Kindergarten Planning Map: SY 15/16 - BCPSS · Kindergarten Planning Map: SY 15/16 ... you may want to use your scaffolding to gauge what your students know about letters, sounds

Kindergarten Planning Map: SY 15/16

1

Weekly Planning Sequence

Time Frame: 40 Weeks (August 31st – June 13th*)

SEQUENCING CONTENT DESCRIPTIONS AND RESOURCES

Week

1 8/31 – 9/4

Unit 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MORNING MESSAGE

(20 min)

(Whole Group)

Focus: Basic concepts of print

Scaffolding Opportunities: (Since this is the first week, you may want to use your scaffolding to gauge what your students know about letters, sounds, and print

concepts.) letter identification, sight word identification, capital and lower-case letters

* 2 morning messages are available on TSS for each week. Teachers are responsible for creating additional morning messages as needed.

LANGUAGE

ACQUISITION/WORD

STUDY (45 min)

(Whole Group-Explicit

Teach - 30 minutes)

Fundations

Orientation Lesson

Day 1

Pages 50-53

(10 minute lesson)

Fundations

Orientation Lesson

Day 2

Pages 54--55

(10 minute lesson)

Fundations

Orientation Lesson

Day 3

Pages 56-57

(10 minute lesson)

Fundations

Orientation Lesson

Day 4

Page 58

(10 minute lesson)

Fundations

Orientation Lesson

Day 5

Page 58

(10 minute lesson)

LANGUAGE

ACQUISITION/WORD

STUDY

(3 Small Groups - 15

minutes)

Unit 1Phonemic Awareness Skills: Blending onset/Rime; Substitution(beginning and ending sounds); Read emergent reader texts with purpose & understanding

Please access additional Language Acquisition activities in the resource section of Kindergarten Literacy on TSS.

READING (45 Min)

(Whole Group- Explicit

Teach and Small

Group instruction)

First 30 Days of Reading

Mini Lesson: Building Routines

Mini-Lesson #1: What am I

doing everyday during

reading?



Mini-Lesson #2: Turn and Talk:

What does it look like and

sound like?

Building Routines #2: How to

Handle Books



Mini-Lesson #3: The Art of

Listening

Building Routines #3: Different

Ways to Read a Book



#4: Using Anchor Charts


Mini Lesson:

Building Routines #5:

Knowing My Interests

Teachers should select a title from the existing Interactive Read-Aloud lessons provided for this unit. Lessons are hyperlinked via the Kindergarten Literacy

Alignment Document on TSS.

WRITING (40 Min)


Teach)

Building Routines #1: What to

Expect in Writing Instruction

and Practice this year


Listen During Writing Time


Get Materials


Use Special Writing Materials

Building Routines #5: How

to Use A Writer’s Folder

WRITING

(3 Small Groups)

Students begin their first

piece with a sketch

Students compose a piece

with a sketch and labels


with a sketch, labels and/or

text


with a sketch, labels, and/or

text



text

Week

2 9/7 – 9/11

Unit 1


MORNING MESSAGE

(20 min)

(Whole Group)

SCHOOLS CLOSED:

Focus: Directionality- left to right; Proper capitalization

Scaffolding Opportunities: identify focus letter in the message, differentiate between the word “a” and the letter “a”, sight

word the, directionality- left to right, rhyming

* 2 morning messages are available on TSS for each week. Teachers are responsible for creating additional morning messages

as needed.

LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Fundations

Unit 1, Wk 1, D1: b, f

Letter-Keyword-Sound

Sky Write/Letter Formation

Fundations


Drill Sounds/Warm-Up


Fundations



Make It Fun

Fundations



Word Play


2

Teach – 30 minutes)

Labor Day

Student Notebook Student Notebook

Echo/Letter Formation

Echo/Find Letters

Student Notebook



LANGUAGE

ACQUISITION/WORD

STUDY

(3 Small Groups- 15 min)

Unit 1Phonemic Awareness Skills: Blending onset/Rime; Substitution(beginning and ending sounds); Read emergent reader

texts with purpose & understanding


READING (45 Min)


Teach and Small

Group instruction)


Mini Lesson:


Choosing a Just-Right Book


Mini Lesson:

Building Routines #7: Review

Independent Reading

Routines


Mini Lesson:


Introduce Literacy Center #1

– (example: Alphabet Puzzle

Center)


Mini Lesson:


Literacy Center #1 –

(example: Alphabet Puzzle

Center)

Teachers should select a title from the existing Interactive Read-Aloud lessons provided for this unit. Lessons are hyperlinked via

the Kindergarten Literacy Alignment Document on TSS.

WRITING (40 Min)


Teach)

Building Routines #6: Writing

Time Looks Like/Sounds Like


Generating Writing Ideas

Building Routines #8: Sharing

With a Partner


Sharing With a Partner

WRITING

(3 Small Groups)



text



text



text



text

Week

3 9/14 – 9/18

Unit 1


MORNING MESSAGE

(20 min)

(Whole Group)

Focus: Proper spacing between words; Rhyming words

Scaffolding Opportunities: identify focus letter in the message (and last week’s focus letter), sight words (an, is, a), directionality- left to right, capitalization


LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations



Storytime

Echo/ Find Letters

Fundations

Unit 1, Wk 2, D1: m, n




Student Notebook

Fundations




Student Notebook


Fundations



Make It Fun

Echo/Find Letters

Student Notebook

Fundations



Word Play



LANGUAGE

ACQUISITION/WORD

STUDY

(3 Small Groups – 15 min)



READING (45 Min)


Teach and Small

Group instruction)



#10: Create Literacy Center

Rules



#11: Introduce Work Board

and Literacy Center #2 –

(example: Library)



#12: Review Work Board and


(example: Library)



#13: Introduce Literacy

Center #3 – (example:

Writing)


Mini Lesson: Building

Routines #14: Review


(example: Writing)

Unit 1, Lesson Set 1: Chrysanthemum by Kevin Henkes. Lesson sets are hyperlinked via the Kindergarten Literacy Alignment Document on TSS.

WRITING (40 Min)


Teach)


Get Help

Recommended Lesson

Seed: Planning for Writing

Complete as a shared

writing

Recommended Lesson Seed:

Planning for Writing

Complete as a shared writing


Drafting from a Graphic

Organizer

Complete as a shared writing

Recommended Lesson

Seed: Drafting from a

Graphic Organizer

Complete as a shared


3

writing

WRITING

(3 Small Groups)



text

Students compose a plan for

writing

Students complete a plan for

writing

Students use a plan to

compose a draft

Students use a plan to

compose a draft

Week

4 9/21– 9/25

Unit 1


MORNING MESSAGE

(20 min)

(Whole Group)

Focus: Identifying different types of punctuation; Discriminate between letters and numbers

Scaffolding Opportunities: Identify current and past focus letters in the message, sight words: (here, be, the), capitalization, directionality- left to right, spacing

between words, rhyming


LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations



Storytime

Echo/ Find Letters

Fundations

Unit 1, Wk 3, D1: i /ĭ/, u /ŭ/




Student Notebook

Fundations

Unit 1, Wk 3, D2: i /ĭ/, u /ŭ/



Student Notebook


Fundations

Unit 1, Wk 3, D3: i /ĭ/, u /ŭ/


Make It Fun

Echo/Find Letters

Student Notebook

Fundations

Unit 1, Wk 3, D4: i /ĭ/, u /ŭ/


Word Play



LANGUAGE

ACQUISITION/WORD

STUDY (3 Small Groups –

15 min)



READING (45 Min)


Teach and Small

Group instruction)


Mini Lesson:



– (example: ABC Center)



#16: Review Literacy Center

#4 – (example: ABC Center)



#17: Introduce Literacy

Center #5 – (example:

Listening Center)




#5 – (example: Listening

Center)


Mini Lesson: Building

Routines #19: Introduce


(example: Computer

Center)

Unit 1, Lesson Set 2: The Kissing Hand by Audrey Penn. Lesson Sets are hyperlinked via the Kindergarten Literacy Alignment Document on TSS.

WRITING (40 Min)


Teach)


Revising Writing

Recommended Lesson

Seed: Using an Editing

Checklist for Capital Letters


Using an Editing Checklist for

Spelling


Using an Editing Checklist for

Punctuation

Recommended Lesson

Seed: Using an Editing

Checklist for Spacing

WRITING

(3 Small Groups)

Students work with a partner

to revise their draft

Students edit their drafts for

capital letters


spelling


punctuation


spacing

Week

5 9/28– 10/2

Unit 2


MORNING MESSAGE

(20 min)

(Whole Group)

Focus: Rhyming words; Identifying known letter/sound correspondences

Scaffolding Opportunities: Identify current and past focus letters in the message, sight words: (I, see, a, is), capitalization, directionality- left to right, spacing

between words, punctuation; rhyming


LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations

Unit 1, Wk 3, D5: i /ĭ/, u /ŭ/


Storytime

Echo/ Find Letters

Fundations

Unit 1, Wk 4, D1: c /k/, o /ŏ/




Student Notebook

Fundations

Unit 1, Wk 4, D2: c /k/, o /ŏ/



Student Notebook


Fundations

Unit 1, Wk 4, D3: c /k/, o /ŏ/


Make It Fun

Echo/Find Letters

Student Notebook

Fundations

Unit 1, Wk 4, D4: c /k/, o /ŏ/


Word Play




4

LANGUAGE

ACQUISITION/WORD

STUDY (3 Small Groups – 15 min)

Unit 2 Phonemic Awareness Skills: Blending onset/Rime, Substitution(beginning and ending sounds); Read emergent reader texts with purpose and

understanding


READING (45 Min)


Teach and Small

Group instruction)




#6 – (example: Computer

Center)



#21: Introduce Center

Switch- Using 2 Centers



#22: Review Center Switch-

Using 2 Centers



#23: Review Center Switch-

Using 2 Centers


Mini Lesson:


Introduce Literacy Center

Helpers



WRITING (40 Min)


Teach)


