Pre-Kindergarten Planning Map: SY 16/17
1
Weekly Planning Sequence
Time Frame: 40 Weeks (August 29st – June 12th*)
Jump to… Unit 2 Unit 3 Unit 4 Unit 5
Unit 6 Unit 7 Unit 8 Unit 9 Unit 10
SEQUENCING CONTENT DESCRIPTIONS AND RESOURCES
Week
1 8/29– 9/2
Unit 1
Week 1
MONDAY
Staggered Entry Day 1
TUESDAY
Staggered Entry Day 2 WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
*See First Week of School document for a complete plan
Focus: Morning Meeting Procedures
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,
* 2 morning messages are available on TSS for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 1, Week 1 Provided Book Based Morning Message: I Am Me
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Activity 1: Read a book about
school
Activity 2: Tour the classroom
Activity 1: Read a book
about school
Activity 2: Tour the
classroom
Activity 1: Read a book
about school
Activity 2: Sing the name
song
Activity 1: Read Brown
Bear, Brown Bear What do
you See?
Activity 2: Practicing
Names
Activity 1: Mary Wore Her
Red Dress
Activity 2: Practicing Names
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
***See the first week of school document, which gives a detailed plan for the first week of school.
*** Use this time to practice small group procedures
READING (40 Min)
(Whole Group-
Explicit Teach and
Small Group
instruction)
Activity: Read an
introduction to school book
Activity: Read an
introduction to school
book
Activity: Read an
introduction to school
book
Activity: Read, If You Take
a Mouse to School
Activity: Read a book
about school or self
concept
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Activity: Illustrate a Self-
Portrait
Activity: Illustrate a Self-
Portrait
Activity: Draw a picture
of favorite things in the
classroom
Activity: What would
happen if a mouse came
to your school?
Activity: Write about the
story
WRITING
(3 Small Groups)
Pre-Kindergarten Planning Map: SY 16/17
2
Week
2 9/5 – 9/9
Unit 1,
Week 2
Letter: Ss
Sight Word
(SW): I
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
SCHOOLS CLOSED:
Labor Day
Focus: Awareness of letters
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning
messages as needed.
Unit 1, Week 2 Provided Book Based Morning Message: Unit1Week2: All About You
Unit 1, Week 2 Provided Theme Based Morning Message: Unit1Week2theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Print Awareness:
Recognition of letters
and words
Phonemic Awareness:
Listening
Alphabet Knowledge:
Letter Ss
Language Acquisition
(LA) Lesson:
Unit 1, Week 2, Day 1
Print Awareness:
Recognition of letters
and words
Phonemic Awareness:
Listening
Alphabet Knowledge:
Letter Ss
LA Lesson:
Unit 1, Week 2, Day 2
Print Awareness:
Recognition of letters and
words
Phonemic Awareness:
Listening
Alphabet Knowledge:
Letter Ss
LA Lesson:
Unit 1, Week 2, Day 3
Print Awareness:
Recognition of letters and
words
Phonemic Awareness:
Listening
Alphabet Knowledge:
Letter Ss
LA Lesson:
Unit 1, Week 2, Day 4
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Alphabet
Knowledge, Letter Ss
Para: Alphabet
Knowledge, Letter Ss
LA Lesson:
Unit 1, Week 2, Day 1
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge, Letter Ss
Para: Alphabet
Knowledge, Letter Ss
LA Lesson:
Unit 1, Week 2, Day 2
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge, Letter Ss
Para: Alphabet
Knowledge, Letter Ss
LA Lesson:
Unit 1, Week 2, Day 3
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge, Letter Ss
Para: Alphabet Knowledge,
Letter Ss
LA Lesson:
Unit 1, Week 2, Day 4
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 1 Focus: Asking and answering questions, Making connections
Unit 1 Provided Fiction Text Templates: All By Myself!, I Am Me, I Like Me!, Reading Makes Me Feel Good
Unit 1 Provided Informational Text Templates: Here Are My Hands, How do Dinosaurs Go to School?, I Can
Cooperate, I’m a Good Friend!, Kindergarten ABC, Kindergarten Kids, My First Action Rhymes, My Five Senses,
School Bus, This is the Way We Go to School, Tickly Prickly
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 1, Week 2
Enrichment (E): In Pre-K color b&w
Basic Skills (B): Pre-K color b&w
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 1 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 1 Book Based Provided Shared Writing Templates: Hands are Not for Hitting, Max Goes to School, Mouse’s
First Day of School, My Cat Tuna, The Way I Feel
WRITING
(3 Small Groups)
Unit 1 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 1 Book Based Provided Shared Writing Templates: Hands are Not for Hitting, Max Goes to School, Mouse’s
First Day of School, My Cat Tuna, The Way I Feel
Pre-Kindergarten Planning Map: SY 16/17
3
Week
3 9/12 – 9/16
Unit 1,
Week 3
Letter: Mm
SW: my
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Directionality
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 1, Week 3 Provided Book Based Morning Message: This School Year Will Be the Best
Unit 1, Week 3 Provided Theme Based Morning Message: Unit1Week3theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Print Awareness:
Recognition of letters and
words
Phonemic Awareness:
Listening
Alphabet Knowledge:
Letter Mm
LA Lesson:
Unit 1, Week 3, Day 1
Print Awareness:
Recognition of letters
and words
Phonemic Awareness:
Listening
Alphabet Knowledge:
Letter Mm
LA Lesson:
Unit 1, Week 3, Day 2
Print Awareness:
Recognition of letters
and words
Phonemic Awareness:
Listening
Alphabet Knowledge:
Letter Mm
LA Lesson:
Unit 1, Week 3, Day 3
Print Awareness:
Recognition of letters and
words
Phonemic Awareness:
Listening
Alphabet Knowledge:
Letter Mm
LA Lesson:
Unit 1, Week 3, Day 4
Print Awareness:
Recognition of letters and
words
Phonemic Awareness:
Listening
Alphabet Knowledge:
Letter Mm
LA Lesson:
Unit 1, Week 3, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Alphabet
Knowledge, Letter Mm
Para: Alphabet
Knowledge, Letter Mm
LA Lesson:
Unit 1, Week 3, Day 1
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge, Letter Mm
Para: Alphabet
Knowledge, Letter Mm
LA Lesson:
Unit 1, Week 3, Day 2
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge, Letter Mm
Para: Alphabet
Knowledge, Letter Mm
LA Lesson:
Unit 1, Week 3, Day 3
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge, Letter Ss
Para: Alphabet
Knowledge, Letter Ss
LA Lesson:
Unit 1, Week 2, Day 4
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge, Letter Ss
Para: Alphabet Knowledge,
Letter Ss
LA Lesson:
Unit 1, Week 2, Day 5
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 1 Focus: Asking and answering questions, Making connections
Unit 1 Provided Fiction Text Templates: All By Myself!, I Am Me, I Like Me!, Reading Makes Me Feel Good
Unit 1 Provided Informational Text Templates: Here Are My Hands, How do Dinosaurs Go to School?, I Can Cooperate, I’m a Good Friend!,
Kindergarten ABC, Kindergarten Kids, My First Action Rhymes, My Five Senses, School Bus, This is the Way We Go to School, Tickly Prickly
Reading
(3 small Groups)
Sight Word Themed Readers: Enrichment (E):My Body Can color b&w
Basic Skills (B):My Body color b&w
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 1 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 1 Book Based Provided Shared Writing Templates: Hands are Not for Hitting, Max Goes to School, Mouse’s First Day of School, My Cat Tuna,
The Way I Feel
Pre-Kindergarten Planning Map: SY 16/17
4
WRITING
(3 Small Groups)
Unit 1 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 1 Book Based Provided Shared Writing Templates: Hands are Not for Hitting, Max Goes to School, Mouse’s First Day of School, My Cat Tuna,
The Way I Feel
Week
4 9/19– 9/23
Unit 1,
Week 4
Letter: Tt
SW: am
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Awareness of Letters
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 1, Week 4 Provided Book Based Morning Message: My Cat Tuna
Unit 1, Week 4 Provided Book Based Morning Message: Shades of People
Unit 1, Week 4 Provided Theme Based Morning Message: Unit1Week4theme Unit 1, Week 4 Provided Theme Based Morning Message: Unit1Week4theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Print Awareness:
Recognition of letters and
words
Phonemic Awareness:
Listening
Alphabet Knowledge:
Letter Tt
LA Lesson:
Unit 1, Week 4, Day 1
Print Awareness:
Recognition of letters
and words
Phonemic Awareness:
Listening
Alphabet Knowledge:
Letter Tt
LA Lesson:
Unit 1, Week 4, Day 2
Print Awareness:
Recognition of letters
and words
Phonemic Awareness:
Listening
Alphabet Knowledge:
Letter Tt
LA Lesson:
Unit 1, Week 4, Day 3
Print Awareness:
Recognition of letters and
words
Phonemic Awareness:
Listening
Alphabet Knowledge:
Letter Tt
LA Lesson:
Unit 1, Week 4, Day 4
Print Awareness:
Recognition of letters and
words
Phonemic Awareness:
Listening
Alphabet Knowledge:
Letter Tt
LA Lesson:
Unit 1, Week 4, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Alphabet
Knowledge, Letter Tt
Para: Alphabet
Knowledge, Letter Tt
LA Lesson:
Unit 1, Week 4, Day 1
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge, Letter Tt
Para: Alphabet
Knowledge, Letter Tt
LA Lesson:
Unit 1, Week 4, Day 2
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge, Letter Tt
Para: Alphabet
Knowledge, Letter Tt
LA Lesson:
Unit 1, Week 4, Day 3
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge, Letter Tt
Para: Alphabet
Knowledge, Letter Tt
LA Lesson:
Unit 1, Week 4, Day 4
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge, Letter Tt
Para: Alphabet Knowledge,
Letter Tt
LA Lesson:
Unit 1, Week 4, Day 5
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 1 Focus: Asking and answering questions, Making connections
Unit 1 Provided Fiction Text Templates: All By Myself!, I Am Me, I Like Me!, Reading Makes Me Feel Good
Unit 1 Provided Informational Text Templates: Here Are My Hands, How do Dinosaurs Go to School?, I Can Cooperate, I’m a Good Friend!,
Kindergarten ABC, Kindergarten Kids, My First Action Rhymes, My Five Senses, School Bus, This is the Way We Go to School, Tickly Prickly
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 1, Week 4
Enrichment (E): What Am I? (I, am) color b&w
Basic Skills (B): I Am (I, am) color b&w
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 1 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 1 Book Based Provided Shared Writing Templates: Hands are Not for Hitting, Max Goes to School, Mouse’s First Day of School, My Cat Tuna,
The Way I Feel
Pre-Kindergarten Planning Map: SY 16/17
5
WRITING
(3 Small Groups)
Unit 1 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 1 Book Based Provided Shared Writing Templates: Hands are Not for Hitting, Max Goes to School, Mouse’s First Day of School, My Cat Tuna,
The Way I Feel
Unit 1
Resources
Provided Fiction
Text Templates
All By Myself! by Aliki
I Am Me by Karla Kuskin
I Like Me! By Nancy Carlson
Reading Makes Me Feel Good by Todd Parr
Provided
Informational Text
Templates
Here Are My Hands by Bill Martin Jr. & John Archambault
How do Dinosaurs Go to School? By Jane Yolen & Mark Teague
I Can Cooperate by David Parker
I’m a Good Friend! By David Parker
Kindergarten ABC by Jacqueline Rogers
Kindergarten Kids by Ellen B. Senisi
My First Action Rhymes
My Five Senses by Margaret Miller
School Bus by Donald Crews
This is the Way We Go to School by Edith Bauer
Tickly Prickly by Bonnie Becker
Book Based
Provided Writing
Templates
Hands are Not for Hitting by Agassi Ph.D
Max Goes to School by Adria F. Klein
Mouse’s First Day of School by Lauren Thompson
My Cat Tuna by Lynn Reiser
The Way I Feel by Shelley Rotner & Sheila M. Kelly
Theme Based
Provided Writing
Templates
Theme Based 1: I Am Me
Theme Based 2: I’m in School
PHONEMIC
AWARENESS SKILLS
Explicit Teaching for Unit 1(Scope and Sequence of Skills)
Listening
attention to sounds in the environment and speech
discrimination of sounds in the environment and in speech
Rhyme/Alliteration/Assonance
listening for beginning sounds
Suggested Writing Centers Suggested Reading Centers Suggested Language Acquisition Centers
Description of Reading/Writing Terms Unit Take-Home Project: I’m in School Sample Prompts/Questions
Pre-Kindergarten Planning Map: SY 16/17
6
Week
5 9/26-9/30
Unit 2
Week 1
Letter: Pp
SW: the, all
MONDAY TUESDAY WEDNESDAY THURSDAY Friday
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Discrimination between letters and words
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 2, Week 1 Provided Book Based Morning Messages: Who Is a Friend?
Unit 2, Week 1 Provided Theme Based Morning Messages: Friends
Unit 2, Week 1 Provided Book Theme Morning Messages: Unit 2Week1theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Print Awareness:
Recognition of letters and
words
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Pp
LA Lesson:
Unit 2, Week 1, Day 1
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Pp
LA Lesson:
Unit 2, Week 1, Day 2
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Pp
LA Lesson:
Unit 2, Week 1, Day 3
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Pp
LA Lesson:
Unit 2, Week 1, Day 4
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Pp
LA Lesson:
Unit 2, Week 1, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Alphabet
Knowledge, Letter Pp
Para: Alphabet
Knowledge, Letter Pp
LA Lesson:
Unit 2, Week 1, Day 1
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge, Letter Pp
Para: Alphabet
Knowledge, Letter Pp
LA Lesson:
Unit 2, Week 1, Day 2
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Rhyme
Para: Alphabet
Knowledge, Letter Pp
LA Lesson:
Unit 2, Week 1, Day 3
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Rhyme
Para: Alphabet
Knowledge, Letter Pp
LA Lesson:
Unit 2, Week 1, Day 4
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge, Letter Pp
Para: Alphabet Knowledge,
Letter Pp
LA Lesson:
Unit 2, Week 1, Day 5
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 2 Focus: Asking and answering questions, Making connections, Synthesizing, Inferencing
Unit 2 Provided Fiction Text Templates:, Apples for Everyone, A Book of Friends, The Fall Festival, Let it Fall, My Friend is Sad, My Friends, , A
Rainbow of Friends, Who is a Friend?
Unit 2 Provided Informational Text Templates: Animals in Fall, The Apple Pie Tree, A Day at the Apple Orchard, A Day at the Pumpkin Patch,
Guess Whose Shadow, Leaves! Leaves! Leaves!, Pumpkin, Pumpkin, Seed, Sprout, Pumpkin, Pie,
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 2, Week 1
Enrichment (E): I See Fall (I, all, the, see) color b&w
Basic Skills (B): In Fall (the, see) color b&w
Support (S): Fall (the) color b&w
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 2 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 2 Book Based Provided Shared Writing Templates: Animals in Fall, A Book of Friends, By the Light of the Harvest Moon, Kitten’s Autumn,
Mouse’s First Fall, Sunshine and Storm
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
WRITING Unit 2 Focus: Use a combination of drawing, dictating, and writing to state information
Pre-Kindergarten Planning Map: SY 16/17
7
(3 Small Groups) Unit 2 Book Based Provided Shared Writing Templates: Animals in Fall, A Book of Friends, By the Light of the Harvest Moon, Kitten’s Autumn,
Mouse’s First Fall, Sunshine and Storm
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
Week
6 10/3-10/7
Unit 2
Week 2
Letter: Ll
SW: a, and
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Identification of rhyme
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 2, Week 2 Provided Book Based Morning Message: Sunshine and Storm
Unit 2, Week 2 Provided Book Based Morning Message: Friends
Unit 2, Week 2 Provided Theme Based Morning Message: Unit2Week2theme
LANGUAGE
ACQUISITION (40
min)
(Whole Group-
Explicit Teach – 10
minutes)
Print Awareness: First,
Middle, Last
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Ll
LA Lesson:
Unit 2, Week 2, Day 1
Print Awareness: First,
Middle, Last
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Ll
LA Lesson:
Unit 2, Week 2, Day 2
Print Awareness: First,
Middle, Last
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Ll
LA Lesson:
Unit 2, Week 2, Day 3
Print Awareness: First,
Middle, Last
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Ll
LA Lesson:
Unit 2, Week 2, Day 4
Print Awareness: First,
Middle, Last
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Ll
LA Lesson:
Unit 2, Week 2, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Alphabet
Knowledge, Letter Ll
Para: Alphabet
Knowledge, Letter Ll
LA Lesson:
Unit 2, Week 2, Day 1
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Rhyme
Para: Alphabet
Knowledge, Letter Ll
LA Lesson:
Unit 2, Week 2, Day 2
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Rhyme
Para: Alphabet
Knowledge, Letter Ll
LA Lesson:
Unit 2, Week 2, Day 3
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Rhyme
Para: Alphabet
Knowledge, Letter Ll
LA Lesson:
Unit 2, Week 2, Day 4
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge, Letter Ll
Para: Alphabet Knowledge,
Letter Ll
LA Lesson:
Unit 2, Week 2, Day 5
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 2 Focus: Asking and answering questions, Making connections, Synthesizing, Inferencing
Unit 2 Provided Fiction Text Templates:, Apples for Everyone, A Book of Friends, The Fall Festival, Let it Fall, My Friend is Sad, My Friends, , A
Rainbow of Friends, Who is a Friend?
