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PIKEVILLE INDEPENDENT SCHOOLS
Page 1 of 2 2011-2012
“Every Child, Every Day” 2011-2012 ______________________ Reading Long Range Plans—Grade_Kindergarten_
School Calendar Days Topic Resources/ Assessments
August 2011
10 11 12 1-3 Kindergarten Kickoff / School Orientation
15 16 17 18 19 4-8
Recognize and produce rhyming words. Count words in sentences. Count syllables in words. Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Answer questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to text, text to world. Sequence of events. Character, & setting. Letters: Aa, Bb, Cc, Dd, Ee Ff, Gg, Hh, Ii. Jj, Kk, Ll, Mm RF.K.2a; RF.K.1c; RI.K.1a; RF.K. 2b; SL.K.2; RF.K 3c; RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; L.K.1a; L.K.1c L.K.1f; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RL.K.4; RI.K.4; RI.K.5; RI.K.6; Rl.K.6; RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; RI.K.3;RlL.K.8; RL.K.3; RL.K.3;
THE LITTLE SCHOOL BUS, Leveled readers, Decodable reader 1, Phonic stories, Sight Words, I and am. Read Aloud Anthology “Mary Had A Little Lamb,” Computer related programs
Assessments: letter recognition and Comprehension Skill CharacterFIX-IT DUCK, Leveled readers, Decodable readers 1 and 2,
Read Aloud Anthology “Mr. Spuffington Fixes It Himself,” Computer related programs.
Assessments: letter recognition and Comprehension Skill setting Use a combination of 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.2
22 23 24 25 26 9-13
Recognize and produce rhyming words. Count words in sentences. Count syllables in words. Identify sounds
that are the same or different. Identify and isolate medial sounds in spoken words. Know most common sound
associated with individual letters. Consonants. Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words
PLAIDYPUS LOST, Leveled Readers, Decodable Readers 2 and 3, Phonic stories, Sight words, the and little, Read Aloud Anthology, “The Three Little Kittens,” Assessments: Letter recognition, Sight Words, Comprehension Skill SequenceMISS BINDERGARTEN TAKES A FIELD TRIP, Leveled Readers, Decodable Readers 3 and 4,
PIKEVILLE INDEPENDENT SCHOOLS
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automatically.. Develop vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size,
color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set
purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Answer questions. Retell stories, including characters, setting and plot.
Make connections: text to self, text to text, text to world. Classify and categorize. Sequence of events.
Character, & setting. . Letters: Nn, Oo, Pp, Qq, Rr,Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz RF.K.2a; RF.K.1c; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a;SL.K.2; RF.K 3c; RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; L.K.1c; L.K.1d; L.K.1.f;L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RL.K.4; RI.K.4; RI.K.5; RI.K.6; Rl.K.6; RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2;
Phonic stories, Read Aloud Anthology, “Freshly Baked,” Assessments: Letter recognition, Sight words, Comprehension Skill Classify and categorize Use a combination of 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.2
29 30 31 14-16
Recognize and produce rhyming words. Count words in sentences. Count syllables in words. Identify sounds
that are the same or different. Identify and isolate medial sounds in spoken words. Know most common sound
associated with individual letters. Consonants. Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words
automatically.. Develop vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size,
color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set
purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Answer questions. Retell stories, including characters, setting and plot.
Make connections: text to self, text to text, text to world.
JULIUS, Leveled Readers, Decodable Readers4 and5, Phonic stories, Sight words, to and a,, Read Aloud Anthology, “The Three Little
Pigs,” Assessments: Letter recognition, Sight words,
Read the words, Read the Sentences, and Comprehension Skill character.
Use a combination of 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.2
PIKEVILLE INDEPENDENT SCHOOLS
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Classify and categorize. Sequence of events Letters Mm
RF.K.2a; RF.K.1c; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a;SL.K.2; RF.K 3c; RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; L.K.1c; L.K.1d; L.K.1.f;L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RL.K.4; RI.K.4; RI.K.5; RI.K.6; Rl.K.6; RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2;
↓
↓
September
1 2 17-18 ↑ ↑
X 6 7 8 9 19-22
Recognize and produce rhyming words. Count words in sentences. Count syllables in words. Identify sounds
that are the same or different. Identify and isolate medial sounds in spoken words. Know most common sound
associated with individual letters. Consonants. Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words
automatically.. Develop vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size,
color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set
purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Answer questions. Retell stories, including characters, setting and plot.
Make connections: text to self, text to text, text to world. Classify and categorize. Sequence of events
Letters Tt RF.K.2a; RF.K.1c; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a;SL.K.2; RF.K 3c; RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4;
L.K.1c; L.K.1d; L.K.1.f;L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RL.K.4; RI.K.4; RI.K.5; RI.K.6; Rl.K.6;
DIG DIG DIGGING, Leveled Readers, Decodable Readers 5 and 6, Phonic stories,
Sight words, to and a,, Read Aloud Anthology, “The Color Song,”
Assessments: Letter recognition, Sight words, Read the words, Read the Sentences, Comprehension Skill classify and character Use a combination of 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.2 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.K.8
PIKEVILLE INDEPENDENT SCHOOLS
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RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2;
12 13 14 15 16 23-27
Recognize and produce rhyming words. Count words in sentences. Count syllables in words. Identify sounds
that are the same or different. Identify and isolate medial sounds in spoken words. Know most common sound associated with individual letters. Consonants. Short
vowels. Phonograms, Word Families. Listen to models read aloud with accuracy, comprehension and
appropriate rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct
instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size,
color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set
purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Answer questions. Retell stories, including characters, setting and plot.
