Kindergarten - SAISD · Web viewKindergarten Reading Curriculum Guide The planning and pacing of your reading block is crucial. Although the teacher’s edition provides a great pacing

Kindergarten Reading Curriculum Guide

The planning and pacing of your reading block is crucial. Although the teacher’s edition provides a great pacing system, it is imperative that the teacher reviews the material prior classroom instruction. The planning of a lesson involves a sequence of decision-making and actions..

Consider the following: The students learning styles & experiences How the students process information The students values and attitude The children’s interest, motivation and participation level

The attention span of kindergarten students is between 9 to 15 minutes, therefore, it is important that the teacher does not require the students to remain in one position for longer than 15 minutes. It is a good idea to have the students stretch, move, sing, and/or engage in conversation between activities/lessons.

Consider the following interactions: teacher → student teacher ↔ student interaction student ↔ student (individual & small group) interaction student ↔ class interaction student → teacher

Although this guide can serve as a good starting point for a lesson plan, there are other components you should consider: What additional materials are needed in the centers? What are the intended outcomes? What other resources are required? What is the timing for each component? What are the management strategies? What process will be used to maintain student records? (portfolios) What assessment should be administered and to whom?

It is important to reflect on and identify potential problems. You can anticipate potential problems through: A behavior management plan Organization - structure/sequence (daily schedule), routines, restroom breaks, predictability, grouping, help plan, such as, ask three

other students before you ask the teacher, sign language signals, etc. Praise and acknowledgement - use cheer cards http://www.drjean.org/html/monthly_act/act_2004/06_june/06_2004a.html

SAISD © 2010-2011 Second Grading Period Kindergarten - Reading Page 1 of 38

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

http://www.drjean.org/html/monthly_act/act_2004/06_june/06_2004a.html

Have a back-up plan or standby activities in case of: equipment/material failures unanticipated results gifted and talented students (extension work) discipline problems (alternative work/tasks)

What makes an outstanding lesson: 1) The learners make good progress because of good teaching. 2) Classroom behavior is good and the learners want to learn. 3) The children’s health and safety are not endangered. 4) The teacher is well informed, confident, and engaging. 5) The teaching methods and delivery styles are effective. 6) The assessment of the students’ work is consistent.

Let’s strive for greatness!



Icon KeyIcon Purpose

Identifies Power TEKS Technology integration

Identifies I CAN statements Cooperative Learning

Reading ComprehensionTeacher Toolkit

Writing Integration Journal Writing

Differentiated Strategies for students needing a challenging

Differentiated Strategies for students who extra help

QUILT Homework

Reading- KindergartenSecond Grading Period CURRICULUM OVERVIEW

Enduring Understanding (Big Idea) RationaleBooks help us learn new things. Through books, we are able to: boost vocabulary, improve writing skills, gain vast knowledge,

and understand the world better. Books entice a child into an exciting world of learning and entertainment. Books help to spark imagination. Books help children develop a taste for excellent literature.

Essential QuestionsHow can I learn about the characters in a story?How can details help me understand selection?What can I learn from the pictures in a selection?How do the parts of a story work together?What clues help me figure out things the author does not tell me?Why do authors write informational text?What causes events in a story to happen?

¿Dónde debo buscar información sobre los personajes de un cuento? ¿Cómo puedo usar los detalles para entender una selección? ¿Qué información me pueden dar las imágenes de una selección? ¿Cómo se relacionan las distintas partes de un cuento? ¿Cuáles son las pistas que me ayudan a entender cosas que el autor no dice? ¿Por qué los autores escriben textos informativos? ¿Por qué tienen lugar los sucesos de un cuento?

TEKS TEKS Specificity – Intended Outcome (1) Reading/ Beginning Reading Skills/Print Awareness: Students understand how English is written and

printed. (B) Identify upper and lower case letters (C) demonstrate correspondence between speech and print (D) recognize the difference between a letter and a printed word (E) recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g. through kinesthetic or tactile actions such as clapping and jumping) (F) hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right (G) identify different parts of a book (e.g., front and back covers, title page)

(2) Reading/Beginning Reading Skills/Phonological Awareness students display phonological awareness orally generate rhymes in response to spoken words (e.g., “what rhymes with hat?”) (F) blend spoken onsets and rimes to form simple words (e.g. onset/c/ and rime/at/ make cat) (H) isolate the initial sound in one-syllable spoken words

(3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. (A) identify the common sounds that letters represent.

“I CAN” statements highlighted in yellow should be displayed for students.1B tell the difference between upper and lower case letters.1C begin to write what I say or hear.1D tell the difference between a letter and a word.1E clap the words in a sentence.1F look at a book correctly.1G name the parts of a book.1B Decir la diferencia entre las letras mayúsculas y las minúsculas.1C Comenzar a escribir lo que digo o escucho.1D Decir la diferencia entre una letra y una palabra.1E Aplaudir las palabras de una oración.1F Ver un libro correctamente.1G Nombrar las partes/secciones de un libro.

2C play rhyming games.2F sound out beginning and ending sound of a word.2H name the initial sound in one-syllable spoken words2C Divertirme con juegos de rimas.2F Hacer el primer y el último sonido de una palabra. 2H Nombrar/decir/hacer el sonido inicial de las palabras de una sílaba.

3A say the sounds of each letter.3A Hacer los sonidos de cada letra.

4A predict what might happen next in a story read to me.



(4) Reading/Beginning Reading/Strategies students comprehend a variety of texts drawing on useful strategies as needed (A) predict what might happen next in text based on the cover, title, and illustrations (B) ask and respond to questions about texts read aloud.

(5) Reading/Vocabulary Development students understand new vocabulary and use it correctly when reading and writing (A) identify and use words that name actions, directions, positions, sequences, and locations (C) identify and sort pictures of objects into conceptual categories (e.g. colors, shapes, textures)

(6) Reading/Comprehension of Literary Text/Theme an Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. (A) identify elements of a story including setting, character, and key events (C) recognize sensory details

(7) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds.

(8) Reading/Comprehension of Literary Text/Fiction students make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. (A) retell a main event from a story read aloud

(9) Reading/Comprehension of Informational Text/Culture and History students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.

(10) Reading /Comprehension of Informational Text/Expository Text students analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understanding (A) identify the topic and details in expository text heard or read, referring to the words and/or illustrations (B) retell important facts in a text, heard or read (C) discuss the ways authors group information in text (D) use titles and illustrations to make predictions about text.

(15) Writing/Expository and Procedural Texts Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to dictate or write information for lists, captions, or invitations.

4B ask questions about stories read to me.4A Predecir/anticipar/imaginar qué va a pasar después en un cuento que se me lee.4B Hacer preguntas sobre la historia que se me lee.

5A answer questions about the setting, characters, and parts of a stories read aloud.5C sort pictures into categories.5A Escuchar y contestar preguntas acerca del escenario, personajes y partes de los cuentos que se leen en voz alta.5C Separar las imágenes/figuras por categorías.

6A say the parts of a story.6C describe details in a story.6A Nombrar las partes de un cuento.6C Describir los detalles de un cuento.

7 understand that a poem has rhyming words.7 Comprender que un poema tiene palabras que hacen rima.

8A retell a main event from a story read aloud.8A Contar el evento más importante de un cuento que se lee en voz alta.

9 tell about the author’s purpose for writing.9 hablar sobre el propósito/objetivo del autor.

10A say what a book is about and give details.10B retell important facts from a story heard or read to me.10C discuss information from the text.10D make predictions using the title and pictures.10B Contar/repetir los datos importantes de un cuento que se me leyó. 10C Hablar sobre la información que me dio el texto.10D Predecir/anticipar/imaginar usando el título y las imágenes.

15 show an understanding that print moves left to right and top to bottom.15 Demostrar que comprendo que el texto se mueve de izquierda a derecha y de arriba a abajo.

16A(iii) understand and participate in discussions using SAISD © 2010-2011 Second Grading Period Kindergarten - Reading Page 4 of 38


(16) Oral and Written Conventions/Conventions Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to understand and use the following parts of speech in the context of reading , writing, and speaking (with adult assistance)

(A(iii)) understand/use descriptive words

(B) speak in complete sentences to communicate

(C) use complete simple sentences

(17) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. (A) form upper and lower case letters legibly using the basic conventions of print (left-to-right and top-to-bottom progression)

(C) use punctuation at the end of a sentence

(19) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.

