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Kindergarten 2018-2019 MCPSS Pacing Guide:

Table of Contents:

Pacing Preface………………………………………………………………………………………………………………………….. 2 Mobile County Pacing…………………………………………………………………………………………………… 2 START SMART……………………………………………………………………………………………………………….. 2 Units to Skip…………………………………………………………………………………………………………………..2 EQTs………………………………………………………………………………………………………………………….…..2 Data “Turn-in” Schedule & Reporting Reminders………………………………………………………….. 2 “Turned in” Defined.…..………………………………………………………………………………………………… 2 Reteach-Retest Reminders for Reading………………………………………………………………………… 2 Reading Grade Requirements……………………………………………………………………………………….. 3

Lesson Planning ..………………………………………………………………………………………………………….…... 3 Recommended Whole Group & Small Group Components…..……………………………………….…… 4

Word Work……………………………………………………………………………….………………………………….. 4 Close Reading: Big Book Read & Re-Read……………………………………………………………………… 4 Text Connections……………………………………………………………………………………………………………4

Small Group Plans Are a Buffet: Plan based on student needs……………………………………………. 5 Small Group Lesson Options…………………………………………………………………………………………. 5 Center Work: Workstations, Independent Practice, Partner/Group Work……………………..5

Suggested Schedule…………………………………………………………………………………………………………………. 6 Quarterly Standards Pages……………………………………………………………………………………………………….. 7 Minimum Grades Required by Content Area…………………………………………………………………………… 34 Elementary Instructional Times………………………………………………………………………………………………. 35 DIBELS

DIBELS Next Benchmark Goals…………………………………………………………………………………….. 36 DIBELS Next Recommended Benchmark Goals (with grouping)…………………………………… 37 DIBELS Progress Monitoring………………………………………………………………………………………… 39 DIBELS Kindergarten Fall Instructional Recommendations…………………………………………… 40 Instructional Routines from the Wonders Instructional Routine Handbook Referenced in the DIBELS Instructional Recommendations……………………………………………………………. 41 DIBELS Kindergarten Winter Instructional Recommendations…………………………………….. 45

MCPSS Kindergarten Example Calendar………………………………………………………………………………….. 47 Language Arts

Language Arts Grading Parameters……………………………………………………………………………… 52 Elementary Writing Portfolio Requirements……………………………………………………………….. 53

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Pacing Preface: • Mobile County Pacing follows the Wonders five-day pacing schedule with an additional 1-2 days

during unit test weeks. Mobile County Pacing also allows for two weeks of START SMART for the first two weeks of school. During that time, teachers will teach students the routines and procedures of the classroom and allow the students to practice, practice, practice!

o We are affording 1-2 extra days at the end of each unit so that teachers can administer the unit test and review. These extra days should give teachers more time to give the deep instruction that allows students to master standards. If a teacher is deeply teaching the standards and does not need the extra days to administer the assessment, he/she may choose not to use those days so that he/she can go through the curriculum at a faster rate.

• To make it through all the standards and skills needed in kindergarten, teachers will skip the review lessons in Wonders. The review lessons are the lessons from the following units:

Unit 2, Week 3 Unit 4, Week 3 Unit 6, Week 3 Unit 8, Week 3 Unit 10, Week 3

• Kindergarten teachers must teach through Unit 10, Week 2 to meet all the standards in kindergarten.

• Kindergarten teachers will turn in data for the following assessments by the following dates: Friday, October 12 Unit 2 Test data Friday, January 4 Unit 4 Test data Friday, March 22 Unit 6 Test data Tuesday, May 28 Unit 8 Test data

• The deadlines above are rigid for the year. Schools and teachers have some freedom with the schedule, but data MUST be submitted by the dates listed above. These deadlines will keep everyone on track, but it will allow for some flexibility.

• When submitting Wonders unit test data for students who qualify for reteach-retest, submit the first score (the score before retesting) to central office.

• Do not include data for students who do not take the regular unit assessments (per IEP and/or IELP) in the data reported to central office.

• Kindergarten teachers will make their own EQTs each quarter.

“Turned in” Defined: • Enter All DIBELS data in the DIBELS database by the following dates:

Fall August 29, 2018 Winter January 25, 2019 Spring May 17, 2019

• Submit all Wonders data through a district data form.

Reteach-Retest Reminders for Reading:

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• Follow the Mobile County Reteach-Retest policy. A copy of the document is posted on 365 on the ELA K-5 page.

Grade Requirements:

Kindergarten: Grade Requirements Each Quarter 3 Major Grades

• 1 district-required Wonders Unit Assessment • Wonders Unit Assessments • Projects (3 or more standards) • Common Teacher-Made Assessments (3 or more standards)

*Common assessments are defined as assessments that are administered to all students within a grade level in a local school. Common Projects require common rubrics for assessment.