Publishing: How Writers

Publish Their Work

Recommended Lesson

Seed: Publishing: How

Writers Publish Their Work


How Authors Prepare to Share

Their Work


Publishing Presentations

Narrate CLASS PROJECT

Lesson 1; Immersion and

Pre-Assessment (p. 130)

Focused mini-lesson;

Introduce personal

narrative/story text; choose

topics

WRITING

(3 Small Groups)

Students begin to publish

their pieces

Students begin to publish

their pieces

Students prepare to share

their pieces

Students share their published

work

Draft pre-assessment

personal story

Week

6 10/5 – 10/9

Unit 2


MORNING MESSAGE

(20 min)

(Whole Group)

Focus: Identifying known letter/sound correspondences; Syllables

Scaffolding Opportunities: Identify current and past focus letters in the message, sight words: (we, and, the), capitalization, punctuation, rhyming, syllables,

beginning sounds


LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations Unit 1 , Wk 4, D5: c /k/, o /ŏ/


Storytime

Echo/ Find Letters

Fundations Unit 1, Wk 5, D1: a /ă/, g




Student Notebook




Student Notebook




Make It Fun

Echo/Find Letters

Student Notebook



Word Play



LANGUAGE

ACQUISITION/WORD STUDY (3 Small Groups –

15 min


understanding


READING (45 Min)


Teach and Small

Group instruction)


Mini Lesson:


Literacy Center Helpers


Mini Lesson:



– (example: Buddy Reading

Center)


Mini Lesson:



(example: Buddy Reading

Center)


Mini Lesson:



– (example: Pocket Chart

Center)


Mini Lesson:


Review Literacy Center #8 –

(example: Pocket Chart

Center)



WRITING (40 Min)


Teach)


Lesson 2; Drafting the

Beginning (p. 132)

Focused mini-lesson; Study

“The Best New Year”, begin



Middle (p. 134)


“The Best New Year”, add to


Lesson 4; Drafting the Ending

(p. 136)





(p. 136)




Lesson 5; Publishing and

Celebrating (p. 138)


“First Night”, review


5

features chart; choose topic,

chare memories; focus on the

beginning

features chart; focus on the

middle of the event

the features chart; focus on

the ending of the event and

feeling about it

the features chart; focus on

the ending of the event and

feeling about it

features; focus on revising,

adding details and pictures

WRITING

(3 Small Groups)

Draft the beginning Draft the middle Review notes. Draft ending,

including feelings

Review notes. Draft ending,

including feelings

Revise, add details and

pictures; publish personal

stories

Week

7 10/12 –

10/16

Unit 2


MORNING MESSAGE

(20 min)

(Whole Group)

Focus: Proper capitalization; Rhyming

Scaffolding Opportunities: Identify current and past focus letters in the message, sight words:

(he, is, and, the), capitalization, punctuation, rhyming, syllables, counting words in sentences,

beginning sounds

* 2 morning messages are available on TSS for each week. Teachers are responsible for

creating additional morning messages as needed.

SCHOOLS CLOSED

FOR STUDENTS:

Professional

Development for

Teachers

SCHOOLS CLOSED

FOR STUDENTS:

Professional

Development for

Teachers

LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)



Storytime

Echo/ Find Letters

Fundations

Unit 1, Wk 6, D1: d, s




Student Notebook

Fundations




Student Notebook


LANGUAGE

ACQUISITION/WORD


Unit 2 Phonemic Awareness Skills: Blending onset/Rime, Substitution(beginning and ending

sounds); Read emergent reader texts with purpose and understanding

Please access additional Language Acquisition activities in the resource section of

Kindergarten Literacy on TSS.

READING (45 Min)


Teach and Small

Group instruction)


Mini Lesson:


Small Group, Guided and

Independent Reading

Practices Block

Unit 2, Lesson Set 1: When Autumn Comes by Robert

Maas. Lessons are hyperlinked via the Kindergarten Literacy


Unit 2, Lesson Set 1: When Autumn Comes by Robert Maas. Lessons are hyperlinked via


WRITING (40 Min)


Teach)





“First Night”, review features;

focus on revising, adding

details and pictures

Narrate

INDIVDUAL PROJECT

POWER WRITE - Personal

Narrative of a Focused

Moment (p. 170)

Focused mini-lesson; A

personal narrative can

express an author’s feelings

about a single moment or

event

Narrate

INDIVDUAL PROJECT



Moment (p. 170)





event

*Use the prompt on page 122

“Playing with my Friends”

WRITING

(3 Small Groups)

Revise, add details and

pictures; publish personal

stories



text



text


6

Week

8 10/19 –

10/23

Unit 2


MORNING MESSAGE

(20 min)

(Whole Group)

Focus: Onset and rime; Ending sounds

Scaffolding Opportunities: Identify current and past focus letters in the message, sight words, capitalization, punctuation, rhyming, syllables, counting words in

sentences


LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations



Make It Fun

Echo/Find Letters

Student Notebook

Fundations



Word Play



Fundations



Storytime

Echo/ Find Letters

Fundations

Unit 1, Wk 7, D1: e /ĕ/, r




Student Notebook

Fundations

Unit 1, Wk 7, D2: e /ĕ/, r



Student Notebook

Echo/Letter Formation LANGUAGE

ACQUISITION/WORD



understanding

Please access additional Language Acquisition activities in the resource section of Kindergarten Literacy on TSS. READING (45 Min)


Teach and Small

Group instruction)



WRITING (40 Min)


Teach)

Narrate

INDIVDUAL PROJECT

Lesson 6; Launching the

Independent Project (p. 140)

Focused mini-lesson; Review

features of personal story text;

choose topic (topic is

chosen; explore ideas)

TIP: During Writing and

Coaching, have students use

the narrative graphic

organizer to plan their entire

narratives before writing (p.

141)

Narrate

INDIVDUAL PROJECT




features of personal story

text; choose topic

Narrate

INDIVDUAL PROJECT

POWER WRITE - Illustrated

Experience (p. 172)


Illustrations with captions can

narrate a personal

experience - use Supporting

and Extending (p. 173)

prompt – Have students use

illustrations to retell an

episode in the life of someone

they know.

Narrate

INDIVDUAL PROJECT

Lesson 7; Drafting the Middle

(p. 142)

Focused mini-lesson; Focus

on the middle; real events;

learn to use the pronoun I.

Narrate

INDIVDUAL PROJECT


Middle (p. 142)


on the middle; real events;

learn to use the pronoun I.

WRITING

(3 Small Groups)

Draft, edit, illustrate and

publish the beginning

Have students use the

graphic organizer to sketch

the beginning of their

narrative and draft the

writing

Draft Illustrated Experience Draft, revise, illustrate and

publish the middle

Draft, revise, illustrate and

publish the middle

Week

9 10/26–

10/30

Unit 2


MORNING MESSAGE

(20 min)

(Whole Group)

Focus: Phoneme manipulation (initial sound substitution); Identifying vowels

Scaffolding Opportunities: Identify current and past focus letters in the message, sight words: (a, small, big), capitalization, punctuation, rhyming, syllables,

counting words in sentences, onsets and rimes, vowels


LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations

Unit 1, Wk 7, D3: e /ĕ/, r


Make It Fun

Echo/Find Letters

Student Notebook

Fundations

Unit 1, Wk 7, D4: e /ĕ/, r


Word Play



Fundations

Unit 1, Wk 7, D5: e /ĕ/, r


Storytime

Echo/ Find Letters

Fundations

Unit 1, Wk 8, D1: p, j




Student Notebook

Fundations




Student Notebook



7

LANGUAGE

ACQUISITION/WORD



understanding


READING (45 Min)


Teach and Small

Group instruction)

Unit 2, Lesson Set 2: Seed, Sprout, Pumpkin Pie by Jill Esbaum. Lesson sets are hyperlinked via the Kindergarten Literacy Alignment Document on TSS.

WRITING (40 Min)


Teach)

Narrate

INDIVDUAL PROJECT


Ending (p. 144)


on the Ending; learn to use

past tense verbs

Narrate

INDIVDUAL PROJECT


Ending (p. 144)


on the Ending; learn to use

past tense verbs

Narrate

INDIVDUAL PROJECT

POWER WRITE – Captions for a

Wordless Book (p. 174)


Captions can capture the

narrative of a wordless book

Narrate

INDIVDUAL PROJECT

Lesson 9; Editing and

Revising (p. 146)


features chart and add

illustrations

Narrate

INDIVDUAL PROJECT


Revising (p. 146)


Review features chart and

add illustrations

WRITING

(3 Small Groups)

Draft and begin to revise the

ending

Draft and begin to revise the

ending

Partners narrate a 2 page

spread from the book

“Pancakes for Breakfast” by

Tomie DePaola

Add illustrations, add details;

use describing words

Add illustrations, add

details; use describing

words

Week

10 11/2-11/6

Unit 3

MONDAY TUESDAY WEDNESDAY (END OF Q1) THURSDAY FRIDAY

MORNING MESSAGE

(20 min)

(Whole Group)

Focus: Syllables; Beginning sounds

Scaffolding Opportunities: Identify current and past focus letters in the message, sight words: no, this, capitalization,

punctuation, sentences, beginning sounds, rhyming, word/space review


as needed.

SCHOOLS CLOSED

FOR STUDENTS:

Parent-Teacher

Conferences/

Professional

Development for

Teachers

LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations



Make It Fun

Echo/Find Letters

Student Notebook

Fundations



Word Play



Fundations



Storytime

Echo/ Find Letters

Fundations

Unit 1, Wk 9, D1: l, h, k




Student Notebook

LANGUAGE

ACQUISITION/WORD


Unit 3 Phonemic Awareness Skills: Ending consonants; Medial sounds (long vowels); Segment and blend onset/rhyme; Deletion

(compound words and syllables)


READING (45 Min)


Teach and Small

Group instruction)



WRITING (40 Min)


Teach)

Narrate

INDIVDUAL PROJECT

POWER WRITE – Retelling (p.