Unit 2 Provided Informational Text Templates: Animals in Fall, The Apple Pie Tree, A Day at the Apple Orchard, A Day at the Pumpkin Patch,
Guess Whose Shadow, Leaves! Leaves! Leaves!, Pumpkin, Pumpkin, Seed, Sprout, Pumpkin, Pie,
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 2, Week 2
Enrichment (E): I See Leaves (I, see, a) color b&w
Basic Skills (B): Leaves (a) color b&w
Support (S): Leaves (a) color b&w
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 2 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 2 Book Based Provided Shared Writing Templates: Animals in Fall, A Book of Friends, By the Light of the Harvest Moon, Kitten’s Autumn,
Mouse’s First Fall, Sunshine and Storm
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
Pre-Kindergarten Planning Map: SY 16/17
8
WRITING
(3 Small Groups)
Unit 2 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 2 Book Based Provided Shared Writing Templates: Animals in Fall, A Book of Friends, By the Light of the Harvest Moon, Kitten’s Autumn,
Mouse’s First Fall, Sunshine and Storm
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
Week
7 10/10-
10/14
Unit 2
Week 3
Letter: Cc
SW: can, in
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Discrimination between letters and words
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 2, Week 3 Provided Book Based Morning Message: I Love You, Blue Kangaroo
Unit 2, Week 3 Provided Theme Based Morning Message: Unit2Week3theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Print Awareness: First,
Middle, Last
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Cc
LA Lesson:
Unit 2, Week 3, Day 1
Print Awareness: First,
Middle, Last
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Cc
LA Lesson:
Unit 2, Week 3, Day 2
Print Awareness: First,
Middle, Last
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Cc
LA Lesson:
Unit 2, Week 3, Day 3
Print Awareness: First,
Middle, Last
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Cc
LA Lesson:
Unit 2, Week 3, Day 4
Print Awareness: First,
Middle, Last
Phonemic Awareness:
Rhyme/Alliteration/
Assonance
Alphabet Knowledge:
Letter Cc
LA Lesson:
Unit 2, Week 3, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Alphabet
Knowledge, Letter Cc
Para: Alphabet
Knowledge, Letter Cc
LA Lesson:
Unit 2, Week 3, Day 1
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Rhyme
Para: Alphabet
Knowledge, Letter Cc
LA Lesson:
Unit 2, Week 3, Day 2
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge, Letter Cc
Para: Alphabet
Knowledge, Letter Cc
LA Lesson:
Unit 2, Week 3, Day 3
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge, Letter Cc
Para: Alphabet
Knowledge, Letter Cc
LA Lesson:
Unit 2, Week 3, Day 4
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge, Letter Cc
Para: Alphabet Knowledge,
Letter Cc
LA Lesson:
Unit 2, Week 3, Day 5
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 2 Focus: Asking and answering questions, Making connections, Synthesizing, Inferencing
Unit 2 Provided Fiction Text Templates:, Apples for Everyone, A Book of Friends, The Fall Festival, Let it Fall, My Friend is Sad, My Friends, , A
Rainbow of Friends, Who is a Friend?
Unit 2 Provided Informational Text Templates: Animals in Fall, The Apple Pie Tree, A Day at the Apple Orchard, A Day at the Pumpkin Patch,
Guess Whose Shadow, Leaves! Leaves! Leaves!, Pumpkin, Pumpkin, Seed, Sprout, Pumpkin, Pie,
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 2, Week 3
Enrichment (E): All My Friends Can (can, my, all) color b&w
Basic Skills (B): My Friends Can (my, can) color b&w
Support (S): I Can (I, can) color b&w
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 2 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 2 Book Based Provided Shared Writing Templates: Animals in Fall, A Book of Friends, By the Light of the Harvest Moon, Kitten’s Autumn,
Mouse’s First Fall, Sunshine and Storm
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
Pre-Kindergarten Planning Map: SY 16/17
9
WRITING
(3 Small Groups)
Unit 2 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 2 Book Based Provided Shared Writing Templates: Animals in Fall, A Book of Friends, By the Light of the Harvest Moon, Kitten’s Autumn,
Mouse’s First Fall, Sunshine and Storm
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
Week
8 10/17-
10/21
Unit 2
Week 4
Review
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Letter identification
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 2, Week 4 Provided Theme Based Morning Message: Seed, Sprout, Pumpkin, Pie
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Review Letter Pp
LA Lesson:
Unit 2, Week 3, Day 1
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Review Letter Ll
LA Lesson:
Unit 2, Week 3, Day 2
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Review Letter Cc
LA Lesson:
Unit 2, Week 3, Day 3
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Review Letter Cc
LA Lesson:
Unit 2, Week 3, Day 4
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Review Letter Cc
LA Lesson:
Unit 2, Week 3, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Alphabet
Knowledge, Letter Review
Para: Alphabet
Knowledge, Letter Review
LA Lesson:
Unit 2, Week 3, Day 1
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge, Letter
Review
Para: Alphabet
Knowledge, Letter
Review
LA Lesson:
Unit 2, Week 3, Day 2
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge, Letter
Review
Para: Alphabet
Knowledge, Letter
Review
LA Lesson:
Unit 2, Week 3, Day 3
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge, Letter Review
Para: Alphabet
Knowledge, Letter Review
LA Lesson:
Unit 2, Week 3, Day 4
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge, Letter Review
Para: Alphabet Knowledge,
Letter Review
LA Lesson:
Unit 2, Week 3, Day 5
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 2 Focus: Asking and answering questions, Making connections, Synthesizing, Inferencing
Unit 2 Provided Fiction Text Templates:, Apples for Everyone, A Book of Friends, The Fall Festival, Let it Fall, My Friend is Sad, My Friends, , A
Rainbow of Friends, Who is a Friend?
Unit 2 Provided Informational Text Templates: Animals in Fall, The Apple Pie Tree, A Day at the Apple Orchard, A Day at the Pumpkin Patch,
Guess Whose Shadow, Leaves! Leaves! Leaves!, Pumpkin, Pumpkin, Seed, Sprout, Pumpkin, Pie,
Reading
(3 small Groups)
Review Sight Words from previous weeks
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 2 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 2 Book Based Provided Shared Writing Templates: Animals in Fall, A Book of Friends, By the Light of the Harvest Moon, Kitten’s Autumn,
Mouse’s First Fall, Sunshine and Storm
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
WRITING
(3 Small Groups)
Unit 2 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 2 Book Based Provided Shared Writing Templates: Animals in Fall, A Book of Friends, By the Light of the Harvest Moon, Kitten’s Autumn,
Mouse’s First Fall, Sunshine and Storm
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
Pre-Kindergarten Planning Map: SY 16/17
10
Week
9 10/24 –
10/28
Unit 2
Week 5
Letter: Aa
SW: at, we
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Discrimination between letters and words
Scaffolding Opportunities: letter/sound identification, sight word identification, capital and lower-case letters, identification of rhyme
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 2, Week 5 Provided Book Based Morning Message: A Book of Friends
Unit 2, Week 5 Provided Theme Based Morning Message: A Book of FriendsUnit2Week4theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach – 10
minutes)
Print Awareness: First,
Middle, Last
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Aa
LA Lesson:
Unit 2, Week 5, Day 1
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Aa
LA Lesson:
Unit 2, Week 5, Day 2
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Aa
LA Lesson:
Unit 2, Week 5, Day 3
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Aa
LA Lesson:
Unit 2, Week 5, Day 4
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Aa
LA Lesson:
Unit 2, Week 5, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Alphabet
Knowledge, Letter Aa
Para: Alphabet
Knowledge, Letter Aa
LA Lesson:
Unit 2, Week 5, Day 1
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Rhyme
Para: Alphabet
Knowledge, Letter Aa
LA Lesson:
Unit 2, Week 5, Day 2
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Rhyme
Para: Alphabet
Knowledge, Letter Aa
LA Lesson:
Unit 2, Week 5, Day 3
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Rhyme
Para: Alphabet
Knowledge, Letter Aa
LA Lesson:
Unit 2, Week 5, Day 4
Independent: Literacy
Teacher: Alphabet
Knowledge, Letter Aa
Para: Alphabet Knowledge,
Letter Aa
LA Lesson:
Unit 2, Week 5, Day 5
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 2 Focus: Asking and answering questions, Making connections, Synthesizing, Inferencing
Unit 2 Provided Fiction Text Templates:, Apples for Everyone, A Book of Friends, The Fall Festival, Let it Fall, My Friend is Sad, My Friends, , A
Rainbow of Friends, Who is a Friend?
Unit 2 Provided Informational Text Templates: Animals in Fall, The Apple Pie Tree, A Day at the Apple Orchard, A Day at the Pumpkin Patch,
Guess Whose Shadow, Leaves! Leaves! Leaves!, Pumpkin, Pumpkin, Seed, Sprout, Pumpkin, Pie,
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 2, Week 5
Enrichment (E): We Learn at School (we, at) color b&w
Basic Skills (B): We Learn (we, at) color b&w
Support (S): We Learn (we) color b&w
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 2 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 2 Book Based Provided Shared Writing Templates: Animals in Fall, A Book of Friends, By the Light of the Harvest Moon, Kitten’s Autumn,
Mouse’s First Fall, Sunshine and Storm
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
WRITING
(3 Small Groups)
Unit 2 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 2 Book Based Provided Shared Writing Templates: Animals in Fall, A Book of Friends, By the Light of the Harvest Moon, Kitten’s Autumn,
Mouse’s First Fall, Sunshine and Storm
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
Pre-Kindergarten Planning Map: SY 16/17
11
Unit 2
Resources
Provided Fiction
Text Templates
Apples for Everyone by Jill Esbaum
A Book of Friends by Dave Ross
The Fall Festival by Mercer Meyer
Let it Fall by MaryAnn Cocca-Leffler
My Friend is Sad by Mo Willems
My Friends by Taro Gomi
A Rainbow of Friends by P.K. Hallinan
Who is a Friend? by Lisa Trumbauer
Sunshine and Storm by Elisabeth Jones and James Coplestone
Provided
Informational Text
Templates
Animals in Fall by Gail Saunders-Smith
The Apple Pie Tree by Zoe Hall
A Day at the Apple Orchard by Megan Faulkner & Adam Krawesky
A Day at the Pumpkin Patch by Megan Faulkner & Adam Krawesky
Guess Whose Shadow by Stephen R. Swinburne
Leaves! Leaves! Leaves! by Nancy Elizabeth Wallace
Pumpkin, Pumpkin by Jeanne Titherington
Seed, Sprout, Pumpkin, Pie by Jill Esbaum
Book Based
Provided Writing
Templates
Animals in Fall by Gail Saunders-Smith
A Book of Friends by Dave Ross
By the Light of the Harvest Moon by Harriet Ziefert
Kitten’s Autumn by Eugenie Fernandes
Mouse’s First Fall by Lauren Thompson
Sunshine and Storm by Elizabeth Jones & James Coplestone
Theme Based
Provided Writing
Templates
Theme Based 1: Friends
Theme Based 2: Lifecycle of a Pumpkin
PHONEMIC
AWARENESS SKILLS
Explicit Teaching for Unit 2 (Scope and Sequence of Skills)
Listening
attention to sounds in the environment and speech
discrimination of sounds in the environment and in speech
Rhyme/Alliteration/Assonance
identification of oral rhymes
listening for beginning sounds
production of words with same beginning sounds
Oral Segmentation
clap words in a sentence
Suggested Writing Centers Suggested Reading Centers Suggested Language Acquisition Centers
Description of Reading/Writing Terms Unit Take-Home Project: Fall Fun with Friends Sample Prompts/Questions
Pre-Kindergarten Planning Map: SY 16/17
12
Week
10 10/31-11/4
Unit 3
Week 1
Letter: Rr
SW: me,
good
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Sight Words
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme, segmenting and
blending syllables
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 3, Week 1 Provided Book Based Morning Message: Daisy and the Egg
Unit 3, Week 1 Provided Theme Based Morning Message: Unit 3Week1theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Phonemic Awareness:
Oral Segmentation of
Words
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Rr
LA Lesson:
Unit 3, Week 1, Day 1
Phonemic Awareness:
Oral Segmentation of
Words
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Rr
LA Lesson:
Unit 3, Week 1, Day 2
Phonemic Awareness:
Oral Segmentation of
Words
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Rr
LA Lesson:
Unit 3, Week 1, Day 3
Phonemic Awareness:
Oral Segmentation of
Words
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Rr
LA Lesson:
Unit 3, Week 1, Day 4
Phonemic Awareness:
Oral Segmentation of
Words
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Rr
LA Lesson:
Unit 3, Week 1, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Phonemic
Awareness, Rhyme
Para: Alphabet
Knowledge, Letter Rr
LA Lesson:
Unit 3, Week 1, Day 1
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Rhyme
Para: Alphabet
Knowledge, Letter Rr
LA Lesson:
Unit 3, Week 1, Day 2
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Rhyme
Para: Alphabet
Knowledge, Letter Rr
LA Lesson:
Unit 3, Week 1, Day 3
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Rhyme
Para: Alphabet
Knowledge, Letter Rr
LA Lesson:
Unit 3, Week 1, Day 4
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Rhyme
Para: Alphabet Knowledge,
Letter Rr
LA Lesson:
Unit 3, Week 1, Day
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 3 Focus: Asking and answering questions, Making connections, Synthesizing, Inferencing
Unit 3 Provided Fiction Text Templates: Daisy and the Egg, Didi and Daddy on the Promenade, The Family Book, John Willy and Freddy McGee,
Unit 3 Provided Informational Text Templates: The Bag I’m Taking to Grandmas, Brothers and Sisters, Families, Family Pets, If Dogs Were Dinosaurs,
Johnny and His Mommy, Peter’s Chair, Two Eyes, a Nose and a Mouth, What Kind of Babysitter is This?
Unit 3 Provided Shared Reading Templates: Bonnie Bluebird, Humpty Dumpty, Let’s Play, My Pets, Rock and Roll Rabbits, What is a Family?
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 3, Week 1
Enrichment (E): Who is Good? (my, and, I, are, good) color b&w
Basic Skills (B): Me and My Family (me, my, and) color b&w
Support (S): Families (the, a) color b&w
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 3 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 3 Book Based Provided Shared Writing Templates: Didi and Daddy on the Promenade, Families, Families (2), Family Pets, Grandfather’s
Journey
Pre-Kindergarten Planning Map: SY 16/17
13
WRITING
(3 Small Groups)
Unit 3 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 3 Book Based Provided Shared Writing Templates: Didi and Daddy on the Promenade, Families, Families (2), Family Pets, Grandfather’s
Journey
Week
11 11/7-11/11
Unit 3
Week 2
Letter: Bb
SW: by, you
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Compound words, punctuation
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme, segmenting and
blending syllables, punctuation
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 3, Week 2 Provided Book Based Morning Message: Unit3Week2: Families
Unit 3, Week 2 Provided Book Based Morning Message: Unit3Week2: Families
Unit 3, Week 2 Provided Theme Based Morning Message:Unit3Week2theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Phonemic Awareness: Oral
Segmentation of Syllables
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Bb
LA Lesson:
Unit 3, Week 2, Day 1
Phonemic Awareness:
Oral Segmentation of
Syllables
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Bb
LA Lesson:
Unit 3, Week 2, Day 2
Phonemic Awareness:
Oral Segmentation of
Syllables
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Bb
LA Lesson:
Unit 3, Week 2, Day 3
Phonemic Awareness:
Oral Segmentation of
Syllables
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Bb
LA Lesson:
Unit 3, Week 2, Day 4
Phonemic Awareness: Oral
Segmentation of Syllables
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Bb
LA Lesson:
Unit 3, Week 2, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Phonemic
Awareness, Oral
Segmentation of Syllables
Para: Alphabet
Knowledge, Letter Bb
LA Lesson:
Unit 3, Week 2, Day 1
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Rhyme
Para: Alphabet
Knowledge, Letter Bb
LA Lesson:
Unit 3, Week 1, Day 2
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Oral
Segmentation of
Syllables
Para: Alphabet
Knowledge, Letter Bb
LA Lesson:
Unit 3, Week 2, Day 3
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge: Letter Bb
Para: Alphabet
Knowledge, Letter Bb
LA Lesson:
Unit 3, Week 2, Day 4
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge: Letter Bb
Para: Alphabet Knowledge,
Letter Bb
LA Lesson:
Unit 3, Week 2, Day 4
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 3 Focus: Asking and answering questions, Making connections, Synthesizing, Inferencing
Unit 3 Provided Fiction Text Templates: Daisy and the Egg, Didi and Daddy on the Promenade, The Family Book, John Willy and Freddy McGee,
Unit 3 Provided Informational Text Templates: The Bag I’m Taking to Grandmas, Brothers and Sisters, Families, Family Pets, If Dogs Were Dinosaurs,
Johnny and His Mommy, Peter’s Chair, Two Eyes, a Nose and a Mouth, What Kind of Babysitter is This?
Unit 3 Provided Shared Reading Templates: Bonnie Bluebird, Humpty Dumpty, Let’s Play, My Pets, Rock and Roll Rabbits, What is a Family?
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 3, Week 2
Enrichment (E): Families Around the World (you, are, by, the) color b&w
Basic Skills (B): Families Everywhere (I, am, by, the) color b&w
Support (S): Houses (the) color b&w
Pre-Kindergarten Planning Map: SY 16/17
14
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 3 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 3 Book Based Provided Shared Writing Templates: Didi and Daddy on the Promenade, Families, Families (2), Family Pets, Grandfather’s
Journey
WRITING
(3 Small Groups)
Unit 3 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 3 Book Based Provided Shared Writing Templates: Didi and Daddy on the Promenade, Families, Families (2), Family Pets, Grandfather’s
Journey
Week
12 11/14–
11/18
Unit 3
Week 3
Letter: Nn
SW: are, no
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Rhyme
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme, segmenting and
blending syllables, punctuation
* 2 morning messages are available on TSS for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 3, Week 3 Provided Book Based Morning Message: Goldilocks and the Three Bears
Unit 3 Week 3 Provided Theme Based Morning Message: Unit3Week3theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Phonemic Awareness: Oral
Segmentation of Sentences
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Nn
LA Lesson:
Unit 3, Week 3, Day 1
Phonemic Awareness:
Oral Segmentation of
Compound Words
Alphabet Knowledge:
Letter Nn
LA Lesson:
Unit 3, Week 3, Day 2
Phonemic Awareness:
Segmentation of
Syllables
Alphabet Knowledge:
Letter Nn, Bb, Rr
LA Lesson:
Unit 3, Week 3, Day 3
Phonemic Awareness:
Segmentation of syllables
Phonemic Awareness:
Rhyme
LA Lesson:
Unit 3, Week 3, Day 4
Phonemic Awareness:
Segmentation of Syllables
Alphabet Knowledge:
Letter Nn, Bb, Rr
LA Lesson:
Unit 3, Week 3, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Phonemic
Awareness, Oral
Segmentation of Syllables
Para: Alphabet
Knowledge, Letter Nn
LA Lesson:
Unit 3, Week 3, Day 1
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Oral
Segmentation of
Compound Words
Para: Alphabet
Knowledge, Letter Nn
LA Lesson:
Unit 3, Week 3, Day 2
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Oral
Segmentation of
Syllables
Para: Alphabet
Knowledge, Letter Nn
LA Lesson:
Unit 3, Week 3, Day 3
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Oral
Segmentation of Syllables
Para: Alphabet
Knowledge, Letter Nn
LA Lesson:
Unit 3, Week 3, Day 4
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge, Letter Nn
Para: Alphabet Knowledge,
Letter Nn
LA Lesson:
Unit 3, Week 3, Day 5
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 3 Focus: Asking and answering questions, Making connections, Synthesizing, Inferencing
Unit 3 Provided Fiction Text Templates: Daisy and the Egg, Didi and Daddy on the Promenade, The Family Book, John Willy and Freddy McGee,
Unit 3 Provided Informational Text Templates: The Bag I’m Taking to Grandmas, Brothers and Sisters, Families, Family Pets, If Dogs Were Dinosaurs,
Johnny and His Mommy, Peter’s Chair, Two Eyes, a Nose and a Mouth, What Kind of Babysitter is This?