• Category Weight = 60% 3 Minor Grades

• Assessments covering less than 3 standards Category Weight = 40%

• Entry Types (Examples) o Standards-based Observation- must have rubric/checklist (e.g., Wonders Readers

Theater) o Wonders Integrate

Ideas o Projects (book reports, flip books, diorama, posters) o Quizzes (brief, unannounced/announced, informal, may include Smart Response) o Wonders Progress Monitoring Pages o Foundational Skills Assessments (e.g., rhyming words, high frequency words) o Performance Tasks (e.g., journals, notebooks, constructed response, oral presentations, graphic organizers- more examples may be found on p. 51 in the MCPSS Literacy Manual)

EQT • Teacher Created • 10% weight (averaged with the total grade at the end of the quarter)

*Notes: • This is not an exhaustive list of examples.

• Teachers must use an acceptable grading rubric. “All or nothing” grading is unacceptable.

• A performance task is any learning activity or assessment that asks students to perform and/or demonstrate their knowledge understanding, and proficiency. Performance tasks yield a tangible product and/or performance that serve as evidence of learning. These tasks are grade-level formative performance assessment tasks with accompanying rubrics.

• Accelerated Reader should not be used to determine any grades.

LESSON PLANNING:

EVERYDAY: • MUST teach grade level lesson to all students (typically whole group) • Address as many individual needs as possible each day. Teachers must meet with students who

need intensive instruction daily. After students who need intensive instruction, teachers must address individual student needs based on the following hierarchy:

1. Students needing intensive instruction

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2. Students below grade level 3. On-level students 4. Beyond level students

• AVOID using the computer-generated auto-read options when teaching . The teacher's modeling and student practice reading are much more valuable, valid options when teaching reading. The computer-generated auto-read option is appropriate during listening centers, but not while teaching reading.

Whole group does NOT have to be taught all at one time. For stamina's sake (especially at the beginning of the year), you can teach whole group for a little while, and then teach one small group rotation. Then, teach whole group for a little longer, and then teach another small group rotation. Anything that is supposed to be taught in whole group can be taught small group. Whole group means that everyone must receive the instruction. Students do not necessarily all have to receive the instruction at the same time. Whole group instruction is grade level instruction, and sometimes that whole group instruction needs to be scaffolded to meet the needs of students. Strive to address the five essential components of reading each day with all students. These components can be addressed during whole and/or small groups: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension

RECOMMENDED WHOLE GROUP & SMALL GROUP COMPONENTS Word Work Because research shows that systematic phonemic awareness and phonics instruction are crucial factors in successfully learning to read, make word work a priority for instruction. Close Reading: Big Book Read & Re-Read

• This section is the most complex lesson of the week. Not only is the text always a complex text for students who are on grade level, it is also always quite lengthy to add to the complexity. This lesson is the BEST lesson for teaching students how to attack grade level complex text in the deep, meaningful way that is required on the assessments.

• The goal is for all students to complete the entire “Read” and the entire “Re-Read” of the literature big book selection with the close reading companion (Note: The “Re-Read” section does not require that you re-read the entire text; it requires that you re-read selections of text as outlined in the TE and Close Reading Companion.). Use the close reading companion as a guide in whole group or small group for the “Re-Read.” If you use the “Re-Read” portion during small group, you will be scaffolding instruction. Follow the time guidelines. Strive to complete everything, but do not overwhelm students. The goal is to make sure the students receive that grade level instruction.

• Continue the close reading process in leveled reader lessons for small group. Students will close read on their level using leveled readers. We STRONGLY suggest that teachers use the Leveled Reader Lesson Card lesson plans (rather than the

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"simpler" versions in the TE) to teach the close reading of leveled readers in each group.

Text Connections

• Text connections requires students to integrate their knowledge from all the texts they have read over the course of the week of lessons. Teachers should alert students to the task they will have during text connections at the beginning of the week so that they can keep the task in mind as they have collaborative conversations and work throughout the week. By the time students are ready to make text connections, they will have plenty of background knowledge to use.

SMALL GROUP PLANS ARE A BUFFET: Plan based on student needs.

There are many options available for small group lessons. Principals and/or instructional coaches may guide teachers in determining which small group lessons will best serve their students. Small Group Lesson Options:

Address Students Who Were Not Proficient on an Assessment: • 10 minute skill lesson

Address Student Needs Based on WonderWorks Adaptive Learning Report: • 10-15 minute skill lesson

Teacher Edition Lessons (Skill Lessons): • 10-15 minute skill lesson

**Teacher Edition Lessons (Leveled Reader Lessons): • 20 minute lesson

Teacher Edition Re-Reading of Literature Big Book (Guided Completion of Close Reading Companion):

• 15-20 minute lesson

If Whole Group Lessons better serve your students in small group: • 15-20 minute lesson

Centers: Workstations, Independent Practice, Partner/Group Work

• Workstations, independent practice, or partner/group work are all terms used for centers. Students engage in centers while they are not in a small group with the teacher. Teach and practice center procedures during the SMART START portion of the school year.