(A) ask questions about topics of class-wide interest.

(B) decide what sources or people in the classroom, school, library, or home can answer these questions.

(20) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to:

(A) gather evidence from provided text sources;

(B) use pictures in conjunction with writing when documenting research.

(21) Listening and Speaking/Listening Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity.

(B) follow oral directions that involve a short related sequence of actions

(22) Listening and Speaking/Speaking Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas by speaking audibly and clearly using the conventions of language.

(23) Listening and Speaking/Teamwork Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including taking turns and speaking one at a time.

Figure 19 Reading/Comprehension Skills Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.RC-K(A) discuss the purposes for reading and listening to various texts (e.g. to become involved in real and imagined events, settings, actions, and to enjoy language)RC-K(B) ask/respond to questions about textRC-K(C) monitor and adjust comprehension (using background knowledge, creating sensory images, rereading a

nouns, descriptive words and correct tense16B & 16C speak in complete sentences.16A(i), 16A(ii), 16A(iii) Comprender y participar en la conversación usando sustantivos, palabras descriptivas y el tiempo verbal correcto.16B & 16C Hablar en oraciones/frases completas.

17A begin to write my words correctly.17C use a period at the end of my sentence.17A Comenzar a escribir mis palabras correctamente.17C Poner un punto al final de cada oración.

19A ask questions.19B ask different people questions. 19A Hacer preguntas.19B Hacer preguntas a diferentes personas.

20A get information from books.20B use the pictures in books to find information. 20A Obtener información de los libros.20B Usar las imágenes de los libros para encontrar la información.

21B follow directions.21B Seguir instrucciones.

22 speak clearly and to the point.22 Hablar claramente y directamente.

23 take turns while speaking to others23 Esperar mi turno cuando hablo con otras personas.

Figure 19RC-K(A) tell you why it is good to read.RC-K(B) ask and answer questions about the story.RC-K(C) use what I know to help me understand what is read to me.RC-K(D) form my own opinion about the story.RC-K(E) retell or act out a story.RC-K(F) relate my experiences to text.RC-K(A) Explicar por qué es bueno que yo lea.RC-K(B) Hacer y contestar preguntas sobre el cuento.RC-K(C) Usar lo que ya aprendí para que me ayude a



portion aloud)RC-K(D) make inferences based on cover, title, illustrations, and plotRC-K(E) retell or act out important events in storiesRC-K(F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

Science Kindergarten

(4) Observe and describe the natural world using their five senses. Students do science as inquiry in order to develop and enrich their abilities to understand scientific concepts and processes. Students develop vocabulary through their experiences investigating properties of common objects, earth materials, and organisms. (A) Practicing safe procedures, asking questions about the natural world, and seeking answers to those questions through simple observations and descriptive investigations.

Social Studies Kindergarten

(15) Critical thinking skills to organize and use information acquired from a variety of sources. (C) sequence and categorize information

(16) Communicates in oral and visual forms. (B) create and interpret visuals including pictures and maps.

English Language Proficiency Standards (ELPS)

(1) Cross-curricular second language acquisition/learning strategies. (A) use prior knowledge and experiences to understand meanings in English (C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary (E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment; (F) use accessible language and learn new and essential language in the process

(2) Cross-curricular second language acquisition/listening strategies (A) distinguish sounds/intonation patterns of English (B) recognize elements of the English sound system (C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions (E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language. (G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar (I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.

(3) Cross-curricular second language acquisition/speaking. (A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible (B) expand and internalize initial English vocabulary by learning and using high frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication.

comprender/entender lo que me están leyendo.RC-K(D) Formar mi propia opinión sobre el cuento.RC-K(E) Contar/repetir o actuar un cuento.

Science Kindergarten4A ask questions about the world.4A Hacer preguntas acerca del mundo.

Social Studies Kindergarten15C put information in order and in groups.16B make pictures and maps.15C Poner la información en orden y en grupos.16B Hacer figuras y mapas.

English Language Proficiency Standards (ELPS)

1A use what I know to understand English.1C use drawings and memorizing to learn words in English.1E use the English words I learn over and over.1F learn new words in English.1A Usar lo que ya sé para entender el idioma inglés.1C Usar figuras y mi memoria para aprender palabras en inglés.1E Usar una vez y otra las palabras en inglés que aprendí.1F Aprender más palabras en inglés.

2A ,2B, 2C & 2E begin to learn English sounds.2G begin to understand the meaning of English words.2I begin to follow directions given in English2A ,2B, 2C & 2E Comenzar a aprender los sonidos en inglés.2G Comenzar a entender el significado de las palabras en inglés.2I Comenzar a seguir las instrucciones que se dan en inglés.

3A, 3B, 3D practice using new English words.3C begin to speak in complete sentences in English.3E & 3G begin to talk to my friends in English.3H begin to explain things in English.3A, 3B, 3D Practicar las palabras nuevas en inglés.3C Comenzar a hablar en inglés formando oraciones completas.3E & 3G Comenzar a hablar con mis amigos en inglés.



(C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired (D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency (E) share information in cooperative learning interactions (G) express opinions/ideas/feelings (H) narrate, describe, and explain with increasing specificity and detail as more English is acquired

(4) Cross-curricular second language acquisition/reading. (A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound letter relationships and identifying cognates, affixes, roots, and base words. (B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retell simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication. (C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials. (D) use pre-reading supports such as graphic organizers, illustrations, and pre-taught topic related vocabulary and other pre-reading activities to enhance comprehension of written text (F) use visual/contextual/peer/teacher support to read/comprehend texts (G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. (K) demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.

(5) Cross-curricular second language acquisition/writing. (B) write using newly acquired basic vocabulary and content-based grade-level vocabulary (C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired

3H Comenzar a explicar las cosas en inglés.

4A begin to learn the sounds of the letters in English.4B lean simple words in English.4C learn read English words.4D use graphic organizers to help understand English words.4F ask my teacher for help to undstand English words.4G & 4K begin to understand what I hear in English.4A Comenzar a aprender los sonidos de las letras en inglés.4B Aprender palabras sencillas en inglés.4C Aprender a leer palabras en inglés.4D Usar organizadores gráficos para entender las palabras en inglés.4F Pedirle a mi maestra que me ayude a entender las palabras en inglés.4G & 4K Comenzar a entender lo que escucho en inglés.

5B begin to write English words.5C begin to spell English words correctly.5B Comenzar a escribir palabras en inglés.5C Comenzar a deletrear correctamente las palabras en inglés.

Evidence of Learning 80% of the students will identify upper and lower case letters. 80% of the students will be able to answer comprehension questions from read alouds. 80% of the students will understand the function of a period at the end of a sentence. 80% of the students will be able to form the letters correctly. 80% of the students will know at least 15 sight words?



Reading – Kindergarten Unit of Study: Show and TellCURRICULUM GUIDE

The Teaching and Learning planThe teacher will: So students can:

Read alouds:Before reading the story:

discuss the title, author, illustrator, cover. activate prior knowledge. verbalize comprehension strategies (think aloud). give a purpose for listening.

During Reading: read with expressing.

ask questions. verbalize strategies.

After Reading: ask questions.

teach new vocabulary.

Whole Group Instruction: introduce the essential question and discuss the questions with

the children. introduce blending onset and rime.

introduce segmenting onset and rime .

teach the high frequency words.

teach specific letter/sound connection.

Shared Reading: teach concepts of print.

help students understand the importance of the characters in a story.

develop oral vocabulary. teach text and graphic features.

help students understand the concept of compare and contrast.