Unit 3 Provided Shared Reading Templates: Bonnie Bluebird, Humpty Dumpty, Let’s Play, My Pets, Rock and Roll Rabbits, What is a Family?
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 3, Week 3
Enrichment (E): This is Me! (I, am, me, you, are, my) color b&w
Pre-Kindergarten Planning Map: SY 16/17
15
Basic Skills (B): Who Are You? (are, you, my) color b&w
Support (S): My Family (my) color b&w
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 3 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 3 Book Based Provided Shared Writing Templates: Didi and Daddy on the Promenade, Families, Families (2), Family Pets, Grandfather’s
Journey
WRITING
(3 Small Groups)
Unit 3 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 3 Book Based Provided Shared Writing Templates: Didi and Daddy on the Promenade, Families, Families (2), Family Pets, Grandfather’s
Journey
Week
13 11/21-
11/25
Unit 3
Week 4
Review
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Rhyme and syllables
Scaffolding Opportunities: letter/sound identification, sight word identification,
concepts of print, identification of rhyme, identification of syllables, spaces
between the words, beginning sounds
* 2 morning messages are available for each week. Teachers are responsible for
creating additional morning messages as needed.
Unit 3, Week 4 Provided Book Based Morning Message: Thanks for Thanksgiving
Unit 3, Week 4 Provided Book Based Morning Message: Thanks for Thanksgiving
Unit 3, Week 4 Provided Theme Based Morning Message: Families
Unit 3, Week 4 Provided Book Based Morning Message: Unit3Week4theme
SCHOOLS CLOSED:
Thanksgiving
Break
SCHOOLS CLOSED:
Thanksgiving
Break
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Phonemic Awareness: Oral
Segmentation of
Compound Words
Alphabet Knowledge:
Letter Bb Review
LA Lesson:
Unit 3, Week 4, Day 1
Phonemic Awareness:
Rhyme
LA Lesson:
Unit 3, Week 4, Day 2
Phonemic Awareness:
Oral Segmentation of
Compound Words
LA Lesson:
Unit 3, Week 4, Day 3
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Phonemic
Awareness, Oral
Segmentation of
Compound Words
Para: Alphabet
Knowledge, Letter Bb, Nn,
Rr Review
LA Lesson:
Unit 3, Week 4, Day 1
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Oral
Segmentation of
Compound Words
Para: Oral Language,
Writing
LA Lesson:
Unit 3, Week 4, Day 1
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Rhyme
Para: Alphabet
Knowledge, Letter Bb,
Nn, Rr Review
LA Lesson:
Unit 3, Week 4, Day 3
Independent: Literacy
Workstations
Pre-Kindergarten Planning Map: SY 16/17
16
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 3 Focus: Asking and answering questions, Making connections, Synthesizing,
Inferencing
Unit 3 Provided Fiction Text Templates: Daisy and the Egg, Didi and Daddy on the
Promenade, The Family Book, John Willy and Freddy McGee,
Unit 3 Provided Informational Text Templates: The Bag I’m Taking to Grandmas,
Brothers and Sisters, Families, Family Pets, If Dogs Were Dinosaurs, Johnny and His
Mommy, Peter’s Chair, Two Eyes, a Nose and a Mouth, What Kind of Babysitter is
This?
Unit 3 Provided Shared Reading Templates: Bonnie Bluebird, Humpty Dumpty, Let’s
Play, My Pets, Rock and Roll Rabbits, What is a Family?
Reading
(3 small Groups)
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 3 Focus: Participation in shared writing projects, Recall information from
experiences and sources
Unit 3 Book Based Provided Shared Writing Templates: Didi and Daddy on the
Promenade, Families, Families (2), Family Pets, Grandfather’s Journey
WRITING
(3 Small Groups)
Unit 3 Focus: Use a combination of drawing, dictating, and writing to state
information
Unit 3 Book Based Provided Shared Writing Templates: Didi and Daddy on the
Promenade, Families, Families (2), Family Pets, Grandfather’s Journey
Unit 3
Resources
Provided Fiction
Text Templates
Daisy and the Egg by Jane Simmons
Didi and Daddy on the Promenade by Marilyn Singer
The Family Book By Todd Parr
John Willy and Freddy McGee by Holly Meade
Provided
Informational Text
Templates
The Bag I’m Taking to Grandmas by Shirley Neitzel
Brothers & Sisters by Ellen B. Senisi
Families by Abby Cole
Family Pets by Lola M Schaefer
If Dogs Were Dinosaurs by David M. Schwartz
Jonathan and His Mommy by Irene Smalls
Peter’s Chair by Ezra Jack Keats
Two Eyes, a Nose and a Mouth by Roberta Grobel Intrater
What Kind of Babysitter is This? Dolores Johnson
Provided Shared
Reading
Templates
Bonnie Bluebird
Bonnie Bluebird (2)
Humpty Dumpty
Let’s Play by Wiley Blevins
My Pets by Theresa Ceigleski
Rock and Roll Rabbits by Ellen Booth Church and Jerry Levine
What is a Family? by Mary Ann Hoberman
Book Based
Provided Writing
Templates
Didi and Daddy on the Promenade by Marilyn Singer
Families by Abby Cole
Families by Debbie Bailey
Family Pets by Lola M. Schaefer
Grandfather’s Journey by Allen Say
Pre-Kindergarten Planning Map: SY 16/17
17
Theme Based
Provided Writing
Templates
Theme Based 1: Families
Theme Based 2: Thanksgiving
PHONEMIC
AWARENESS SKILLS
Explicit Teaching for Unit 3 (Scope and Sequence of Skills)
Listening
attention to sounds in the environment and speech
discrimination of sounds in the environment and in speech
Rhyme/Alliteration/Assonance
identification of oral rhymes
production of oral rhymes
listening for beginning sounds
production of words with same beginning sounds
Oral Segmentation
clap words in a sentence
Suggested Language Acquisition Centers Suggested Writing Centers Suggested Reading Centers
Description of Reading/Writing Terms Sample Prompts/Questions Unit Take-Home Project: Family Quilt/ Disguise
Tommy the Turkey
Week
14 11/28-12/2
Unit 4
Week 1
Letter: Hh
SW: he, is
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Sight Words
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme, identification of
syllables, spaces between the words, identification of punctuation
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 4, Week 1 Provided Book Based Morning Message: The Snowy Day
Unit 4, Week 1 Provided Theme Based Morning Message: Unit4Week1: The Snowy Day
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Phonemic Awareness: Oral
Blending of Compound
Words
Alphabet Knowledge:
Letter Hh
LA Lesson:
Unit 4, Week 1, Day 1
Phonemic Awareness:
Rhyme, Rhyme Oddity
Tasks
Alphabet Knowledge:
Letter Hh
LA Lesson:
Unit 4, Week 1, Day 2
Phonemic Awareness:
Rhyme Oddity Tasks
Alphabet Knowledge:
Letter Hh
LA Lesson:
Unit 4, Week 1, Day 3
Phonemic Awareness:
Rhyme Oddity Tasks
Alphabet Knowledge:
Letter Hh
LA Lesson:
Unit 4, Week 1, Day 4
Phonemic Awareness: Oral
Blending of Compound
Words
Alphabet Knowledge:
Letter Hh
LA Lesson:
Unit 4, Week 1, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Phonemic
Awareness, Oral Blending
of Compound Words
Para: Alphabet
Knowledge, Letter Hh
LA Lesson:
Unit 4, Week 1, Day 1
Independent: Literacy
Teacher: Phonemic
Awareness, Oral
Blending of Compound
Words
Para: Alphabet
Knowledge, Letter Hh
LA Lesson:
Unit 4, Week 1, Day 2
Teacher: Phonemic
Awareness, Oral
Blending of Compound
Words
Para: Alphabet
Knowledge, Letter Hh
LA Lesson:
Unit 4, Week 1, Day 3
Teacher: Phonemic
Awareness, Oral Blending
of Compound Words
Para: Alphabet
Knowledge, Letter Hh
LA Lesson:
Unit 4, Week 1, Day 4
Independent: Literacy
Teacher: Alphabet
Knowledge, Letter Hh
Para: Alphabet Knowledge,
Letter Hh
LA Lesson:
Unit 4, Week 1, Day 5
Independent: Literacy
Workstations
Pre-Kindergarten Planning Map: SY 16/17
18
Workstations Independent: Literacy
Workstations
Independent: Literacy
Workstations
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 4 Focus: Asking and answering questions, Making connections, Synthesizing, Inferencing
Unit 4 Provided Fiction Text Templates: The Mitten, The Snowy Day, Squirrel’s New Year’s Resolution, Time to Sleep,
Unit 4 Provided Informational Text Templates:, Animals in Winter, The First Day of Winter, I Am Water, If You Were a Penguin, Light the Lights, An
Orange in January, Owl Moon, The Snow Day, The Spirit of Christmas, Stranger in the Woods, Water, Winter is Here, Winter Wonderland
Unit 4 Provided Shared Reading Templates: Gingerbread Boy and Girl, I’m a Friendly Snowman
Reading
(3 small Groups)
Sight Word Themed
Readers: Unit 4, Week 1
Enrichment (E): Winter
Wonderland (is, he, by, the)
Basic Skills (B): Where is
He? (he, is, by, the)
Support (S): Winter (the)
Sight Word Themed Readers: Unit 4, Week 1
Enrichment (E): What is He Wearing (what, is, he, wearing, a) b&w color
Basic Skills (B): Winter Clothes (are, you, my) b&w color
Support (S): He Wears Winter Clothes (the) b&w color
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 4 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 4 Book Based Provided Shared Writing Templates: Light the Lights, The Mitten, The Spirit of Christmas, Squirrel’s New Year’s Resolution, What
Makes the Seasons
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
WRITING
(3 Small Groups)
Unit 4 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 4 Book Based Provided Shared Writing Templates: Light the Lights, The Mitten, The Spirit of Christmas, Squirrel’s New Year’s Resolution, What
Makes the Seasons
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
Week
15 12/5 – 12/9
Unit 4
Week 2
Letter: Ee
SW: she, to
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Spaces between words
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme, identification of
syllables, spaces between the words, identification of punctuation
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 4, Week 2 Provided Book Based Morning Message: Hurry, Santa
Unit 4, Week 2 Provided Theme Based Morning Message:Unit4Week2theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Phonemic Awareness: Oral
Blending of Syllables
Alphabet Knowledge:
Letter Ee
LA Lesson:
Unit 4, Week 2, Day 1
Phonemic Awareness:
Oral Blending of Syllables
Alphabet Knowledge:
Letter Ee
LA Lesson:
Unit 4, Week 2, Day 2
Phonemic Awareness:
Oral Blending of Syllables
Alphabet Knowledge:
Letter Ee
LA Lesson:
Unit 4, Week 2, Day 3
Phonemic Awareness:
Oral Blending of Syllables
Alphabet Knowledge:
Letter Ee
LA Lesson:
Unit 4, Week 2, Day 4
Phonemic Awareness: Oral
Blending of Syllables
Alphabet Knowledge:
Letter Ee
LA Lesson:
Unit 4, Week 2, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Phonemic
Awareness, Oral Blending
of Syllables
Para: Alphabet
Knowledge, Letter Ee
LA Lesson:
Teacher: Phonemic
Awareness, Oral
Blending of Syllables
Para: Alphabet
Knowledge, Letter Ee
LA Lesson:
Teacher: Phonemic
Awareness, Oral
Blending of Syllables
Para: Alphabet
Knowledge, Letter Ee
LA Lesson:
Teacher: Phonemic
Awareness, Oral Blending
of Syllables
Para: Alphabet
Knowledge, Letter Ee
LA Lesson:
Teacher: Alphabet
Knowledge, Letter Ee
Para: Alphabet Knowledge,
Letter Ee
LA Lesson:
Unit 4, Week 2, Day 5
Pre-Kindergarten Planning Map: SY 16/17
19
Unit 4, Week 2, Day 1
Independent: Literacy
Workstations
Unit 4, Week 2, Day 2
Independent: Literacy
Workstations
Unit 4, Week 2, Day 3
Independent: Literacy
Workstations
Unit 4, Week 2, Day 4
Independent: Literacy
Workstations
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 4 Focus: Asking and answering questions, Making connections, Synthesizing, Inferencing
Unit 4 Provided Fiction Text Templates: The Mitten, The Snowy Day, Squirrel’s New Year’s Resolution, Time to Sleep,
Unit 4 Provided Informational Text Templates:, Animals in Winter, The First Day of Winter, I Am Water, If You Were a Penguin, Light the Lights, An
Orange in January, Owl Moon, The Snow Day, The Spirit of Christmas, Stranger in the Woods, Water, Winter is Here, Winter Wonderland
Unit 4 Provided Shared Reading Templates: Gingerbread Boy and Girl, I’m a Friendly Snowman
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 4, Week 2
Enrichment (E): We All Have Fun in the Winter (she, to, in, the, we, he) b&w color
Basic Skills (B): She Has Fun in the Winter (she, to) b&w color
Support (S): Winter Fun (the) b&w color
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 4 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 4 Book Based Provided Shared Writing Templates: Light the Lights, The Mitten, The Spirit of Christmas, Squirrel’s New Year’s Resolution, What
Makes the Seasons
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
WRITING
(3 Small Groups)
Unit 4 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 4 Book Based Provided Shared Writing Templates: Light the Lights, The Mitten, The Spirit of Christmas, Squirrel’s New Year’s Resolution, What
Makes the Seasons
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
Week
16 12/12-
12/16
Unit 4
Week 3
Letter: Ww
SW: what,
here
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Rhyme and oddity
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme, identification of
syllables, spaces between the words, identification of punctuation
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 4, Week 3 Provided Book Based Morning Message: The Gift of Kwanzaa
Unit 4, Week 3 Provided Theme Based Morning Message: Unit4Week3theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Phonemic Awareness: Oral
Segmenting of Syllables
Alphabet Knowledge:
Letter Ww
LA Lesson:
Unit 4, Week 3, Day 1
Phonemic Awareness:
Oral Segmenting of
Syllables
Alphabet Knowledge:
Letter Ww
LA Lesson:
Unit 4, Week 3, Day 2
Phonemic Awareness:
Oral Segmenting of
Syllables
Alphabet Knowledge:
Letter Ww
LA Lesson:
Unit 4, Week 3, Day 3
Phonemic Awareness:
Oral Segmenting of
Syllables
Alphabet Knowledge:
Letter Ww
LA Lesson:
Unit 4, Week 3, Day 4
Phonemic Awareness: Oral
Blending of Syllables
Alphabet Knowledge:
Letter Ww
LA Lesson:
Unit 4, Week 3, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Phonemic
Awareness, Oral
Segmenting of Syllables
Para: Alphabet
Knowledge, Letter Ww
LA Lesson:
Teacher: Phonemic
Awareness, Oral
Blending and
Segmenting of Syllables
Para: Alphabet
Knowledge, Letter Ww
Teacher: Phonemic
Awareness, Oral
Blending and
Segmenting of Syllables
Para: Alphabet
Knowledge, Letter Ww
Teacher: Phonemic
Awareness, Oral Blending
and Segmenting of
Syllables
Para: Alphabet
Knowledge, Letter Ww
Teacher: Alphabet
Knowledge, Letter Ww
Para: Alphabet Knowledge,
Letter Ww
LA Lesson:
Unit 4, Week 3, Day 5
Pre-Kindergarten Planning Map: SY 16/17
20
Unit 4, Week 3, Day 1
Independent: Literacy
Workstations
LA Lesson:
Unit 4, Week 3, Day 2
Independent: Literacy
Workstations
LA Lesson:
Unit 4, Week 3, Day 3
Independent: Literacy
Workstations
LA Lesson:
Unit 4, Week 3, Day 4
Independent: Literacy
Workstations
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 4 Focus: Asking and answering questions, Making connections, Synthesizing, Inferencing
Unit 4 Provided Fiction Text Templates: The Mitten, The Snowy Day, Squirrel’s New Year’s Resolution, Time to Sleep,
Unit 4 Provided Informational Text Templates:, Animals in Winter, The First Day of Winter, I Am Water, If You Were a Penguin, Light the Lights, An
Orange in January, Owl Moon, The Snow Day, The Spirit of Christmas, Stranger in the Woods, Water, Winter is Here, Winter Wonderland
Unit 4 Provided Shared Reading Templates: Gingerbread Boy and Girl, I’m a Friendly Snowman
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 4, Week 3
Enrichment (E): What is in the Mitten? (what, is, in, the, a) b&w color
Basic Skills (B): The Mitten (what, is, in, the, a) b&w color
Support (S): What is in the Mitten? (a) b&w color
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 4 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 4 Book Based Provided Shared Writing Templates: Light the Lights, The Mitten, The Spirit of Christmas, Squirrel’s New Year’s Resolution, What
Makes the Seasons
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
WRITING
(3 Small Groups)
Unit 4 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 4 Book Based Provided Shared Writing Templates: Light the Lights, The Mitten, The Spirit of Christmas, Squirrel’s New Year’s Resolution, What
Makes the Seasons
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
Week
17 12/19-12/23
Unit 4
Week 4
Review
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Sight Words
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of
rhyme, identification of syllables, spaces between the words, identification of punctuation
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning
messages as needed.