Make connections: text to self, text to text, text to world. Compare and contrast. Sequence of events
Letters Aa RF.K.2a; RF.K.1c; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; L.K.1c; LK.2c; RF.K.1d;RF.K.3a;SL.K.2;
RF.K 3c; RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; L.K.4a; L.K.4b; L.K, 5a; L.K.5b;
L.K.5c; L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RL.K.4;RL.K. 9;RI.K.9; RI.K.4; RI.K.5; RI.K.6; Rl.K.6; RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.4; RL.K.1;
RL.K.2; RL.K.3; RI.K.2; L.K.1a; L.K.1b; L.K.1f;
LIFE IN AN OCEAN, Leveled Readers, Decodable Readers 6 and 7, Phonic stories, Sight word: have and is, Read Aloud Anthology, “Baby Beluga” Assessments: Letter recognition, Sight Words Read the words, Read the Sentences, Comprehension Skill: Compare and contrast Use a combination of 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.2 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.K.8
19 20 21 22 23 28-32
Recognize and produce rhyming words. Count words in sentences. Count syllables in words. Identify sounds
that are the same or different. Identify and isolate medial sounds in spoken words. Know most common sound
associated with individual letters. Consonants. . Short vowels. Phonograms, Word Families. Listen to models
read aloud with accuracy, comprehension and
ARMADILLO’S ORANGE, Leveled Readers, Decodable Readers 7 and 8, Phonic stories, Sight words: have and is, Read Aloud Anthology, “The Mitten” Assessments: Letter recognition, Sight Words, Read the words, Read the Sentences, Comprehension Skill: Setting
PIKEVILLE INDEPENDENT SCHOOLS
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appropriate rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct
instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size,
color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set
purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Answer questions. Retell stories, including characters, setting and plot.
Make connections: text to self, text to text, text to world. Compare and contrast. Sequence of events
Letter Ss RF.K.2a; RF.K.1c; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a;SL.K.2; RF.K 3c;
RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6;R.K.4l SL.K.5;
SL.K.6; SP.K.5; RL.K.6; RI.K.6; RL.K.4;RL.K. 9;RI.K.9; RI.K.4; RI.K.5; RI.K.6; Rl.K.6; RL.K.6; RI.6;
RF.K.4; SL.K.4; RL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; RL.K.1,2,3,5,6,7,9; RF.K.1a,b,c,d; RF.K.2a;
RF.K.3a, Rl.K.1; Rl.K.2; Rl.k.4,5; SL.K.1a,2,3,4; W.K. 2; L.K.1a; L.K.1b; L.K.1f;
Use a combination of 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.2 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.K.8
26 27 28 29 30 33-37
Recognize and produce rhyming words. Count words in sentences. Count syllables in words. Identify sounds
that are the same or different. Identify and isolate medial sounds in spoken words. Know most common sound
associated with individual letters. Consonants. . Short vowels. Phonograms, Word Families.Listen to models
read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words
automatically.. Develop vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size,
color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set
purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Answer questions.
ANIMAL BABIES IN GRASSLANDS, Leveled Readers, Decodable Readers 8 and 9, Phonic
stories, Sight words: we, my and like. Read Aloud Anthology, “All Night Near the Water”
Assessments: Letter recognition, Sight Words, Read the words, Read the Sentences, Comprehension Skill: Main Idea Use a combination of 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.2 With guidance and support from adults,
PIKEVILLE INDEPENDENT SCHOOLS
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Retell stories, including characters, setting and plot. Make connections: text to self, text to text, text to world.
Compare and contrast. Sequence of events Letters Pp
RF.K.2a; RF.K.1c; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a;SL.K.2; RF.K 3c;
RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6;R.K.4l SL.K.5;
SL.K.6; SP.K.5; RL.K.6; RI.K.6; RL.K.4;RL.K. 9;RI.K.9; RI.K.4; RI.K.5; RI.K.6; Rl.K.6; RL.K.6; RI.6;
RF.K.4; SL.K.4; RL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; RL.K.1,2,3,5,6,7,9; RF.K.1a,b,c,d; RF.K.2a;
RF.K.3a, Rl.K.1; Rl.K.2; Rl.k.4,5; SL.K.1a,2,3,4; W.K. 2; L.K.1a; L.K.1b; L.K.1f;
recall information from experiences or gather information from provided sources to answer a question. W.K.8
October
3 4 5 X X 38-40
Recognize and produce rhyming words. Count words in sentences. Count syllables in words. Identify sounds
that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken
words. Know most common sound associated with individual letters. Consonants. . Short vowels.
Phonograms, Word Families.Listen to models read aloud with accuracy, comprehension and appropriate
rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct
instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size,
color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set
purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Answer questions. Retell stories, including characters, setting and plot.
Make connections: text to self, text to text, text to world Compare and contrast. Main idea. Realism and fantasy.
