” is important? Use evidence from the story to support your answer. (opinion)


station/audio book, illustrate a story using details, complete a graphic organizer with first, next and last, additional activities:http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RLK.2: With prompting and support, retell familiar stories, including key details.

Read

ing

Level 1: EnteringRetell story using single words, simple phrases and/or acting out the parts of the story.

Level 2: EmergingRetell story using simple phrases and simple sentences with general vocabulary related to the story.

Level 3: DevelopingRetell story using general and some specific vocabulary related to the story. Oral or written language with some phonological, syntactical or semantic errors is expected.

Level 4: ExpandingRetell the story in sequence using detailed sentences with specific and some technical language related to the story. Use sentences of varying lengths.

Level 5: BridgingRetell the story in sequence using complex detailed sentences. Make connections and use specialized language related to the story. Use a variety of sentence lengths and types.


Writing/ResearchW.K.1-Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite

Strategies and Skills Opinion Writing Focus Trait: Word Choice

Learning Targets (I Can…)

Routine Writing Teacher’s Edition, pp. T405, 421, 432, 442, 448

Daily/ Weekly Writing Draw and label


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TN DOE Curriculum Standards Learning Outcomes Content & Tasksseason is…) .W.K.5-Respond to questions/suggestions from peers and add details to strengthen writing.

Draw or write to help me share what I think. Listen to my friends’ ideas to help add details to my

stories.

Journal Shared writing activities

Writing Tasks Draw and write about something you would like about

going on a hike.Speaking and ListeningSL.K.1a-Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).SL.K.1b-Continue a conversation through multiple exchanges.SL.K.6-Speak audibly and express thoughts, feelings, and ideas clearly.

Strategies and SkillsOpening Routines Teacher’s Edition pp. T294-295, T312-313, T328-

329,T340-341,T350-351 Dig Deeper T334-337 Classroom Conversation T352-353

Learning Targets (I Can…) Listen and take turns when I am having conversations. Have a long conversation with another person. Speak and share my ideas clearly.


LanguageL.K.1b-Use frequently occurring nouns and verbs.L.K.4b-Use frequently occurring inflections and affixes as a clue to the meaning of unknown word.L.K.5b-Demonstrate understanding of verbs and adjectives by relating them to their opposites.L.K.5d-Distinguish shades of meaning among verbs by acting out the meaning

Strategies and Skills Antonyms Verbs in the Past Tense Routine for explicit vocabulary instruction, TNCore K-3


Learning Targets (I Can…) Use past tense verbs. Show that I know how to write sentences correctly. Use beginnings and endings of words to help me figure

out what they mean. Match some verbs and adjectives with their opposites. Tell how words are used in real – life.

Vocabulary Daily Vocabulary Boost Literacy and Language Guide, p.T305

Vocabulary for Explicit Instruction past, antonym, opposite, same, retell, cause/effect http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary station: verbs, illustrate/label opposites, word

sort, additional activities:http://www.fcrr.org/studentactivities/v_023a.pdfhttp://www.fcrr.org/curriculum/pdf/GK-1/V_Final.pdf

Language ArtsGrammar Focus Verbs in the Past Tense Opinion Sentence


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http://www.fcrr.org/curriculum/pdf/GK-1/V_Final.pdf

http://www.fcrr.org/studentactivities/v_023a.pdf













Week 8-Lesson 20Reading Selections Read Aloud: Duck & Goose Big Book: Curious George’s Dinosaur Discovery and

Exploring Land and WaterBig Idea: Scientists discover new things.Reading Foundational SkillsRF.K.2d-Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.RF.K.2e-Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.RF.K.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.RF.K.3b-Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.RF.K.3c-Read common high-frequency words by sight.RF.K.4-Read emergent-reader texts with purpose and understanding.

Strategies and Skills Review letters Blending Words Word Building Blend Phonemes Strategies for systematic and explicit phonemic




simple words. Make new words by changing a consonant or a vowel

Print Concepts, Phonemic Awareness, Phonics, Fluency Add Phonemes Medial sounds Blending Words Retelling

Performance Assessments Journeys Progress Monitoring, Lesson 20 Journeys Unit Test, Unit 4 Journeys Grab-and-Go Assessments SCS Kindergarten Report Card Assessment Book Teacher-created


Journeys flip charts, letter matching, match pictures with the same middle sounds (focus on review of short and long /i/), review previously taught skills, additional activities:


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sound in a word I already know. Look at words and figure them out by using what I know


alphabet. Match long and short vowel sounds with the letters that go


Fluency Listen to fluent reading. Practice reading fluently. Retelling.

http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part2.pdfhttp://www.fcrr.org/for-educators/sca_cc_rfs_k.asp

Reading Literature and Informational TextRL.K.2-With prompting and support, retell familiar stories, including key details.RI.K.7-With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

Strategies and SkillsComprehension Skill Sequence of Events Conclusions

Comprehension Strategy Visualize


texts. Retell a story I know using important details from the

story.