Unit 4, Week 4 Provided Book Based Morning Message: Squirrel’s New Year’s Resolution
Unit 4, Week 4 Provided Theme Based Morning Message: Unit4Week4theme
SCHOOLS CLOSED:
Winter Break
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Phonemic Awareness:
Rhyme Oddity Task
Alphabet Knowledge:
Review Letters: Hh, Ee, Ww
LA Lesson:
Unit 4, Week 4, Day 1
Phonemic Awareness:
Rhyme Oddity Task
Alphabet Knowledge:
Review Letters: Hh, Ee,
Ww
LA Lesson:
Unit 4, Week 4, Day 2
Phonemic Awareness:
Rhyme Oddity Task
Alphabet Knowledge:
Review Letters: Hh, Ee,
Ww
LA Lesson:
Unit 4, Week 4, Day 3
Phonemic Awareness:
Rhyme Oddity Task
Alphabet Knowledge:
Review Letters: Hh, Ee,
Ww
LA Lesson:
Unit 4, Week 4, Day 4
LANGUAGE Teacher: Phonemic Teacher: Phonemic Teacher: Phonemic Teacher: Phonemic
Pre-Kindergarten Planning Map: SY 16/17
21
ACQUISITION
(3 Small Groups –
30 minutes)
Awareness, Rhyme Oddity
Task
Para: Alphabet
Knowledge, Review Letters:
Hh, Ee, Ww
LA Lesson:
Unit 4, Week 4, Day 1
Independent: Literacy
Workstations
Awareness, Rhyme
Oddity Task
Para: Oral Language,
Writing
LA Lesson:
Unit 4, Week 4, Day 2
Independent: Literacy
Workstations
Awareness, Rhyme
Oddity Task
Para: Oral Language,
Writing
LA Lesson:
Unit 4, Week 4, Day 3
Independent: Literacy
Workstations
Awareness, Rhyme Oddity
Task
Para: Oral Language,
Writing
LA Lesson:
Unit 4, Week 4, Day 4
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 4 Focus: Asking and answering questions, Making connections, Synthesizing, Inferencing
Unit 4 Provided Fiction Text Templates: The Mitten, The Snowy Day, Squirrel’s New Year’s Resolution, Time to Sleep,
Unit 4 Provided Informational Text Templates:, Animals in Winter, The First Day of Winter, I Am Water, If You Were a
Penguin, Light the Lights, An Orange in January, Owl Moon, The Snow Day, The Spirit of Christmas, Stranger in the
Woods, Water, Winter is Here, Winter Wonderland
Unit 4 Provided Shared Reading Templates: Gingerbread Boy and Girl, I’m a Friendly Snowman
Reading
(3 small Groups)
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 4 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 4 Book Based Provided Shared Writing Templates: Light the Lights, The Mitten, The Spirit of Christmas,
Squirrel’s New Year’s Resolution, What Makes the Seasons
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
WRITING
(3 Small Groups)
Unit 4 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 4 Book Based Provided Shared Writing Templates: Light the Lights, The Mitten, The Spirit of Christmas,
Squirrel’s New Year’s Resolution, What Makes the Seasons
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
Unit 4
Resources
Provided Fiction
Text Templates
The Mitten by Jan Brett
The Snowy Day by Ezra Jack Keats
Squirrel’s New Year’s Resolution by Pat Miller
Time to Sleep by Denise Fleming
Pre-Kindergarten Planning Map: SY 16/17
22
Provided
Informational Text
Templates
Animals in Winter by Henrietta Bancroft & Richard G. Van Gelder
The First Day of Winter by Denise Fleming
I Am Water by Jean Marzollo
If You Were a Penguin by Wendell and Florence Minor
Light the Lights by Margaret Moorman
An Orange in January by Dianna Aston
Owl Moon by Jane Yolen
The Snow Day by Komako Sakai
The Spirit of Christmas by Nancy Tillman
The Story of Snow by Mark Cassino with Jon Nelson, Ph.D
Stranger in the Woods by Carl R. Sams II & Jean Stoick
Water by Susan Canizares & Pamela Chanko
Winter is Here by Kimberly Weinberger
Winter Wonderland by Jill Esbaum
Provided Shared
Reading
Templates
Gingerbread Boy and Girl
I’m a Friendly Snowman
5 Little Reindeer
Book Based
Provided Writing
Templates
Light the Lights by Margaret Moorman
The Mitten by Jan Brett
The Spirit of Christmas by Nancy Tillman
Squirrel’s New Year’s Resolution by Pat Miller
What Makes the Seasons by Megan Montague Cash
Theme Based
Provided Writing
Templates
Theme Based 1: Christmas
Theme Based 2: Winter
Theme Based 3: Christmas
PHONEMIC
AWARENESS SKILLS
Explicit Teaching for Unit 4 (Scope and Sequence of Skills)
Listening
discrimination of sounds in the environment and in speech
Rhyme/Alliteration/Assonance
identification of oral rhymes
production of oral rhymes
listening for beginning sounds
production of words with same beginning sounds
Oddity Tasks
rhyme
Oral Blending
syllables
Oral Segmentation
clap words in a sentence
syllables
Suggested Language Acquisition Centers Suggested Writing Centers Suggested Reading Centers
Pre-Kindergarten Planning Map: SY 16/17
23
Description of Reading/Writing Terms Sample Prompts/Questions Unit Take-Home Project: Winter Around the World
SCHOOLS CLOSED
WINTER BREAK
December 24 – January 2
Week
18 1/2 – 1/6
Unit 5
Week 1
Letter: Dd
SW: do,
was
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Punctuation
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme, identification of
syllables, spaces between the words, identification of punctuation
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 5, Week 1 Provided Book Based Morning Message: Germs Are Not for Sharing
Unit 5, Week 1 Provided Theme Based Morning Message Unit5Week1theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Alphabet Knowledge:
Letter Dd
LA Lesson:
Unit 5, Week 1, Day 1
Phonemic Awareness:
Rhyme
Alphabet Knowledge:
Letter Dd
LA Lesson:
Unit 5, Week 1, Day 2
Alphabet Knowledge:
Letter Dd
LA Lesson:
Unit 5, Week 1, Day 3
Alphabet Knowledge:
Letter Dd
LA Lesson:
Unit 5, Week 1, Day 4
Alphabet Knowledge:
Letter Dd
LA Lesson:
Unit 5, Week 1, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Alphabet
Knowledge, Letter Dd
Para: Alphabet
Knowledge, Letter Dd
LA Lesson:
Unit 5, Week 1, Day 1
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Rhyme
Para: Alphabet
Knowledge, Letter Dd
LA Lesson:
Unit 5, Week 1, Day 2
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Rhyme
Para: Alphabet
Knowledge, Letter Dd
LA Lesson:
Unit 5, Week 1, Day 3
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Rhyme
Para: Alphabet
Knowledge, Letter Dd
LA Lesson:
Unit 5, Week 1, Day 4
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge, Letter Dd
Para: Alphabet Knowledge,
Letter Dd
LA Lesson:
Unit 5, Week 1, Day 5
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 5 Focus: Asking and answering questions, Making connections, Synthesizing, Inferencing
Unit 5 Provided Fiction Text Templates: N/A
Unit 5 Provided Informational Text Templates: The Busy Body Book, Checkup, Eat Your Colors, Germs are Not for Sharing, Going to the Doctors,
Good Enough to Eat, Growing Strong, Healthy Eating, How Kids Grow, I Know Why I Brush My Teeth, Kicking, Running, Stretching, The Magic
School Bus Fights Germs, My Amazing Body, Taking Care of Pets, The Vegetables We Eat
Unit 5 Provided Shared Reading Templates: 1, 2, Buckle My Shoe, 5 Little Reindeer, Can You Run?, Toothbrush Song, Vegetables and Fruits
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 5, Week 1
Enrichment (E): How to Stay Healthy (what, do, you, I, my) b&w color
Pre-Kindergarten Planning Map: SY 16/17
24
Basic Skills (B): Are You Healthy? (do, you) b&w color
Support (S): Healthy Habits (I, like) b&w color
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 5 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 5 Book Based Provided Shared Writing Templates: Dog’s Colorful Day, Eat Your Colors, Germs are Not for Sharing, Oh the Things You Can
Do That Are Good for You!: All About Staying Healthy
WRITING
(3 Small Groups)
Unit 5 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 5 Book Based Provided Shared Writing Templates: Dog’s Colorful Day, Eat Your Colors, Germs are Not for Sharing, Oh the Things You Can
Do That Are Good for You!: All About Staying Healthy
Week
19 1/9 – 1/13
Unit 5
Week 2
Letter: Kk
SW: iike,
who
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY (END OF Q2)
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Oddity of Beginning Consonants
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme, identification of
syllables, spaces between the words, identification of punctuation
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 5, Week 2 Provided Book Based Morning Message: The Vegetables We Eat
Unit 5, Week 2 Provided Theme Based Morning MessageUnit5Week2theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Alphabet Knowledge:
Letter Kk
LA Lesson:
Unit 5, Week 2, Day 1
Alphabet Knowledge:
Letter Kk
LA Lesson:
Unit 5, Week 2, Day 2
Alphabet Knowledge:
Letter Kk
LA Lesson:
Unit 5, Week 2, Day 2
Alphabet Knowledge:
Letter Kk
LA Lesson:
Unit 5, Week 2, Day 4
Alphabet Knowledge:
Letter Kk
LA Lesson:
Unit 5, Week 2, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Alphabet
Knowledge, Letter Kk
Para: Alphabet
Knowledge, Letter Kk
LA Lesson:
Unit 5, Week 2, Day 1
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Oral
Segmentation of Words
Para: Alphabet
Knowledge, Letter Kk
LA Lesson:
Unit 5, Week 2, Day 2
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Oral
Segmentation of Words
Para: Alphabet
Knowledge, Letter Kk
LA Lesson:
Unit 5, Week 2, Day 3
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Oral
Segmentation of Words
Para: Alphabet
Knowledge, Letter Kk
LA Lesson:
Unit 5, Week 2, Day 4
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge, Letter Kk
Para: Alphabet Knowledge,
Letter Kk
LA Lesson:
Unit 5, Week 2, Day 5
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 5 Focus: Asking and answering questions, Making connections, Synthesizing, Inferencing
Unit 5 Provided Fiction Text Templates: N/A
Unit 5 Provided Informational Text Templates: The Busy Body Book, Checkup, Eat Your Colors, Germs are Not for Sharing, Going to the Doctors,
Good Enough to Eat, Growing Strong, Healthy Eating, How Kids Grow, I Know Why I Brush My Teeth, Kicking, Running, Stretching, The Magic
School Bus Fights Germs, My Amazing Body, Taking Care of Pets, The Vegetables We Eat
Unit 5 Provided Shared Reading Templates: 1, 2, Buckle My Shoe, 5 Little Reindeer, Can You Run?, Toothbrush Song, Vegetables and Fruits
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 5, Week 2
Enrichment (E): Who Likes to Eat Vegetables? (who, likes, to, eat, she, he, we) b&w color
Basic Skills (B): Who Likes Vegetables? (who, like, she, he, we) b&w color
Support (S): The Vegetables (I, can ) b&w color
Pre-Kindergarten Planning Map: SY 16/17
25
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 5 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 5 Book Based Provided Shared Writing Templates: Dog’s Colorful Day, Eat Your Colors, Germs are Not for Sharing, Oh the Things You Can
Do That Are Good for You!: All About Staying Healthy
WRITING
(3 Small Groups)
Unit 5 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 5 Book Based Provided Shared Writing Templates: Dog’s Colorful Day, Eat Your Colors, Germs are Not for Sharing, Oh the Things You Can
Do That Are Good for You!: All About Staying Healthy
Week
20 1/16 – 1/20
Unit 5
Week 3
Letter: Gg
SW: eat, for
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
SCHOOLS CLOSED:
Dr. Martin Luther
King, Jr. Day
Focus: Letter identification
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of
rhyme, identification of syllables, spaces between the words, identification of punctuation
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning
messages as needed.
Unit 5, Week 3 Provided Book Based Morning Message: Good Enough to Eat
Unit 5, Week 3 Provided Theme Based Morning Message: Unit5Week3theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Alphabet Knowledge:
Letter Gg
LA Lesson:
Unit 5, Week 3, Day 1
Alphabet Knowledge:
Letter Gg
LA Lesson:
Unit 5, Week 3, Day 2
Alphabet Knowledge:
Letter Gg
LA Lesson:
Unit 5, Week 3, Day 3
Alphabet Knowledge:
Letter Gg
LA Lesson:
Unit 5, Week 3, Day 4
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Alphabet
Knowledge, Letter Gg
Para: Alphabet
Knowledge, Letter Gg
LA Lesson:
Unit 5, Week 3, Day 1
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Oral
Segmentation of Words
Para: Alphabet
Knowledge, Letter Gg
LA Lesson:
Unit 5, Week 3, Day 2
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Oral
Segmentation of Syllables
Para: Alphabet
Knowledge, Letter Gg
LA Lesson:
Unit 5, Week 3, Day 3
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Oral
Segmentation of Words
Para: Alphabet Knowledge,
Letter Gg
LA Lesson:
Unit 5, Week 3, Day 4
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 5 Focus: Asking and answering questions, Making connections, Synthesizing, Inferencing
Unit 5 Provided Fiction Text Templates: N/A
Unit 5 Provided Informational Text Templates: The Busy Body Book, Checkup, Eat Your Colors, Germs are Not for
Sharing, Going to the Doctors, Good Enough to Eat, Growing Strong, Healthy Eating, How Kids Grow, I Know Why
I Brush My Teeth, Kicking, Running, Stretching, The Magic School Bus Fights Germs, My Amazing Body, Taking Care
of Pets, The Vegetables We Eat
Unit 5 Provided Shared Reading Templates: 1, 2, Buckle My Shoe, 5 Little Reindeer, Can You Run?, Toothbrush
Song, Vegetables and Fruits
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 5, Week 3
Enrichment (E): I Will Eat Fruit for Lunch (I, will, eat, what, you, for) b&w color
Basic Skills (B): We Eat Fruit for Lunch (we, eat) b&w color
Support (S): We Eat Fruit (we, eat) b&w color
Pre-Kindergarten Planning Map: SY 16/17
26
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 5 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 5 Book Based Provided Shared Writing Templates: Dog’s Colorful Day, Eat Your Colors, Germs are Not for
Sharing, Oh the Things You Can Do That Are Good for You!: All About Staying Healthy
WRITING
(3 Small Groups)
Unit 5 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 5 Book Based Provided Shared Writing Templates: Dog’s Colorful Day, Eat Your Colors, Germs are Not for
Sharing, Oh the Things You Can Do That Are Good for You!: All About Staying Healthy
Week
21 1/23-1/27
Unit 5
Week 4
Letter: Ff
SW: fun, of
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Sight Words
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme, identification of
syllables, spaces between the words, identification of punctuation
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 5, Week 4 Provided Book Based Morning Message: Going to the Doctors
Unit 5, Week 4 Provided Theme Based Morning Message: Unit5Week4theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Alphabet Knowledge:
Letter Ff
LA Lesson:
Unit 5, Week 4, Day 1
Alphabet Knowledge:
Letter Ff
LA Lesson:
Unit 5, Week 4, Day 2
Alphabet Knowledge:
Letter Ff
LA Lesson:
Unit 5, Week 4, Day 3
Alphabet Knowledge:
Letter Ff
LA Lesson:
Unit 5, Week 4, Day 4
Alphabet Knowledge:
Letter Ff
LA Lesson:
Unit 5, Week 4, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Phonemic
Awareness, Oral
Segmentation and
Blending of Syllables
Para: Alphabet
Knowledge, Letter Ff
LA Lesson:
Unit 5, Week 4, Day 1
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Oral
Segmentation and
Blending of Syllables
Para: Alphabet
Knowledge, Letter Ff
LA Lesson:
Unit 5, Week 4, Day 2
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Oral
Segmentation of Words
Para: Alphabet
Knowledge, Letter Ff
LA Lesson:
Unit 5, Week 4, Day 3
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Rhyme Oddity
Task
Para: Alphabet
Knowledge, Letter Ff
LA Lesson:
Unit 5, Week 4, Day 4
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge, Letter Ff
Para: Alphabet Knowledge,
Letter Ff
LA Lesson:
Unit 5, Week 4, Day 5
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 5 Focus: Asking and answering questions, Making connections, Synthesizing, Inferencing
Unit 5 Provided Fiction Text Templates: N/A
Unit 5 Provided Informational Text Templates: The Busy Body Book, Checkup, Eat Your Colors, Germs are Not for Sharing, Going to the Doctors,
Good Enough to Eat, Growing Strong, Healthy Eating, How Kids Grow, I Know Why I Brush My Teeth, Kicking, Running, Stretching, The Magic
School Bus Fights Germs, My Amazing Body, Taking Care of Pets, The Vegetables We Eat
Unit 5 Provided Shared Reading Templates: 1, 2, Buckle My Shoe, 5 Little Reindeer, Can You Run?, Toothbrush Song, Vegetables and Fruits
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 5, Week 4
Enrichment (E): Are You Healthy? (are, you, I, it, is, fun, to, eat, am, my) b&w color
Basic Skills (B): It is Fun to be Healthy (we, eat) b&w color
Support (S): How to Be Healthy (it, is, fun, to, eat, my) b&w color
Pre-Kindergarten Planning Map: SY 16/17
27
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 5 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 5 Book Based Provided Shared Writing Templates: Dog’s Colorful Day, Eat Your Colors, Germs are Not for Sharing, Oh the Things You Can
Do That Are Good for You!: All About Staying Healthy
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
WRITING
(3 Small Groups)
Unit 5 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 5 Book Based Provided Shared Writing Templates: Dog’s Colorful Day, Eat Your Colors, Germs are Not for Sharing, Oh the Things You Can
Do That Are Good for You!: All About Staying Healthy
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
Unit 5
Resources
Provided Fiction
Text Templates There are currently no fiction lesson plans created for this unit
Provided
Informational Text
Templates
Bread, Bread, Bread by Ann Morris
Checkup by Melvin and Gilda Berger
A Cool Drink of Water by Barbara Kerley
The Busy Body Book by Lizzy Rockwell
Eat Your Colors by Lynette Evans
Germs are Not for Sharing by Elizabeth Verdick
Going to the Doctors by Anne Civardi
Good Enough to Eat by Lizzy Rockwell
Growing Strong by Christina Goodings
Healthy Eating by Melvin and Gilda Berger
How Kids Grow by Jean Marzollo
I Know Why I Brush My Teeth by Kate Rowan
Kicking, Running, Stretching by Melvin and Gilda Berger
The Magic School Bus Fights Germs by Kate Egan
My Amazing Body by Pat Thomas
Taking Care of Pets by Susan Ring
The Vegetables We Eat by Gail Gibbons
Provided Shared
Reading
Templates
1, 2, Buckle My Shoe
Can You Run?