BEAR SNORES ON, Leveled Readers, Decodable Readers 9 and 10 Phonic stories Sight words: we, my and like. Read Aloud Anthology, “How The Bear Lost Its Tail,”
Assessments: Letter recognition, Sight Words, Read the words, Read the Sentences, Comprehension Skill: Realism and Fantasy Use a combination of 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.2 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.K.8
PIKEVILLE INDEPENDENT SCHOOLS
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Sequence of events. Letters Cc
RF.K.2a; RF.K.1c; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a;SL.K.2; RF.K 3c;
RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6;R.K.4l SL.K.5;
SL.K.6; SP.K.5; RL.K.6; RI.K.6; RL.K.4;RL.K. 9;RI.K.9; RI.K.4; RI.K.5; RI.K.6; Rl.K.6; RL.K.6; RI.6;
RF.K.4; SL.K.4; RL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; RL.K.1,2,3,5,6,7,9; RF.K.1a,b,c,d; RF.K.2a;
RF.K.3a, Rl.K.1; Rl.K.2; Rl.k.4,5; SL.K.1a,2,3,4; W.K. 2; L.K.1a; L.K.1b; L.K.1f;
X 11 12 13 14 41-44
Recognize and produce rhyming words. Count words in sentences. Count syllables in words. Identify sounds
that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken
words. Know most common sound associated with individual letters. Consonants. Short vowels.
Phonograms, Word Families. Listen to models read aloud with accuracy, comprehension and appropriate
rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct
instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size,
color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set
purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Answer questions. Retell stories, including characters, setting and plot.
Make connections: text to self, text to text, text to world Compare and contrast. Main idea. Realism and
Fantasy. Sequence of events. Letters Ii
RF.K.2a; RF.K.1c; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K.
A BED FOR THE WINTER Leveled Readers. Decodable Readers 10 and 11, Phonic stories,
Sight words: he and for, Read Aloud Anthology, “Willy’s Winter Rest,”
Assessments: Letter recognition, Sight Words, Read the words, Read the Sentences, Comprehension Skill: Sequence Use a combination of 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.2 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.K.8
PIKEVILLE INDEPENDENT SCHOOLS
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2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a;SL.K.2; RF.K 3c;
RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6;R.K.4l SL.K.5;
SL.K.6; SP.K.5; RL.K.6; RI.K.6; RL.K.4;RL.K. 9;RI.K.9; RI.K.4; RI.K.5; RI.K.6; Rl.K.6; RL.K.6; RI.6;
RF.K.4; SL.K.4; RL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; RL.K.1,2,3,5,6,7,9; RF.K.1a,b,c,d; RF.K.2a;
RF.K.3a, Rl.K.1; Rl.K.2; Rl.k.4,5; SL.K.1a,2,3,4; W.K. 2; L.K.1a; L.K.1b; L.K.1f;
17 18 19 20 21 45-49
Recognize and produce rhyming words. Count words in sentences. Count syllables in words. Identify sounds
that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken
words. Know most common sound associated with individual letters. Consonants. Short vowels.
Phonograms Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular
high-frequency words automatically.. Develop vocabulary through direct instruction concrete
experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm
predictions. Answer questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to text, text to world Compare and contrast.
Main idea. Realism and Fantasy. Sequence of events. Letter Kk
RF.K.1a; RF.K.2a; RF.K.1c; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a;
RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a;SL.K.2; RF.K 3c; RK.6; SL.K.3;
SL.K.4; SL.K.1a; SL.K.1b;RK.4; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6;R.K.4l SL.K.5; SL.K.6;
SP.K.5; RL.K.6; RI.K.6; RL.K.4;RL.K. 9;RI.K.9; RI.K.4;
Decodable Readers 11 and 12, Phonic stories, Sight words: he and for, Read Aloud Anthology,
“The Ants and the Grasshopper,” Assessments: Letter recognition, Sight words WHOSE GARDEN IS IT?, Leveled Readers,
Read the words, Read the Sentences,
Use a combination of drawing, dictating, 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 book is……). W.K.1
Use a combination of 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.2
With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question. W.K.8
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RI.K.5; RI.K.6; Rl.K.6; RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2;
RL.K.1,2,3,5,6,7,9; RF.K.1a,b,c,d; RF.K.2a; RF.K.3a, Rl.K.1; Rl.K.2; Rl.k.4,5; SL.K.1a,2,3,4;
W.K. 2; L.K.1a; L.K.1b; L.K.1f;
24 25 26 27 28 50-54
Recognize and produce rhyming words. Identify sounds that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken
words. Know most common sound associated with individual letters. Consonants. Short vowels.
Phonograms Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular
high-frequency words automatically.. Develop vocabulary through direct instruction concrete
experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Use graphic organizers to focus on text
structure, to represent relationships. Answer questions. Retell stories, including characters, setting and plot.
Make connections: text to self, text to text, text to world. Cause and effect. Compare and contrast. Main idea.
Plot. Sequence of events L.K.1a; L.K.1b; L.K.1f;.Letters Nn
RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b;
LK.2c; RF.K.1d;RF.K.3a;SL.K.2; RF.K 3c; RK. 3; RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4;
L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RL.K.4;RL.K.
9; RI.K 8; RI.K.9; RI.K.4; RI.K.5; RI.K.6; Rl.K.6; RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; L.K.1a; L.K.1b; L.K. 1e; L.K.1f;
LITTLE PANDA, Leveled Readers, Decodable Readers 12 and 13, Phonic stories, Sight
words: me, with, and she, Read Aloud Anthology, “Anna Panda Trades Places,”
Assessments: Letter recognition, Sight Words, Read the words, Read the Sentences,
Comprehension Skill: Compare and Contrast
Use a combination of drawing, dictating, 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 book is……). W.K.1
Use a combination of 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.2
With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question. W.K.8
PIKEVILLE INDEPENDENT SCHOOLS
Page 10 of 2 2011-2012
31 55
Recognize and produce rhyming words. Identify sounds that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken
words. Know most common sound associated with individual letters. Consonants. Short vowels.