• All centers must be practice on standards that have already been taught. Choose the center activities that will allow students to practice the standards and skills that they most need. Several examples of activities that you can use for centers are listed below.

o Suggestions: • Leveled Workstation Activity Cards • Leveled Readers/Activities

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• Rereading of Reading/Writing Workshop • Text and Decodable Readers • Your Turn Practice Book Activities • Handwriting • ELL Reproducibles • Beyond Reproducibles • Grammar Reproducibles • Complete Research Projects • Complete Writing Assignments

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Kindergarten Suggested Schedule Teachers have five class days to complete each week of lessons in Wonders. During assessment weeks, teachers will have one-two extra days to complete the unit assessment. The following are recommended components of Wonders:

1. Word Work 2. Shared Read 3. Close Reading of Complex Text 4. Text Connections

DAY ONE DAY TWO DAY THREE DAY FOUR DAY FIVE Unit Test Week: DAY SIX

Unit Test Week: DAY SEVEN

Whole Group: RW Workshop (70-80 min): *Big Book Build

Background/ Oral Vocabulary (15 min)

*Literature Big Book - Build Listening Comprehension/Close Reading (20 Min)

*Word Work (25 min)

Whole Group: RW Workshop (65 -75 min): *Oral Language/

Category Words (15 min)

*Literature Big Book Listening Comprehension: Close Reading (15 min)

*Word Work (20 min) *Reading/Writing Workshop – Big Book Shared Read:

Application of Foundation Skills (10 min)

Whole Group: (70 - 80 min): *Oral Language

(15 min) *Interactive Read-Aloud

Listening Comprehension: Close Reading (15 min)

*Word Work (25 min)

Whole Group: (60 - 70 min): *Oral Language/

Category Words (10 min) *Literature Big Book:

Listening Comprehension Close Reading of Paired Selection (15 min)

*Word Work (15 min) *Reading/Writing

Workshop — Shared Read Application of Foundational Skills (10 min)

Whole Group: (50 - 65 min): *Word Work (20 min) *Review (informal

observations to assess student progress) (10 min)

*Text Connections (15 min)

Whole Group: *Review &/or Assessment (25-30 min)

Whole Group: *Assessment (25-30 min)

Small Groups: 15-20 min per group Meet with at least the 3 groups today

Small Groups: 15-20 min per group Meet with at least 3 groups today

Small Groups: 15-20 min per group Meet with at least the 3 groups today

Small Groups: 15-20 min per group Meet with at least 3 groups today

Small Groups: 15-20 min per group Meet with ALL groups today



*Tier 3 is push in/pull out (35 minutes)







Writing, Grammar, & Handwriting: (35 min)







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1st Quarter Wonders Start Smart – Unit 2, Week 2

*Skip Unit 2, Week 3 Standards Skills

Comprehension Focus Standards *RL.K.1 With prompting and support, ask and answer

questions about key details in a text. U1W1 Key Details U1W2 Key Details U2A2 (Use Resources in U2W3, Days 1 & 2 to

prepare for Unit Assessment) *RL.K.7 With prompting and support, describe the

relationship between illustrations and the story in which they appear.

U1W1 U1W2 Key Details U1W3 Key Details U2A2 (Use Resources in U2W3, Days 1 & 2 to

prepare for Unit Assessment) *RI.K.1 With prompting and support, ask and answer

questions about key details in a text. U1W1 U1W2 U1W3 Key Details

U2W1 U2W2 Key Details

*RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear.

U1W1 Photographs U1W2 Labels U1W3 U2W1 Key Details

Additional Standards Addressed RL.K.1a Make predictions to determine main idea and

anticipate ending. U1W2 U1W3

RL.K.2 With prompting and support, retell familiar stories, including key details.

U1W1 U1W2

RL.K.5 Recognize common types of texts. SS1 ABC Book Tale

SS2 ABC Book Fable Fiction

SS3 ABC Book Informational Text Fiction

U1W1 Fantasy Fable

U1W2 Fantasy Fable

U1W3 Informational Text

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U2W1 Informational Text Fable

U2W2 Informational Text RL.K.6 Name the author and illustrator of a text and define

the role of each in presenting the ideas or information in a text.

U1W2 U1W3

RL.K.9 With prompting and support compare and contrast the adventures and experiences of characters in familiar stories.

SS1 SS2 SS3 U1W1 U1W2

RI.K.2 With prompting and support, identify main topic and retell key details of a text.

U1W2 U1W3 U2W1 U2W2

RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.

U1W3

RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

U1W2 U1W3 U2W1 U2W2

Vocabulary *L.K.5a Sort common objects into categories (e.g. shaped,

foods) to gain a sense of the concepts the categories represent.

U1W3 Category Words – Sensory Words U2W1 Category Words – Colors U2W2 Category Words – Shape Words

*L.K.5c Identify real-life connections between words and their use. (e.g., note places at school that are colorful).