The Toothbrush Song
Vegetables and Fruits
Book Based
Provided Writing
Templates
Dog’s Colorful Day by Emma Dodd
Eat Your Colors by Lynette Evans
Germs are Not for Sharing by Elizabeth Verdick
Kicking, Running, Stretching by Melvin and Gilda Berger
Oh the Things You Can Do That Are Good for You!: All About Staying Healthy by Tish Rabe
Theme Based
Provided Writing
Templates
Theme Based 1: Dental Health
Theme Based 2: Exercise
Theme Based 3: Healthy Food Plate
Theme Based 4: Healthy Food
PHONEMIC
AWARENESS SKILLS
Explicit Teaching for Unit 5 (Scope and Sequence of Skills)
Rhyme/Alliteration/Assonance
production of oral rhymes
Pre-Kindergarten Planning Map: SY 16/17
28
listening for beginning sounds
production of words with same beginning sounds
Oddity Tasks
rhyme
beginning consonants
Oral Blending
syllables
Oral Segmentation
clap words in a sentence
syllables
Suggested Language Acquisition Centers Suggested Writing Centers Suggested Reading Centers
Description of Reading/Writing Terms Sample Prompts/Questions Unit Take-Home Project: Healthy Habits, Healthy
Minds!
Week
22 1/30 – 2/3
Unit 6
Week 1
Letter: Ii
SW: it, will
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Letter identification
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme, identification of
syllables, spaces between the words, identification of punctuation
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 6, Week 1 Provided Book Based Morning Message: Career Day
Unit 6, Week 1 Provided Theme Based Morning Message: Unit 6Week1theme
LANGUAGE
ACQUISITION (40
min)
(Whole Group-
Explicit Teach – 10
minutes)
Phonemic Awareness:
Onset and Rime- /ip/
Alphabet Knowledge:
Letter Ii
LA Lesson:
Unit 6, Week 1, Day 1
Phonemic Awareness:
Onset and Rime- /ip/
Alphabet Knowledge:
Letter Ii
LA Lesson:
Unit 6, Week 1, Day 2
Phonemic Awareness:
Onset and Rime- /ip/
Alphabet Knowledge:
Letter Ii
LA Lesson:
Unit 6, Week 1, Day 3
Phonemic Awareness:
Onset and Rime- /ip/
Alphabet Knowledge:
Letter Ii
LA Lesson:
Unit 6, Week 1, Day 4
Phonemic Awareness:
Onset and Rime- /ip/
Alphabet Knowledge:
Letter Ii
LA Lesson:
Unit 6, Week 1, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Phonemic
Awareness, Onset and
Rime -/ip/
Para: Alphabet
Knowledge, Letter Ii
LA Lesson:
Unit 6, Week 1, Day 1
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Onset and
Rime -/ip/
Para: Alphabet
Knowledge, Letter Ii
LA Lesson:
Unit 6, Week 1, Day 2
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Onset
andRime -/ip/
Para: Alphabet
Knowledge, Letter Ii
LA Lesson:
Unit 6, Week 1, Day 3
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Onset and
Rime -/ip/
Para: Alphabet
Knowledge, Letter Ii
LA Lesson:
Unit 6, Week 1, Day 4
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge- Letter Ii
Para: Alphabet Knowledge,
Letter Ii
LA Lesson:
Unit 6, Week 1, Day 5
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 6 Focus: Asking and answering questions, Synthesizing, Inferencing
Unit 6 Provided Fiction Text Templates: Career Day
Unit 6 Provided Informational Text Templates: ABC of Jobs, All About Things People Do, A Day in the Life of a Teacher, Dig, Dig, Digging, Helpers
Pre-Kindergarten Planning Map: SY 16/17
29
in My Community, I Want to Be a Doctor, I Want to Be a Firefighter, I Want to Be a Police Officer, Martin’s Big Words, Meet President Barrack
Obama, Mighty Machines: Dump Trucks and Other Big Machines, Mighty Machines Rescue Vehicles: Ambulance, Mighty Machines Rescue
Vehicles: Rescue Boats, Mighty Machines Rescue Vehicles: Police Cars, My First Biography of MLK, Pele the King of Soccer, What Does the
President Do?, Who Uses This?
Unit 6 Provided Shared Reading Templates: 911 Rap, Firefighter, I Love Trucks, In My Community
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 6, Week 1 (Fill in the Blank)
Enrichment (E): Who Will Help Me? (who, is, the, my) b&w color
Basic Skills (B): Who Will You Help? (the, my, I, want, to, help, is) b&w color
Support (S): Who Will Help? (my, I, want, to, help) b&w color
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 6 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 6 Book Based Provided Shared Writing Templates: ABC of Jobs, Career Day, Community Helpers from A-Z, Going to the Doctors, Pretend
You’re a Community Helper
WRITING
(3 Small Groups)
Unit 6 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 6 Book Based Provided Shared Writing Templates: ABC of Jobs, Career Day, Community Helpers from A-Z, Going to the Doctors, Pretend
You’re a Community Helper
Week
23 2/6 – 2/10
Unit 6
Week 2
Letter: Jj
SW: be,
want
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Punctuation, letters vs. numbers
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme, identification of
syllables, spaces between the words, identification of punctuation
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 6, Week 2 Provided Book Based Morning Message: A Day with a Mail Carrier
Unit 6, Week 1 Provided Theme Based Morning Message: Unit6Week2theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Phonemic Awareness:
Onset and Rime- /at/
Alphabet Knowledge:
Letter Jj
LA Lesson:
Unit 6, Week 2, Day 1
Phonemic Awareness:
Onset and Rime- /at/
Alphabet Knowledge:
Letter Jj
LA Lesson:
Unit 6, Week 2, Day 2
Phonemic Awareness:
Onset and Rime- /at/
Alphabet Knowledge:
Letter Jj
LA Lesson:
Unit 6, Week 2, Day 1
Phonemic Awareness:
Onset and Rime- /at/
Alphabet Knowledge:
Letter Jj
LA Lesson:
Unit 6, Week 2, Day 4
Phonemic Awareness:
Onset and Rime- /at/
Alphabet Knowledge:
Letter Jj
LA Lesson:
Unit 6, Week 2, Day 1
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Phonemic
Awareness, Onset and
Rime -/at/
Para: Alphabet
Knowledge, Letter Jj
LA Lesson:
Unit 6, Week 2, Day 1
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Onset and
Rime -/at/
Para: Alphabet
Knowledge, Letter Jj
LA Lesson:
Unit 6, Week 2, Day 2
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Onset and
Rime -/at/
Para: Alphabet
Knowledge, Letter Jj
LA Lesson:
Unit 6, Week 2, Day 3
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Onset and
Rime -/at/
Para: Alphabet
Knowledge, Letter Jj
LA Lesson:
Unit 6, Week 2, Day 4
Independent: Literacy
Workstations
Teacher: Alphabet
Knowledge, Letter Jj
Para: Alphabet Knowledge,
Letter Jj
LA Lesson:
Unit 6, Week 2, Day 5
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 6 Focus: Asking and answering questions, Synthesizing, Inferencing
Unit 6 Provided Fiction Text Templates: Career Day
Unit 6 Provided Informational Text Templates: ABC of Jobs, All About Things People Do, A Day in the Life of a Teacher, Dig, Dig, Digging, Helpers
Pre-Kindergarten Planning Map: SY 16/17
30
in My Community, I Want to Be a Doctor, I Want to Be a Firefighter, I Want to Be a Police Officer, Martin’s Big Words, Meet President Barrack
Obama, Mighty Machines: Dump Trucks and Other Big Machines, Mighty Machines Rescue Vehicles: Ambulance, Mighty Machines Rescue
Vehicles: Rescue Boats, Mighty Machines Rescue Vehicles: Police Cars, My First Biography of MLK, Pele the King of Soccer, What Does the
President Do?, Who Uses This?
Unit 6 Provided Shared Reading Templates: 911 Rap, Firefighter, I Love Trucks, In My Community
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 6, Week 2
Enrichment (E): What Do You Want to Be? (I, want, to, be, what, do, you) b&w color
Basic Skills (B): Who Are You? (I, want, to be, a) b&w color
Support (S): Community Helpers (I, am, a) b&w color
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 6 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 6 Book Based Provided Shared Writing Templates: ABC of Jobs, Career Day, Community Helpers from A-Z, Going to the Doctors, Pretend
You’re a Community Helper
WRITING
(3 Small Groups)
Unit 6 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 6 Book Based Provided Shared Writing Templates: ABC of Jobs, Career Day, Community Helpers from A-Z, Going to the Doctors, Pretend
You’re a Community Helper
Week
24 2/13– 2/17
Unit 6
Week 3
Letter: Xx
SW: on,
help
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Blending onset and rime
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme, identification of
syllables, spaces between the words, identification of punctuation
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 6, Week 3 Provided Book Based Morning Message: Dot the Fire Dog
Unit 6, Week 1 Provided Theme Based Morning Message: Unit6Week4theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Phonemic Awareness:
Onset and rime- /ug/
Alphabet Knowledge:
Letter Xx
LA Lesson:
Unit 6, Week 4, Day 1
Phonemic Awareness:
Onset and rime- /ug/
Alphabet Knowledge:
Letter Xx
LA Lesson:
Unit 6, Week 4, Day 2
Phonemic Awareness:
Onset and rime- /ug/
Alphabet Knowledge:
Letter Xx
LA Lesson:
Unit 6, Week 4, Day 3
Phonemic Awareness:
Onset and rime- /ug/
Alphabet Knowledge:
Letter Xx
LA Lesson:
Unit 6, Week 4, Day 4
Phonemic Awareness:
Onset and rime- /ug/
Alphabet Knowledge:
Letter Xx
LA Lesson:
Unit 6, Week 4, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Phonemic
Awareness, Onset and
Rime -/ug/
Para: Alphabet
Knowledge, Letter Xx
LA Lesson:
Unit 6, Week 4, Day 1
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Onset and
Rime -/ug/
Para: Alphabet
Knowledge, Letter Xx
LA Lesson:
Unit 6, Week 4, Day 2
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Onset and
Rime -/ug/
Para: Alphabet
Knowledge, Letter Xx
LA Lesson:
Unit 6, Week 4, Day 3
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Onset and
Rime -/ug/
Para: Alphabet
Knowledge, Letter Xx
LA Lesson:
Unit 6, Week 4, Day 4
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Onset and Rime
-/ug/
Para: Alphabet Knowledge,
Letter Xx
LA Lesson:
Unit 6, Week 4, Day 5
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 6 Focus: Asking and answering questions, Synthesizing, Inferencing
Unit 6 Provided Fiction Text Templates: Career Day
Unit 6 Provided Informational Text Templates: ABC of Jobs, All About Things People Do, A Day in the Life of a Teacher, Dig, Dig, Digging, Helpers
Pre-Kindergarten Planning Map: SY 16/17
31
in My Community, I Want to Be a Doctor, I Want to Be a Firefighter, I Want to Be a Police Officer, Martin’s Big Words, Meet President Barrack
Obama, Mighty Machines: Dump Trucks and Other Big Machines, Mighty Machines Rescue Vehicles: Ambulance, Mighty Machines Rescue
Vehicles: Rescue Boats, Mighty Machines Rescue Vehicles: Police Cars, My First Biography of MLK, Pele the King of Soccer, What Does the
President Do?, Who Uses This?
Unit 6 Provided Shared Reading Templates: 911 Rap, Firefighter, I Love Trucks, In My Community
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 6, Week 4
Enrichment (E): I Will Help (who, will, you, help, on, I, the) b&w color
Basic Skills (B): Who Will I Help? (on, I, will, help, the) b&w color
Support (S): Who Will You Help? (I, will, help, the) b&w color
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 6 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 6 Book Based Provided Shared Writing Templates: ABC of Jobs, Career Day, Community Helpers from A-Z, Going to the Doctors, Pretend
You’re a Community Helper
WRITING
(3 Small Groups)
Unit 6 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 6 Book Based Provided Shared Writing Templates: ABC of Jobs, Career Day, Community Helpers from A-Z, Going to the Doctors, Pretend
You’re a Community Helper
Week
25 2/20– 2/24
Unit 6
Week 4
Letter: Zz
SW: our,
this
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Segmentation and blending of syllables
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme, identification of
syllables, spaces between the words, identification of punctuation
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 6, Week 4 Provided Book Based Morning Message: A Day in the Life of a Teacher
Unit 6, Week 1 Provided Theme Based Morning Message: Unit6Week5theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Phonemic Awareness:
Onset and rime- /en/
Alphabet Knowledge:
Letter Zz
LA Lesson:
Unit 6, Week 5, Day 1
Phonemic Awareness:
Onset and rime- /en/
Alphabet Knowledge:
Letter Zz
LA Lesson:
Unit 6, Week 5, Day 2
Phonemic Awareness:
Onset and rime- /en/
Alphabet Knowledge:
Letter Zz
LA Lesson:
Unit 6, Week 5, Day 3
Phonemic Awareness:
Onset and rime- /en/
Alphabet Knowledge:
Letter Zz
LA Lesson:
Unit 6, Week 5, Day 4
Phonemic Awareness:
Onset and rime- /en/
Alphabet Knowledge:
Letter Zz
LA Lesson:
Unit 6, Week 5, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Phonemic
Awareness, Onset and rime
-/en/
Para: Alphabet
Knowledge, Letter Zz
LA Lesson:
Unit 6, Week 5, Day 1
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Onset and
rime -/en/
Para: Alphabet
Knowledge, Letter Zz
LA Lesson:
Unit 6, Week 5, Day 2
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Onset and
rime -/en/
Para: Alphabet
Knowledge, Letter Zz
LA Lesson:
Unit 6, Week 5, Day 3
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Onset and
rime -/en/
Para: Alphabet
Knowledge, Letter Zz
LA Lesson:
Unit 6, Week 5, Day 4
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Onset and rime
-/en/
Para: Alphabet Knowledge,
Letter Zz
LA Lesson:
Unit 6, Week 5, Day 5
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 6 Focus: Asking and answering questions, Synthesizing, Inferencing
Unit 6 Provided Fiction Text Templates: Career Day
Unit 6 Provided Informational Text Templates: ABC of Jobs, All About Things People Do, A Day in the Life of a Teacher, Dig, Dig, Digging, Helpers
in My Community, I Want to Be a Doctor, I Want to Be a Firefighter, I Want to Be a Police Officer, Martin’s Big Words, Meet President Barrack
Pre-Kindergarten Planning Map: SY 16/17
32
Obama, Mighty Machines: Dump Trucks and Other Big Machines, Mighty Machines Rescue Vehicles: Ambulance, Mighty Machines Rescue
Vehicles: Rescue Boats, Mighty Machines Rescue Vehicles: Police Cars, My First Biography of MLK, Pele the King of Soccer, What Does the
President Do?, Who Uses This?