During read alouds:Before reading the story:

name the parts of a book and understand the importance. (K.1G) relate my experiences to text. (RCK -F) identify the important facts. (K.10B) pay attention to specific parts of the story (K.6A)

During Reading: gain an understanding of how expression affects the understanding of the story

(ELPS 2C) respond to various types of questions to help with recollection. (K.4B) hear the teacher thinking aloud about the reading strategies and begin to use the same

strategies when reading and listening to stories. (RCK-A)After Reading:

recap main points, respond to various types of questions – recall, understanding, open-ended. (K.4B)

Learn new words and begin to use the words appropriately in communication. (K.5A)

Whole Group Instruction: Begin to make thoughtful choices between options, construct their own answers and make

their own meanings, apply prior knowledge to frame their understanding. (RCK-F) Look at various pictures and blend the onset and rime, say various words and blend the

onset and rime. http://www.free-reading.net/index.php?title=Introduce_Onset-rime_Blending (K.2F)

Remove the onset and state the remaining rime. http://www.free-reading.net/index.php?title=Onset-Rime_Segmenting%2C_The_Take-Away_Game (K.2F)

focus on specific words that they should be able to recognize and read easily. They can play Bingo, play Concentration, write sentences, practice with flashcards, In the ABC Center: the students can do word hunts using a section of the newspaper or a magazine to search for specific sight word(s) and highlight the word when located, use Playdough to write the sight word, use letter tiles or magnetic letters to make the words and write words in finger-paint. (K.15)

use both phonemic awareness and phonics to make the connection between the letter name and the letter sound. The students can sing songs with hand motions, use the Alphafriends Cards, sort pictures cards, and write on board. (K.3A)

Shared Reading: point to the beginning word in the sentence, point to the capital letters, indicate that print is

read from left to right, find a letter, find a word, count the words in a sentence, identify the spaces in a sentence, find the punctuation marks, understand that a book is for enjoyment, understand the function of the book’s front, back, top, and bottom, know how to turn pages properly, know what the title is for, understands the job of the author and illustrator. (K. 1. B,C,D,F,G)

Answer specific questions about the characters in the story. Graphic organizers will help students understand character traits, roles, and attitudes. (K.6A)

Build a large vocabulary, comprehend the new words, use the new words appropriately, and answer questions about the new words. (ELPS 4C)



http://www.free-reading.net/index.php?title=Onset-Rime_Segmenting%2C_The_Take-Away_Game

http://www.free-reading.net/index.php?title=Onset-Rime_Segmenting%2C_The_Take-Away_Game

http://www.free-reading.net/index.php?title=Introduce_Onset-rime_Blending

help students identify the main ideas.

Small Group Instruction: work with the struggling readers on letter/sound connection on the

first day of each week.

use the Vocabulary Reader for the particular week and utilize the appropriate differentiated strategies with each group, on day one of the week. Each week, the teacher will use the corresponding blackline master (6.1 through 14.1).

review the comprehension strategy for the particular week, refer to the corresponding big book, and have the students complete the differentiate activity that reinforces the comprehension strategy. This will occur on day two of each week.

will model fluency by reading a sentence out loud, and thinking aloud as the strategy is used. The teacher will guide the students as they read a sentence, ensuring that the fluency skill is being used. This will occur on day three of each week.

will use the Leveled Readers with each group, and teach the targeted skill and strategy. This will occur on day three of each week.

model how clues or hints can help find the meaning of an unfamiliar word. This will occur on day four of each week.

look at the “Options for Reteaching” and depending on the needs of each group, use the appropriate re-teach activity.

Centers:The teacher will set up the “Ready-Made Work Stations” with the required material. The Comprehension and Fluency Station will be placed in the Listening Center. The Word Study work station will be placed in the ABC Center. The Think and Write work station will be placed in the Writing Center.

Writing; o The teacher will provide the necessary materials to encourage

the students to write independently. Materials such as: colored pencils, markers, wikki sticks, letter stamps, playdough, paper (with and without lines), dry erase boards, magic erase boards, colored paper, magazines, glue, scissors, high frequency words on rings or in a pocket chart, students names on a ring, vocabulary words on rings, tactile letters – sandpaper, wax paper, sand, gel, paint, playdough - in baggies.

Listening:o Books on tape, sounds on tape, Journeys/Senderos books on

tape, teacher reading books, following directions activities, games on tape.

ABC: o Laminate and cut out the pictures from the website.

http://www.kellyskindergarten.com/picturecards/picturecards.htm

Understand that the text and the illustration are connected. They will learn to use the pictures to make sense of the words in the book. (K.4B & K.6C)

Begin to understand that there are similarities and differences between people, places, and things. The students can use venn diagrams, t-charts, graphs, and double bubbles example: http://www.learnnc.org/lp/media/lessons/BreeWelmaker5232002687/Double.GIF

Answer the question: “What is the story about?” (K.10A)

Small Group Instruction look at a picture that begin with a particular letter and learn the name of the beginning letter

and the corresponding sound. They will draw a picture of a word that begins with that letter and label the picture.

use the illustrations to make predictions, find meanings in unfamiliar words, make connections with prior knowledge, and identify and use the high-frequency word.

listen to the big book, while focusing on the particular comprehension strategy. They will answer questions, and ask questions to help them better understand the story.

use their level reader to read a sentence, focusing on fluency.

use the pictures cards and find pictures that begin with a particular letter. They will draw and label the pictures.

demonstrate understanding of the vocabulary words, by using the vocabulary strategies.

have another opportunity to learn the weekly skill.

Centers:The centers provide the students an opportunity to practice independently the skills that are being taught throughout the week. At each center, there is a must do activity. This means that before the students can do another activity at the center, they must complete the “Must Do” activity. The centers that have “Ready-Made Work Stations,” will be a “Must Do” activity. All centers may be open during the language arts time period, as long as there is language arts integration.

Writing:o The students will use the material provided to write letters to friends or family members,

write greeting cards (birthdays or holidays), make lists, form letters, write friends names, write sight words, write vocabulary words.

Listening:o The students will listen to books on tape, write a reader response, work in pairs, play sound

games

ABC:o The students will reinforce letter identification, letter sounds, sorting letters, and sequencing

of letters.



http://www.learnnc.org/lp/media/lessons/BreeWelmaker5232002687/Double.GIF

http://www.kellyskindergarten.com/picturecards/picturecards.htm

They will select one letter and have the students find words that begin with that letter.

o Include material such as: magnetic letters, foam letters, wikki sticks, playdough, T-Charts, ABC puzzles, etc.

Library:o Class made books, holiday books, themed books, big books,

cultural books, puppets, reader response forms, reading journals Computer:

o The teacher will connect the students to the Journeys/Senderos website. The teacher will provide other programs that will help the students practice their language arts skills. Use the SAISD LMSR Resource to get reading programs: http://teachingbooks.net/home/

Art:o The teachers will set up the art center with a variety of materials

that will encourage creativity, language, and self expression.Shared Writing:

Grammar- In lesson 6, the teacher will help the students understand the importance of using sensory words when writing. (K.6C) In lesson 7, the teacher will help the students understand that every sentence has a subject.

Handwriting – The teacher will help the students learn how to form the letters correctly.

Writing: The teachers will model conventions of writing, punctuation, capitalization, and correct grammar.

Library:o The students will have an opportunity to read a variety of books, and complete a reader

response on one or more books. Computer:

o The students will have an opportunity to work on computer programs to enhance their literacy skills.

Art:o The students will use the art material to create unique drawings, paintings, collages, books,

murals, etc. They will also have an opportunity to make art projects that reflect the seasons, holidays, or themes. They will journal about their art project.

Shared Writing: Grammar - The students will participate in the Journeys/Senderos Grammar Activity. They

will have opportunities to write sentences, words, and connect the concepts to recently read text.

Handwriting – The students will have many opportunities to practice writing, while correctly forming the letters.

Writing: The students will participated in a variety of shared writing activities that will help build understand of proper writing.



http://teachingbooks.net/home/

Second Grading Period – Week 1Guiding Questions Essential Pre-requisite Skills

What does it mean to blend a word? What do you have to do to be able to answer questions about a story? What does a period mean at the end of a sentence? What does an exclamation point mean at the end of a sentence?

¿Qué significa combinar una palabra? ¿Qué tengo que hacer para poder contestar preguntas de un cuento? ¿Qué significa el punto al final de la oración? ¿Qué significan los signos de exclamación al principio y al final de la

oración?