176)


retelling recreates an

experience from the writer’s

point of view; Use language

frames (p. 177)

Narrate

INDIVDUAL PROJECT



Focused mini-lesson; Learn

to write a title and make a

cover

Narrate

INDIVDUAL PROJECT



Focused mini-lesson; Learn to

write a title and make a cover

Instruct CLASS PROJECT

Lesson 1; Immersion and Pre-

Assessment (p. 84)


Introduce maps and

directions; choose locations

TIP; Provide the opportunity

for students to practice

directional vocabulary (p. 84).

WRITING

(3 Small Groups)

Draft Retelling Write title, create cover; bind

to make a book

Write title, create cover; bind

to make a book


procedural text (map)


8

Week

11 11/9– 11/13

Unit 3


MORNING MESSAGE

(20 min)

(Whole Group)

Focus: Initial sound substitution; Rhyming words

Scaffolding Opportunities: Identify current and past focus letters in the message, sight words: up, down, writing a letter, questions, question mark, syllables, first

and last word in a sentence, read left to right, top to bottom, onset/rimes, beginning sounds, punctuation, differentiate words and numbers* 2 morning

messages are available on TSS for each week. Teachers are responsible for creating additional morning messages as needed.

LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations




Student Notebook


Fundations



Make It Fun

Echo/Find Letters

Student Notebook

Fundations



Word Play



Fundations



Storytime

Echo/ Find Letters

Fundations

Unit 1, Wk 10, D1: v, w




Student Notebook

LANGUAGE

ACQUISITION/WORD


Unit 3 Phonemic Awareness Skills: Ending consonants; Medial sounds (long vowels); Segment and blend onset/rhyme; Deletion (compound words and

syllables)


READING (45 Min)


Teach and Small

Group instruction)

Unit 3, Lesson Set 1: Who’s In a Family by Robert Maas Lesson Sets are hyperlinked via the Kindergarten Literacy Alignment Document on TSS.

WRITING (40 Min)


Teach)


Lesson 2; Drawing a Simple

Map

Focused mini-lesson; Create

context; choose focus; walk

route to take notes


Lesson 3; Drafting Directions

(p. 88)


“How Do We Get to the

Baseball Field?” List direction

words

TIP (p 88): take students on

a “trip” along the route they

have mapped out. (this

may extend the lesson for 1

additional day)


Lesson 3; Drafting Directions

(p. 88)



Baseball Field?” List direction

words


Lesson 4; Revising Maps and

Directions (p. 90)



Baseball Field?” Focus on the

map symbols and key

PLEASE USE TIP (p. 90 side

column) to support the

symbols



Celebrating (p.92)


to make map and

directions match

WRITING

(3 Small Groups)

Draft map Draft directions

Draft directions

Add symbols; make directions

match map

Revise, edit, publish map

and directions

Week

12 11/16 –

11/20

Unit 3


MORNING MESSAGE

(20 min)

(Whole Group)

Focus: Identify question marks; Identify known letter/sound correspondences and beginning sounds

Scaffolding Opportunities: Identify current and past focus letters in the message, sight word: who, syllables, beginning and ending sounds, every sentence

begins with a capital letter, onset/rimes, left to right progression/return sweep, spacing, punctuation


LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations

Unit 1, Wk 10, D2: v, w



Student Notebook


Fundations

Unit 1, Wk 10, D3: v, w


Make It Fun

Echo/Find Letters

Student Notebook

Fundations

Unit 1, Wk 10, D4: v, w


Word Play



Fundations

Unit 1, Wk 10, D5: v, w


Storytime

Echo/ Find Letters

Fundations

Unit 1, Wk 11, D1: y, x




Student Notebook


9

LANGUAGE

ACQUISITION/WORD


Unit 3 Phonemic Awareness Skills: Ending consonants; Medial sounds (long vowels); Segment and blend onset/rhyme; Deletion (compound words and

syllables)

Please access additional Language Acquisition activities in the resource section of Kindergarten Literacy on TSS. READING (45 Min)


Teach and Small

Group instruction)



WRITING (40 Min)


Teach)

Instruct

INDEPENDENT PROJECT

POWER WRITE - Procedure

(p. 108)

Focused mini-lesson; a

procedure is a routine that is

written in steps

Instruct

INDEPENDENT PROJECT

POWER WRITE - Procedural

Poster (p. 104)


procedural poster shows

how to do something step

by step

Instruct

INDEPENDENT PROJECT

POWER WRITE - Procedure

with Transition Words (p. 106)


Transition words can help

readers understand the order

in which they should do things

Instruct

INDEPENDENT PROJECT

POWER WRITE – Procedural

Note (p. 110)

Focused mini-lesson ; A

procedural note explains how

to do something

Instruct

INDEPENDENT PROJECT



Use the prompt from page

77; “Get somewhere (from

the classroom to _____/ or

from home to ______) Focused mini-lesson; Review

features of a map and

directions; learn to choose

ending spot and title for

directions

WRITING

(3 Small Groups)

Draft Procedure Draft Procedural Poster Draft written procedure Draft procedural note Draft title and byline; edit

and publish

Week

13 11/23 –

11/27

Unit 3


MORNING MESSAGE

(20 min)

(Whole Group)

Focus: Ending sounds; Short Aa

Scaffolding Opportunities: Identify current and past focus letters in the message, sight words,

syllables, beginning and ending of a sentence, counting sentences, capitalization,

punctuation, onset/rime, spacing



SCHOOLS CLOSED:

Thanksgiving Break

SCHOOLS CLOSED:

Thanksgiving

Break

LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations

Unit 1, Wk 11, D2: y, x



Student Notebook


Fundations

Unit 1, Wk 11, D3: y, x


Make It Fun

Echo/Find Letters

Student Notebook

Fundations

Unit 1, Wk 11, D4: y, x


Word Play



LANGUAGE

ACQUISITION/WORD


15 min)

Unit 3 Phonemic Awareness Skills: Ending consonants; Medial sounds (long vowels); Segment

and blend onset/rhyme; Deletion (compound words and syllables)



READING (45 Min)


Teach and Small

Group instruction)

Unit 3, Lesson Set 2: Jonathan and His Mommy by Irene Smalls Lesson Sets are

hyperlinked via the Kindergarten Literacy Alignment Document on TSS.

WRITING (40 Min)


Teach)

Instruct

INDEPENDENT PROJECT

Lesson 7; Drawing the Map

(p. 96)


direction words; walk to

Instruct

INDEPENDENT PROJECT

Lesson 8; Drafting (p. 98)


Analyze modeled writing;

learn to write a numbered list

Instruct

INDEPENDENT PROJECT

Lesson 8; Drafting (p.98)

Focused mini-lesson; Analyze

modeled writing; learn to

write a numbered list of


10

ending spot; draw and

describe path (take notes on

walk)

of directions; walk to

locations and check order of

directions

directions; walk to locations

and check order of directions

WRITING

(3 Small Groups)

Use notes from walk to draw

and label map

Begin using direction words

form class chart

Begin using direction words

form class chart

Week

14 11/30 –

12/4

Unit 4


MORNING MESSAGE

(20 min)

(Whole Group)

Focus: Compound words

Scaffolding Opportunities: Identify current and past focus letters in the message, sight words: what, you, plural words, punctuation, two syllable words, onset

and rime, capitalization, numbers on a list


LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach -30 min.)

Fundations

Unit 1, Wk 11, D5: y, x


Storytime

Echo/ Find Letters

Fundations

Unit 1, Wk 12, D1: z, qu




Student Notebook

Fundations




Student Notebook


Fundations



Make It Fun

Echo/Find Letters

Student Notebook

Fundations



Word Play



LANGUAGE

ACQUISITION/WORD


Unit 4 Phonemic Awareness Skills: Oral Blending- phoneme by phoneme; Oral Segmentation- phoneme by phoneme


READING (45 Min)


Teach and Small

Group instruction)



WRITING (40 Min)


Teach)

Instruct

INDEPENDENT PROJECT

POWER WRITE – Storyboard (p.

112)


storyboard shows steps in a

sequence to organize them

visually for readers

Instruct

INDEPENDENT PROJECT

POWER WRITE – Labeled

Diagram (p. 114)


labeled diagram is a picture

that shows parts of an object

Instruct

INDEPENDENT PROJECT

Lesson 9; Revising the

Directions (p. 100)


features of good directions.

Learn about using numbered

steps

Instruct

INDEPENDENT PROJECT

Lesson 9; Revising the

Directions (p. 100)


features of good directions.

Learn about using numbered

steps

Instruct

INDEPENDENT PROJECT

Lesson 10; Sharing and



Review features chart; focus

on matching map and

directions

WRITING

(3 Small Groups)

Draft Storyboard Draft Storyboard Revise directions to include

numbered steps

Revise directions to include

numbered steps

Finish publishing map

Week

15 12/7 –

12/11

Unit 4


MORNING MESSAGE

(20 min)

(Whole Group)

Focus: Phoneme manipulation: deletion; Alliteration

Scaffolding Opportunities: Identify current and past focus letters in the message, sight words: you and what, identify words with short and long e words and

generate a list of words, capitalization, count words, syllables, punctuation, rhyming words, long vowels


LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations



Storytime

Fundations: Unit 1 TEST

Each student assessed

individually

Approx 20 minutes per

student



individually


student



individually


student

Fundations

Unit 2, Wk 1, D1


Introduce New Concepts:

Teach tapping to read

words



11

LANGUAGE

ACQUISITION/WORD


15 min)

Unit 4 Phonemic Awareness Skills: Oral Blending- phoneme by phoneme; Oral Segmentation- phoneme by phoneme


CONTINUE HERE IF

NECESSARY

Fundations

Unit 1 TEST


individually


student

READING (45 Min)


Teach and Small

Group instruction)

Unit 4, Lesson Set 1: The Snowy Day by Ezra Jack Keats. Lesson Sets are hyperlinked via the Kindergarten Literacy Alignment Document on TSS.