Unit 6 Provided Shared Reading Templates: 911 Rap, Firefighter, I Love Trucks, In My Community
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 6, Week 4
Enrichment (E): Where Do We Work? (a, is, in, our, the, help, my, here) b&w color
Basic Skills (B): What is in Our Community? (a, is, in, our, the, my, I, want, to, go) b&w color
Support (S): In the Community (our, a, the, my, I, want, to, go) b&w color
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 6 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 6 Book Based Provided Shared Writing Templates: ABC of Jobs, Career Day, Community Helpers from A-Z, Going to the Doctors, Pretend
You’re a Community Helper
WRITING
(3 Small Groups)
Unit 6 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 6 Book Based Provided Shared Writing Templates: ABC of Jobs, Career Day, Community Helpers from A-Z, Going to the Doctors, Pretend
You’re a Community Helper
Unit 6
Resources
Provided Fiction
Text Templates Career Day by Aliki
Provided
Informational Text
Templates
ABC of Jobs by Roger Priddy
All About Things People Do by Melanie & Chris Rice
A Day in the Life of the Teacher by Heather Adamson
Dig, Dig, Digging by Margaret Mayo
Helpers in My Community by Bobbi Kalman
I Want to Be a Doctor by Dan Liebman
I Want to Be a Firefighter by Firefly Books
I Want to Be a Police Officer by Dan Liebman
Martin’s Big Words by Doreen Rappaport
Meet President Barrack Obama by Laine Falk
Mighty Machines: Dump Trucks and other Big Machines by Ian Graham
Mighty Machines Rescue Vehicles: Ambulance by Chris Oxlade
Mighty Machines Rescue Vehicles: Rescue Boats by Chris Oxlade
Mighty Machines Rescue Vehicles: Police Car by Chris Oxlade
My First Biography of MLK by Marion Dane Bauer
Pele- the King of Soccer by Susan Canizares & Samantha Berger
What Does the President Do? by Amanda Miller
Who Uses This? by Margaret Miller
Provided Shared
Reading
Templates
911 Rap
Firefighter
I Love Trucks by Philemon Sturges
In my Community
Book Based
Provided Writing
Templates
ABC of Jobs by Roger Priddy
Career Day by Anne Rockwell
Community Helpers from A-Z by Bobbie Kalman
Going to the Doctors by Stephen Cartwright
Pre-Kindergarten Planning Map: SY 16/17
33
Pretend You’re a Community Helper by Karen Bryant-Mole
Theme Based
Provided Writing
Templates
Theme Based 1: Community Helpers
PHONEMIC
AWARENESS SKILLS
Explicit Teaching for Unit 6 (Scope and Sequence of Skills)
Rhyme/Alliteration/Assonance
listening for beginning sounds
production of words with same beginning sounds
Oddity Tasks
rhyme
beginning consonants
Oral Blending
syllables
onset/rime
Oral Segmentation
clap words in a sentence
syllables
onset/rime
Suggested Language Acquisition Centers Suggested Writing Centers Suggested Reading Centers
Description of Reading/Writing Terms Sample Prompts/Questions Unit Take-Home Project: Heroes and
Helpers/Black History Month
Week
26 2/27 – 3/3
Unit 7
Week 1
Letter: Oo
SW: go, out
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Identification of sight words
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme, identification of
syllables, spaces between the words, identification of punctuation
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 7, Week 1 Provided Book Based Morning Message: On the Go
Unit 7, Week 1 Provided Theme Based Morning Message: Unit7Week1theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Phonemic Awareness:
Onset and rime- /op/
Alphabet Knowledge:
Letter Oo
LA Lesson:
Unit 7, Week 1, Day 1
Phonemic Awareness:
Onset and rime- /op/
Alphabet Knowledge:
Letter Oo
LA Lesson:
Unit 7, Week 1, Day 2
Phonemic Awareness:
Onset and rime- /op/
Alphabet Knowledge:
Letter Oo
LA Lesson:
Unit 7, Week 1, Day 3
Phonemic Awareness:
Onset and rime- /op/
Alphabet Knowledge:
Letter Oo
LA Lesson:
Unit 7, Week 1, Day 4
Phonemic Awareness:
Onset and rime- /op/
Alphabet Knowledge:
Letter Oo
LA Lesson:
Unit 7, Week 1, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Phonemic
Awareness, Onset and rime
-/op/
Teacher: Phonemic
Awareness, Onset and
rime -/op/
Teacher: Phonemic
Awareness, Onset and
rime -/op/
Teacher: Phonemic
Awareness, Onset and
rime -/op/
Teacher: Alphabet
Knowledge, Letter Oo
Pre-Kindergarten Planning Map: SY 16/17
34
Para: Alphabet
Knowledge, Letter Oo
LA Lesson:
Unit 7, Week 1, Day 1
Independent: Literacy
Workstations
Para: Alphabet
Knowledge, Letter Oo
LA Lesson:
Unit 7, Week 1, Day 2
Independent: Literacy
Workstations
Para: Alphabet
Knowledge, Letter Oo
LA Lesson:
Unit 7, Week 1, Day 3
Independent: Literacy
Workstations
Para: Alphabet
Knowledge, Letter Oo
LA Lesson:
Unit 7, Week 1, Day 4
Independent: Literacy
Workstations
Para: Alphabet Knowledge,
Letter Oo
LA Lesson:
Unit 7, Week 1, Day 5
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 7 Focus: Asking and answering questions, Synthesizing, Inferencing
Unit 7 Provided Fiction Text Templates: I Love Trains!, Machines Go to Work
Unit 7 Provided Informational Text Templates: Airport, Cross the Bridge, Freight Train, I Read Signs, Make it Move!, Mama Zooms, On the Go,
Street Smarts, Trains, Transportation in Many Cultures, Truck, What Do Wheels Do All Day?, Wright Brothers
Unit 7 Provided Shared Reading Templates: Traffic Light
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 7, Week 1
Enrichment (E): I Want to Go (I, want, to, go, out, in, the, where, do, you, on) color b&w
Basic Skills (B): Let’s Go (I, want, to, go, out, in, the, on) color b&w
Support (S): Things That Go (this, is, a, go) color b&w
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 7 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 7 Book Based Provided Shared Writing Templates: Airport, I Love Planes, On the Go, Trains
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
WRITING
(3 Small Groups)
Unit 7 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 7 Book Based Provided Shared Writing Templates: Airport, I Love Planes, On the Go, Trains
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
Week
27 3/6 – 3/10
Unit 7
Week 2
Letter: Vv
SW: have,
very
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Production of rhymes
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme, identification of
syllables, spaces between the words, identification of punctuation
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 7, Week 2 Provided Book Based Morning Message: The Bus for Us
Unit 7, Week 2 Provided Theme Based Morning Message: Unit7Week2theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Phonemic Awareness:
Onset and rime- /an/
Alphabet Knowledge:
Letter Vv
LA Lesson:
Unit 7, Week 2, Day 1
Phonemic Awareness:
Onset and rime- /an/
Alphabet Knowledge:
Letter Vv
LA Lesson:
Unit 7, Week 2, Day 2
Phonemic Awareness:
Onset and rime- /an/
Alphabet Knowledge:
Letter Vv
LA Lesson:
Unit 7, Week 2, Day 3
Phonemic Awareness:
Onset and rime- /an/
Alphabet Knowledge:
Letter Vv
LA Lesson:
Unit 7, Week 2, Day 3
Phonemic Awareness:
Onset and rime- /an/
Alphabet Knowledge:
Letter Vv
LA Lesson:
Unit 7, Week 2, Day 3
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Phonemic
Awareness, Onset and rime
-/an/
Para: Alphabet
Knowledge, Letter Vv
Teacher: Phonemic
Awareness, Onset and
rime -/an/
Para: Alphabet
Knowledge, Letter Vv
Teacher: Phonemic
Awareness, Onset and
rime -/an/
Para: Alphabet
Knowledge, Letter Vv
Teacher: Phonemic
Awareness, Onset and
rime -/an/
Para: Alphabet
Knowledge, Letter Vv
Teacher: Alphabet
Knowledge, Letter Vv
Para: Alphabet Knowledge,
Letter Vv
Pre-Kindergarten Planning Map: SY 16/17
35
LA Lesson:
Unit 7, Week 2, Day 1
Independent: Literacy
Workstations
LA Lesson:
Unit 7, Week 2, Day 2
Independent: Literacy
Workstations
LA Lesson:
Unit 7, Week 2, Day 3
Independent: Literacy
Workstations
LA Lesson:
Unit 7, Week 2, Day 3
Independent: Literacy
Workstations
LA Lesson:
Unit 7, Week 2, Day 3
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 7 Focus: Asking and answering questions, Synthesizing, Inferencing
Unit 7 Provided Fiction Text Templates: I Love Trains!, Machines Go to Work
Unit 7 Provided Informational Text Templates: Airport, Cross the Bridge, Freight Train, I Read Signs, Make it Move!, Mama Zooms, On the Go,
Street Smarts, Trains, Transportation in Many Cultures, Truck, What Do Wheels Do All Day?, Wright Brothers
Unit 7 Provided Shared Reading Templates: Traffic Light
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 7, Week 2
Enrichment (E): Transportation on Land (what, do, you, have, I, a, it, is, very) color b&w
Basic Skills (B): What Do You Have? (what, do, you have, I, a) color b&w
Support (S): Land Transportation (I, have, a) color b&w
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 7 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 7 Book Based Provided Shared Writing Templates: Airport, I Love Planes, On the Go, Trains
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
WRITING
(3 Small Groups)
Unit 7 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 7 Book Based Provided Shared Writing Templates: Airport, I Love Planes, On the Go, Trains
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
Week2
8 3/13-3/17
Unit 7
Week 3
Letter: Yy
SW: yes,
your
MONDAY TUESDAY WEDNESDAY (END OF Q3) THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Identifying punctuation
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme, identification of
syllables, spaces between the words, identification of punctuation
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 7, Week 3 Provided Book Based Morning Message: Wheels AroundUnit7Week3: Wheels Around
Unit 7, Week 3 Provided Theme Based Morning Message: Unit7Week3theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Phonemic Awareness:
Onset and rime- /ig/
Alphabet Knowledge:
Letter Yy
LA Lesson:
Unit 7, Week 3, Day 1
Phonemic Awareness:
Onset and rime- /ig/
Alphabet Knowledge:
Letter Yy
LA Lesson:
Unit 7, Week 3, Day 2
Phonemic Awareness:
Onset and rime- /ig/
Alphabet Knowledge:
Letter Yy
LA Lesson:
Unit 7, Week 3, Day 3
Phonemic Awareness:
Onset and rime- /ig/
Alphabet Knowledge:
Letter Yy
LA Lesson:
Unit 7, Week 3, Day 4
Phonemic Awareness:
Onset and rime- /ig/
Alphabet Knowledge:
Letter Yy
LA Lesson:
Unit 7, Week 3, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Phonemic
Awareness, Onset and rime
-/ig/
Para: Alphabet
Knowledge, Letter Yy
LA Lesson:
Teacher: Phonemic
Awareness, Onset and
rime -/ig/
Para: Alphabet
Knowledge, Letter Yy
LA Lesson:
Teacher: Phonemic
Awareness, Onset and
rime -/ig/
Para: Alphabet
Knowledge, Letter Yy
LA Lesson:
Teacher: Phonemic
Awareness, Onset and
rime -/ig/
Para: Alphabet
Knowledge, Letter Yy
LA Lesson:
Teacher: Alphabet
Knowledge, Letter Yy
Para: Alphabet Knowledge,
Letter Yy
LA Lesson:
Unit 7, Week 3, Day 5
Pre-Kindergarten Planning Map: SY 16/17
36
Unit 7, Week 3, Day 1
Independent: Literacy
Workstations
Unit 7, Week 3, Day 2
Independent: Literacy
Workstations
Unit 7, Week 3, Day 3
Independent: Literacy
Workstations
Unit 7, Week 3, Day 4
Independent: Literacy
Workstations
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 7 Focus: Asking and answering questions, Synthesizing, Inferencing
Unit 7 Provided Fiction Text Templates: I Love Trains!, Machines Go to Work
Unit 7 Provided Informational Text Templates: Airport, Cross the Bridge, Freight Train, I Read Signs, Make it Move!, Mama Zooms, On the Go,
Street Smarts, Trains, Transportation in Many Cultures, Truck, What Do Wheels Do All Day?, Wright Brothers
Unit 7 Provided Shared Reading Templates: Traffic Light
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 7, Week 3
Enrichment (E): Do You Have It? (where, is, my, boat, do, you, have, yes, we, our, your) color b&w
Basic Skills (B): Who Has My Boat? (do, you, have, my, yes, I, your) color b&w
Support (S): Water Transportation (I, have, a) color b&w
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 7 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 7 Book Based Provided Shared Writing Templates: Airport, I Love Planes, On the Go, Trains
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
WRITING
(3 Small Groups)
Unit 7 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 7 Book Based Provided Shared Writing Templates: Airport, I Love Planes, On the Go, Trains
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
Week
29 3/20-3/24
Unit 7
Week 4
Review
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Oddity Tasks
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme, identification of
syllables, spaces between the words, identification of punctuation
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 7, Week 4 Provided Book Based Morning Message: I Love Trains! Unit7Week4: I Love Trains! Unit 7, Week 4 Provided Theme Based Morning Message: Unit7Week4theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Phonemic Awareness:
Review onset and rime-
/op/, /an/ and /ig/
Alphabet Knowledge:
Review Letters Oo, Vv, Yy
LA Lesson:
Unit 7, Week 4, Day 1
Phonemic Awareness:
Review onset and rime-
/op/, /an/ and /ig/
Alphabet Knowledge:
Review all letters
LA Lesson:
Unit 7, Week 4, Day 2
Phonemic Awareness:
Oral Segmentation of
Syllables
Alphabet Knowledge:
Review all letters
LA Lesson:
Unit 7, Week 4, Day 3
Phonemic Awareness:
Review onset and rime-
/op/, /an/ and /ig/
Alphabet Knowledge:
Review Oo, Vv, and Yy
LA Lesson:
Unit 7, Week 4, Day 4
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Phonemic
Awareness, Onset and rime
-/op/, /an/ and /ig/
Para: Alphabet
Knowledge, Review letter
Oo, Vv, and Yy
LA Lesson:
Teacher: Phonemic
Awareness, Onset and
rime -/op/, /an/ and /ig/
Para: Alphabet
Knowledge, Review all
letters
LA Lesson:
Teacher: Phonemic
Awareness, Oral
segmentation of syllables
Para: Alphabet
Knowledge, Isolation of
beginning sounds
LA Lesson:
Teacher: End of Unit
Assessment
Para: Alphabet
Knowledge, Review letters
Oo, Vv and Yy
LA Lesson:
Unit 7, Week 4, Day 4
Pre-Kindergarten Planning Map: SY 16/17
37
Unit 7, Week 4, Day 1
Independent: Literacy
Workstations
Unit 7, Week 4, Day 2
Independent: Literacy
Workstations
Unit 7, Week 4, Day 3
Independent: Literacy
Workstations
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 7 Focus: Asking and answering questions, Synthesizing, Inferencing
Unit 7 Provided Fiction Text Templates: I Love Trains!, Machines Go to Work
Unit 7 Provided Informational Text Templates: Airport, Cross the Bridge, Freight Train, I Read Signs, Make it Move!, Mama Zooms, On the Go,
Street Smarts, Trains, Transportation in Many Cultures, Truck, What Do Wheels Do All Day?, Wright Brothers
Unit 7 Provided Shared Reading Templates: Traffic Light
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 7, Week 4
Enrichment (E): I Want to Go Up (I, want, to, go, up, in, a, on, do, you, have, it, no) color b&w
Basic Skills (B): What Do You Go Up In? (do, you, have, to, go, up, in, a, what) color b&w
Support (S): Air Transportation (our, a, my, the, your, I, have) color b&w
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 7 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 7 Book Based Provided Shared Writing Templates: Airport, I Love Planes, On the Go, Trains
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
WRITING
(3 Small Groups)
Unit 7 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 7 Book Based Provided Shared Writing Templates: Airport, I Love Planes, On the Go, Trains
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
Unit 7
Resources
Provided Fiction
Text Templates
I Love Trains! by Philemon Sturges
Machines Go to Work by William Low
Provided
Informational Text
Templates
Airport by Byron Barton
Cross the Bridge by Ryan Ann Hunter
Freight Train by Donald Crews
I Read Signs by Tana Hoban
Make it Move! by Susan Canuzares & Betsey Chessen
Mama Zooms by Jane Cowen-Fletcher
On the Go by Ann Morris
Street Smarts by Peggy Pancella
Trains by Gail Gibbons
Transportation in Many Cultures by Martha E.H. Rustad
Truck by Donald Crews
What do Wheels do all Day? by April Jones Prince
Wheels Around by Shelley Rotner
Wright Brothers by Lisa Wade McCormick
Provided Shared
Reading
Templates
Traffic Light
Book Based
Provided Writing
Templates
Airport by Byron Barton
I Love Planes by Philemon Sturges
On the Go by Ann Morris
Trains by Amy Shields
Pre-Kindergarten Planning Map: SY 16/17
38
Theme Based
Provided Writing
Templates
Theme Based 1: Transportation
Theme Based 2: Transportation
PHONEMIC
AWARENESS SKILLS
Explicit Teaching for Unit 7 (Scope and Sequence of Skills)
Rhyme/Alliteration/Assonance
production of words with same beginning sounds
isolation of beginning sounds
Oddity Tasks
beginning consonants
Oral Blending
syllables
onset/rime
Oral Segmentation
onset/rime
Suggested Language Acquisition Centers Suggested Writing Centers Suggested Reading Centers
Description of Reading/Writing Terms Sample Prompts/Questions Unit Take-Home Project: On the Move!
Week
30 3/27-3/31
Unit 8
Week 1
Letter: Qq
SW: little,
find
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Alliteration
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme, identification of
syllables, spaces between the words, identification of punctuation
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 8, Week 1 Provided Book Based Morning Message: Spring
Unit 8, Week 1 Provided Theme Based Morning Message: Unit 8Week1theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Phonemic Awareness:
Blending by phoneme
(short /a/ CVC words)
Alphabet Knowledge:
Letter Qq
LA Lesson:
Unit 8, Week 1, Day 1
Phonemic Awareness:
Blending by phoneme
(short /a/ and short /i/
CVC words)
Alphabet Knowledge:
Letter Qq
LA Lesson:
Unit 8, Week 1, Day 2
Phonemic Awareness:
Blending by phoneme
(short /o/ and short /e/
CVC words)
Alphabet Knowledge:
Letter Qq
LA Lesson:
Unit 8, Week 1, Day 3
Phonemic Awareness:
Blending by phoneme
Alphabet Knowledge:
Letter Qq
LA Lesson:
1nit 8, Week 2, Day 4
Phonemic Awareness:
Blending by phoneme
Alphabet Knowledge:
Letter Qq
LA Lesson:
Unit 8, Week 1, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Phonemic
Awareness, Blending by
phoneme (short /a/ CVC
words)
Para: Alphabet
Knowledge, Letter Qq
Teacher: Phonemic
Awareness, Blending by
phoneme (short /a/ and
short /i/ CVC words)
Para: Alphabet
Knowledge, Letter Qq
Teacher: Phonemic
Awareness, Blending by
phoneme (short /o/ and
short /e/ CVC words)
Para: Alphabet
Knowledge, Letter Qq
Teacher: Phonemic
Awareness, Blending by
phoneme
Para: Alphabet
Knowledge, Letter Qq
LA Lesson:
Teacher: Alphabet
Knowledge, Letter Qq
Para: Alphabet Knowledge,
Letter Qq
LA Lesson:
Unit 8, Week 1, Day 5
Pre-Kindergarten Planning Map: SY 16/17
39
LA Lesson:
Unit 8, Week 1, Day 1
Independent: Literacy
Workstations
LA Lesson:
Unit 8, Week 1, Day 2
Independent: Literacy
Workstations
LA Lesson:
Unit 8, Week 1, Day 3
Independent: Literacy
Workstations
Unit 8, Week 1, Day 4
Independent: Literacy
Workstations
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 8 Focus: Asking and answering questions, Synthesizing, Inferencing
Unit 8 Provided Fiction Text Templates: The Boy Who Didn't Believe in Spring
Unit 8 Provided Informational Text Templates: Are Trees Alive?, Big Bugs, Bugs A-Z, Dirt, Everything Spring, Garden Friends, Grow, Flower, Grow!,
Growing Vegetable Soup, I’m a Caterpillar, In a Small, Small Pond, Insects, Little Cloud, Seed, Sun, Soil, Tell Me, Tree, The Tiny Seed
Unit 8 Provided Shared Reading Templates: Kite Days, Spring Cheer, Spring is Here
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 8, Week 2
Enrichment (E): I Can Find It (I, can, find, it, you, help, me, a, little, here, she, is, have, he, they, are) color b&w
Basic Skills (B): I Will Find It (I, will, find, the, little, it, is, a) color b&w
Support (S): What Is It? (this, is, a) color b&w
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 8 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 8 Book Based Provided Shared Writing Templates: The Apple Pie Tree, The Boy Who Didn't Believe in Spring, Flower Garden, Seed, Soil, Sun,
Waiting for Wings
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
WRITING
(3 Small Groups)
Unit 8 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 8 Book Based Provided Shared Writing Templates: The Apple Pie Tree, The Boy Who Didn't Believe in Spring, Flower Garden, Seed, Soil, Sun,
Waiting for Wings
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
Week
31 4/3 – 4/7
Unit 8
Week 2
Letter: Uu
SW: up, into
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Alliteration
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme, identification of
syllables, spaces between the words, identification of punctuation
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 8, Week 2 Provided Book Based Morning Message: Grow Flower, Grow!