Pre-Kindergarten Child combines syllables into words. (PK III.B.4) Child asks to be read to or asks the meaning of written text (PK III.A.3) Child uses appropriate writing conventions when writing or giving dictation. (PK

IV.D.1)

Houghton Mifflin Harcourt Texas Journeys/Senderos Unit 2 - Lesson 6Paired Selections: “My Five Senses/Mis cinco sentidos” pp.T26-T35, “Poems About Senses/Día de picnic” pp.T50-T51Decodable Reader: “Aa/Ss” – Pp. T42, I See/Yo veo pp. T48Comprehension Focus: Compare & Contrast and Monitor/Clarify

Utilize the Small Group Planning Sheet to organize the lesson and skills that will be covered (Resource 8a)

Read Aloud10 min.

Whole Group15 min.

Shared Reading10 min.

Small Group Instruction/Centers45 min.

Shared Writing10 min.

Mon

day

Trade Book: Listen, Listen/Escucha, escucha T14, T15, T23, T55

Pause for punctuation

Comprehension questions

Vocabulary

Opening Routines T12-19Flip Chart , Phonemic Awareness, High Frequency Words (add word to ceiling – Resource 12a), Vocabulary Boost

Phonemic Awareness/Phonics: (Letter Aa/Letter Ss) T16

Letter Name (a,m.s/m,p,s): T17

Sight Word: T18-19

SPARK ACTIVITY – 5 Min.Resource 6a

Introduce the Big Book: “My Five Senses/Mis cinco sentidos” T26-27(High frequency words: see, am,& can/ veo, puedo & uso)

Small Group

Phonemic Awareness: pp. T64-65

Vocabulary Readerpp. T66-67

Centers

Must Do Activities:

Writing: Draw a picture of how to use your five senses

Think and Write Work Station pp. T11

T20-21 Grammar:

Sensory words Handwriting –

trace letters Writing:

descriptive sentences



Work with a partner

Include facts and details

Write words Look at picture

cards and write the sense associated with the picture

Tues

day

Read Aloud of your choice

(follow process – see introduction)

Opening Routines T22-25Essential Question, Phonemic Awareness, High Frequency Words

Phonemic Awareness/Phonics: (beginning sound Aa/Ss) T24-T25


Read the big book: “My Five Senses/Mis cinco sentidos”

Concepts of Print # 1 pp. T29, #3 pp. T30, #10 pp.T33

Oral Vocabulary #6 pp.T31

Small Group Differentiate ComprehensionT68-69

Listening Center:“My Five Senses/Mis cinco sentidos” and , “Poems About Senses/Día de picnic (Comprehension and Fluency Work Station)pp. T10

ABC Center: Use letter

stamps to write the vocabulary words and high frequency words.

Word Study Work station pp. T10

Library Center:

Practice reading Context Cards 1

Reread – See What We Can Do and We Can Make It / Mi mochila y Vamos a la escuela

Computer Center:

www.hmhschool.com/journeys

Online leveled readers

T36-37 Grammar:

Sensory Words Handwriting Writing -

descriptive Sentences

Wed

nesd

ay Read Aloud of your choice



Phonics & Fluency: T40-T41

Decodable Reader: “Aa/Ss” T42

Comprehension: Compare & Contrast T43


Read the big book: My Five Senses/Mis cinco sentidos”

Identify Main Idea #12pp. T29

Comprehension pp. T43

Small Group Phonemic Awareness & FluencyT70 – 71Leveled ReaderT72-75

T44-45 Grammar:

Sensory words Handwriting Writing -

descriptive Sentences

Thur

sday

Trade Book: Listen, Listen/Escucha, escucha(Ask questions, pp. T23, T39, T47)


Decodable Reader: “I See/Yo veo”

Vocabulary Strategies: (Context Clues) T49

Paired Text (Big Book): “Poems About Senses/Día de picnic” pp. T50-T51



Identify Details # 4 pp. T30 & #8 pp. T31, #9 pp. T32

Small Group

Vocabulary StrategiesT76-77

T52-53 Grammar: action

verbs and sensory words

Handwriting Writing




Monitor and clarify

Compare & contrast

Echo-read

Work in pairs to find clues

Alternate reading

http://www.hmhschool.com/journeys


Independent Activities pp. T11

Art Center:

Make a Five Senses wheel (similar to pp. xviii) Write each sense on 1/5 of the wheel. Students cut out pictures from magazines that coincide with that sense.

Frid

ay




Connect and Extend: T56-T57

o Extend through Research

o Listening and Speaking



Compare and Contrast # 5 pp. T30, #7, pp. T31, #10 pp. T33

Wrap up the big book pp. T34-35

Small Group Options for ReteachingT78-79or TPRI Intervention Activity Guide / tejas LEE Guía de actividades de intervención

T58-59 Grammar: Sensory

Words Handwriting Writing

Week 1High Frequency Words Oral Vocabulary Selection Vocabulary Academic Language

English Spanish English Spanish English Spanish English Spanish see can am

yeo puedo uso

gleaming slimy drift ripen scurry sizzle whisper whistle

encerados pegagosos mece

maduran

corren

pían

patina

esquían

aware senses sight touch

important

es

sentidos

vista

tacto

alike different

parecido diferente



Reading – Kindergarten Unit of Study: Show and TellSecond Grading Period – Week 2 CURRICULUM GUIDE

Guiding Questions Essential Pre-requisite Skills Why is it important to pause when coming to a period? Why do teachers ask questions when they read a story? When do we use a capital letter?

¿Por qué es importante hacer una pausa cuando se llega a un punto? ¿Por qué los maestros hacen preguntas cuando leen un cuento? ¿Cuándo se usa la letra mayúscula?

Pre-Kindergarten Child asks and answers appropriate questions about the book. (PK III.D.3) Child independently uses letters or symbols to make words or parts of words. (PK

IV.B.1) Child names at least 20 upper and atd least 20 lower case letters. (PK III.C.1)

Houghton Mifflin Harcourt Texas Journeys/Senderos Unit 2 - Lesson 7Paired Selections: “Mice Squeak, We Speak / Nosotros hablamos, los ratones chillan” pp.T108-T115, “The Forth Worth Zoo / El zoológico de Fort Worth” pp.T130-T131Decodable Reader: “Tt” pp. T122, “We Like Toys / ¿Te gusta? pp. T137Comprehension Focus: Understanding Characters & Analyze / Evaluate

Read Aloud10 min.

Whole Group15 min.




Mon

day

Trade Book: Amelia’s Show-and-Tell Fiesta / Amelia y la fiesta de “muestra y cuenta” T-94, T95, T103, T135)

Comprehension

Vocabulary

Opening Routines T92-99Flip Chart , Phonemic Awareness, High Frequency Words (add word to ceiling – Resource 12a) Vocabulary Boost

Phonemic Awareness/Phonics: (beginning sound & letter name) T96

Letter Name: (Tt) T96-T97 Sight Word: T98-99


Introduce the Big Book: “Mice Squeak, We Speak / Nosotros hablamos, los ratones chillan” T106-108(High frequency word: we / nosotros)

Small GroupPhonemic Awareness (for struggling readers):pp. T144-145


CentersMust Do Activities:

Writing: Think and Write Work Station pp. T91

T100-101 Grammar:

Sensory words Handwriting –

trace letters Writing –




Work in partnersRead to a

partner

Tues

day



Opening Routines T102-115Essential Question, Phonemic Awareness, High Frequency Words, Vocabulary Boost

Phonemic Awareness/Phonics: (beginning sound & Letter name) T104

Letter Name: (Tt) T104-T105SPARK ACTIVITY – 5 Min.Resource 6a

Read the big book: “Mice Squeak, We Speak / Nosotros hablamos, los ratones chillan”

Concepts of Print # 1 pp. T109, #3 pp. T110

Text and Graphic Features #6 pp. T111


Listening Center:Mice Squeak, We Speak / Nosotros hablamos, los ratones chillan

Comprehension and Fluency Work Station pp. T90

ABC Center:Word Study Work Station pp. T90

Library Center:

Reread to a partner: Look at Me!, The Market, My Pet, My House and/ or Choosing a Pet

Technology:


Phonemic Awareness/Phonics Activities

Audio Books

T116-117 Grammar:

Sensory Words Handwriting –



Wed

nesd



Opening Routines T118-T23Essential Question, Phonemic Awareness, High Frequency Words, Vocabulary Boost

Phonics and Fluency: (beginning sound & letter name, pausing for pucutation) T120 – T121

Letter Name: (Tt) T120-T121 Decodable Reader: “Tt” - T122



Understanding Character #2 pp. T109, #4 pp. T110, & #8 pp. T112


Small Group Phonics & FluencyT150 – 151Leveled ReaderT152-155 T124-125

Grammar: sensory words

Handwriting – trace letters

Writing – descriptive sentences

Thur

sday

Trade Book: Amelia’s Show-and-Tell Fiesta / Amelia y la fiesta de “muestra y cuenta” (questions on T103, T119, T127)


Decodable Reader: “We Likes Toys/ ¿Te gusta? T128

Vocabulary Strategies: (Classify & categorize) T129

Paired Text (Big Book): “The Forth Worth Zoo / El zoológico de Fort Worth” pp. T130-131



Develop Oral Vocabulary #5 pp. T111 & #10 pp. T113

Small Group Vocabulary StrategiesT156-157

T132-133 Grammar: action

verbs and sensory words

Handwriting – trace letters

Writing – descriptive sentences



Review challenging vocabulary

Retell information from story

Correct and model

Help students think of sensory words

Write words on board



Phonics Activities

Art Center:

Using torn construction paper or tissue paper, the students will make a picture of a turtle and attempt to write a sentence.