WRITING (40 Min)


Teach)

Instruct

INDEPENDENT PROJECT

POWER WRITE – Investigation

(p. 116)

Focused mini-lesson; an

investigation can combine

pictures and words to show a

procedure for making or

doing something

Inform CLASS PROJECT


Assessment (p. 14)


Introduce informational text;

choose topics

The class project will be on a

winter animal e.g. polar

bear, snowshoe hare, arctic

fox - NOT ladybugs) The

mentor texts remains

“Crickets”


Lesson 2; Accessing Prior

Knowledge (p. 16)


“Crickets”, list some features;

learn how to find facts;

choose a topic; write title on

R.A.N. chart


Lesson 3; Using Multiple

Sources (p. 18)


about doing research to

confirm what you know and

find new facts; tour research

stations


Lesson 4; Drawing to Record

Facts (p. 20)


“Crickets”, learn about

drawing quick pictures to

take notes

WRITING

(3 Small Groups)

Draft Investigation Draft pre-assessment

informational text

Write what you think you

know about ladybugs in your

research notebook. Put your

best idea on a sticky note to

share

Begin researching; write and

draw information in

notebooks; put one fact on a

sticky note to share

Continue researching and

note-taking; use drawing

and words; put one fact on

a sticky note to share

Week

16 12/14 –

12/18

Unit 4


MORNING MESSAGE

(20 min)

(Whole Group)

Focus: Ending sounds; Oral segmentation

Scaffolding Opportunities: Identify current and past focus letters in the message, sight words: what, you, first and last word in a sentence, counting words in a

sentence, punctuation, onset/rime, syllables, capitalization


LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations

Unit 2, Wk 1, D2


Word Play

Student Notebook


Fundations

Unit 2, Wk 1, D3


Word Play

Alphabetical Order

Echo/Find Letters

Fundations

Unit 2, Wk 1, D4


Word Play

Make It Fun


Fundations

Unit 2, Wk 1, D5


Word Play

Storytime

Fundations

Unit 2, Wk 2, D1


Word Play

Sky Write/Letter Formation:

A, B

Student Notebook


LANGUAGE

ACQUISITION/WORD

STUDY

(3 Small Groups – 15

min.)

CONTINUE HERE IF NECESSARY

Fundations

Unit 1 TEST


individually


student

CONTINUE HERE IF

NECESSARY

Fundations

Unit 1 TEST


individually


student


Fundations

Unit 1 TEST


individually


student


Fundations

Unit 1 TEST


individually


student

CONTINUE HERE IF

NECESSARY

Fundations

Unit 1 TEST


individually


student


12

READING (45 Min)


Teach and Small

Group instruction)

Lesson Set 2: It’s Winter by Linda Glaser. Lesson Sets are hyperlinked via the Kindergarten Literacy Alignment Document on TSS.

WRITING (40 Min)


Teach)


Lesson 5; Using Labeled

Illustrations (p. 22)


“Crickets”; learn about labels

and arrows; use letters and

sounds to make words


Lesson 6; Writing Facts from

Research (p. 24)


“Crickets”, learn about using

spaces between words; find

facts from pictures


Lesson 6; Writing Facts from

Research (p. 24)


“Crickets”, learn about using

spaces between words; find

facts from pictures


Lesson 7; Matching Words

and Pictures (p. 26)


“Crickets”, focus on match

between pictures and writing


Lesson 8; Organizing

Research (p. 28)


“Crickets”; learn about

organization; create

categories about ladybugs;

write headings on chart

paper; sort notes

WRITING

(3 Small Groups)


taking notes; add labels to

illustrations; use letters to write

words; put one fact on a



drafting notes; put spaces

between words; put one

fact on a sticky note to share


drafting notes; put spaces

between words; put one fact

on a sticky note to share


drafting notes; match pictures

and text; put on fact on a



drafting notes; put one fact

on a sticky note to share

Week

17 12/21 –

12/23

Unit 4


MORNING MESSAGE

(20 min)

(Whole Group)

Focus: Oral segmentation; Substitution (initial, final, and medial sounds)

Scaffolding Opportunities: Identify current and past focus letters in the message, syllables, sight

word: yes, beginning, middle and ending sounds, substitution, compound words, blending



SCHOOLS CLOSED:

Winter Break

SCHOOLS CLOSED:

Winter Break

LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach)

Fundations

Unit 2, Wk 2, D2


Word Play

Sky Write/Letter Formation: C,

D

Student Notebook


Fundations

Unit 2, Wk 2, D3


Word Play

Sky Write/Letter Formation: E,

F

Student Notebook


Fundations

Unit 2, Wk 2, D4


Word Play

Sky Write/Letter Formation: G,

H

Student Notebook


LANGUAGE

ACQUISITION/WORD

STUDY

(3 Small Groups)


Fundations

Unit 1 TEST


individually


student

Unit 4 Phonemic Awareness Skills: Oral Blending- phoneme by

phoneme; Oral Segmentation- phoneme by phoneme

Please access additional Language Acquisition activities in

the resource section of Kindergarten Literacy on TSS.

READING (45 Min)


Teach and Small

Group instruction)

Teachers should select a title from the existing Interactive Read-Aloud lessons provided for this

unit. Lessons are hyperlinked via the Kindergarten Literacy Alignment Document on TSS.

WRITING (40 Min)


Teach)


Lesson 9; Publishing the

Report (p. 30)


about editing and publishing

(capital letters, periods,

spaces between words)


Lesson 9; Publishing the

Report (p. 30)


about editing and publishing

(capital letters, periods,

spaces between words)



Celebrating (p. 32)

Focused mini-lesson; Read

finished report; make

connections with features

chart


13

WRITING

(3 Small Groups)

Publish on sentence strip;

illustrate and label; publish

cover, table of contents,

heading pages

Publish on sentence strip;

illustrate and label; publish

cover, table of contents,

heading pages

Share contributions; celebrate

on what was learned about

report writing

WINTER BREAK

December 24 – January 3

Week

18 1/4 - 1/8

Unit 5


MORNING MESSAGE

(20 min)

(Whole Group)

Focus: Oral segmentation; Substitution (initial, final, and medial sounds)

Scaffolding Opportunities: Identify current and past focus letters in the message, syllables, sight word: yes, beginning, middle and ending sounds, substitution,

compound words, blending

LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach)

Fundations

Unit 2, Wk 2, D5


Storytime

Alphabetical Order

Echo/Find Letters

Fundations

Unit 2, Wk 3, D1


Word Play

Sky Write/Letter Formation: I,

J

Student Notebook


Fundations

Unit 2, Wk 3, D2


Word Play

Sky Write/Letter Formation: K,

L

Student Notebook


Fundations

Unit 2, Wk 3, D3


Word Play

Sky Write/Letter Formation: M,

N

Student Notebook


Fundations

Unit 2, Wk 3, D4


Make It Fun


O, P

Student Notebook


LANGUAGE

ACQUISITION/WORD

STUDY

(3 Small Groups)

Unit 5 Phonemic Awareness Skills: Medial sounds (short vowels); Deletion (beginning and ending sounds)


READING (45 Min)


Teach and Small

Group instruction)



WRITING (40 Min)


Teach)

Inform

POWER WRITE - Sketch (p. 54)


sketch is a quick drawing that

visually captures our thinking

Inform

POWER WRITE - Sketch (p.

54)


sketch is a quick drawing

that visually captures our

thinking

Inform

INDEPENDENT PROJECT


Independent Project (p. 34) Topic on page 4; Food


features of a report and using

research notebooks; select a

topic

Inform

INDEPENDENT PROJECT

Lesson 12; Researching and

Drafting (p. 36)


about using labeled

diagrams; review research

stations

Inform

INDEPENDENT PROJECT

POWER WRITE - Labels (p.

56)


Labels inform readers by

describing or naming a

picture or object

WRITING

(3 Small Groups)

Draft sketch Draft sketch Record prior knowledge on

sticky notes on first page of

notebook, “What I Think I

Know”

Begin researching and

drafting focus on what your

insect looks like

Create a labeled picture;

edit your picture and labels

from yesterday

Week MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


14

19 1/11 – 1/15

Unit 5

MORNING MESSAGE

(20 min)

(Whole Group)

Focus:

Scaffolding Opportunities: sight word-at, review letter sounds from previous lessons/units, review Word Wall words from previous lessons/units, beginning/ending

sounds in words, syllables, segmenting, punctuation-comma, period, locate same letter in different position within a word, letter sounds – ask for other words

with same initial sound


LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations

Unit 2, Wk 3, D5


Storytime

Alphabetical Order

Echo/Find Letters

Fundations

Unit 2, Wk 4, D1


Word Play


Q, R

Student Notebook


Fundations

Unit 2, Wk 4, D2


Word Play

Sky Write/Letter Formation: S,

T, U

Student Notebook


Fundations

Unit 2, Wk 4, D3


Word Play

Sky Write/Letter Formation: V,

W, X

Student Notebook


Fundations

Unit 2, Wk 4, D4



Y, Z

Student Notebook

Make It Fun

LANGUAGE

ACQUISITION/WORD


Unit 5 Phonemic Awareness Skills: Medial sounds (short vowels); Deletion (beginning and ending sounds)


READING (45 Min)


Teach and Small

Group instruction)

Unit 5, Lesson Set 1: My Amazing Body! By Pat Thomas. Lesson sets are hyperlinked via the Kindergarten Literacy Alignment Document on TSS.

WRITING (40 Min)


Teach)

Inform

INDEPENDENT PROJECT


Publishing (p. 38)


to publish; focus on forming

letters and words

Inform

INDEPENDENT PROJECT


Publishing (p. 38)



letters and words

Inform

INDEPENDENT PROJECT

POWER WRITE – “From the

Desk of” Notes (p. 60)

Focused mini-lesson; Notes

are perfect for sending small

pieces of information

Inform

INDEPENDENT PROJECT


Drafting (p. 40)


take notes with pictures; draw

and label pictures to record

ideas

Inform

INDEPENDENT PROJECT

POWER WRITE - Observation

Log (p. 62)

Focused mini-lesson; A log

is a way to record and

organize observations

WRITING

(3 Small Groups)

Edit and publish the first

section (what your insect

looks like); add matching

illustrations



looks like); add matching

illustrations

Draft note Continue researching and

drafting; focus on where your

insect lives

Create observation log;


drafting; focus on where

your insect lives

Week

20 1/18 – 1/22

Unit 5


MORNING MESSAGE

(20 min)

(Whole Group)

Focus:

Scaffolding Opportunities: Syllables, initial sounds, short vowel sounds, locating vowels in text, letters and words from previous

lessons, initial sounds – give more words that begin with the sound, punctuation, sight words-like, at, to, ending sounds,

segmenting, onset/rime, punctuation-comma, exclamation mark


as needed.