Unit 8, Week 2 Provided Theme Based Morning Message: Unit8Week1theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Phonemic Awareness:
Segmentation by phoneme
(short /u/ CVC words)
Alphabet Knowledge:
Letter Uu
LA Lesson:
Unit 8, Week 2, Day 1
Phonemic Awareness:
Segmentation by
phoneme (short /u/ CVC
words)
Alphabet Knowledge:
Letter Uu
LA Lesson:
Unit 8, Week 2, Day 2
Phonemic Awareness:
Segmentation by
phoneme (short /u/ CVC
words)
Alphabet Knowledge:
Letter Uu
LA Lesson:
Unit 8, Week 2, Day 3
Phonemic Awareness:
Segmentation by
phoneme (short /u/ CVC
words)
Alphabet Knowledge:
Letter Uu
LA Lesson:
Unit 8, Week 2, Day 4
Phonemic Awareness:
Segmentation by phoneme
(short /u/ CVC words)
Alphabet Knowledge:
Letter Uu
LA Lesson:
Unit 8, Week 2, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups -
30 minutes)
Teacher: Phonemic
Awareness, Segmentation
by phoneme (short /u/
CVC words)
Teacher: Phonemic
Awareness,
Segmentation by
phoneme (short /u/ CVC
Teacher: Phonemic
Awareness,
Segmentation by
phoneme (short /u/ CVC
Teacher: Phonemic
Awareness, Segmentation
by phoneme (short /u/
CVC words)
Teacher: Phonemic
Awareness, Segmentation
by phoneme (short /u/ CVC
words)
Pre-Kindergarten Planning Map: SY 16/17
40
Para: Alphabet
Knowledge, Letter Uu
LA Lesson:
Unit 8, Week 2, Day 1
Independent: Literacy
Workstations
words)
Para: Alphabet
Knowledge, Letter Uu
LA Lesson:
Unit 8, Week 2, Day 2
Independent: Literacy
Workstations
words)
Para: Alphabet
Knowledge, Letter Uu
LA Lesson:
Unit 8, Week 2, Day 3
Independent: Literacy
Workstations
Para: Alphabet
Knowledge, Letter Uu
LA Lesson:
Unit 8, Week 2, Day 4
Independent: Literacy
Workstations
Para: Alphabet Knowledge,
Letter Uu
LA Lesson:
Unit 8, Week 2, Day 5
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 8 Focus: Asking and answering questions, Synthesizing, Inferencing
Unit 8 Provided Fiction Text Templates: The Boy Who Didn't Believe in Spring
Unit 8 Provided Informational Text Templates: Are Trees Alive?, Big Bugs, Bugs A-Z, Dirt, Everything Spring, Garden Friends, Grow, Flower, Grow!,
Growing Vegetable Soup, I’m a Caterpillar, In a Small, Small Pond, Insects, Little Cloud, Seed, Sun, Soil, Tell Me, Tree, The Tiny Seed
Unit 8 Provided Shared Reading Templates: Kite Days, Spring Cheer, Spring is Here,
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 8, Week 2
Enrichment (E): Butterfly Life Cycle (the, has, a, out, of, come, eat, what, will, it, be, up, into) color b&w
Basic Skills (B): I Go Up (I, am, a, I, go, up, into, the) color b&w
Support (S): Butterflies (this, is, a) color b&w
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 8 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 8 Book Based Provided Shared Writing Templates: The Apple Pie Tree, The Boy Who Didn't Believe in Spring, Flower Garden, Seed, Soil, Sun,
Waiting for Wings
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
WRITING
(3 Small Groups)
Unit 8 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 8 Book Based Provided Shared Writing Templates: The Apple Pie Tree, The Boy Who Didn't Believe in Spring, Flower Garden, Seed, Soil, Sun,
Waiting for Wings
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
SCHOOLS CLOSED:
Spring Break
April 10 – 17
Week
33 4/17-4/21
Unit 8
Week 4
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Identifying vowels
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme, identification of
syllables, spaces between the words, identification of punctuation, blending and segmenting phonemes
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 8, Week 4 Provided Book Based Morning Message: Growing Vegetable Soup
Unit 8, Week 4 Provided Theme Based Morning Message: Unit8Week4theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
Phonemic Awareness:
Blending by phoneme (with
letters)
Alphabet Knowledge:
Review of all letters
Phonemic Awareness:
Blending by phoneme
(with letters)
Alphabet Knowledge:
Review of all letters
Phonemic Awareness:
Blending by phoneme
(with letters)
Alphabet Knowledge:
Review of all letters
Phonemic Awareness:
Blending by phoneme
(with letters)
Alphabet Knowledge:
Review of all letters
Phonemic Awareness:
Blending by phoneme (with
letters)
Alphabet Knowledge:
Review of all letters
Pre-Kindergarten Planning Map: SY 16/17
41
Consonant
Review
SW: see,
down
10 minutes)
LA Lesson:
Unit 8, Week 4, Day 1
LA Lesson:
Unit 8, Week 4, Day 2
LA Lesson:
Unit 8, Week 4, Day 3
LA Lesson:
Unit 8, Week 4, Day 4
LA Lesson:
Unit 8, Week 4, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Phonemic
Awareness, Blending by
phoneme (with letters)
Para: Alphabet
Knowledge, Letter Review
LA Lesson:
Unit 8, Week 4, Day 1
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Blending by
phoneme (with letters)
Para: Alphabet
Knowledge, Letter
Review
LA Lesson:
Unit 8, Week 4, Day 2
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Blending by
phoneme (with letters)
Para: Alphabet
Knowledge, Letter
Review
LA Lesson:
Unit 8, Week 4, Day 3
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Blending by
phoneme (with letters)
Para: Alphabet
Knowledge, Letter Review
LA Lesson:
Unit 8, Week 4, Day 4
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Blending by
phoneme (with letters)
Para: Alphabet Knowledge,
Letter Review
LA Lesson:
Unit 8, Week 4, Day 5
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 8 Focus: Asking and answering questions, Synthesizing, Inferencing
Unit 8 Provided Fiction Text Templates: The Boy Who Didn't Believe in Spring
Unit 8 Provided Informational Text Templates: Are Trees Alive?, Big Bugs, Bugs A-Z, Dirt, Everything Spring, Garden Friends, Grow, Flower, Grow!,
Growing Vegetable Soup, I’m a Caterpillar, In a Small, Small Pond, Insects, Little Cloud, Seed, Sun, Soil, Tell Me, Tree, The Tiny Seed
Unit 8 Provided Shared Reading Templates: Kite Days, Spring Cheer, Spring is Here,
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 8, Week 4
Enrichment (E): Five Senses of Spring (what, do, you, see, I, the, it, is) color
Basic Skills (B): It is Spring (I, see, the, it, is) color
Support (S): Spring (I, see, the, it, is) color
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 8 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 8 Book Based Provided Shared Writing Templates: The Apple Pie Tree, The Boy Who Didn't Believe in Spring, Flower Garden, Seed, Soil, Sun,
Waiting for Wings
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
WRITING
(3 Small Groups)
Unit 8 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 8 Book Based Provided Shared Writing Templates: The Apple Pie Tree, The Boy Who Didn't Believe in Spring, Flower Garden, Seed, Soil, Sun,
Waiting for Wings
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
Pre-Kindergarten Planning Map: SY 16/17
42
Week
34 4/24 - 4/28
Unit 8
Week 5
Vowel
Review
SW: see,
down
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Segmentation of phonemes
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme, identification of
syllables, spaces between the words, identification of punctuation, blending and segmenting phonemes
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 8, Week 5 Provided Book Based Morning Message: I’m a Caterpillar
Unit 8, Week 5 Provided Book Based Morning Message: Unit8Week5theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Phonemic Awareness:
Segmentation by phoneme
(with letters)
Alphabet Knowledge:
Review of vowels: Short Aa
LA Lesson:
Unit 8, Week 5, Day 1
Phonemic Awareness:
Segmentation by
phoneme (with letters)
Alphabet Knowledge:
Review of vowels: Short Ii
LA Lesson:
Unit 8, Week 5, Day 2
Phonemic Awareness:
Segmentation by
phoneme (with letters)
Alphabet Knowledge:
Review of vowels: Short
Oo
LA Lesson:
Unit 8, Week 5, Day 3
Phonemic Awareness:
Segmentation by
phoneme (with letters)
Alphabet Knowledge:
Review of vowels: Short Ee
LA Lesson:
Unit 8, Week 5, Day 4
Phonemic Awareness:
Segmentation by phoneme
(with letters)
Alphabet Knowledge:
Review of vowels: Short UU
LA Lesson:
Unit 8, Week 5, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Phonemic
Awareness, Segmentation
by phoneme (with letters)
Para: Alphabet
Knowledge, Short Aa
LA Lesson:
Unit 8, Week 5, Day 1
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness,
Segmentation by
phoneme (with letters)
Para: Alphabet
Knowledge, Short II
LA Lesson:
Unit 8, Week 5, Day 2
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness,
Segmentation by
phoneme (with letters)
Para: Alphabet
Knowledge, Short Oo
LA Lesson:
Unit 8, Week 5, Day 3
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Blending by
phoneme (with letters)
Para: Alphabet
Knowledge, Short Ee
LA Lesson:
Unit 8, Week 5, Day 4
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Blending by
phoneme (with letters)
Para: Alphabet Knowledge,
Short Uu
LA Lesson:
Unit 8, Week 5, Day 5
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 8 Focus: Asking and answering questions, Synthesizing, Inferencing
Unit 8 Provided Fiction Text Templates: The Boy Who Didn't Believe in Spring
Unit 8 Provided Informational Text Templates: Are Trees Alive?, Big Bugs, Bugs A-Z, Dirt, Everything Spring, Garden Friends, Grow, Flower, Grow!,
Growing Vegetable Soup, I’m a Caterpillar, In a Small, Small Pond, Insects, Little Cloud, Seed, Sun, Soi l, Tell Me, Tree, The Tiny Seed
Unit 8 Provided Shared Reading Templates: Kite Days, Spring Cheer, Spring is Here,
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 8, Week 5
Enrichment (E): Parts of a Plant (what, do, I, see, a, you, the, is, from, go, down, up, help, eat) color b&w
Basic Skills (B): What Do I See? (what, do, you, see, I, the, go, down, up, on) color b&w
Support (S): The Plants (I, see, the) color b&w
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 8 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 8 Book Based Provided Shared Writing Templates: The Apple Pie Tree, The Boy Who Didn't Believe in Spring, Flower Garden, Seed, Soil, Sun,
Waiting for Wings
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
Pre-Kindergarten Planning Map: SY 16/17
43
WRITING
(3 Small Groups)
Unit 8 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 8 Book Based Provided Shared Writing Templates: The Apple Pie Tree, The Boy Who Didn't Believe in Spring, Flower Garden, Seed, Soil, Sun,
Waiting for Wings
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
Unit 8
Resources
Provided Fiction
Text Templates
The Boy Who Didn't Believe in Spring by Lucille Clifton
I Am Me by Karla Kuskin
I Like Me! By Nancy Carlson
Reading Makes Me Feel Good by Todd Parr
Provided
Informational Text
Templates
Big Bugs by Seymour Simon
Bugs A-Z by Caroline Lawton
Dirt by Steve Tomecek
Everything Spring by Jill Esbaum
Garden Friends by DK Readers
Grow, Flower, Grow by Lisa Bruce
Growing Vegetable Soup by Lois Ehlert
I’m a Caterpillar by Jean Marzollo
In a Small, Small Pond by Denise Fleming
Insects by Robin Bernard
Little Cloud by Eric Carle
Seed, Soil, Sun by Chris Peterson
Tell Me, Tree by Gail Gibbons
The Tiny Seed by Eric Carle
Provided Shared
Reading
Templates
Kite Days by Mark Sawyer
Spring Cheer by Scholastic
Spring is Here
Book Based
Provided Writing
Templates
The Apple Pie Tree by Zoe Hall
The Boy Who Didn't Believe in Spring by Brinton Turkle
Flower Garden by Eve Bunting
Seed, Soil, Sun by Chris Peterson
Waiting for Wings by Lois Elhert
Theme Based
Provided Writing
Templates
PHONEMIC
AWARENESS SKILLS
Explicit Teaching for Unit 8 (Scope and Sequence of Skills)
Rhyme/Alliteration/Assonance
isolation of beginning sounds
Oral Blending
onset/rime
Oral Segmentation
onset/rime
phoneme by phoneme
Pre-Kindergarten Planning Map: SY 16/17
44
Suggested Language Acquisition Centers Suggested Writing Centers Suggested Reading Centers
Description of Reading/Writing Terms Sample Prompts/Questions Unit Take-Home Project: Spring is in the Air!
Week
34 5/1 – 5/5
Unit 9
Week 1
Review
SW: has,
not
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Identifying sight words
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme, identification of
syllables, spaces between the words, identification of punctuation, blending and segmenting phonemes, substitution of sounds
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 9, Week 1 Provided Book Based Morning Message: Animal Homes
Unit 9, Week 1 Provided Theme Based Morning Message: Unit9Week1theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Phonemic Awareness:
Onset and Rime -/og/
Print Awareness:
Recognition of Words
LA Lesson:
Unit 9, Week 1, Day 1
Phonemic Awareness:
Identification of Final
Sounds
LA Lesson:
Unit 9, Week 1, Day 2
Print Awareness:
Recognition of Words
LA Lesson:
Unit 9, Week 1, Day 3
Phonemic Awareness:
Identification of Final
Sounds
LA Lesson:
Unit 9, Week 1, Day 4
Phonemic Awareness:
Identification of Final
Sounds
LA Lesson:
Unit 9, Week 1, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Print Awareness,
Recognition of words
Para: Phonemic
Awareness, Substitution of
initial sounds - /og/
LA Lesson:
Unit 9, Week 1, Day 1
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Substitution
of initial sounds - /og/
Para: Print Awareness,
Recognition of words
LA Lesson:
Unit 9, Week 1, Day 2
Independent: Literacy
Workstations
Teacher: Print
Awareness, Recognition
of words
Para: Phonemic
Awareness, Substitution
of initial sounds - /og/
LA Lesson:
Unit 9, Week 1, Day 3
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Substitution of
initial sounds - /og/
Para: Print Awareness,
Recognition of words
LA Lesson:
Unit 9, Week 1, Day 4
Independent: Literacy
Workstations
Teacher: Print Awareness,
Recognition of words
Para: Phonemic
Awareness, Substitution of
initial sounds - /og/
LA Lesson:
Unit 9, Week 1, Day 5
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 9 Focus: Asking and answering questions, Synthesizing, Inferencing
Unit 9 Provided Fiction Text Templates: N/A
Unit 9 Provided Informational Text Templates: Animal Homes, Animal Tracks, Animals at Night, Bears, Big & Little, Biggest, Fastest, Strongest,
Chickens Aren’t the Only Ones, An Earthworm’s Life, Just Like You and Me, A Ladybug’s Life, One Tiny Turtle, Sharks, What Do You Do With a Tail
Like This?
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 9, Week 1
Enrichment (E): Who Has My Frog? (who, has, my, not, the, your) color b&w
Basic Skills (B): Who Has My Frog? (who, has, my, is, it, not, the, no, yes) color b&w
Support (S): He Has Animals (he, has, a) color b&w
Pre-Kindergarten Planning Map: SY 16/17
45
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 9 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 9 Book Based Provided Shared Writing Templates: Actual Size, Animal Homes, Animal Tracks, Animals at Night, Big and Little, Farm Animals,
Little Pink Pup, What Comes in a Shell?
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
WRITING
(3 Small Groups)
Unit 9 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 9 Book Based Provided Shared Writing Templates: Actual Size, Animal Homes, Animal Tracks, Animals at Night, Big and Little, Farm Animals,
Little Pink Pup, What Comes in a Shell?