Phonograms Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular
high-frequency words automatically.. Develop vocabulary through direct instruction concrete
experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Use graphic organizers to focus on text
structure, to represent relationships. Answer questions. Retell stories, including characters, setting and plot.
Make connections: text to self, text to text, text to world. Cause and effect. Compare and contrast. Main idea.
Plot. Sequence of events Letters Rr
RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b;
LK.2c; RF.K.1d;RF.K.3a;SL.K.2; RF.K 3c; RK. 3; RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; .K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5; RI.K.6; Rl.K.6; RL.K.6; RI.6;
RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K. 1e; L.K.1f;
↓
LITTLE QUACK, Leveled Readers, Decodable Readers 13 and 14, Phonic Stories, Sight
words: me, with and she. Read Aloud Anthology, “The Ugly Duckling.”
Assessments: Letter recognition, Sight Words, Read the words, Read the Sentences,
Comprehension Skill: Plot
Use a combination of drawing, dictating, 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 book is……). W.K.1
Use a combination of 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.2
With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question. W.K.8
↓
November
1 2 3 4 56-59 ↑ ↑
7 X 9 10 11 60-63 Recognize and produce rhyming words. Identify sounds that are the same or different. Segment and blend onset
SEE HOW WE GROW, Leveled Readers, Decodable Readers 14 and 15, Phonic Stories,
Sight words: see and look. Read Aloud
PIKEVILLE INDEPENDENT SCHOOLS
Page 11 of 2 2011-2012
and rime. Identify and isolate medial sounds in spoken words. Know most common sound associated with
individual letters. Consonants. Short vowels. Phonograms Listen to models read aloud with accuracy,
comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct instruction concrete
experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Use graphic organizers to focus on text
structure, to represent relationships. Answer questions. Retell stories, including characters, setting and plot.
Make connections: text to self, text to text, text to world. Cause and effect. Compare and contrast. Main idea.
Plot. Sequence of events Letters Dd
RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b;
LK.2c; RF.K.1d;RF.K.3a;SL.K.2; RF.K 3c; RK. 3; RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4;
L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RL.K.4;RL.K.
9; RI.K 8; RI.K.9; RI.K.4; RI.K.5; RI.K.6; Rl.K.6; RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3;
RI.K.2; ; L.K.1a; L.K.1b; L.K. 1e; L.K.1f;
Anthology, "The Knee-High Man.” Assessments: Letter recognition, Sight Words,
Read the Words, Read the Sentences, Comprehension Skill: Cause and effect.
Use a combination of drawing, dictating, 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 book is……). W.K.1
Use a combination of 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.2
With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question. W.K.8
14 15 16 17 18 64-68
Recognize and produce rhyming words. Identify sounds that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken
words. Know most common sound associated with individual letters. Consonants. Short vowels.
Phonograms Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular
high-frequency words automatically.. Develop
FARFALLINA AND MARCEL, Leveled Readers, Decodable Readers 15 and 16,
Phonic Stories, Sight words: see and look. Read Aloud Anthology, “Otis,”
Assessments: Letter recognition, Sight Words, Read the words, Read the Sentences.
Comprehension Skill: Plot
PIKEVILLE INDEPENDENT SCHOOLS
Page 12 of 2 2011-2012
vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Use graphic organizers to focus on text
structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to
text, text to world. Cause and effect. Compare and contrast. Main idea. Plot. Sequence of events
Letters Ff RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;
RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b; RK.4; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6; R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RL.K.4;RL.K.
9; RI.K 8; RI.K.9; RI.K.4; RI.K.5; RI.K.6; Rl.K.6; RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2;
RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K. 1e; L.K.1f;
Use a combination of drawing, dictating, 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 book is……). W.K.1 Use a combination of 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.2 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.K.8
X X X X X
28 29 30 69-71
Recognize and produce rhyming words. Identify sounds that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken
words. Know most common sound associated with individual letters. Consonants. Short vowels.
Phonograms Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular
high-frequency words automatically.. Develop vocabulary through direct instruction concrete
experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape.
SEEDS, Leveled Readers, Decodable Readers 16 and 17, Phonic Stories, Sight words: they, you, and of. Read Aloud Anthology, “Daisy’s
Seeds,” Assessments: Letter recognition, Sight Words,
Read the words, Read the Sentences. Comprehension Skill: Draw conclusions
Use a combination of drawing, dictating, 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
PIKEVILLE INDEPENDENT SCHOOLS
Page 13 of 2 2011-2012
Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Use graphic organizers to focus on text
structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to
text, text to world. Cause and effect. Compare and contrast. Main idea. Plot. Sequence of events.
Letters Oo
RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;
RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; LK.2a; LK.2b; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c;
L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5; RI.K.6; Rl.K.6; RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2;
RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K. 1e; L.K.1f; ↓
favorite book is……). W.K.1
Use a combination of 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.2
With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question. W.K.8
↓
December
1 2 72-73 ↑ ↑
5 6 7 8 9 74-78
Recognize and produce rhyming words. Identify sounds that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken
words. Know most common sound associated with individual letters. Consonants. Short vowels.