15

LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

SCHOOLS CLOSED:

Dr. Martin Luther

King, Jr. Day

Fundations

Unit 2, Wk 4, D5


Word Play

Fundations

Unit 2 TEST


individually

Approx 15-20 minutes per

student

Fundations

Unit 2 TEST


individually


student

Fundations

Unit 3, Wk 1, D1


Introduce New Concepts: 1.

Review tapping to read

words

2. Teach tapping to spell

Echo/Find Letters & Words

LANGUAGE

ACQUISITION/WORD


Unit 5 Phonemic Awareness Skills: Medial sounds (short

vowels); Deletion (beginning and ending sounds) Please

access additional Language Acquisition activities in the

resource section of Kindergarten Literacy on TSS.


Fundations

Unit 2 TEST


individually


student

CONTINUE HERE IF

NECESSARY

Fundations

Unit 2 TEST


individually


student

READING (45 Min)


Teach and Small

Group instruction)



WRITING (40 Min)


Teach)

Inform

INDEPENDENT PROJECT

POWER WRITE - Bar Graph

(p. 70)

Focused mini-lesson; A bar

graph is a way to capture

and compare information

Inform

INDEPENDENT PROJECT


Drafting (p. 40)


take notes with pictures; draw

and label pictures to record

ideas

Inform

INDEPENDENT PROJECT


Publishing (p. 42)

Focused mini-lesson; learn

about word spacing

Inform

INDEPENDENT PROJECT


Drafting (p. 44)


to revise for strong

description

WRITING

(3 Small Groups)

Complete bar graph Continue researching and

drafting; focus on where your

insect lives

Edit and publish the second

section (where insects live);

read and check for sense

Continue researching; write

strong descriptions; focus on

what your insect eats

Week

21 1/25 – 1/29

Unit 5


MORNING MESSAGE

(20 min)

(Whole Group)

SCHOOLS CLOSED

FOR STUDENTS:

Professional

Development for

Focus:

Scaffolding Opportunities: Review letter sounds and word wall words from previous lessons/units, beginning/ending sounds,

syllables, segmenting, blending, smaller words within big words (example: ‘and’ within hands), print directionality


as needed.

LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations

Unit 3, Wk 1, D2


Word Play

Alphabetical Order


Fundations

Unit 3, Wk 1, D3


Word Play



Teach word dictation

Fundations

Unit 3, Wk 1, D4


Word Play

Dictation (Dry Erase)

Make It Fun

Fundations

Unit 3, Wk 2, D5


Word Play

Storytime

CONTINUE HERE IF

NECESSARY

Fundations

Unit 2 TEST


Fundations

Unit 2 TEST



Fundations

Unit 2 TEST


Unit 5 Phonemic Awareness

Skills: Medial sounds (short

vowels); Deletion

(beginning and ending


16

Teachers


individually


student

individually


student

individually


student

sounds)

Please access additional

Language Acquisition

activities in the resource

section of Kindergarten

Literacy on TSS.

READING (45 Min)


Teach and Small

Group instruction)

Unit 5, Lesson Set 2: Good Enough to Eat by Lizzy Rockwell. Lessons are hyperlinked via the Kindergarten Literacy Alignment

Document on TSS.

WRITING (40 Min)


Teach)

Inform

INDEPENDENT PROJECT

POWER WRITE - Signs to

Label the Classroom

Focused mini-lesson; Signs

tell where things are or what

to do

Inform

INDEPENDENT PROJECT

POWER WRITE – Cross Section

Diagram (p. 68)

Focused mini-lesson; a cross-

section diagram shows the

interior, or inside, of an object

Inform

INDEPENDENT PROJECT


Publishing (p. 46)


match pictures and writing

Inform

INDEPENDENT PROJECT


Publishing (p. 46)


to match pictures and

writing

WRITING

(3 Small Groups)

Create signs Partners create cross section

diagram

Edit and publish the third


eats); add matching drawings

and labels

Edit and publish the third


eats); add matching

drawings and labels

Week

22 2/1- 2/5

Unit 6


MORNING MESSAGE

(20 min)

(Whole Group)

Focus:

Scaffolding Opportunities: Punctuation, beginning and end of sentence, words and letters from previous lessons, initial sounds (produce other words with the

same sound), vowel sounds, sight words, beginning/ending sounds, rhyming words, syllables, segmenting, blending


LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations

Unit 3, Wk 2, D1


Word Play

Alphabetical Order


Fundations

Unit 3, Wk 2, D2


Word Play



Fundations

Unit 3, Wk 2, D3


Teach trick words: the, a



Fundations

Unit 3, Wk 2, D4


Word Play

Make It Fun


Fundations

Unit 3, Wk 2, D5


Word Play

Trick Word Practice

Storytime

LANGUAGE

ACQUISITION/WORD

STUDY

((3 Small Groups – 15 min)

Unit 6 Phonemic Awareness Skills: Medial vowels with consonants


READING (45 Min)


Teach and Small

Group instruction)



WRITING (40 Min)


Teach)

Inform

INDEPENDENT PROJECT


Drafting


to revise for end punctuation

Inform

INDEPENDENT PROJECT

POWER WRITE – Science

Summary (p. 64)


science summary tells the

most important science facts

from a book or lesson

Inform

INDEPENDENT PROJECT

POWER WRITE – Description

with Onomatopoeia (p. 66)


description that uses

onomatopoeia features

words that sound like what

Inform

INDEPENDENT PROJECT


Publishing (p. 50)


use boldfaced words

Inform

INDEPENDENT PROJECT


Celebrating (p. 52)

Focused mini-lesson; Share,

celebrate and display

publications


17

they mean

WRITING

(3 Small Groups)



amazing facts about your

insect

Draft science summary Draft sentence Edit and publish the fourth

sections (amazing facts); bold

key words

Compare published report

with the report from Day 1

Week

23 2/8 – 2/12

Unit 6


MORNING MESSAGE

(20 min)

(Whole Group)

Focus:

Scaffolding Opportunities:


LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations

Unit 3, Wk 3, D1


Word Play

Alphabetical Order


Fundations

Unit 3, Wk 3, D2


Word Play



Fundations

Unit 3, Wk 3, D3


Teach trick words: and, are, to



Fundations

Unit 3, Wk 3, D4


Word Play

Make It Fun


Fundations

Unit 3, Wk 3, D5


Word Play

Trick Word Practice

Storytime

LANGUAGE

ACQUISITION/WORD

STUDY (3 Small Groups – 15 min.)



READING (45 Min)


Teach and Small

Group instruction)

Unit 6, Lesson Set 1: The Hero in Me by Susan Fitzsimonds. Lesson sets are hyperlinked via the Kindergarten Literacy Alignment Document on TSS.

WRITING (40 Min)


Teach)

Inform

INDEPENDENT PROJECT

POWER WRITE - Investigation

(p. 72)

Focused mini-lesson; An

investigation combines words

and pictures to give

information about a single

topic

Persuade CLASS PROJECT

Lesson 1 ; Immersion and



Introduce persuasive texts;

choose topics


Lesson 2 ; Beginning to Draft

(p. 196)


“Letters About Pets!”; begin

features list; focus on greeting

and beginning sentence that

tells what you want


Lesson 3; Researching

Guinea Pigs (p. 198)

remember you can change

the animal


“Letters About Pets!”; add t0

features; focus on reason and

how to find and use facts to

write reasons


Lesson 4; Drafting Strong

Conclusions (p. 200)


“Letters About Pets!”; add

to features; focus on

conclusion that tells what

you want, closing

WRITING

(3 Small Groups)

Draft Investigation Draft pre-assessment

persuasive text

Draft a greeting and a

beginning; make the

beginning sound creative and

engaging

Research and take notes

about facts; use facts to

revise and add to letter;

restate facts as reasons

Reread drafts; add strong

conclusion and closing

Week

24 2/15 – 2/19

Unit 6


MORNING MESSAGE

(20 min)

(Whole Group)

Focus:

Scaffolding Opportunities: Sights Words, compound words: newspaper and neighborhoods, syllables, verbs (action words),

punctuation, onset and rime


as needed.


18

LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min)

SCHOOLS CLOSED:

President’s Day

Fundations

Unit 3, Wk 4, D1


Word Play

Alphabetical Order


Fundations

Unit 3, Wk 4, D2


Word Play



Fundations

Unit 3, Wk 4, D3


Teach trick words: is, his



Fundations

Unit 3, Wk 4, D4


Word Play

Make It Fun


LANGUAGE

ACQUISITION/WORD




READING (45 Min)


Teach and Small

Group instruction)



WRITING (40 Min)


Teach)



Publishing (p. 202)


“Letters About Pets!”; focus

on publishing strategies;

illustrations that help

persuade readers

Persuade

INDIVIDUAL PROJECT


Individual Project (p. 204)

Topic: from page 187 Who is

the best helper/hero


features of persuasive text;

choose topic, state purpose

Persuade

INDIVIDUAL PROJECT


Drafting (p. 206)

Focused mini-lesson; Analyze

modeled writing; learn to

write reasons, capitalize the

words i

Persuade

INDIVIDUAL PROJECT

POWER WRITE – Labeled

Illustration (p. 214)


labeled illustration can

persuade readers by visually

supporting a persuasive

statement

WRITING

(3 Small Groups)

Illustrate; edit; publish (pit in

envelope; address); deliver

and celebrate

Draft greeting and beginning

publish and illustrate first part

Draft reasons; continue

researching for facts; read

aloud, publish reasons

Draft labeled illustration

Week

25 2/22– 2/26

Unit 6


MORNING MESSAGE

(20 min)

(Whole Group)

Focus:

Scaffolding Opportunities: Letter review, sight words, concepts of print (left to right progression, return sweep, capital letter to

begin a sentence, etc.), syllables, medial vowels, rhyming words, punctuation, onset/rime, adjectives* 2 morning messages are

available on TSS for each week. Teachers are responsible for creating additional morning messages as needed.

LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations

Unit 3, Wk 4, D5


Word Play

Trick Word Practice

Storytime

Fundations

Unit 3, Wk 5, D1


Word Play


What says /k/? (k, c)


Fundations

Unit 3, Wk 5, D2


Word Play



Fundations

Unit 3, Wk 5, D3


Teach trick words: as, has



SCHOOL CLOSED

FOR STUDENTS:

Professional

Development for

Teachers LANGUAGE

ACQUISITION/WORD




READING (45 Min)


Teach and Small

Group instruction)

Unit 6, Lesson Set 2: The Night Worker by Kate Banks. Lessons are hyperlinked via the Kindergarten Literacy Alignment

Document on TSS.


19

WRITING (40 Min)


Teach)

Persuade

INDIVIDUAL PROJECT

Lesson 8; More Research and

Drafting (p. 208)


Analyze modeled writing;

learn to add more reasons;

use a word list

Persuade

INDIVIDUAL PROJECT

POWER WRITE – Yes/No Chart

(p. 222)

Focused mini-lesson; Yes/no

chart helps us think about

our opinions and persuade

others

Persuade

INDIVIDUAL PROJECT

POWER WRITE – Letter (p. 224)

Focused mini-lesson; A letter

can persuade readers to act

or think in a certain way

Persuade

INDIVIDUAL PROJECT


Conclusion (p. 210)


features; Analyze modeled

writing; learn to write ending,

leave spaces between words

WRITING

(3 Small Groups)

Draft more reasons; continue

researching if needed;

publish reasons

Create a class chart Draft letter Draft ending; publish and

illustrate the ending

Week

26 2/29 – 3/4

Unit 7


MORNING MESSAGE

(20 min)

(Whole Group)

Focus:

Scaffolding Opportunities: Sight Words: good and our, punctuation marks, rhyming, syllables, medial vowels, compound words


LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations

Unit 3, Wk 5, D4


Word Play

Make It Fun


Fundations

Unit 3, Wk 5, D5


Word Play

Trick Word Practice

Storytime

Fundations

Unit 3, Wk 6, D1


Word Play

Alphabetical Order


Fundations

Unit 3, Wk 6, D2


Word Play



Fundations

Unit 3, Wk 6, D3


Teach trick words: was



LANGUAGE

ACQUISITION/WORD


Unit 7 Phonemic Awareness Skills: Deletion (beginning and ending blends); teachers may also begin introducing long vowel sounds for groups who have

mastered all phonemic awareness skills taught this year


READING (45 Min)


Teach and Small

Group instruction)



WRITING (40 Min)


Teach)

Persuade

INDIVIDUAL PROJECT




features; Analyze modeled

writing; learn to publish,

illustrate to persuade

Persuade

INDIVIDUAL PROJECT

POWER WRITE – Sticky-Note

Book Review (p. 216)


sticky-note book review can

convince others to read-or

not to read-a book

Persuade

INDIVIDUAL PROJECT

POWER WRITE – Note (p. 218)

Focused mini-lesson; A note

can persuade by making a

request and supporting it with

good reasons

Persuade

INDIVIDUAL PROJECT

POWER WRITE – Poster (p. 220)

Focused mini-lesson; Posters

can persuade readers with

strong statements, reasons,

and visuals

Persuade

INDIVIDUAL PROJECT

POWER WRITE – Poster (p.

220)


Posters can persuade

readers with strong

statements, reasons, and

visuals

WRITING

(3 Small Groups)

Revise illustrations, publish

letter; put in envelope and

address

Draft book review Draft note Create poster Create poster

Week

27 3/7 – 3/11

Unit 7


MORNING MESSAGE

(20 min)

(Whole Group)

Focus:

Scaffolding Opportunities: Letter/Sound Review, sight Words, syllables, rhyming Words, punctuation (quotation marks), capitalization, blending, segmenting,

beginning, medial and ending sounds



20

LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations

Unit 3, Wk 6, D4


Word Play

Make It Fun


Fundations

Unit 3, Wk 6, D5


Word Play

Trick Word Practice

Storytime

Fundations

Unit 3 TEST


individually


student

Can be tested by teacher,

volunteer or paraprofessional

Fundations

Unit 3 TEST


individually


student


volunteer or

paraprofessional

Fundations

Unit 4, Wk 1, D1



Teach Digraphs (wh, ch, sh,

th, ck)

Student Notebook

LANGUAGE

ACQUISITION/WORD


Unit 7 Phonemic Awareness Skills: Deletion (beginning and ending blends); teachers may also begin introducing long vowel

sounds for groups who have mastered all phonemic awareness skills taught this year


CONTINUE IF NECESSARY

Fundations

Unit 3 TEST


individually


student


volunteer or

paraprofessional READING (45 Min)


Teach and Small

Group instruction)



WRITING (40 Min)


Teach)

Persuade

INDIVIDUAL PROJECT


(p. 226) Focused mini-lesson;

An investigation uses

illustrations and other text

features to convince readers

of an important point

Respond

CLASS PROJECT

Lesson 1; Immersion and



Introduce response writing;

read book for pre-

assessment response

Respond

CLASS PROJECT

Lesson 2; Drafting a Response

(p. 240)


“Response to Swimmy”; begin

features list; read The Grouchy

Ladybug; focus on response

title and what you

Respond

CLASS PROJECT

Lesson 3; Drafting and

Revising (p. 242)


“Response to Swimmy”; add

to features; focus on dislikes;

reread The Grouchy Ladybug

Respond

CLASS PROJECT


Revising (p. 244)


“Response to Swimmy”; add

to features list; focus on

connections; reread The

Grouchy Ladybug

WRITING

(3 Small Groups)

Draft investigation Draft pre-assessment

response

Begin drafting Continue drafting; add what

you disliked

Continue drafting; add

details and connections

Week

28 3/14 – 3/18

Unit 7


MORNING MESSAGE

(20 min)

(Whole Group)

Focus:

Scaffolding Opportunities: Letter/Sound Review, sight Words-went, ride, rhyming words, syllables, punctuation (. , !), onset/rime


LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations

Unit 4, Wk 1, D2


Word Play

Teach trick words: we, she, he

Student Notebook

Fundations

Unit 4, Wk 1, D3


Word Play

Make It Fun


Teach Spelling

Fundations

Unit 4, Wk 1, D4


Word Play

Trick Word Practice



Fundations

Unit 4, Wk 1, D5


Word Play

Storytime

Fundations

Unit 4, Wk 2, D1


Word Play


LANGUAGE

ACQUISITION/WORD

STUDY


Fundations

Unit 3 TEST




21

(3 Small Groups – 15 min.) Each student assessed

individually


student




READING (45 Min)


Teach and Small

Group instruction)

Unit 7, Lesson Set 1: The Little Engine that Could by Watty Piper. Lesson sets are hyperlinked via the Kindergarten Literacy Alignment Document on TSS.

WRITING (40 Min)


Teach)

Respond

CLASS PROJECT




“Response to Swimmy”; focus

on publishing, making

pictures match text

Respond

INDIVIDUAL PROJECT


Individual Project (p. 248) Topic Book – Choose a text

from this unit that all students

have read


Review features of response;

choose topic; focus on word

spacing; share what you like

about book

Respond

INDIVIDUAL PROJECT

POWER WRITE – Sketch to

Stretch (p. 268)


simple sketch with labels helps

you capture what you’ve

learned from something you

have read

Respond

INDIVIDUAL PROJECT

POWER WRITE – Story Map (p.

270)

Focused mini-lesson; A story

map allows us to record what

happens in a text and our

response to those events

Respond

INDIVIDUAL PROJECT


Publishing (p. 250)


to use a word chart (I, like,

do, not); share what you did

not like about book

WRITING

(3 Small Groups)

Revise and publish response Draft, edit, publish, illustrate

a response telling what you

like

Draft sketch Create story map Draft, edit, publish, illustrate

a response telling what you

dislike

Week

29 3/21 – 3/25

Unit 7


MORNING MESSAGE

(20 min)

(Whole Group)

Focus:

Scaffolding Opportunities: Letter/Sound Review, sight words-under, into, syllables, rhyming Words (plane, train), onset/rime,

opposites (over, under), position Words


as needed.

SCHOOLS CLOSED:

Spring Break

LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations

Unit 4, Wk 2, D2


Word Play

Teach trick words: be, me


Fundations

Unit 4, Wk 2, D3


Word Play

Make It Fun


Fundations

Unit 4, Wk 2, D4


Word Play

Trick Word Practice



Fundations

Unit 4, Wk 2, D5


Word Play

Storytime

LANGUAGE

ACQUISITION/WORD

STUDY

(3 Small Groups – 15

min.)




READING (45 Min)


Teach and Small

Group instruction)

Unit 7, Lesson Set 2: Me On the Map by Joanne Sweeney. Lesson sets are hyperlinked via the Kindergarten Literacy Alignment

Document on TSS.