U1W1 Category Words – Feeling Words U1W2 Category Words – Family Words U1W3 Category Words – Sensory Words U2W1 Category Words – Colors U2W2 Category Words – Shape Words

L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

U1W1 U1W2 U1W3 U2W1 U2W2 U2W3

High Frequency Words

RF.K.3c Read common high-frequency words by sight.

SS1 I SS2 can SS3 I, can U1W1 the U1W2 we U1W3 see U2W1 a U2W2 like

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Phonemic Awareness RF.K.1c Understand that words are separated by spaces in

print. SS1 Sentence Segmentation SS2 Sentence Segmentation

RF.K.2a Recognize and produce rhyming words. SS2 Recognize Rhyme W2 Recognize Rhyme

*RF.K.2b Count, pronounce, blend, and segment syllables in spoken words.

SS3 Syllables U2A2 (Replace RF.K.2c activities in U2W2 with

RF.K.2b activities in U2W3.)

*RF.K.2c Blend and segment onsets and rimes of singlesyllable spoken words

U1W3

*RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme words.

U1W1 Phoneme Isolation Phoneme Identity Phoneme Blending

U1W2 Phoneme Blending Phoneme Isolation Phoneme Identity

U1W3 Phoneme Isolation Phoneme Blending Phoneme Categorization

U2W1 Phoneme Isolation Phonological Awareness Phoneme Blending Phoneme Categorization

U2W2 Phoneme Isolation Phoneme Blending Phoneme Identity

Phonics and Spelling RF.K.1d Recognize and name all upper-and-lowercase letters

of the alphabet. SS1 Recognize Aa-Hh SS2 Recognize letters Ii-Rr SS3 Recognize Ss-Zz

L.K.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes).

U1W1 Mm U2W1 Pp U2W3 Review Mm, Aa, Ss, Pp, Tt

L.K.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

U2W1 U2W2

*RF.K.3a Demonstrate basic knowledge of one-to-one lettersound correspondences by producing the primary or many of the most frequent sounds for each consonant.

U1W1 Introduce /m/ m Review /m/ m Identify words with /m/ m

U1W3 Introduce /s/ s Review words with /s/ s Blend words with /s/ s Identify words with /s/ s Review /s/ s

U2W1 Introduce /p/p

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Review /p/p Blend words with /p/p Blend words with p, and m, s, a Read words with p, and m, s, a,

U2W2 Introduce /t/t Review /t/t Blend words with /t/t Blend words with t, and m, s, a, p Read words with t and m, a, s, p

*RF.K.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

U1W2 Introduce short /a/ a Review short /a/ a Blend words with Short /a/ a Identify words with a Blend words with Short a and m Read words with Short a and m

Fluency RF.K.4 Read emergent reader texts with purpose and

understanding. SS1 SS2 SS3 U1W1 Intonation U1W2 Expression U1W3 Punctuation U2W1 U2W2

Print Concepts RF.K.1 Demonstrate an understanding of the organization

and basic features of print. SS1

RF.K.1a Follow words from left to right, top to bottom, and page by page.

SS1 SS2 SS3 U1W1 U1W2 U1W3 U2W1 U2W2

RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters.

SS1 Category Words - Names

RF.K.1c Understand that words are separated by spaces in print.

SS2 U1W1 U2W1 U2W2

RI.K.5 Identify the front cover, back cover, and title page of a book.

U1W3

Handwriting L.K.1a Print many upper and lowercase letters. U1W1 Write Mm

Identify words with /m/ m

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U1W2 Write Aa Review short /a/ a

U1W3 Write Ss Review /s/ s

U2W1 Write Pp Review /p/p

U2W2 Write Tt Review /t/t

Writing RF.K.1b Recognize that spoken words are represented in

written language by specific sequences of letters SS2 SS3

RF.K.1c Understand that words are separated by spaces in print.

SS2 SS3

L.K.1f Produce and expand complete sentences in shared language activities

U1W3


U1W3

W.K.2 Use a combination of drawing, dictating, and writing to compose informative or explanatory texts in which they name what they are writing about and supply some information about the topic.

SS1

SS2 SS3 U1W1

Trait – Ideas/Word Choice Skill – Write an Explanatory Sentence

U1W2 Trait – Ideas/Organization Skill – Write an Explanatory Text

U1W3 Trait – Ideas Skill – Write an Explanatory Text

U2W1 Trait – Ideas Skill – Write an Explanatory Sentence

U2W2 Trait – Ideas Skill – Make a Shape Poster

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

U1W1 U1W2 U1W3 U2W1

W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them.)

U1W1 U1W2 U1W3 U2W1 U2W2

W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

U1W1

U1W2 U1W3

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U2W1 U2W2

Grammar/Mechanics L.K.1b Use frequently occurring nouns and verbs. U1W1 Nouns

U1W2 Nouns U1W3 Nouns U2W1 Verbs U2W2 Verbs

L.K.1f Produce and expand complete sentences in shared language activities.

U2W1 U2W2

L.K.2a Capitalize the first word in a sentence and the pronoun I.