Frid

ay



Opening Routines T134T135Essential Question, Phonemic Awareness, High Frequency Words

Connect and Extend: pp. T136 – T137



Compare and Contrast #7 pp. T112 & #9 pp. T113

Wrap up the big book T114-115


T138-139 Grammar:

Sensory Words Handwriting ––


descriptive sentence


English Spanish English Spanish English Spanish English Spanish we nosotros tortoises

interesting delight foolish frowns ruffled special treasures tropical

tortugas interesant

e delicia tonta frunciend

o arremolin

a especial tesoros tropicales

chatter coo snore squawk

gritan arrullan roncan graznan

characters classify

personajes clasificar




Guiding Questions Essential Pre-requisite Skills Why is it good to read with expression? How do you write the letter” Cc?” Why is it good to make pictures in our mind when we hear a story?

¿Por qué es bueno leer expresivamente / con expresión? ¿Cómo se escribe la letra “Cc”? ¿Por qué es bueno crear imágenes en la mente cuando escuchamos un

cuento?

Pre-Kindergarten Child names at least 20 upper and at least 20 lower case letters. (PK III.C.1) Child uses information learned from books by describing, relating, categorizing, or

comparing and contrasting. (PK III.D.2) Child engages in pre-reading and reading related activities. (PK III.A.1)

Houghton Mifflin Harcourt Texas Journeys/Senderos Lesson 8Paired Selections: “Move! / ¡Movimiento!” pp.T186-T195, “The Hare and the Tortoise / La liebre y la tortuga” pp.T210-T211Decodable Reader: “Cc” - p. T202, “I Can See / Veo, veo” pp. T208Comprehension Focus: Details & Visualize

Read Aloud10 min.

Whole Group15 min.




Mon

day

Trade Book: Jonathan and His Mommy / Jonathan y su mama T174,T175, T183, T215

Reading with expression

Questions Vocabulary

Opening Routines T172-179Flip Chart , Phonemic Awareness, High Frequency Resource 12a. Vocabulary Boost

Phonemic Awareness/Phonics: (beginning sound & letter identification – Letter Cc) T176 –T177

Sight Word (a / un, una): T178-179


Introduce the Big Book “Move! / ¡Movimiento!” T186-188 (High frequency words: a, on / un, se)

Small GroupPhonemic Awareness/Phonics: (for struggling readers)pp. 224-225


CentersMust Do

Activities:

Writing:


T180-181 Grammar: color

adjectives Handwriting –

trace letters Writing -

Captions



Children read with the teacher on the second reading.

Use other words in sentence to find meaning in unknown word

Tues

day




Phonemic Awareness/Phonics: (beginning sound & letter identification) T184 – T185 Letter: (Cc)


Read the big book: “Move! / ¡Movimiento!”

Develop Oral Vocabulary - #2 pp. 189 & #5 pp. T190


Listening Center:


ABC Center:

Word Study Work Station pp. T170

Library Center:

Reread to a partner: Move! / ¡Movimiento!, The Hare and the Tortoise / La liebre y la Tortuga, Jonathan and His Mommy / Jonathan 6 su mama, Visiting a Park / De visita en el parquet

Technology:



Audio Books Phonics

Activities

T196-T197Grammar: Color


write words Writing -

Captions

Wed

nesd




Phonics and Fluency: (beginning sound, letter recognition, fluency) T200- T201 Letter: (Cc)

Decodable Reader: “Cc” -T202



Compare and contrast - # 3 pp. 189, #7 pp. 192


Small Group Phonemic

Awareness (for struggling readers) T230

Fluency: T231 Reading with expression

Leveled Reader T232-235

T204-205 Grammar: color


write words Writing -

captions

Thur

sday

Trade Book Jonathan and His Mommy / Jonathan y su mama ( Questions, T183, T199,T207)

Opening Routines T206-211Essential Question, Phonemic Awareness, High Frequency Words Decodable Reader: “I Can See / Veo, veo” T208

Vocabulary Strategies: (Classify and categorize action words) T209

Paired Text (Big Book): “The Hare and the Tortoise / La liebre y la tortuga” pp. T210-211



Identify Main Ideas and Details #4 pp. T190, #6 pp. T191, # 8 pp. T192

Comprehension p. T203


T212-213 Grammar: use

sensory words and color adjectives

Handwriting – write words

Writing – write captions



Use the illustrations to identify the details in the story.

Reread or look at pictures to help understand the text

Echo read

Make a sentence using the verbs and nouns on the chart.

Alternate reading with a partner



Art Center:The English students will use a variety of materials to make a clown and the Bilingual students will make a house (casa). The students will label their picture.

Frid

ay




Letter Name: (Yy & Zz) T216 Decodable Reader: “I Can See /

Veo, veo) pp. T216 Connect and Extend: pp. T216-

T217 SPARK ACTIVITY – 5 Min.Resource 6a


Concepts of Print - #1 pp. T189, #9 pp. T193




color adjectives Handwriting –

write words Writing – write

captions


English Spanish English Spanish English Spanish English Spanish a on

un se

scoop curious smooth curious strange wiggle zigzag backward beat leap

sacamos curioso suave chistosos muévete zig zag al revés comopás saltito

colony rustling slithers startled

colonia crujir arrastra asusta

details sort

detalles clasificar




Guiding Questions Essential Pre-requisite Skills Why is it important to read at a good speed? What is an adjective? How do the pictures and the words in a book work together?

¿Por qué es importante leer con fluidez? ¿Qué es un adjetivo? ¿Cómo trabajan en conjunto las palabras y las imágenes de un libro?

Pre-Kindergarten Child engages in pre-reading and reading related activities. (PK III.A.1) Child combines sentences that give lots of detail, sticks to the topic, and clearly

communicates intended meaning. (PK II.E.5) Child uses books and other written materials to engage in pre-reading behaviors.

Houghton Mifflin Harcourt Texas Journeys/Senderos Lesson 9Paired Selections: “What Do Wheels Do All Day?/¿Qué hacen las ruedas todo el día?”” pp.T268-T275, “Wheels Long Ago and Today/Ruedas: pasado y presente” pp.T290-T291Decodable Reader: “Pp/Nino pp. T282, I Like Animals/ A mí animalito” pp. T288Comprehension Focus: Text and Graphic Features and Question

Read Aloud10 min.

Whole Group15 min. Shared

Reading10 min.



Mon

day

Trade Book: Good Morning, Digger / Buenos días, EXCAVADORA pp.T254, T255, T295

Reading at proper speed (Fluency)

Comprehension

Vocabulary

Opening Routines T252-259Flip Chart , Phonemic Awareness, High Frequency Words (add word to ceiling – Resource 12a. Vocabulary Boost

Phonemic Awareness/Phonics: (beginning sound & letter identification Pp/Nn) T256 – 257

Sight Word (to/a): T258-259

SPARK ACTIVITY – 5 Min.

Introduce the Big Book: “What Do Wheels Do All Day?/¿Qué hacen las ruedas todo el día?” T266-268 ComprehensionT283

Small GroupPhonemic Awareness/ Phonics (For struggling readers):pp. 304-305


CentersMust Do

Activities:

Writing:


T260-261 Grammar:

adjectives to tell how many

Handwriting ––write numerals

Writing – a description



Use context clues

Look for word parts they know in unknown words.