Performance Assessments Journeys Progress Monitoring, Lesson 20 Journeys Unit Test, Unit 4 Journeys Grab-and-Go Assessments, Lesson 20 SCS Kindergarten Report Card Assessment Book Teacher-created

Performance Task-Optional Use a graphic organizer to retell the story using: first,

next, last.

Text Dependent Questions Why are Duck and Goose fighting? (general

understanding) What does the word “complained” mean on p. 16?

(vocabulary) How has the behavior of Duck and Goose changed by

the end of the story? Give evidence from the story to support your answer. (opinions)


station/audio book, illustrate a story using details, use picture cards to retell a story, additional activities:


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TN DOE Curriculum Standards Learning Outcomes Content & Taskshttp://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

Read

ing

Level 1: EnteringDescribe connections between the illustration and text in using single words.

Level 2: EmergingDescribe connections between the illustration and text using a phrase and/or short sentences that represent ideas using formulaic sentence patterns and general, content-based vocabulary

Level 3: DevelopingDescribe connections between the illustration and text using simple sentences.

Level 4: ExpandingDescribe connections between the illustration and text using expanded and some complex sentences.

Level 5: BridgingDescribe connections between the illustration and text using multiple, complex sentences.


Writing/ResearchW.K.1-Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite season is…).W.K.5-Respond to questions/suggestions from peers and add details to strengthen writing.

Strategies and Skills Opinion Writing Focus Trait: Word Choice

Learning Targets (I Can…) Draw or write to help me share what I think. Listen to my friends’ ideas to help add details to my

stories.

Routine Writing Teacher’s Edition pp.T405,421,432,442,448


Writing Tasks Draw and write about your favorite dinosaur. Write About Reading, p.T430 Opinion Writing: Opinion Sentences, p. T449

Speaking and ListeningSL.K.1a-Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).SL.K.1b-Continue a conversation through multiple exchanges.


T434-435, T444-445 Dig Deeper T428-431 Classroom Conversation T446-447

Performance Assessments Journeys Unit Test, Unit 4 Journeys Grab-and-Go Assessments, Lesson 20 SCS Kindergarten Report Card Assessment Book Teacher-created


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TN DOE Curriculum Standards Learning Outcomes Content & TasksLearning Targets (I Can…) Show that I know how to have good conversations with

my friends and teachers. Listen and take turns when I am having conversations. Have a long conversation with another person.

LanguageL.K.1b-Use frequently occurring nouns and verbs.L.K.2a-Capitalize the first word in a sentence and the pronoun I.L.K.2c-Write a letter or letters for most consonant and short vowel sounds (phoneme).L.K.2e-Spell untaught words phonetically.L.K.5d-Distinguish shades of meaning among verbs by acting out the meaning.

Strategies and Skills Synonyms Verbs: Past, Present, Future Routine for explicit vocabulary instruction, TNCore K-3


Learning Targets (I Can…) Use verbs in the present, past, and future tenses. Capitalize the first word and the word “I” in a sentence. Write a letter or letters for most consonant and short

vowels sounds. Spell untaught word phonetically. Tell the difference between verbs that are almost alike.

Vocabulary Daily Vocabulary Boost Literacy and Language Guide, p.T399

Vocabulary for Explicit Instruction synonyms, conclude, argue http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary station: verbs, illustrate/label synonyms, word

sort, additional activities:, additional activities:http://www.fcrr.org/Curriculum/pdf/GK-1/V_Final.pdfhttp://www.fcrr.org/studentactivities/v_020b.pdf

Language ArtsGrammar Focus Verbs: Past, Present, Future

Performance Assessments Journeys Progress Monitoring, Lesson 20 Journeys Unit Test, Unit 4 Journeys Grab-and-Go Assessments, Lesson 20 SCS Kindergarten Report Card Assessment Book Teacher-created

Week 9-Lesson 21Reading Selections Read Aloud: Simon and Molly plus Hester Big Book: Zin! Zin! Zin! a Violin and Poems About MusicBig Idea: Musicians make music together.Reading Foundational Skills Strategies and Skills Print Concepts, Phonemic Awareness, Phonics, Fluency


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http://www.fcrr.org/studentactivities/v_020b.pdf












TN DOE Curriculum Standards Learning Outcomes Content & TasksRF.K.2d-Isolate and pronounce sounds in three-phoneme words.RF.K.3b-Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.RF.K.3c-Read common high-frequency words by sight (e.g., make, them, give, play, say, new).RF.K.4-Read emergent-reader texts with purpose and understanding.