SS1 SS2 SS3

Speaking and Listening SL.K.1 Participate in collaborative conversations with diverse

partners about kindergarten topics and texts with peers and adults in small and larger groups

SS1 SS2 SS3 U2W1

SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

SS1 SS2 SS3 U1W1 U1W2 U2W1 U2W2

SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

U2W1

U2W2

SL.K.4 Describe familiar people, places, things, and events, and with prompting and support, provide additional detail.

U2W1

U2W2

SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.


SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

U1W1

U2W1 U2W2

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2nd Quarter Wonders Unit 3, Week 1 – Unit 5, Week 2


Comprehension Focus Standards *RL.K.1 With prompting and support, ask and answer questions

about key details in a text U3W1 Key Details

U3W2 Key Details U3W3 U4W2 U5W1

*RL.K.3 With prompting and support, identify characters, settings, and major events in a story.

U3W3 Character, Setting, Events U4W2 U5W1 Character, Setting, Events

*RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story the illustration depicts).

U3W1 Key Details U3W2 U3W3 U4W2 U5W1

*RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

U3W1 U3W2 U3W3 U4W2 Character, Setting, Events

Additional Standards Addressed RL.K.2 With prompting and support, retell familiar stories,

including key details. U3W1 U3W2 U3W3 U4W2 U5W1

RL.K.5 Recognize common types of texts (e.g., storybooks, poems).

U3W1 Fantasy Fable

U3W2 Fiction Fable

U3W3 Fantasy Informational Text

U4W1 Informational Text Tale

U4W2 Fiction Informational Text

U5W1 Fiction

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Informational Text Poetry

RL.K.6 With prompting and support, names the author and illustrator of a story and define the role of each in telling the story.

U3W3

RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

U3W1 U3W2 U4W2

RL.K.10 Actively engage in group reading activities with purpose and understanding.

U5W1

RI.K.1 With prompting and support, ask and answer questions about key details in a text.

U4W1

RI.K.2 With prompting and support, identify main topic and retell key details of a text.

U4W1 Key Details

RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

U4W1

RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.

U3W1 Lists

RI.K.9 Identify basic similarities and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

U3W1

U3W2 U3W3 U4W1 U5W1

Vocabulary L.K.1c Form regular plural nouns orally by adding /s/ or /es/

(e.g., dog, dogs; wish, wishes). U5W1 Word Parts/Plurals –s

L.K.1e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

U4W2 Category Words-Position Words U4A2 (Replace L.K.5a activities in U4W2 with

L.K.1e activities in U4W3.) L.K.5a Sort common objects into categories (e.g., shapes,

foods) to gain a sense of the concepts the categories represent.

U4W1 Category Words – Job Words

U5W1 Category Words – Size Words

*L.K.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful).

U3W1 Category Words – Action Words U3W2 Category Words – Sound Words U3W3 Category Words – Sequence Words U4W1 Category Words – Job Words U5W1 Category Words – Size Words


U3W1 Category Words – Action Words U3W2 Category Words – Sound Words U3W3 Category Words – Sequence Words

SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

U4W2

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High Frequency Words *RF.K.3c Read common high-frequency words by sight. U3W1 to

U3W2 and U3W3 go U4W1 you U4W2 do U5W1 my

Phonemic Awareness RF.K.2 Demonstrate understanding of spoken words, syllables,

and sounds (phonemes). U4W2 Sentence Segmentation


U3W3 Count and Pronounce Syllables U4A2 Review using activities in U2W3. U5W1 Count and Blend Syllables

RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words.

U3W1 U3W2 U4W1

*RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonantvowel-consonant, CVC) words.

U3W1 Phoneme Isolation: Initial Sound, Final Sound Phoneme Blending Phoneme Categorization: Medial Sound

U3W2 Phoneme Isolation: Initial Sound, Final Sound Phoneme Blending Phoneme Categorization: Initial Sound

U3W3 Phoneme Isolation: Initial Sound Phoneme Blending Phoneme Segmentation Phoneme Categorization: Initial Sound

U4W1 Phoneme Isolation: Initial Sound, Medial Sound Phoneme Blending Phoneme Categorization: Initial Sound

U4W2 Phoneme Isolation Phoneme Blending Phoneme Categorization

U5W1 Phoneme Isolation: Initial Sound Phoneme Blending Phoneme Categorization: Initial Sounds

RF.K.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

U3W1 Long Vowel Awareness: /ō/

U3W3 Long Vowel Awareness: /ī/

Phonics and Spelling *RF.K.3a Demonstrate basic knowledge of one-to-one

lettersound correspondences by producing the primary or many of the most frequent sounds for each

U3W2 Introduce /n/n Blend Words with /n/n Blend Words with Short a, i and t, p, n

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consonant. Read Words with Short a, i and t, p, n U3W3 Introduce /k/c

Blend Words with /k/c Blend Words with c, p, n, t, s, m, and short a Read Words with short a and c, n, p, t

U4W1 Blend Words with Short o, n, p, t, c, m U5W1 Introduce /h/h

Blend words with /h/h Blend words with Short i, o, a, and h, t, p, m, d Read words with Short i, o, a and h


U3W1 Introduce /i/i Blend Words with Short /i/i Blend Words with Short i, and m, s, t, p Blend Words with Short i, a and s, p, t

U4W1 Introduce /o/o Blend words with /o/o Read Words with Short o, a and c, m, p, t

RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

U4W1 Blend Words with Short o, a and m, p, t

L.K.2c Write a letter or letters for most consonant and short vowel sounds (phonemes).