Phonograms Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular
high-frequency words automatically.. Develop vocabulary through direct instruction concrete
experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm
HYDE CLYDE, Leveled Readers, Decodable Readers. 17 and 18, Phonic Stories, Sight
words: they, you, and of. Read Aloud Anthology, “Color Me Chameleon,”
Assessments: Letter recognition, Sight Words, Read the words, Read the Sentences.
Comprehension Skill: Main Idea
Use a combination of drawing, dictating, 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 book is……). W.K.1
PIKEVILLE INDEPENDENT SCHOOLS
Page 14 of 2 2011-2012
predictions. Use graphic organizers to focus on text structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to
text, text to world. Cause and effect. Compare and contrast. Main idea. Plot. Sequence of events.
Letters Kk RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;
RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; LK.2a; LK.2b; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c;
L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5; RI.K.6;
RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K. 1e; L.K.1f;
Use a combination of 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.2
With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question. W.K.8
12 13 14 15 16 79-83
Recognize and produce rhyming words. Identify sounds that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken
words. Know most common sound associated with individual letters. Consonants. Consonant blends. Short vowels. Phonograms Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop
vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm
predictions. Monitor own comprehension. Use graphic organizers to focus on text structure, to represent
relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot.
Make connections: text to self, text to text, text to world. Cause and effect. Compare and contrast. Main idea.
Plot. Sequence of events.
BUNNY DAY, Leveled Readers, Decodable Readers 18 and 19, Phonic Stories, Sight
words: are, that and do. Read Aloud Anthology, “A Day Like Every Other Day”
Assessments: Letter Recognition, Sight Words, Read the Words, Read the Sentences, Comprehension Skill: Sequence Use a combination of drawing, dictating, 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 book is……). W.K.1 Use a combination of 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.2
PIKEVILLE INDEPENDENT SCHOOLS
Page 15 of 2 2011-2012
Letters Hh RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K.
2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;
RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; LK.2a; LK.2b; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c;
L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RI.K.7; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5;
RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K. 1e; L.K.1f;
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.K.8
School Calendar Days
January 2012
X 3 4 5 6 84-87
Recognize and produce rhyming words. Identify sounds that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken
words. Know most common sound associated with individual letters. Consonants. Consonant blends. Short vowels. Phonograms Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop
vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm
predictions. Monitor own comprehension. Use graphic organizers to focus on text structure, to represent
relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot.
Make connections: text to self, text to text, text to world. Cause and effect. Compare and contrast. Main idea.
Plot. Sequence of events. Letters Ll
RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b;
MY LUCKY DAY, Leveled Readers, Decodable Readers 19 and 20. Phonic Stories, Sight Words: are, that and do. Read Aloud Anthology, “The Three Billy Goats Gruff” Assessments: Letter Recognition, Sight Words, Read the Words, Read the Sentences, Comprehension Skill: Cause and effect. Use a combination of drawing, dictating, 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 book is……). W.K.1 Use a combination of 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.2 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.K.8
PIKEVILLE INDEPENDENT SCHOOLS
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LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3; RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RI.K.7; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5; RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K. 1e; L.K.1f;
9 10 11 12 13 88-92
Recognize and produce rhyming words. Identify sounds that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken
words. Know most common sound associated with individual letters. Consonants. Consonant blends. Listen to models read aloud with accuracy, Short
vowels. Phonograms. comprehension and appropriate rate. Read irregular high-frequency words
automatically.. Develop vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size,
color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set
purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Monitor own
comprehension. Use graphic organizers to focus on text structure, to represent relationships. Answer
questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to
self, text to text, text to world. Cause and effect. Compare and contrast. Main idea. Plot. Sequence of
events. Letters Jj
RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;
RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; LK.2a; LK.2b; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c;
L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RI.K.7; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5;
RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2;
ONE LITTLE MOUSE, Leveled Readers, Decodable Readers 20 and 21. Phonic Stories,
Sight words: one, two, three, four and five. Read Aloud Anthology, “The Tale of Peter
Rabbit” Assessments: Letter Recognition, Sight Words, Read the Words, Read the Sentences, Comprehension Skill: Sequence Use a combination of drawing, dictating, 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 book is……). W.K.1 Use a combination of 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.2 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.K.8
PIKEVILLE INDEPENDENT SCHOOLS
Page 17 of 2 2011-2012
RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K. 1e; L.K.1f;
X 17 18 19 20 93-96
Recognize and produce rhyming words. Identify sounds that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken
words. Know most common sound associated with individual letters. Consonants. Consonant blends. Short vowels. Phonograms. Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop
vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Monitor own comprehension. Use fix-up strategies. Use graphic organizers to focus on text
structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to
text, text to world. Cause and effect. Compare and contrast. Main idea. Plot. Sequence of events.
Letters Gg RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;
RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; LK.2a; LK.2b; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c;
L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RI.K.7; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5;
RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K. 1e; L.K.1f;
Goldilocks and the Three Bears, Leveled Readers, Decodable Readers 21 and 22.