Identify letter Oo Blending Words Word Building Blend Phonemes Strategies for systematic and explicit phonemic




simple words. Match long and short vowel sounds with the letters that go


Read and Write Oo Blend and Segment Phonemes, TE pp. T24,32,48,58-

59,68-69 Read with Expression Letter/Sound Short /o/ and Long /o/ Vowels and Consonants Blending Words



Journeys flip charts, alphabet manipulatives, letter matching, match pictures with the same middle sounds (focus on short and long /o/), additional activities:https://www.engageny.org/ccls-ela/rfk3bhttp://www.fcrr.org/for-educators/sca_cc_rfs_k.asp

Reading Literature and Informational TextRL.K.2-With prompting and support, retell familiar stories, including key details.RL.K.4-Ask and answer questions about unknown words in a text.RI.K.7-With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

Strategies and SkillsComprehension Skill Details Author’s Word Choice



stories. Retell a story I know using important details from the

story. Examine the author’s choice of words.


Performance Task-Optional Have students predict what will happen after Hester

moves in.Text Dependent Questions How does Simon feel when Hester moves in? (general

understanding) In Zin! Zin! Zin! a Violin and Poems About Music, what

does the word “hesitate” mean on p. 16? (vocabulary) We read two stories this week about people working or

playing together. How do we know that being able to work or play together is important for the characters? What evidence can you find to support your answer?


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https://www.engageny.org/ccls-ela/rfk3b







(intertextual connections)


station/audio book, illustrate a story using details, illustrate and label the instruments, additional activities:http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdf

Writing/ResearchW.K. 2-Use a combination drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.W.K. 7-Participate in shared research and writing projects.

Strategies and Skills Informative Writing Focus Trait: Organization

Learning Targets (I Can…) Draw or write to help me explain about a topic Help my class learn about a subject and then write about

it

Routine Writing Teacher’s Edition pp. T29, 45, 57, 67, 73


Writing Tasks Write a list of five things you like doing with other people Write About Reading, p. T54

Speaking and ListeningSL.K.1b-Continue a conversation through multiple exchanges.

Strategies and SkillsOpening Routines Teacher’s Edition pp. T12-13, T30-31, T46-47, T58-59,

T68-69 Dig Deeper pp. T52-T53 Classroom Conversation p. T71

Learning Targets (I Can…) Show that I know how to have good conversations with

my friends and teachers. Have a long conversation with another person.


LanguageL.K.1d-Produce and expand complete sentences in shared language activities.L.K.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.K.2c-Write a letter or letters for most consonant and short vowel sounds (phoneme).L.K.4a-Identify new meanings for familiar words and apply

Strategies and Skills Multiple Meaning Words Pronouns Routine for explicit vocabulary instruction, TNCore K-3


Vocabulary Daily Vocabulary Boost Vocabulary Reader: Friends

Vocabulary for Explicit Instruction duo, trio, pronoun, soar, predict http://achievethecore.org/content/upload/



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TN DOE Curriculum Standards Learning Outcomes Content & Tasksthem accurately.L.K.5c-Identify real-life connections between words and their use.

Learning Targets (I Can…) Create longer complete sentences with my class. Write a letter or letters for most consonant sounds. Find new meanings for words I already know and use

them correctly. Tell how words are used in real-life. Use the new words I learn in different ways to show that I



Literacy Station Activities Vocabulary station: draw/label/match instruments,

illustrate/label activities done with a team using pronouns, additional activities:http://www.fcrr.org/for-educators/sca_cc_l_k-1.asphttp://www.fcrr.org/Curriculum/pdf/GK-1/V_Final.pdf

Language ArtsGrammar Focus Pronouns( he, she, was) Suffixes (-ly, -ful)



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http://www.fcrr.org/for-educators/sca_cc_l_k-1.asp


kindergarten q3 1207201… · web viewenglish language arts. 3. rd. nine weeks. kindergarten....

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