U3W1 Ii U3W2 Nn U3W3 Cc U4W1 Oo U4W2 Dd U5W1 Review Ii, Oo, Nn, Dd, Cc


U3W2

U4W1

Fluency RF.K.4 Read emergent-reader texts with purpose and

understanding. U3W1 Intonation

U3W2 Intonation U3W3 Expression U4W1 Intonation U4W2 Expression, Intonation U5W1 Pace and Volume

Print Concepts RF.K.1a Follow words from left to right, top to bottom, and page

by page. U3W1 U3W2 U3W3 U4W1 U4W2

RF.K.1b Recognize that spoken words are represented in written U4W1

MCPSS K Pacing 18

language by specific sequences of letters. RF.K.1c Understand that words are separated by spaces in print. U3W1

U3W2 U3W3 U5W1

Handwriting L.K.1a Print many upper and lowercase letters. U3W1 Write Ii

Identify words with /i/ i

U3W2 Write Nn Review short /n/ n

U3W3 Write Cc Review /k/ c

U4W1 Write Oo Review /o/ o

U4W2 Write Dd Review /d/ d

U5W1 Write Hh Review /h/ h

Writing W.K.2 Use a combination of drawing, dictating, and writing to

compose informative or explanatory texts in which they name what they are writing about and supply some information about the topic.

U3W2 Trait – Ideas Skill – Write an Informative Sentence

U4W2 Trait – Ideas and Organization Skill – Write a Descriptive Sentence

W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

U3W1 Trait – Sentence Fluency and Organization Skill – Write a Sentence

U3W3 Trait – Organization and Ideas Skill – Write a Journal Entry

U5W1 Trait- Organization Skill- Write a Narrative Story


U3W2 U3W3

W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

U3W2

W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them.)


W.K.8 With guidance and support from adults, recall information from experiences or gather information from

U3W2

U3W3

MCPSS K Pacing 19

provided sources to answer a question. U4W2 U5W1

Grammar/Mechanics L.K.1b Use frequently occurring nouns and verbs. U5W1 Pronouns L.K.1d Understand and use question words (interrogatives)

(e.g., who, what, where, when, why, how). U3W3 Question Words


U3W1 Sentences U4W1 Adjectives U4W2 Adjectives

L.K.2a Capitalize the first word in a sentence and the pronoun I. U3W1 First Word in a Sentence U3W2 First Word in a Sentence U3W3 First Word in a Sentence

L.K.2b Recognize and name end punctuation. U3W1 Sentences end with Punctuation

U3W2 Sentences end with Punctuation U3W3 Question and Answers


partners about kindergarten topics and texts with peers and adults in small and larger groups.


SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

U3W2 U3W3 U4W1 U5W1

SL.K.1b Continue a conversation through multiple exchanges. U3W2




U3W2 U4W1 U5W1


U3W3 U4W2


U3W1 U3W2

MCPSS K Pacing 20

U3W3 U4W1 U4W2 U5W1


U3W1


Quarter 3 Wonders Unit 5, Week 2 – Unit 7, Week 3


Comprehension Focus Standards *RL.K.1 With prompting and support, ask and answer questions

about key details in a text. U6W1 Key Details U6W2 Key Details - Sequence U7W1 U7W2 U7W3

*RL.K.3 With prompting and support, identify the characters, setting, and major events in a story.

U6W2 Sequencing U7W2

*RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear.

U6W1 U6W2

*RI.K.2 With prompting and support, identify main topic and retell key details of a text.

U5W2 Main Topic and Key Details U5W3 Main Topic and Key Details U6W2 U7W1 U7W3

*RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

U7W1 Connections Within Text: Compare and Contrast

U7W3 Additional Standards Addressed RL.K.1a Make predictions to determine main idea and anticipate

ending. U7W2 U7W3

RL.K.2 With prompting and support, retell familiar stories, including key details.

U6W1 Key Details – Sequence U6W2 Key Details – Sequence

MCPSS K Pacing 21

U7W1 U7W2 Character, Setting, Plot (Problem and

Solution) U7W3

RL.K.4 Ask and answer questions about unknown words in a text. U7W1 RL.K.5 Recognize common types of texts (e.g., storybooks, poems). U5W2 Informational Text

Fairy Tale U5W3 Informational Text U6W1 Fiction

Informational Text U6W2 Fiction

Folktale U7W1 Informational Text

Alliteration U7W2 Fiction

Informational Text U7W3 Fantasy

Tale RL.K.9 With prompting and support, compare and contrast the

adventures and experiences of characters in familiar stories. U6W2 U7W2 U7W3

RL.K.10 Actively engage in group reading activities with purpose and understanding.