WRITING (40 Min)


Teach)

Respond

INDIVIDUAL PROJECT

Lesson 8; Revising and

Respond

INDIVIDUAL PROJECT


Respond

INDIVIDUAL PROJECT

Lesson 9; Matching

Respond

INDIVIDUAL PROJECT



22

Publishing (p. 252)


to stretch out sounds to

improve spelling; share a

connection you made to

your book

(p. 272)

Focused mini-lesson; You

can combine words and

pictures in a visual

investigation that response

to your reading

Illustrations to Words, Revising,

and Publishing (p. 254)


how to make pictures match

words; talk about how you will

use pictures

Sharing (p. 256)


make cover; add to word

chart (my, response, to)

WRITING

(3 Small Groups)

Draft, edit, publish, illustrate a

connection you made to

your book

Draft investigation Look back at your piece;

revise or add illustrations to

support text

Publish cover and response

SPRING BREAK

March 25 – April 3

Week

30 4/4 – 4/8

Unit 8


MORNING MESSAGE

(20 min)

(Whole Group)

Focus:

Scaffolding Opportunities: Sight words: get and will, onset and rime, identify the parts of a letter, punctuation


LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations

Unit 4, Wk 3, D1



Teach spelling of CK


Fundations

Unit 4, Wk 3, D2


Word Play

Teach trick words: I, you


Fundations

Unit 4, Wk 3, D3


Word Play

Make It Fun


Fundations

Unit 4, Wk 3, D4


Word Play

Trick Word Practice



Fundations

Unit 4, Wk 3, D5


Word Play

Storytime

LANGUAGE

ACQUISITION/WORD


Unit 8 Phonemic Awareness Skills: Review phonemic awareness skills as needed; Groups who have mastered all phonemic awareness skills taught should work

on long vowel sounds


READING (45 Min)


Teach and Small

Group instruction)



WRITING (40 Min)


Teach)

Respond

INDIVIDUAL PROJECT

POWER WRITE – Response to

a Poem (p. 258)

Focused mini-lesson; Poetry

response include our

reactions and connections

to poems

Respond

INDIVIDUAL PROJECT

POWER WRTIE – Description

(p. 262)


description tell more about a

subject or a topic from

nonfiction

Respond

INDIVIDUAL PROJECT

POWER WRITE – Response to a

Book (p. 260)


response can tell why a

certain book is your favorite

Respond

INDIVIDUAL PROJECT

POWER WRITE – Sticky-Note

Review (p. 264)

Focused mini-lesson; You

can use a sticky-note review

to respond to a book you’ve

read

Respond

INDIVIDUAL PROJECT POWER

WRITE – Thank you note (p.

266)

Focused mini-lesson:A

thank-you note allows us to

thank others for something

they have done or give to

us

WRITING

(3 Small Groups)

Draft poetry response Draft description sentence Draft response to book Draft sticky-note review Draft Thank you Note

Week MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


23

31 4/11 – 4/15

Unit 8

MORNING MESSAGE

(20 min)

(Whole Group)

Focus:

Scaffolding Opportunities: Sight words: there and soon, compound words, organization of the map (labels), punctuation, ending sounds


LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations

Unit 4, Wk 4, D1



Review spelling


Fundations

Unit 4, Wk 4, D2


Word Play

Teach trick words: they


Fundations

Unit 4, Wk 4, D3


Word Play

Make It Fun


Fundations

Unit 4, Wk 4, D4


Word Play

Trick Word Practice



Fundations

Unit 4, Wk 3, D5


Word Play

Storytime

LANGUAGE

ACQUISITION/WORD





READING (45 Min)


Teach and Small

Group instruction)

Unit 8, Lesson Set 1: Everything Spring by Jill Esbaum. Lesson sets are hyperlinked via the Kindergarten Literacy Alignment Document on TSS.

WRITING (40 Min)


Teach)

Narrate Nonfiction

CLASS PROJECT


Assessment (p. 150)


Introduce narrative nonfiction

text; choose topics

Topic: Day in the life of a

butterfly

Narrate Nonfiction

CLASS PROJECT


Beginning (p. 152)


“A Firefighter’s Day”, begin

features chart; write

questions and interview

teacher’ focus on beginning

Narrate Nonfiction

CLASS PROJECT


Beginning (p 152)


“A Firefighter’s Day”, begin

features chart; write questions

and interview teacher’ focus

on beginning

Narrate Nonfiction

CLASS PROJECT


(p. 154)

Focused mini-lesson; Study “A

Firefighter’s Day”, add to the

features chart; continue

research; focus on middle

Narrate Nonfiction

CLASS PROJECT


Ending (p. 156)


“A Firefighter’s Day”, add to

features chart, reinforce

time order; focus on ending

WRITING

(3 Small Groups)


nonfiction story

Draft the beginning of a

nonfiction narrative of a

teacher’s day

Draft the beginning of a

nonfiction narrative of a

teacher’s day

Draft the middle of the

narrative

Draft ending

Week

32 4/18 – 4/22

Unit 8


MORNING MESSAGE

(20 min)

(Whole Group)

Focus:

Scaffolding Opportunities: Beginning/ending sounds, syllables, segmenting, blending, onset/rime, sight words-the, and, is, are


LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations

Unit 4 TEST


individually


student


volunteer or

paraprofessional

Fundations

Unit 4 TEST


individually


student


volunteer or

paraprofessional

Fundations

Unit 5, Wk 1, D1


Word Play


Review sentence reading


Fundations

Unit 5, Wk 1, D2


Word Play

Teach trick words: or, for


Begin sentence dictation

Fundations

Unit 5, Wk 1, D3


Word Play



LANGUAGE

ACQUISITION/WORD


Unit 8 Phonemic Awareness Skills: Review phonemic

awareness skills as needed; Groups who have mastered all

phonemic awareness skills taught should work on long vowel

sounds

Please access additional Language Acquisition activities in


Fundations

Unit 4 TEST


individually


Fundations

Unit 4 TEST


individually


Fundations

Unit 4 TEST


individually


24

the resource section of Kindergarten Literacy on TSS.


student




student




student


volunteer or

paraprofessional READING (45 Min)


Teach and Small

Group instruction)



WRITING (40 Min)


Teach)

Narrate Nonfiction

CLASS PROJECT

Lesson 5; Revising, Editing,



“A Firefighter’s Day”, review

features; focus on revising

adding pictures

Narrate Nonfiction

CLASS PROJECT

Lesson 5; Revising, Editing,



“A Firefighter’s Day”, review

features; focus on revising

adding pictures

Narrate Nonfiction

INDIVIDUAL PROJECT

POWER WRITE – Illustrated

Experience (p. 172)

Topic: From page 122; How a

tree grows



narrate a personal

experience

Narrate Nonfiction

INDIVIDUAL PROJECT


176)




point of view

Narrate Nonfiction

INDIVIDUAL PROJECT

POWER WRITE -

Investigation (p. 182)

Focused mini-lesson; Visual

investigations combine

words and pictures to tell a

true story about the author

WRITING

(3 Small Groups)

Revise, illustrate, publish

nonfiction narrative

Revise, illustrate, publish

nonfiction narrative

Draft illustrated experience

Draft retelling

Draft investigation

Week

33 4/25 – 4/29

Unit 8


MORNING MESSAGE

(20 min)

(Whole Group)

Focus:

Scaffolding Opportunities: Sight words-now, saw, beginning/ending sounds, rhyming words,

syllables, segmenting, blending



SCHOOLS CLOSED

FOR STUDENTS:

Parent-Teacher

Conferences/

Professional

Development for

Teachers

SCHOOLS CLOSED:

Primary Elections

LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations

Unit 5, Wk 1, D4


Trick Word Practice

Make It Fun


Fundations

Unit 5, Wk 1, D5


Storytime

Fundations

Unit 5, Wk 2, D1


Word Play


LANGUAGE

ACQUISITION/WORD


Unit 8 Phonemic Awareness Skills: Review phonemic awareness skills as needed; Groups who

have mastered all phonemic awareness skills taught should work on long vowel sounds



READING (45 Min)


Teach and Small

Group instruction)

Unit 8, Lesson Set 2: Flower Garden by Eve Bunting. Lesson sets are hyperlinked via the

Kindergarten Literacy Alignment Document on TSS.

WRITING (40 Min)


Teach)

Narrate Nonfiction

INDIVIDUAL PROJECT




Narrate Nonfiction

INDIVIDUAL PROJECT




Narrate Nonfiction

INDIVIDUAL PROJECT


(p. 162)



25

features of nonfiction

narrative; interview classmate

about beginning of day

Review features of nonfiction

narrative; interview

classmate about beginning

of day

on the middle; learn to use

transition words; interview

classmate about middle of

day

WRITING

(3 Small Groups)

Draft, edit and publish the

beginning; focus on writing

sentences in time order

Draft, edit and publish the

beginning; focus on writing

sentences in time order

Draft, revise and publish the

middle; use transition words

(next, then, after, etc.);

reread and fill in missing words

Week

34 5/2 – 5/6

Unit 8


MORNING MESSAGE

(20 min)

(Whole Group)

Focus:

Scaffolding Opportunities: Sight words-came, out, review word wall words from previous lessons/units, beginning/ending sounds, segmenting, blending,

punctuation, purpose/elements of a list


LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min)

Fundations

Unit 5, Wk 2, D2


Word Play

Teach trick words: of, have


Fundations

Unit 5, Wk 2, D3


Word Play



Fundations

Unit 5, Wk 2, D4


Trick Word Practice

Make It Fun


Fundations

Unit 5, Wk 2, D5


Storytime

Fundations

Unit 5, Wk 3, D1


Word Play


LANGUAGE

ACQUISITION/WORD





READING (45 Min)


Teach and Small

Group instruction)



WRITING (40 Min)


Teach)

Narrate Nonfiction

INDIVIDUAL PROJECT


(p. 162)


on the middle; learn to use

transition words; interview

classmate about middle of

day

Narrate Nonfiction

INDIVIDUAL PROJECT


(p. 164)


on the ending; think about

matching pictures and text

Narrate Nonfiction

INDIVIDUAL PROJECT


(p. 164)


on the ending; think about

matching pictures and text

Narrate Nonfiction

INDIVIDUAL PROJECT

Lesson 9; Revising and Editing

(p. 166)


on editing and revising text

and pictures; use features

chart as checklist; add

drawings, labels

Narrate Nonfiction

INDIVIDUAL PROJECT




to write a title and make a

cover

WRITING

(3 Small Groups)

Draft, revise and publish the

middle; use transition words

(next, then, after, etc.);

reread and fill in missing

words

Draft, revise, and publish the

ending; check that drawings

match text

Draft, revise, and publish the

ending; check that drawings

match text

Add illustrations, details,

captions, labels; reread text

for missing words; revise for

sense

Write a title, create cover;

bind to make a book

Week

35 5/9 – 5/13


MORNING MESSAGE

(20 min)