Phonic Stories, Sight words: one, two, three, four and five. Read Aloud Anthology, “A
Canary’s Song” Assessments: Letter Recognition, Sight Words,
Read the Words, Read the Sentences, Comprehension Skill: Character
Use a combination of drawing, dictating, 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 book is……). W.K.1
Use a combination of 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.2
With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question. W.K.8
23 24 25 26 27 97-101
Recognize and produce rhyming words. Identify sounds that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken
words. Know most common sound associated with
IF YOU COULD GO TO ANTARCTICA, Leveled Readers, Decodable Readers 22 and 23. Phonic Stories, Sight words: go, here, and from. Read Aloud Anthology, “Peggy Penguin
Goes to the Ocean”
PIKEVILLE INDEPENDENT SCHOOLS
Page 18 of 2 2011-2012
individual letters. Consonants. Consonant blends. Short vowels. Phonograms. Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop
vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Monitor own comprehension. Use fix-up strategies. Use graphic organizers to focus on text
structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to
text, text to world. Cause and effect. Compare and contrast. Main idea. Plot. Sequence of events.
Letters Ee RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;
RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; LK.2a; LK.2b; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c;
L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RI.K.7; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5;
RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K. 1e; L.K.1f;
Assessments: Letter Recognition, Sight Words, Read the Words, Read the Sentences,
Comprehension Skill: Classify and Categorize Use a combination of drawing, dictating, 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 book is……). W.K.1 Use a combination of 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.2 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.K.8
30 31 102-103
Recognize and produce rhyming words. Identify sounds that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken
words. Know most common sound associated with individual letters. Consonants. Consonant blends. Short vowels. Phonograms . Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop
vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud.
ABUELA, Leveled Readers, Decodable Readers 23 and 24. Phonic Stories, Sight words: go, here, and from. Read Aloud Anthology, “Apple Juice Tea” Assessments: Letter Recognition, Sight Words, Read the Words, Read the Sentences, Comprehension Skill: Setting Unit 4 Assessment
PIKEVILLE INDEPENDENT SCHOOLS
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Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Monitor own comprehension. Use fix-up strategies. Use graphic organizers to focus on text
structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to
text, text to world. Cause and effect. Compare and contrast. Main idea. Plot. Sequence of events.
Letters Qq RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;
RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; LK.2a; LK.2b; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c;
L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RI.K.7; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5;
RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K.1d; L.K. 1e;
L.K.1f; ↓
Use a combination of drawing, dictating, 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 book is……). W.K.1 Use a combination of 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.2 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.K.8
↓
February
1 2 3 104-106 ↑ ↑
6 7 8 9 10 107-111
Recognize and produce rhyming words. Identify sounds that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken
words. Know most common sound associated with individual letters. Consonants. Consonant blends. Short vowels. Phonograms . Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop
vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce
MAX TAKES THE TRAIN, Leveled Readers, Decodable Readers 24 and 25. Phonic Stories,
Sight words: yellow, blue and green, Read Aloud Anthology “The Naughty Shoes”
Assessments: Letter Recognition, Sight Words, Read the Words, Read the Sentences,
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing
PIKEVILLE INDEPENDENT SCHOOLS
Page 20 of 2 2011-2012
meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Monitor own comprehension. Use fix-up strategies. Use graphic organizers to focus on text
structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to
text, text to world. Cause and effect. Compare and contrast. Main idea. Plot. Sequence of events.
Letters Ww RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;
RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; LK.2a; LK.2b; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c;
L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RI.K.7; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5;
RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K.1d; L.K. 1e;
L.K.1f;
about and supply some information about the topic. W.K.2
With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question. W.K.8
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.3
With guidance and support from adults,
respond to questions and suggestions from peers and add details to strengthen writing as
needed. W.K.5
13 14 15 16 17 112-116
Recognize and produce rhyming words. Identify sounds that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken
words. Know most common sound associated with individual letters. Consonants. Consonant blends.
Shortvowels. Phonograms. Listen to models read aloud with accuracy,
comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct instruction concrete
experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Monitor own comprehension. Use fix-up
MAYDAY! MAYDAY! Leveled Readers, Decodable Readers 25 and 26. Phonic Stories,
Sight words: yellow, blue and green, Read Aloud Anthology “The Mysteries of Flight” Assessments: Letter Recognition, Sight Words,
Read the Words, Read the Sentences. Comprehension Skill: Cause and Effect
Use a combination of drawing, dictating, 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 book is……). W.K.1
Use a combination of drawing, dictating, and writing to narrate a single event or several
PIKEVILLE INDEPENDENT SCHOOLS
Page 21 of 2 2011-2012
strategies. Use graphic organizers to focus on text structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to
text, text to world. Cause and effect. Compare and contrast. Main idea. Plot. Sequence of events.
Letters Xx RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;
RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; LK.2a; LK.2b; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c;
L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RI.K.7; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5;
RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K.1d; L.K. 1e;
L.K.1f;
loosely linked events, tell about the events in the order in which they occurred, and
provide a reaction to what happened. W.K.3
With guidance and support from adults, respond to questions and suggestions from
peers and add details to strengthen writing as needed. W.K.5
Participate in shared research and writing
projects (e.g. explore a number of books by a favorite author and express opinions about
them). W.K.7
X 21 22 23 24 117-120
Recognize and produce rhyming words. Identify sounds that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken
words. Know most common sound associated with individual letters. Consonants. Consonant blends. Short vowels. Phonograms. Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Monitor own comprehension. Use fix-up strategies. Use graphic organizers to focus on text structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to text, text to world. Cause and effect. Compare and
MESSENGER, MESSENGER, Leveled Readers, Decodable Readers 26 and 27. Phonic Stories, Sight words: what, said and was. Read Aloud Anthology “Ready for a Ride!” Assessments: Letter Recognition, Sight Words, Read the Words, Read the Sentences.