Tues

day




Phonemic Awareness/Phonics: (Pp / Nn) T264-265


Read the big book: “What Do Wheels Do All Day?/¿Qué hacen las ruedas todo el día?” Concepts

of Print #1 pp. T269 & #9 pp. T273


Listening Center:


ABC Center:Word Study Work Station pp. T250

Library Center:

Reread to a partner Good Morning, Digger / Buenos días, EXCAVADORA, Pp/Nino, I Like Animals/ A mí animalito, My Bike/ Mi bicicleta

Technology:



Audio Books Phonics

ActivitiesArt Center:

Have the students design something that has wheels, and write a sentence about their design.



Handwriting - write numerals


Wed

nesd

ay



Opening Routines T278-283Essential Question, Phonemic Awareness, High Frequency Words,

Phonics: (words that begin with the /m/ sound) T280-281

Fluency: (adjusting reading rate) T281

Decodable Reader: “Pp / Nino) T282


Read the big book: “What Do Wheels Do All Day?/¿Qué hacen las ruedas todo el día?” Main Idea

#2 pp. T269 Identify

Details #4 pp. T270

Small Group Phonics pp. T310

FluencyT311Leveled ReaderT312-315



Handwriting – write numerals




Help students formulate questions

Ask “how, why or I wonder” questions.”

Read with each child one-on-one

Participate in readers theater



Thur

sday

Trade Book: Good Morning, Digger / Buenos días, EXCAVADORA pp.T263, T279, T287


Decodable Reader: “Friendly Faces Caras amistosas” - I Like Animals/ A mí me gusta el animalito pp. T288

Vocabulary Strategies: (Rhyming words) T289

Paired Text (Big Book): “Wheels Long Ago and Today / Ruedas: pasado y presente” pp. T290-291


Read the big book: “What Do Wheels Do All Day?/¿Qué hacen las ruedas todo el día?” Compare and

Contrast #4 pp. T271, #7, pp. & #10 pp. T273

Oral Vocabulary #7 pp. T272

Small Group Vocabulary StrategiesT316-317 T292-293

Grammar: number and color adjectives to describe

Handwriting –– Trace words


Frid

ay



Opening Routines T294-T297Essential Question, Phonemic Awareness, High Frequency Words

Connect and Extend: pp. 296-297


Read the big book: “What Do Wheels Do All Day?/¿Qué hacen las ruedas todo el día?” Text and

Graphic Features #3 pp. T270, #5 pp. T271, #9 pp. T273





Handwriting – write numerals



English Spanish English Spanish English Spanish English Spanish

to a cranes container early weeds community cement vacant welding

grúas patina segura hierbas centro cement vacío sueldan

sputter travelers twirl patrol

escupen adultos giran patrullan

text rhyming words

texto palabras que

riman



Think of silly sentences that use rhyming words


Guiding Questions Essential Pre-requisite Skills Why is it important to use the new words you have learned? Where do you start when you retell a story? Why do good readers change their voice as they read? ¿Por qué es importante usar las palabras nuevas que aprendemos? ¿Donde comienza cuando vas a contar o repetir un cuento? ¿Por qué los que leen bien cambian su voz cuando leer?

Pre-Kindergarten Child demonstrates understanding in a variety of ways or knowing the meaning of

3,000 to 4,000 words. (PK II.D.3) Child uses a large speaking vocabulary, adding several new words daily. (PK

II.D.4) Child retells or re-enacts a story after it I read aloud. (PK III.D.1) Child matches language to social contexts. (PK II.B.6)

Houghton Mifflin Harcourt Texas Journeys/Senderos Lesson 10Paired Selections: “Mouse Shapes / Las figures de los ratones” pp. 346-355, “Signs and Shapes / Las señales y las figures” pp.T370-371Decodable Reader: “Mmmm, Good! / Un beso pp. T362, The Playground / Bibi” pp. T368Comprehension Focus: Story structure & summarize

Read Aloud10 min.

Whole Group15 min.




Mon

day

Trade Book: David’s Drawing / Los dibujos de DavidT334, T335, T343, T375

Listen to how a story is read with expression

Answer questions Vocabulary T334-335

Opening Routines T332-339Flip Chart , Phonemic Awareness, High Frequency Words (add word to ceiling –Resource 12a .Vocabulary Boost

Phonemic Awareness/Phonics: (beginning sound s and letter recognition Aa, Tt / Bb ) T336 - 337

Review sight Word (a, to, we, see): T338-339


Introduce the Big Book: “Mouse Shapes / Las figures de los ratones “ T346-348 (High frequency words: we, to, two, in/nosotros, veo, es, del)

Small GroupPhonemic Awareness/ Phonics ( for struggling readers):pp. 384-385

Vocabulary Reader T386-387

CentersMust Do

Activities:

Writing:



adjectives to tell size and shape





Read to a

partnerEcho read

Tues

day




Phonemic Awareness/Phonics: (Cc, Pp / Bb) -T344-345


Read the big book: “Mouse Shapes / Las figures de los ratones “ Concepts of

print # 1 pp. T349, #4 pp. T350, #8 pp. T352


Phonemic Awareness/Phonics: (For struggling readers) pp. T390

Fluency: (read with expression) pp. T391

Listening Center:


ABC Center:


Library Center:

Reread to a partner: “Mmmm, Good! / Un beso, The Playground / Bibi, Our Classroom / Nuestro salón de clases”

Technology:



Audio Books Phonics Activities





Wed

nesd

ay




Phonics: (review letters: Aa,Tt, Cc, Pp / Bb) T360-361

Fluency: (change voice) pp. 361 Decodable Reader: “Mmmm, Good! /

Un beso” pp. 362


Read the big book: “Mouse Shapes / Las figures de los ratones “ Identify Story

Structure #2 pp. T349, #6 pp. T351, & #1pp. pp. T353

Comprehension pp. 363

Small Group Leveled ReaderT392-395







Model summarization

summarize the book



Art Center:The students will create a picture from shapes. The teacher will provide stencils of different shapes, and the children will trace and cut shapes from a variety of colored paper. They will write a sentence or label their picture.

Thur

sday Trade Book: David’s

Drawing / Los dibujos de DavidT343, T359, T367


Decodable Reader: The Playground / Bibi pp. T368

Vocabulary Strategies: (classify and categorize shapes) T369

Paired Text (Big Book): “Signs and Shapes / Las señales y las figures” pp. T370-371


Read the big book: “Mouse Shapes / Las figures de los ratones “ Understanding

Character #3 pp. 350, V#7 pp.352, #9 pp. 353


Grammar: use adjectives to tell size, shape and number



Frid

ay






Read the big book: “Mouse Shapes / Las figures de los ratones “ Oral Language

# 5 pp. 351 Wrap up the big

book T354-355







English Spanish English Spanish English Spanish English Spanish see can am we a on to two in

veo uso puedo nosotros un se una es del

solid dough perfect add fluffy fresh grinned moment shyly

unidos masa perfecta necesita esponjosas verde sonrió timidez encima

attach blowing noisemaker whiskers

ponemos sopla hilo bigotillos

characters setting sort

personajes scenario clasificar



Sort two different shapes

Sort two distinctly different things

Reading – Kindergarten Unit of Study: Outside My DoorSecond Grading Period – Week 6 CURRICULUM GUIDE

Guiding Questions Essential Pre-requisite Skills What should be capitalized? What is a comma? What do we do when we see a comma in a sentence?

¿Qué debe ir con letra mayúscula? ¿Qué es la coma? ¿Qué se hace cuando hay una coma en la oración?

Pre-Kindergarten Child independently uses letters or symbols to make words or parts of words. (PK

IV.B.1) Child uses some appropriate writing conventions when writing or giving dictation.

(IV.D.1)

Houghton Mifflin Harcourt Texas Journeys/Senderos Lesson 11Paired Selections: “Jump into January/Ya llegó enero: un viaje por el año” pp.T36-45, “Holidays All Year Long/Días festivos todo el año” pp.T50-51Decodable Reader: “Come and See Me / Vente conmigo” pp. T42, “Pam and Me / Luli”, pp. T48Comprehension Focus: Compare & Contrast and Question

Read Aloud10 min. Whole Group

15 min.