U5W2 U5W3 U6W1 U6W2 U7W1 U7W2 U7W3


U5W2 U5W3 U7W1

RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.

U7W3 Glossary

RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

U5W2 U5W3

RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear.

U6W2 Speech Bubbles U7W1 Connections within Text: Compare

and Contrast RI.K.8 With prompting and support, identify the reasons an author

gives to support points in a text. U7W1

RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in

U5W2 U5W3

MCPSS K Pacing 22

illustrations, descriptions, or procedures). U6W1 U7W1 U7W3

RI.K.10 Actively engage in group reading activities with purpose and understanding.

U5W2

U5W3

Vocabulary L.K.1b Use frequently occurring nouns and verbs. U7W1 Compound Words L.K.4b Use the most frequently occurring inflections and affixes

(e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

U5W2 Word Parts/Inflectional Ending –ed

*L.K.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

U5W3 Category Words – Food Words U6W2 Category Words – Weather Words U7W2 Category Words - Pets

Word Categories – Prepositions *L.K.5c

Identify real-life connections between words and their use (e.g., note places at school that are colorful).

U5W2 Category Words – Tree Parts U5W3 Category Words – Food Words U6W1 Category Words - Seasons U6W2 Category Words – Weather Words U7W1 Category Words – Animal Parts U7W2 Category Words - Pets U7W3 Category Words – Animal Homes

L.K.5d Distinguish shades of meaning among verbs describing the same general action by acting out meanings.

U7W3


U5W2 Category Words – Tree Parts U6W1 Category Words – Seasons U6W2 Category Words - Weather U7W1 Category Words – Animal Parts U7W3 Category Words – Animal Homes


U5W3 Context Clues/ Sentence Clues

U6W1 Context Clues/Sentence Clues

High Frequency Words *RF.K.3c Read common high-frequency words by sight. U5W2 are

U5W3 with, he U6W1 Is, little U6W2 she, was U7W1 for, have U7W2 of, they U7W3 said, want

Phonemic Awareness RF.K.2a Recognize and produce rhyming words. U5W3 Recognize Rhyme

U6W1 Rhyme

MCPSS K Pacing 23

U7W2 Recognize and Generate Rhyme *RF.K.2b Count, pronounce, blend, and segment syllables in spoken

words. U6W1 Phoneme Isolation: Initial Sound,

Final Sounds Phoneme Blending

U6W2 Phoneme Isolation: Initial Sound, Final Sounds Phoneme Blending Phoneme Segmentation

U7W1 Phoneme Isolation: Initial and Medial Sounds Phoneme Blending

U7W2 Phoneme Isolation: Initial and Final Sounds Phoneme Blending



U5W2 U6W1 U7W1 U7W3

*RF.K.2d

Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowelconsonant, or CVC) words.

U5W2 Phoneme Isolation: Initial Sound Phoneme Blending Phoneme Segmentation

U5W3 Phoneme Isolation: Initial Sound Phoneme Blending

U6W1 Phoneme Isolation: Initial Sound, Final Sounds Phoneme Blending

U6W2 Phoneme Isolation: Initial Sound, Final Sounds Phoneme Blending Phoneme Segmentation

U7W1 Phoneme Isolation: Initial and Medial Sounds Phoneme Blending

*RF.K.2d (ctd)

Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowelconsonant, or CVC) words.



*RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

U6A2 Phoneme Addition (Use Resources in U6W3, Days 4 & 5 to prepare for Unit Assessment)

U7W1 Phoneme Deletion: Initial Sound

MCPSS K Pacing 24

U7W2 Phoneme Substitution: Initial Sound U7W3 Phoneme Substitution: Initial and

Final Sounds *RF.K.3b Associate the long and short sounds with common spellings

(graphemes) for the five major vowels. U5W3 Long Vowel Awareness: /ē/

U7W3 Long Vowel Awareness: /ū/

Phonics and Spelling *RF.K.3a

Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.

U5W2 Blend words with Short e and m, t, h, n, s, p

U5W3 Introduce /f/f, and /r/r Blend words with /f/f, and /r/r Blend words with Short i, a, e and f, r, t, n, d, p Read words with Short a, e, i, o and f, r, n, d, t, p

U6W1 Introduce /b/ b & /l/ l Blend words with /b/ b & /l/ l Blend words with b, l, a, e, i Blend words with b, l, e, i, n, t Read words with b, l, a, c, d, e, i, p, t

U6W2 Introduce /k/ k Blend words with /k/ k and /k/ ck Review words with k, ck, and i, l, o, r Blend words with k, ck, and i, l, o, r Blend words with k, ck, a, i, m, p, s, t Read words with k, ck, and a, e, i, o

U7W1 Introduce /u/ u Blend words with /u/ u Review /u/ u Blend words with short u and b, f, r, d, s, n, f, t, r, c Blend words with short u, a, and l, t, b Read words with short u and f, b, r, c

U7W2 Introduce /g/ g and /w/ w Blend words /g/ g and /w/ w Review g and w Blend words with short a, i, u, e and g, w Blend words with short e, w, g, b, s Read words with short a, e, g, w, b

MCPSS K Pacing 25

*RF.K.3a (ctd)

Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.