Comprehension Skill: Compare and Contrast
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.3
With guidance and support from adults,
respond to questions and suggestions from peers and add details to strengthen writing as
needed. W.K.5
Participate in shared research and writing projects (e.g. explore a number of books by a
PIKEVILLE INDEPENDENT SCHOOLS
Page 22 of 2 2011-2012
contrast. Main idea. Plot. Sequence of events Letters Uu
RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;
RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; LK.2a; LK.2b; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c;
L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RI.K.7; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5;
RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K.1d; L.K. 1e;
L.K.1f;
favorite author and express opinions about them). W.K.7
27 28 29 121-123
Recognize and produce rhyming words. Identify sounds that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken
words. Know most common sound associated with individual letters. Consonants. Consonant blends. Short vowels. Phonograms. Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Monitor own comprehension. Use fix-up strategies. Use graphic organizers to focus on text structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to text, text to world. Cause and effect. Compare and contrast. Main idea. Plot. Sequence of events
Letters Vv RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b;
THE LITTLE ENGINE THAT COULD, Leveled Readers, Decodable Readers 27 and 28, Phonic Stories, Sight words: what, said and was. Read Aloud Anthology “ Hiawatha Passing” Assessments: Letter Recognition, Sight Words, Read the Words, Read the Sentences. Comprehension Skill: Plot 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.3
With guidance and support from adults,
respond to questions and suggestions from peers and add details to strengthen writing as
needed. W.K.5
Participate in shared research and writing projects (e.g. explore a number of books by a
favorite author and express opinions about them). W.K.7
↓
PIKEVILLE INDEPENDENT SCHOOLS
Page 23 of 2 2011-2012
LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3; RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; LK.2a;
LK.2b; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RI.K.7; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5;
RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K.1d; L.K. 1e;
L.K.1f; ↓
March
1 2 124-125 ↑ ↑
5 6 7 8 9 126-130
Recognize and produce rhyming words. Identify sounds that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken
words. Know most common sound associated with individual letters. Consonants. Consonant blends. Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Monitor own comprehension. Use fix-up strategies. Use graphic organizers to focus on text structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to text, text to world. Cause and effect. Compare and contrast. Main idea. Plot. Sequence of events
Letters Zz RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;
On the move, Decodable Readers 29 and 30. Phonic Stories,
Sight Words: where and come Read Aloud Anthology: “Henry Hikes to
Fitchburg” Assessments: Letter Recognition, Sight Words,
Read the Words, Read the Sentences. Comprehension Skill: Draw Conclusions
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.3
With guidance and support from adults,
respond to questions and suggestions from peers and add details to strengthen writing as
needed. W.K.5
Participate in shared research and writing projects (e.g. explore a number of books by a
favorite author and express opinions about them). W.K.7
PIKEVILLE INDEPENDENT SCHOOLS
Page 24 of 2 2011-2012
RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; LK.2a; LK.2b; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c;
L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RI.K.7; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5;
RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K.1d; L.K. 1e;
L.K.1f;
12 13 14 15 16 131-135
Recognize and produce rhyming words. Identify sounds that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken
words. Know most common sound associated with individual letters. Consonants. Consonant blends. Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Monitor own comprehension. Use fix-it strategies. Use graphic organizers to focus on text structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to text, text to world. Cause and effect. Compare and contrast. Main idea. Plot. Sequence of events
Letters Yy RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;
RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; LK.2a; LK.2b; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c;
L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RI.K.7; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5;
RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2;
THIS IS THE WAY WE GO TO SCHOOL, Decodable Readers 29 and 30. Phonic Stories,
Sight Words: where and come Read Aloud Anthology: “Henry Hikes to
Fitchburg” Assessments: Letter Recognition, Sight Words,
Read the Words, Read the Sentences. Comprehension Skill: Draw Conclusions
Use a combination of drawing, dictating, 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 book is……). W.K.1
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.3
With guidance and support from adults,
respond to questions and suggestions from peers and add details to strengthen writing as
needed. W.K.5
Participate in shared research and writing projects (e.g. explore a number of books by a
favorite author and express opinions about them). W.K.7
PIKEVILLE INDEPENDENT SCHOOLS
Page 25 of 2 2011-2012
RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K.1d; L.K. 1e; L.K.1f;
X X X X X
26 27 28 29 30 136-140
Recognize and produce rhyming words. Identify sounds that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken
words. Know most common sound associated with individual letters. Consonants. Consonant blends. Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Monitor own comprehension. Use fix-it strategies. Use graphic organizers to focus on text structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to text, text to world. Cause and effect. Compare and contrast. Main idea. Plot. Sequence of events
Vowels “Aa” & “Ii” RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;
RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; LK.2a; LK.2b; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c;
L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RI.K.7; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5;
RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K.1d; L.K. 1e;
L.K.1f;
HOME AROUND THE WORLD Decodable Readers 30 and 31. Phonic Stories, Sight words a, is and said Read Aloud Anthology, “House of Snow” Assessments: Letter Recognition, Sight Words,
Read the Words, Read the Sentences. Comprehension Skill: Compare and Contrast
Use a combination of drawing, dictating, 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 book is……). W.K.1
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.3
With guidance and support from adults,
respond to questions and suggestions from peers and add details to strengthen writing as
needed. W.K.5
Participate in shared research and writing projects (e.g. explore a number of books by a
favorite author and express opinions about them). W.K.7
PIKEVILLE INDEPENDENT SCHOOLS
Page 26 of 2 2011-2012
April
2 3 4 5 6 141-145