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
Week
35 5/8 – 5/12
Unit 9
Week 2
SW: said,
with
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Substitution of initial sounds
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme, identification of
syllables, spaces between the words, identification of punctuation, blending and segmenting phonemes, substitution of sounds
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 9, Week 2 Provided Book Based Morning Message: Zooborns
Unit 9, Week 2 Provided Theme Based Morning Message: Unit9Week2theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Phonemic Awareness:
Onset and rime -/un/
Print Awareness:
Recognition of words
LA Lesson:
Unit 9, Week 2, Day 1
Phonemic Awareness:
Identification of final
sounds
LA Lesson:
Unit 9, Week 2, Day 2
Print Awareness:
Recognition of words
LA Lesson:
Unit 9, Week 2, Day 3
Phonemic Awareness:
Identification of final
sounds
LA Lesson:
Unit 9, Week 2, Day 4
Phonemic Awareness:
Onset and rime -/un/
Print Awareness:
Recognition of words
LA Lesson:
Unit 9, Week 2, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Print Awareness,
Recognition of words
Para: Phonemic
Awareness, Substitution of
initial sounds - /un/
LA Lesson:
Unit 9, Week 2, Day 1
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Substitution
of initial sounds - /un/
Para: Print Awareness,
Recognition of words
LA Lesson:
Unit 9, Week 2, Day 2
Independent: Literacy
Workstations
Teacher: Print
Awareness, Recognition
of words
Para: Phonemic
Awareness, Substitution
of initial sounds - /un/
LA Lesson:
Unit 9, Week 2, Day 1
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Substitution of
initial sounds - /un/
Para: Print Awareness,
Recognition of words
LA Lesson:
Unit 9, Week 2, Day 4
Independent: Literacy
Workstations
Teacher: Print Awareness,
Recognition of words
Para: Phonemic Awareness,
Substitution of initial sounds
- /un/
LA Lesson:
Unit 9, Week 2, Day 5
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 9 Focus: Asking and answering questions, Synthesizing, Inferencing
Unit 9 Provided Fiction Text Templates: N/A
Unit 9 Provided Informational Text Templates: Animal Homes, Animal Tracks, Animals at Night, Bears, Big & Little, Biggest, Fastest, Strongest,
Chickens Aren’t the Only Ones, An Earthworm’s Life, Just Like You and Me, A Ladybug’s Life, One Tiny Turtle, Sharks, What Do You Do With a Tail
Like This?
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 9, Week 2
Enrichment (E): What Can We Do For Fun? (what, can, we, do, for, said, the, in, I, want, you, to, yes, it, will, be, with, all, who) color b&w
Basic Skills (B): Fun With Animals (I, have, in, the, with, do, not, who, you) color b&w
Pre-Kindergarten Planning Map: SY 16/17
46
Support (S): Who is She With? (who, is, she, with, a, are, you) color b&w
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 9 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 9 Book Based Provided Shared Writing Templates: Actual Size, Animal Homes, Animal Tracks, Animals at Night, Big and Little, Farm Animals,
Little Pink Pup, What Comes in a Shell?
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
WRITING
(3 Small Groups)
Unit 9 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 9 Book Based Provided Shared Writing Templates: Actual Size, Animal Homes, Animal Tracks, Animals at Night, Big and Little, Farm Animals,
Little Pink Pup, What Comes in a Shell?
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
Week
36 5/15 – 5/19
Unit 9
Week 3
SW: come,
had
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Punctuation
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme, identification of
syllables, spaces between the words, identification of punctuation, blending and segmenting phonemes, substitution of sounds
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 9, Week 3 Provided Book Based Morning Message: What Do You Do With a Tail Like This?
Unit 9, Week 3 Provided Theme Based Morning Message: Unit9Week3theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Phonemic Awareness:
Onset and rime -/et/
Print Awareness:
Recognition of words
LA Lesson:
Unit 9, Week 3, Day 1
Phonemic Awareness:
Identification of initial
and final sounds
LA Lesson:
Unit 9, Week 3, Day 2
Print Awareness:
Recognition of words
LA Lesson:
Unit 9, Week 3, Day 3
Phonemic Awareness:
Identification of initial and
final sounds
LA Lesson:
Unit 9, Week 3, Day 4
Phonemic Awareness:
Identification of initial and
final sounds
LA Lesson:
Unit 9, Week 3, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Print Awareness,
Recognition of words
Para: Phonemic
Awareness, Substitution of
initial sounds - /et/
LA Lesson:
Unit 9, Week 3, Day 1
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Substitution
of initial sounds - /et/
Para: Print Awareness,
Recognition of words
LA Lesson:
Unit 9, Week 3, Day 2
Independent: Literacy
Workstations
Teacher: Print
Awareness, Recognition
of words
Para: Phonemic
Awareness, Substitution
of initial sounds - /et/
LA Lesson:
Unit 9, Week 3, Day 3
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Substitution of
initial sounds - /et/
Para: Print Awareness,
Recognition of words
LA Lesson:
Unit 9, Week 3, Day 4
Independent: Literacy
Workstations
Teacher: Print Awareness,
Recognition of words
Para: Phonemic Awareness,
Substitution of initial sounds
- /et/
LA Lesson:
Unit 9, Week 3, Day 5
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 9 Focus: Asking and answering questions, Synthesizing, Inferencing
Unit 9 Provided Fiction Text Templates: N/A
Unit 9 Provided Informational Text Templates: Animal Homes, Animal Tracks, Animals at Night, Bears, Big & Little, Biggest, Fastest, Strongest,
Chickens Aren’t the Only Ones, An Earthworm’s Life, Just Like You and Me, A Ladybug’s Life, One Tiny Turtle, Sharks, What Do You Do With a Tail
Like This?
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 9, Week 3
Enrichment (E): What Do You Eat? (what, do, you, eat, said, the, I, come, with, me, and, see, had) color b&w
Pre-Kindergarten Planning Map: SY 16/17
47
Basic Skills (B): Come Eat (come, eat, the, said) color b&w
Support (S): I Eat (I, eat) color b&w
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 9 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 9 Book Based Provided Shared Writing Templates: Actual Size, Animal Homes, Animal Tracks, Animals at Night, Big and Little, Farm Animals,
Little Pink Pup, What Comes in a Shell?
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
WRITING
(3 Small Groups)
Unit 9 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 9 Book Based Provided Shared Writing Templates: Actual Size, Animal Homes, Animal Tracks, Animals at Night, Big and Little, Farm Animals, Little Pink Pup,
What Comes in a Shell?
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
Week
37 5/22 – 5/26
Unit 9
Week 4
Review
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Alliteration
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme, identification of
syllables, spaces between the words, identification of punctuation, blending and segmenting phonemes, substitution of sounds
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 9, Week 4 Provided Book Based Morning Message: Just Like You and Me
Unit 9, Week 4 Provided Theme Based Morning Message: Unit9Week4theme
LANGUAGE
ACQUISITION
(40 min)
(Whole Group-
Explicit Teach –
10 minutes)
Phonemic Awareness:
Onset and rime -/am/
Print Awareness:
Recognition of words
LA Lesson:
Unit 9, Week 4, Day 1
Phonemic Awareness:
Identification of initial
and final sounds
LA Lesson:
Unit 9, Week 4, Day 2
Print Awareness:
Recognition of words
LA Lesson:
Unit 9, Week 4, Day 3
Phonemic Awareness:
Identification of initial and
final sounds
LA Lesson:
Unit 9, Week 4, Day 4
Phonemic Awareness:
Identification of initial and
final sounds
LA Lesson:
Unit 9, Week 4, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Print Awareness,
Recognition of words
Para: Phonemic
Awareness, Substitution of
initial sounds - /am/
LA Lesson:
Unit 9, Week 4, Day 1
Independent: Literacy
Workstations
Teacher: Print
Awareness, Recognition
of words
Para: Phonemic
Awareness, Substitution
of initial sounds - /et/
LA Lesson:
Unit 9, Week 4, Day 2
Independent: Literacy
Workstations
Teacher: Print
Awareness, Recognition
of words
Para: Phonemic
Awareness, Substitution
of initial sounds - /am/
LA Lesson:
Unit 9, Week 4, Day 1
Independent: Literacy
Workstations
Teacher: End of Year
Assessments
Para: Print Awareness,
Recognition of words
LA Lesson:
Unit 9, Week 4, Day 4
Independent: Literacy
Workstations
Teacher: End of Year
Assessments
Para: Print Awareness,
Recognition of words
LA Lesson:
Unit 9, Week 4, Day 5
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 9 Focus: Asking and answering questions, Synthesizing, Inferencing
Unit 9 Provided Fiction Text Templates: N/A
Unit 9 Provided Informational Text Templates: Animal Homes, Animal Tracks, Animals at Night, Bears, Big & Little, Biggest, Fastest, Strongest,
Chickens Aren’t the Only Ones, An Earthworm’s Life, Just Like You and Me, A Ladybug’s Life, One Tiny Turtle, Sharks, What Do You Do With a Tail
Like This?
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 9, Week 4
Enrichment (E): I Do Not Want Ham, Jam and a Clam (I, do, not, want, and, a, come, have, with, me, said, we, can, eat) color b&w
Pre-Kindergarten Planning Map: SY 16/17
48
Basic Skills (B): Who Are You? (what, am, I, a, want) color b&w
Support (S): What Am I? (who, are, you, I, am, a, said) color b&w
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 9 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 9 Book Based Provided Shared Writing Templates: Actual Size, Animal Homes, Animal Tracks, Animals at Night, Big and Little, Farm Animals,
Little Pink Pup, What Comes in a Shell?
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
WRITING
(3 Small Groups)
Unit 9 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 9 Book Based Provided Shared Writing Templates: Actual Size, Animal Homes, Animal Tracks, Animals at Night, Big and Little, Farm Animals,
Little Pink Pup, What Comes in a Shell?
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
Unit 9
Resources
Provided Fiction
Text Templates
Provided
Informational Text
Templates
Animal Action ABC by Karen Pandell & Art Wolfe
Animal Homes by Betsey Chessen & Pamela Chanko
Animal Tracks by Arthur Dorres
Animals at Night by Melvin & Gilda Berger
Bears by Melvin & Gilda Berger
Big & Little by Steve Jenkins
Biggest, Strongest, Fastest by Steve Jenkins
Chickens Aren’t the Only Ones by Ruth Heller
An Earthworm’s Life by John Himmelman
Farm Animals by Dorling Kindersley Limited
Frogs by Gail Gibbons
Just Like You and Me by David Miller
A Ladybug’s Life by John Himmelman
One Tiny Turtle by Nicola Davies
Sharks by Brenda Z. Gulberson
What Do You Do With a Tail Like This? by Steve Jenkins & Robin Page
Provided Shared
Reading
Templates
Book Based
Provided Writing
Templates
Actual Size by Steve Jenkins
Animal Homes by Sally Hewitt
Animal Tracks by Arthur Dorros
Animals at Night by Melvin and Gilda Berger
Big and Little by Steve Jenkins
Farm Animals by Dorling Kindersley Books
Little Pink Pup by Johanna Kerby
What Comes in a Shell? by Susan Canizares
Pre-Kindergarten Planning Map: SY 16/17
49
Theme Based
Provided Writing
Templates
PHONEMIC
AWARENESS SKILLS
Explicit Teaching for Unit 9 (Scope and Sequence of Skills)
Rhyme/Alliteration/Assonance
isolation of beginning sounds
Oral Segmentation
phoneme by phoneme
Phonemic Manipulation
substitution of beginning sound
isolation of ending sound
Suggested Language Acquisition Centers Suggested Writing Centers Suggested Reading Centers
Description of Reading/Writing Terms Sample Prompts/Questions Unit Take-Home Project: Animals Around Us
Week
38 5/29-6/2
Unit 10
Week 1
SW: play,
run
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Segmentation and blending of phonemes
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme, identification of
syllables, spaces between the words, identification of punctuation, blending and segmenting phonemes, substitution of sounds
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 10, Week 1 Provided Book Based Morning Message: One Hot Summer Day
LANGUAGE
ACQUISITION (40
min)
(Whole Group-
Explicit Teach – 10
minutes)
Print Awareness:
Recognition of words
LA Lesson:
Unit 10, Week 1, Day 1
Print Awareness:
Recognition of words
LA Lesson:
Unit 10, Week 1, Day 2
Print Awareness:
Recognition of words
LA Lesson:
Unit 10, Week 1, Day 3
Phonemic Awareness:
Identification of initial and
final sounds
LA Lesson:
Unit 10, Week 1, Day 4
Phonemic Awareness:
Identification of final sounds
LA Lesson:
Unit 10, Week 1, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Print Awareness,
Recognition of words
Para: Phonemic
Awareness, Letter sound
review
LA Lesson:
Unit 10, Week 1, Day 1
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Word family
review
Para: Print Awareness,
Recognition of words
LA Lesson:
Unit 10, Week 1, Day 2
Independent: Literacy
Workstations
Teacher: Print
Awareness, Recognition
of words
Para: Phonemic
Awareness, Letter sound
review
LA Lesson:
Unit 10, Week 1, Day 3
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Letter sounds
review
Para: Print Awareness,
Recognition of words
LA Lesson:
Unit 10, Week 1, Day 4
Independent: Literacy
Workstations
Teacher: Print Awareness,
Recognition of words
Para: Phonemic Awareness,
Letter sound review
LA Lesson:
Unit 10, Week 1, Day 5
Independent: Literacy
Workstations
Pre-Kindergarten Planning Map: SY 16/17
50
READING (40 Min)
(Whole Group-
Explicit Teach)
Unit 10 Focus: Asking and answering questions, Synthesizing, Inferencing
Unit 10 Provided Fiction Text Templates: N/A
Unit 10 Provided Informational Text Templates: Busy Boats, Desert Giant, Flower Garden, Let’s Find Out About Ice Cream, Sea Shapes, What
Comes in a Shell?, What Will the Weather Be Like Today?
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 10, Week 1
Enrichment (E): What Will We Do In Kindergarten? (what, will, we, do, in, I, said, play, jump, have, fun, here, come;)
Basic Skills (B): Kindergarten, Here We Come (here, we, come, will, play, in, jump, have, fun, I)
Support (S): Kindergarten (we, will, play, jump, have, fun)
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 9 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 9 Book Based Provided Shared Writing Templates: Feel the Summer, Hello Ocean, How Have I Grown?, The Last Day of School, One Hot
Summer Day
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
WRITING
(3 Small Groups)
Unit 9 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 9 Book Based Provided Shared Writing Templates: Feel the Summer, Hello Ocean, How Have I Grown?, The Last Day of School, One Hot
Summer Day
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
Week
39
6/5 – 6/9
Unit 10
Week 2
SW: play,
run
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MORNING
MESSAGE
(20 min)
(Whole Group)
Focus: Segmentation and blending of phonemes
Scaffolding Opportunities: letter/sound identification, sight word identification, concepts of print, identification of rhyme, identification of
syllables, spaces between the words, identification of punctuation, blending and segmenting phonemes, substitution of sounds
* 2 morning messages are available for each week. Teachers are responsible for creating additional morning messages as needed.
Unit 10, Week 2 Provided Book Based Morning Message:
LANGUAGE
ACQUISITION (40
min)
(Whole Group-
Explicit Teach – 10
minutes)
Print Awareness:
Recognition of words
LA Lesson:
Unit 10, Week 2, Day 1
Print Awareness:
Recognition of words
LA Lesson:
Unit 10, Week 2, Day 2
Print Awareness:
Recognition of words
LA Lesson:
Unit 10, Week 2, Day 3
Phonemic Awareness:
Identification of initial and
final sounds
LA Lesson:
Unit 10, Week 2, Day 4
Phonemic Awareness:
Identification of final
sounds
LA Lesson:
Unit 10, Week 2, Day 5
LANGUAGE
ACQUISITION
(3 Small Groups –
30 minutes)
Teacher: Print Awareness,
Recognition of words
Para: Phonemic
Awareness, Letter sound
review
LA Lesson:
Unit 10, Week 2, Day 1
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Word family
review
Para: Print Awareness,
Recognition of words
LA Lesson:
Unit 10, Week 2, Day 2
Independent: Literacy
Workstations
Teacher: Print Awareness,
Recognition of words
Para: Phonemic
Awareness, Letter sound
review
LA Lesson:
Unit 10, Week 2, Day 3
Independent: Literacy
Workstations
Teacher: Phonemic
Awareness, Letter sounds
review
Para: Print Awareness,
Recognition of words
LA Lesson:
Unit 10, Week 2, Day 4
Independent: Literacy
Workstations
Teacher: Print Awareness,
Recognition of words
Para: Phonemic
Awareness, Letter sound
review
LA Lesson:
Unit 10, Week 2, Day 5
Independent: Literacy
Workstations
READING (40 Min)
(Whole Group-
Unit 10 Focus: Asking and answering questions, Synthesizing, Inferencing
Unit 10 Provided Fiction Text Templates: N/A
Pre-Kindergarten Planning Map: SY 16/17
51
Explicit Teach) Unit 10 Provided Informational Text Templates: Busy Boats, Desert Giant, Flower Garden, Let’s Find Out About Ice Cream, Sea Shapes, What
Comes in a Shell?, What Will the Weather Be Like Today?
Reading
(3 small Groups)
Sight Word Themed Readers: Unit 10, Week 1
Enrichment (E): What Will We Do In Kindergarten? (what, will, we, do, in, I, said, play, jump, have, fun, here, come;)
Basic Skills (B): Kindergarten, Here We Come (here, we, come, will, play, in, jump, have, fun, I)
Support (S): Kindergarten (we, will, play, jump, have, fun)
WRITING (30 Min)
(Whole Group-
Explicit Teach)
Unit 9 Focus: Participation in shared writing projects, Recall information from experiences and sources
Unit 9 Book Based Provided Shared Writing Templates: Feel the Summer, Hello Ocean, How Have I Grown?, The Last Day of School, One Hot
Summer Day
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
WRITING
(3 Small Groups)
Unit 9 Focus: Use a combination of drawing, dictating, and writing to state information
Unit 9 Book Based Provided Shared Writing Templates: Feel the Summer, Hello Ocean, How Have I Grown?, The Last Day of School, One Hot
Summer Day
*Theme Based activities as well as a chart of more suggested writing activities are available on TSS
ENJOY SUMMER BREAK
*Last day of school is determined by the number of snow days used. See City Schools’ website for details.
PA= Phonemic Awareness
LA= Language Acquisition
Pre-K Scope and Sequences (Units 1-10)
Alphabet Knowledge Comprehension Oral Language
Phonemic Awareness Print Awareness Writing