Mon

day

Trade Book: Every Season/ La estaciones T15, T15, T23, T55

When to pause for punctuation

Answer questions

Vocabulary

Opening Routines T12-13Flip Chart , Phonemic Awareness, High Frequency Words (add word to ceiling –Resource 12a . Vocabulary Boost

Phonemic Awareness/Phonics: (beginning sound , letter recognition) T16 - 17

Words to know: T18-19


Introduce the Big Book “Jump into January/Ya llegó enero: un viaje por el año” T26-28 (High frequency words: come, me, of / vente, conmigo, todo)

Small GroupPhonemic Awareness/ Phonics (for struggling readers):pp. 64-65


CentersMust Do

Activities:

Writing:


T20-321 Grammar: subject of

a sentence Handwriting – write

names Writing - a story



Read with a

partner Read aloud with teacher

Tues

day




Phonemic Awareness/Phonics: (Aa / Ll) T24-25


Read the big book: “Jump into January/Ya llegó enero: un viaje por el año” Concepts of

print # 1 pp. T29, #6 pp. T31



Listening Center:


ABC Center:


Library Center:

Reread to a partner: “Come and See Me / Vente conmigo” and “Pam and Me / Luli” and “Fun in July/ Diversión en Julio”

Technology:





a sentence Handwriting – trace

letters Writing – story

sentences

Wed

nesd

ay




Phonics and Fluency: (words with short a / la letra Ll) T40-41

Decodable Reader: “Come and See Me / Vente conmigo” - T42


Read the big book: “Jump into January/Ya llegó enero: un viaje por el año” Compare and

Contrast #2 pp. T29, #7 pp. T31 & #8 pp. T32

Comprehension T43


Awareness / Phonics (for struggling readers) T70

Fluency T71 Leveled Reader

T72-75


a sentence Handwriting – trace

letters Writing – story

sentences



Use the text and illustrations to ask questions

Comparer & contrast activities for different seasons

Picture walk

Draw pictures for students

Share ideas with the class



Art Center:Made a four seasons mural. Get a construction paper and fold into four squares. Label each square with one of the seasons. Find pictures from magazines (or draw a picture) that represent that season.

Thur

sday Trade Book: Every

Season/ La estaciones T15, T23, T39, T47


Decodable Reader: “Pam and Me / Luli” pp. 48

Vocabulary Strategies: (figurative language) T49

Paired Text (Big Book): “Holidays All Year Long/Días festivos todo el año” T50-51


Read the big book: “Jump into January/Ya llegó enero: un viaje por el año” Oral language

#5 pp. T30 & #10 pp. T33

Understand Characters #9 pp. T32


Grammar: subject of a sentence and use adjectives for color

Handwriting –write words

Writing – story sentences

Frid

ay






Read the big book: “Kite Flying/ Volar cometas” Main Idea #3

pp.30 Sequence of

events #11 pp. T33

Wrap up the big book T34-T35



a sentence Handwriting –write

words Writing – story

sentences


English Spanish English Spanish English Spanish English Spanish come me of

vente conmigo todo

tropical strange community hurry bloom peck scatter speckled store track

tropicales chistosos centro corer brotan puntitos esparcen secretos bellotas huellas



alike different meaning

parecido diferente significado



Chart phrases


Guiding Questions Essential Pre-requisite Skills What is a verb? How do you write the letter “Nn?” Can the students identify the beginning and ending sounds of a word? What should you do when something you read does not make sense?

¿Qué es un verbo? ¿Cómo se escribe la letra “Nn”? ¿Los estudiantes pueden identificar el sonido inicial y el sonido final de una

palabra? ¿Qué se hace cuando no tiene sentido lo que se está leyendo?

Pre-Kindergarten Child names at least 20 upper and at least 20 lower case letters. (PK III.C.1) Child can produce the sound for at least 10 letters. (PK III.C.3) Child ask and answers appropriate questions about the book. (PK III.D.3)

Houghton Mifflin Harcourt Texas Journeys/Senderos Lesson 12Paired Selections: “Snow / Nieve” pp.T106-115, “How Water Changes / Cómo cambia el agua ” pp.T130-131Decodable Reader: “I Can Nap / Oso mimoso” pp. T122, “Tap with Me / Así, así” pp. T128Comprehension Focus: Conclusion & Monitor/Clarify

Read Aloud10 min.

Whole Group15 min. Shared

Reading10 min.



Mon

day

Trade Book: STORM Is Coming!T94, T95, T103, T135 Reading with

expression Answer

questions Vocabulary

Opening Routines T92-99Flip Chart , Phonemic Awareness, High Frequency Words (add word to ceiling –Resource 12a .Vocabulary Boost

Phonemic Awareness/Phonics: (letter name and letter sound connection – Nn / Ff) T96 - 97

Review sight Word: T98-99


Introduce the Big Book: “Snow / Nieve “ T106-108(High frequency words: with, my, her, as / con, mi, por,sí)



CentersMust Do

Activities:

Writing:


T100-101 Grammar: identify

the verb in a sentence

Handwriting – trace words

Writing - story sentences



Use prior knowledge

Provide assistance when student labels their picture

Tues

day




Phonemic Awareness/Phonics: (words that begin with Nn / Ff) T104-105


Read the big book: “Snow / Nieve “ Concepts of

Punctuation #1 pp. 109, #5 pp. T111

Cause and Effect #7 pp. T111


Listening Center:


ABC Center:


Library Center:

Reread to a partner: I Can Nap / Oso mimoso, Tap with Me / Asi, asi,



Handwriting – trace words

Writing - story sentences

Wed

nesd

ay




Phonics and Fluency: (Identify and blend words that begin with Nn/Ff) pp. T120-121

Decodable Reader “I Can Nap / Oso mimoso” pp. T122


Read the big book: “Snow / Nieve “ Identify Story

Structure #2 pp. T109

Oral Vocabulary #4 pp. T110, #6 pp. T111

Small Group Phonics (for

struggling readers) T150

Fluency pp. T151 Leveled Reader

T152-155




Writing - story sentence



Do a picture walk with the children

Advise students to reread when confused

Remind students to predict

Technology:




Art Center:

The students will make a snow scene on black or blue construction paper with puffy white paint (mix a large amount of shaving cream and ¼ to ½ cup of glue in a large plastic bowl). When it dries, it will have a 3D effect. They will write a story about their picture.www.ehow.com/how_2244045_homemade-puffy-paint.html

Thur

sday Trade Book:

STORM Is Coming!T103, T119, T127


Decodable Reader: , “Tap with Me / Así, así” pp. T128

Vocabulary Strategies: (classify and categorize sensory words) T129

Paired Text (Big Book): “How Water Changes / Cómo cambia el agua ” pp. T130-131


Read the big book: “Snow / Nieve “ Draw

Conclusions #3pp. T110, #6 pp. T112, #10 pp. T113

Sequence of Events #11 pp. T113




the subject and verb in a sentence.



Frid

ay



Opening Routines 134-135Essential Question, Phonemic Awareness, High Frequency Words



Read the big book: “Snow / Nieve “” Compare and

Contrast #9 pp. T112








English Spanish English Spanish English Spanish English Spanish with my her as

con

mi

por

sí

fresh drift fluffy tracks guard huddle nodded pasture silent stampede

verde mece esponjosas huellas metamos acorralaba asintieron prado atentos estampida

drifted gathered swirled wisely

acurrocó

erizándose

forrados

sabiamente

conclusion sort

conclusión

clasificar



Think of words that can fit two categories

http://www.ehow.com/how_2244045_homemade-puffy-paint.html






Guiding Questions Essential Pre-requisite Skills What are the two parts of a sentence? What is a compound word? Why are details an important part of a sentence?

¿Cuáles son las dos partes de una oración? ¿Qué es una palabra combineda? ¿Por qué los detalles son partes importantes de la oración?