(Whole Group)

Focus:

Scaffolding Opportunities: Letter/Sound Review, sight words-are, not, spacing, numbers, ending sounds, punctuation (period, comma, exclamation point,

quotation marks), rhyming words



26

Unit 9 LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations

Unit 5, Wk 3, D2


Word Play

Teach trick words: from

Fundations

Unit 5, Wk 3, D3


Word Play



Fundations

Unit 5, Wk 3, D4


Trick Word Practice

Make It Fun


Fundations

Unit 5, Wk 3, D5


Storytime

Fundations

Unit 5, Wk 4, D1


Word Play



Teach sentence dictation –

dry erase

LANGUAGE

ACQUISITION/WORD





READING (45 Min)


Teach and Small

Group instruction)



WRITING (40 Min)


Teach)

Narrate Nonfiction

INDIVIDUAL PROJECT

POWER WRITE – Nonfiction

Storyboard (p. 180)


storyboard captures events in

nonfiction with narrative and

illustration

Inform

INDEPENDENT PROJECT


Independent Project (p. 34) Topic: From Page 4; Animals


Review features of a report

and using research

notebooks; select a topic

Inform

INDEPENDENT PROJECT


Drafting (p. 36)


about using labeled

diagrams; review research

stations

Inform

INDEPENDENT PROJECT


Publishing (p. 38)



letters and words

Inform

INDEPENDENT PROJECT


Drafting (p. 40)


to take notes with pictures;

draw and label pictures to

record ideas

WRITING

(3 Small Groups)

Create nonfiction storyboard Record prior knowledge on

sticky notes on first page of

notebook, “What I Think I

Know”

Begin researching and

drafting focus on what your

mammal looks like


section (your mammal looks

like); add matching

illustrations


drafting; focus on where

your mammal lives

Week

36 5/16 – 5/20

Unit 9


MORNING MESSAGE

(20 min)

(Whole Group)

Focus:

Scaffolding Opportunities: Review word wall words, sight words-ate, so, well, but, beginning/medial/ending sounds, segmenting, punctuation


LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations

Unit 5, Wk 4, D2


Word Play

Teach trick words: by, my

Fundations

Unit 5, Wk 4, D3


Word Play



Fundations

Unit 5, Wk 4, D4


Word Play

Trick Word Practice


Fundations

Unit 5, Wk 4, D5


Storytime

Fundations

Unit 5, Wk 5, D1


Word Play


LANGUAGE

ACQUISITION/WORD





READING (45 Min)


Teach and Small

Group instruction)

Unit 9, Lesson Set 1: Kids First Big Book of Animals by Catherine Hughes. Lesson sets are hyperlinked via the Kindergarten Literacy Alignment Document on TSS


27

WRITING (40 Min)


Teach)

Inform

INDEPENDENT PROJECT


Publishing (p. 42)

Focused mini-lesson; learn

about word spacing

Inform

INDEPENDENT PROJECT


Drafting (p. 44)


to revise for strong

description

Inform

INDEPENDENT PROJECT

POWER WRITE – Science

Summary (p. 64)


science summary tells the

most important science facts

from a book or lesson

Inform

INDEPENDENT PROJECT


Publishing (p. 46)


match pictures and writing

Inform

INDEPENDENT PROJECT

POWER WRITE – Cross

Section Diagram (p. 68)


cross-section diagram

shows the interior, or inside,

of an object

WRITING

(3 Small Groups)

Edit and publish the second

section (where your mammal

lives); read and check for

sense



what your mammal eats

Draft science summary Edit and publish the third

section (what your mammal

eats); add matching drawings

and labels

Partners create cross

section diagram

Week

37 5/23- 5/27

Unit 9


MORNING MESSAGE

(20 min)

(Whole Group)

Focus:

Scaffolding Opportunities: Review word wall words, sight words: want, please, new, review letter and sounds from previous units, beginning/medial/ending

sounds, segmenting, blending


LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations

Unit 5, Wk 5, D2


Word Play

Teach trick words: do


Fundations

Unit 5, Wk 5, D3


Word Play



Fundations

Unit 5, Wk 5, D4


Trick Word Practice

Make It Fun


Fundations

Unit 5, Wk 5, D5


Storytime

Fundations

Unit 5, Wk 6, D1


Word Play


LANGUAGE

ACQUISITION/WORD





READING (45 Min)


Teach and Small

Group instruction)

. Unit 9, Lesson Set 2: Biggest, Strongest, Fastest by Steve Jenkins. Lesson sets are hyperlinked via the Kindergarten Literacy Alignment Document on TSS.

WRITING (40 Min)


Teach)

Inform

INDEPENDENT PROJECT


Drafting


to revise for end punctuation

Inform

POWER WRITE - Sketch (p.

54)


sketch is a quick drawing

that visually captures our

thinking

Inform

INDEPENDENT PROJECT


with Onomatopoeia (p. 66)


description that uses

onomatopoeia features

words that sound like what

they mean

Inform

INDEPENDENT PROJECT


Publishing (p. 50)


use boldfaced words

Inform

INDEPENDENT PROJECT


Celebrating (p. 52)

Focused mini-lesson; Share,

celebrate and display

publications

WRITING

(3 Small Groups)



amazing facts about your

mammal

Draft sketch Draft sentence Edit and publish the fourth

sections (amazing facts); bold

key words

Compare published report

with the report from

February about Insects

Week

38 5//30 – 6/3


MORNING MESSAGE

(20 min)

(Whole Group)

SCHOOLS CLOSED:

Focus:

Scaffolding Opportunities: Opposites, adjectives, sight word –about, punctuation-comma, period, exclamation point,

segmenting, beginning/ending sounds, syllables, blending, spelling phonetically



28

Unit 9 Memorial Day as needed.

LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations

Unit 5, Wk 6, D2


Word Play

Teach trick words: one


Fundations

Unit 5, Wk 6, D3


Word Play



Fundations

Unit 5, Wk 6, D4


Trick Word Practice

Make It Fun


Fundations

Unit 5, Wk 6, D5


Storytime

LANGUAGE

ACQUISITION/WORD


Unit 9 Phonemic Awareness Skills: Review phonemic awareness skills as needed; Groups who have mastered all phonemic

awareness skills taught should work on long vowel sounds


READING (45 Min)


Teach and Small

Group instruction)



WRITING (40 Min)


Teach)

Inform

INDEPENDENT PROJECT

POWER WRITE - Investigation

(p. 72)

Focused mini-lesson; An

investigation combines

words and pictures to give

information about a single

topic

Narrate

INDIVDUAL PROJECT

POWER WRITE - Illustrated

Experience (p. 172)



narrate a personal

experience - use Supporting

and Extending (p. 173)

prompt – Have students use

illustrations to retell an

episode in the life of someone

they know.

Narrate

INDIVDUAL PROJECT


176)




point of view; Use language

frames (p. 177)

Narrate

INDIVDUAL PROJECT



Moment (p. 170)





event

WRITING

(3 Small Groups)

Draft Investigation

Draft Illustrated Experience Draft Retelling Draft personal narrative of a

focused moment

Week

39 6/6 – 6/10

Unit 10


MORNING MESSAGE

(20 min)

(Whole Group)

Focus:

Scaffolding Opportunities: Sight words-ate, so, beginning/medial/ending sounds, spelling phonetically, distinguishing shades of meaning between verbs,

punctuation-comma, period, exclamation point


LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)

Fundations

Unit 5 TEST

Test can be given whole

class

For students who require

more support, do in small

groups on Dry Erase Tablets

Fundations

Unit 5 TEST (Continued)


class




Fundations



class

For students who require more

support, do in small groups on

Dry Erase Tablets

Fundations



class

For students who require more

support, do in small groups on

Dry Erase Tablets

Fundations



class




LANGUAGE

ACQUISITION/WORD






29

READING (45 Min)


Teach and Small

Group instruction)



WRITING (40 Min)


Teach)

Narrate

INDIVDUAL PROJECT



Moment (p. 170)





event

Respond

INDIVIDUAL PROJECT

POWER WRITE – Sketch to

Stretch (p. 268)


simple sketch with labels

helps you capture what

you’ve learned from

something you have read

Respond

INDIVIDUAL PROJECT

POWER WRITE – Story Map (p.

270)

Focused mini-lesson; A story

map allows us to record what

happens in a text and our

response to those events

Respond

INDIVIDUAL PROJECT

POWER WRITE – Response to a

Poem (p. 258)

Focused mini-lesson; Poetry

response include our

reactions and connections to

poems

Respond

INDIVIDUAL PROJECT

POWER WRITE – Response to

a Book (p. 260)


response can tell why a

certain book is your favorite

WRITING

(3 Small Groups)

Draft personal narrative of a

focused moment

Draft sketch Create story map Draft poetry response Draft response to book

Week

40 6/13 –

6/17*

Unit 10


MORNING MESSAGE

(20 min)

(Whole Group)

Focus:

Scaffolding Opportunities: Sight words , punctuation marks, letter/Sound Review, ending sounds, syllables


LANGUAGE

ACQUISITION/WORD

STUDY (45 min)


Teach – 30 min.)



Please access additional Language Acquisition activities in the resource section of Kindergarten Literacy on TSS. LANGUAGE

ACQUISITION/WORD


READING (45 Min)


Teach and Small

Group instruction)



WRITING (40 Min)


Teach)

Respond

INDIVIDUAL PROJECT


(p. 262)


description tell more about a

subject or a topic from

nonfiction

Unit 10 Writing Activities: Teacher should select writing activities from the existing Writing Activities provided for this unit.

Activities are hyperlinked via the Share/Interactive/Independent Writing Activities link on the Unit 10 Resources page on TSS.

WRITING

(3 Small Groups) Draft description sentence

ENJOY SUMMER BREAK

*Last day of school is determined by the number of snow days used. See City Schools’ website for details.

Documents

Kindergarten Planning Map: SY 15/16 - BCPSS · Kindergarten Planning Map: SY 15/16 ... you may want to use your scaffolding to gauge what your students know about letters, sounds