Recognize and produce rhyming words. Identify sounds that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken
words. Know most common sound associated with individual letters. Consonants. Consonant blends. Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Monitor own comprehension. Use fix-it strategies. Use graphic organizers to focus on text structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to text, text to world. Cause and effect. Compare and contrast. Main idea. Plot. Sequence of events
Vowel “0o” RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;
RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; LK.2a; LK.2b; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c;
L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RI.K.7; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5;
RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K.1d; L.K. 1e;
L.K.1f;
OLD MCDONALDHAD A WOODSHOP Decodable Readers 31 and 32. Phonic Stories. Sight words. here, go, with, little, do, what, and
the Read Aloud Anthology, “The Elves and the Shoemaker” Assessments: Letter Recognition, Sight Words, Read the Words, Read the Sentences. Comprehension Skill: Character 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.3
With guidance and support from adults,
respond to questions and suggestions from peers and add details to strengthen writing as
needed. W.K.5
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.K.6
9 10 11 12 13 146-150
Recognize and produce rhyming words. Identify sounds that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken
BUILDING BEAVERS Decodable Readers 32 and 33. Phonic stories, Sight words, with, that, come, where, and the
Read Aloud Anthology, “Robin’s Nest”
PIKEVILLE INDEPENDENT SCHOOLS
Page 27 of 2 2011-2012
words. Know most common sound associated with individual letters. Consonants. Consonant blends. Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Monitor own comprehension. Use fix-it strategies. Use graphic organizers to focus on text structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to text, text to world. Cause and effect. Compare and contrast. Main idea. Plot. Sequence of events
Vowel “Ee” RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;
RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; LK.2a; LK.2b; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c;
L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RI.K.7; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5;
RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K.1d; L.K. 1e;
L.K.1f;
Assessments: Letter recognition, Sight Words, Read the Words, Read the Sentences. Comprehension Skill: Main Idea 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.3
With guidance and support from adults,
respond to questions and suggestions from peers and add details to strengthen writing as
needed. W.K.5
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.K.6
16 17 18 X X 151-153
Recognize and produce rhyming words. Identify sounds that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken
words. Know most common sound associated with individual letters. Consonants. Consonant blends. Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct instruction concrete
THE NIGHT WORKER Decodable Readers 33 and 34 Phonic stories, Sight words Review Read Aloud Anthology, “Night In the Country” Assessments: Letter recognition, Sight Words, Read the Words, Read the Sentences. Comprehension Skill: Plot
PIKEVILLE INDEPENDENT SCHOOLS
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experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Monitor own comprehension. Use fix-it strategies. Use graphic organizers to focus on text structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to text, text to world. Cause and effect. Compare and contrast. Main idea. Plot. Sequence of events
Vowel “Uu” RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K.
2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;
RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; LK.2a; LK.2b; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c;
L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RI.K.7; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5;
RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K.1d; L.K. 1e;
L.K.1f;
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.3
With guidance and support from adults,
respond to questions and suggestions from peers and add details to strengthen writing as
needed. W.K.5
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.K.6
23 24 25 26 27 154-158
Recognize and produce rhyming words. Identify sounds that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken
words. Know most common sound associated with individual letters. Consonants. Consonant blends. Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm
THE HOUSE THAT TONY LIVES IN Decodable Readers 34 and 35
Phonic stories, Sight words Review Read Aloud Anthology, “A House By The Sea” Assessments: Letter recognition, Sight Words, Read the Words, Read the Sentences. Comprehension Skill: Setting 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
PIKEVILLE INDEPENDENT SCHOOLS
Page 29 of 2 2011-2012
predictions. Monitor own comprehension. Use fix-it strategies. Use graphic organizers to focus on text structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to text, text to world. Cause and effect. Compare and contrast. Main idea. Plot. Sequence of events
Vowels & Decoding Words
RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3; RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; LK.2a; LK.2b; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RI.K.7; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5; RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K.1d; L.K. 1e; L.K.1f;
provide a reaction to what happened. W.K.3
With guidance and support from adults, respond to questions and suggestions from
peers and add details to strengthen writing as needed. W.K.5
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.K.6
30 159
Recognize and produce rhyming words. Identify sounds that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken
words. Know most common sound associated with individual letters. Consonants. Consonant blends. Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Monitor own comprehension. Use fix-it strategies. Use graphic organizers to focus on text structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to
ANIMAL HOMES Decodable Readers 35 and a36
Phonic Stories, Sight Words Review Read Aloud Anthology, “Animals’ Houses”
Assessments: Letter recognition, Sight Words, Read the Words, Read the Sentences. Comprehension Skill: Draw Conclusions With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.K.6
↓
PIKEVILLE INDEPENDENT SCHOOLS
Page 30 of 2 2011-2012
text, text to world. Cause and effect. Compare and contrast. Main idea. Plot. Sequence of events.
Vowels & Decoding Words RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;
RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; LK.2a; LK.2b; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c;
L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RI.K.7; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5;
RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2;
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May Rectangular Numbers, Triangle Patterns
1 2 3 4 160-163 ↑ ↑
7 8 9 10 11 164-168 Review
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Review ↓
14 15 16 169-171 Review
↓ Review
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