Pre-Kindergarten Child demonstrates knowledge of verbal conversational rules. (PK II.B.4) Child combines word to make compound words. (PK III.B.2) Child uses a wide variety of words to label and describe people, places, things,

and actions. (PK II.D.1)

Houghton Mifflin Harcourt Texas Journeys/Senderos Lesson 13Paired Selections: “What Color is Nature / ¿De qué color es la naturaleza?” pp.T186-195, “Poems About Nature / Matarile-rile-ro” pp.T210-211Decodable Reader: “What Can You See? / ¿Y tú?” pp. T202, “Fat Cat /¡Písalo y pásalo, Roli!” pp. T208Comprehension Focus: Author’s purpose and visualize

Read Aloud10 min.

Whole Group15 min.




Mon

day

Trade Book: Zebra’s World / El mundo de las cebrasT174, T175, T183, T215

Listen to how a story is read at the right speed

Answer questions Vocabulary

Opening Routines T172-185Flip Chart , Phonemic Awareness, High Frequency Words (add word to ceiling –Resource 12a .Daily Vocabulary Boost

Phonemic Awareness/Phonics: (letter sound connection – Ff/Rr) T176 - 177



Introduce the Big Book “Color is Nature / ¿De qué color es la naturaleza?” T186-188 (High frequency words: you, what, red, black / tú. qué. casa, ver)



CentersMust Do

Activities:

Writing:



parts of a complete sentence

Handwriting – write capital letters

Writing – story sentences with details



Read to a partner

Provide corrective feedback

Tues

day




Phonemic Awareness/Phonics: (words that begin with Ff/Rr) T184-185


Read the big book: “Color is Nature / De qué color es la naturaleza?”

Authors purpose # 1 pp. T189, #7 pp. T191, #8 T192

Main Idea #2 pp. T189


Listening Center:


ABC Center:


Library Center:

Reread to a partner: “What Can You See?/ ¿Y tú?” and “Fat Cat /¡Písalo y pásalo, Roli!” and “Lots of Birds / Muchos pájaros”

Technology:





Handwriting – trace letterd


Wed

nesd




Phonics and Fluency: (Identify and blend words that begin with Ff/Rr) T200-201

Decodable Reader “What Can You See? / ¿Y tú?” T202



Concepts of Print #4 pp. T190, #6 pp. T191

Comprehension T203

Small Group Phonics (for

struggling readers) pp. T230

Fluency pp. T231 Leveled Reader

pp. T232-235



Handwriting – write capital letters


Thur

sday

Trade Book:

Zebra’s World / El mundo de las cebrasT183, T199, T1207


Decodable Reader: “Fat Cat /¡Písalo y pásalo, Roli!” pp. T208

Vocabulary Strategies: (classify and categorize color words) T209

Paired Text (Big Book): “Poems About Nature / Matarile-rile-ro” pp. T210-211



Oral Language #5 pp. T190,

Understanding Characters #12 pp. 193








Help children visualize

Visualize specific details

Remind students to read slowly & carefully

Make a word web




Art Center:

The students will make a nature mobile. pp. xviii -xix

Frid

ay







Compare and Contrast #9 pp. 192





Handwriting – write letters



English Spanish English Spanish English Spanish English Spanish you what red black

tú qué casa ver

bloom treasures speckled pasture daily herd muscles pattern several usually

brontan tesoros secretos prado diaria manada músculos rayas varias entonces

everywhere nature salamander surrounded

radiantes naturaleza salamandra rodeado

author sort

autor clasificar




Guiding Questions Essential Pre-requisite Skills What does it mean to read with expression? When reading a story, how do clues help? What are the three parts of a story?

¿Qué significa leer expresivamente? Al leer un cuento, ¿cómo nos ayudan las claves? ¿Cuáles son las tres partes de un cuento?

Pre-Kindergarten Child matches language to social contexts. (PKII.B.6) Child uses books and other written materials to engage in pre-reading behaviors. (PK

III.A.2) Child retells or re-enactds a story after it is read aloud. (PK III.D.1)

Houghton Mifflin Harcourt Texas Journeys/Senderos Lesson 14Paired Selections: “Turtle Splash! / Tortugs, ¡al agua!” pp.T266-275, “Where Animals Live / ¿Dónde viven los animals?” pp.T290-291Decodable Reader: “What Now / Una foto” pp. T282, At Bat / Dale, dale, dale, pp. T288Comprehension Focus: Cause & Effect and Infer/Predict

Read Aloud10 min.

Whole Group15 min.




Mon

day

Trade Book: Home for a TIGER, HOME for a BEAR / CASA del TIGRE, CASA del OSO pp. T254, T255, T263, T295

Reading with expression

Answer questions Vocabulary

Opening Routines T252-259Flip Chart , Phonemic Awareness, High Frequency Words (add word to ceiling –Resource 12a .Daily Vocabulary Boost

Phonemic Awareness/Phonics: (letter sound connection Bb/Gg) T256 - 257



Introduce the Big Book: “ Turtle Splash! / Tortuga, ¡al agua!” T266-268(High frequency words: are, now, by there / ahora, quedan, pero, mama)



CentersMust Do

Activities:

Writing:


T260-261 Grammar: trace

letters Writing - a story



Encourage the students to explain why duck leave the pond.

Summarize the book prior to reading

Tues

day




Phonemic Awareness/Phonics: (letter sound connection Bb/Gg) T264-265


Read the big book: “Turtle Splash! / Tortuga, ¡al agua!”

Draw Conclusions #3 pp. T270, #8 pp. T272



Listening Center:


ABC Center:


Library Center:

Reread to a partner: What Now / Una foto” , At Bat / Dale, dale, dale

Technology:




T276-277 Grammar: use verbs

in the past tense. Handwriting –- Write

words Writing – write a

story

Wed

nesd

ay




Phonics and Fluency: (identify and blend words that begin with Bb/Gg) T280-281

Decodable Reader: “What Now / Una foto” T282


Read the big book: “Turtle Splash! / Tortuga, ¡al agua!”

Story Structure

#1, pp. T269 Cause and

Effect #2 pp. T269, #6 pp. T271, #7 pp. T272



Awareness/ Phonics (for struggling readers) pp. T310

Fluency (read with expression) pp. T311

Leveled Reader T312-315


in the past tense. Handwriting –- Write


story.



Use text and illustrations to make predictions

Model how to inference

Think about the authors details

Predict what will happen next



Art Center:

Have the students make a habitat for an animal of their choice. Provide shoe boxes, empty soap boxes, toilet paper/ paper towel rolls, yarn, paint, markers, clay, etc. The students then write a story about their animal.

Thur

sday

Trade Book: Home for a TIGER, HOME for a BEAR / CASA del TIGRE, CASA del OSO pp. T263, T279, T287


Decodable Reader: At Bat / Dale, dale, dale” pp. T288

Vocabulary Strategies: (classify and categorize number words) T289

Paired Text (Big Book): “Where Animals Live / ¿Dónde viven los animals?” pp. T290-291


Read the big book: “Turtle Splash! / Tortuga, ¡al agua!” Story Structure

# 2 pp. T349 Details #6 pp.

T351 Sequence of

Events #9 pp. T273



in the past tense to write complete sentences.

Handwriting –- Trace letters

Writing – write a story.

Frid

ay






Read the big book: “Turtle Splash! / Tortugs, ¡al agua!”

Oral Language #4 pp. T270

Concepts of Print #5 pp. T271




in the past tense. Handwriting –- write


story.


English Spanish English Spanish English Spanish English Spanish are now by there

ahora quedan pero mamá

busy company cooperate admired delicious delight doubt fable sigh

divertidos zanahorias ayudo amable dulce delicia duda fábula suspiro



questions expresión

preguntar expresividad



Write the number word, the number and draw a picture that represents that number

Use manipulatives to understand number words

Evidence of LearningFormative assessment Open-ended questions/responses TAKS Readiness

End of lesson Observation Checklists Emerging Literacy Survey Monitor Comprehension Corrective Feedback Benchmark and unit tests

How do books help us learn? Why is it important to talk about what you will write

about? What makes a sentence?

¿De qué manera nos ayudan los libros para aprender?

¿Por qué es importante hablar sobre lo que se va a escribir?

¿Qué forma una oración o frase?

Third Grade TAKS Release 2009

The author included the photos toshow —

1. where the island is2. the animals that live on the Island3. the size of the island4. what the weather is like on the island



Documents

Kindergarten - SAISD · Web viewKindergarten Reading Curriculum Guide The planning and pacing of your reading block is crucial. Although the teacher’s edition provides a great pacing