U7W3 Introduce /v/ v and /x/ x Blend words with v and x Review words with short i, a, e, o, and f, x, m, v, n, t Blend words with short i, a, e, o and f, x, m, v, n, t Review /v/ v and /x/ x Blend words with short a, e, i, and v, x Read words with short a, e, i, and x, v, t


U5W2 Introduce /e/e Blend words with /e/e Blend words with Short e and m, t, h, n, s, p

U7W1 Introduce /u/ u Blend words with /u/ Review /u/ u Blend words with short u, and b, f, r, d, s, n, f, t, r, c Blend words with short u, a, and l, t, b Read words with short u and f, b, r, c

RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

U5W2 Blend words with Short e, a, i, o and t, n Read words with Short e and n, t, s, n, d

L.K.2c Write a letter or letters for most consonant and short vowel sounds (phonemes)

U5W2 Ee U5W3 Ff, Rr U6W1 Bb, Ll U6W2 Kk U7W1 Uu U7W2 Gg, Ww U7W3 Xx, Vv


U5W2

U7W1 U7W2 U7W3

Fluency RF.K.4 Read emergent-reader texts with purpose and

understanding. U5W2 Intonation

U5W3 Expression U6W1 Expression U6W2 Expression U7W1 Expression U7W2 Intonation U7W3 Expression

MCPSS K Pacing 26

Print Concepts RF.K.1 Demonstrate an understanding of the organization and basic

features of print U6W2

RF.K.1a Follow words from left to right, top to bottom, and page by page.


RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters.

U5W3 U7W3

RF.K.1c Understand that words are separated by spaces in print. U5W2 U6W1 U7W1

L.K.2b Recognize and name end punctuation. U7W2

Handwriting L.K.1a Print many upper and lowercase letters. U5W2 Write Ee

Review Short /e/e U5W3 Write Ff and Rr

Review f and r U6W1 Write Bb & Ll

Review /b/ b & /l/ l U7W1 Write Uu

Review Uu U7W3

L.K.2c Write a letter or letters for most consonant and short-vowel sounds.

U6W2 Write Kk Review short /a/ a

U7W2 Write Gg and Ww Review short /g/ g and /w/ w

U7W3 Write Vv and Xx Review Vv and Xx


compose opinion pieces in which they tell a reader the topic or the name or the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is…).

U5W2 Trait – Organization and Ideas Skill – Write an Opinion About a Book

U6W1 Trait – Voice Skill – Write Opinion Sentences

U6W2 Trait(s) – Organization and Ideas Skill – Write a Personal Narrative

U7W3 Trait – Ideas Skill – Write a Book Review

W.K.2 Use a combination of drawing, dictation, and writing to compose informative or expository texts in which they name

U7W1 Trait – Word Choice, Ideas Skill – Write an Explanatory Text

MCPSS K Pacing 27

what they are writing about and supply some information about the topic.

U7W2 Trait –Word Choice, Organization Skill – Write a Story

W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

U5W3 Trait – Organization and Ideas Skill – Write Story Sentences



W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

U5W2

W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).


W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

U5W3


Grammar/Mechanics L.K.1b Use frequently occurring nouns and verbs. U5W2 Pronouns

U5W3 Pronouns U6W1 Nouns U6W2 Nouns U7W2 Verbs U7W3 Verbs

L.K.1c Form regular plural nouns orally by adding /s/ or /es/. (e.g., dog, dogs; wish, wishes

U6W1 Nouns U6W2 Nouns U7W1 Verbs

MCPSS K Pacing 28


U7W3

L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

U7W3

L.K.2a Capitalize the first word in a sentence and the pronoun I. U5W2 Pronoun I L.K.2b Recognize and name end punctuation U6W1

U6W2 L.K.6 Use words and phrases acquired through conversations,

reading and being read to, and responding to texts. U7W3



U5W2 U5W3



SL.K.1b Continue a conversation through multiple exchanges. U5W2

U7W2


U5W2





U5W3 U7W1 U7W2 U7W3


U5W2 U5W3

MCPSS K Pacing 29



U5W3


Quarter 4 Wonders Unit 8, Week 1 – Unit 10, Week 2


Comprehension Focus Standards *RL.K.2 With prompting and support, retell familiar stories,

including key details. U8W1 U9W1 U9W2 U10W1 U10W2

*RL.K.3 With prompting and support, identify characters, settings, and major events in a story.

U8W1 Character, Setting, Plot U9W1 Plot - Sequence U9W2 Character, Setting, Plot (Cause and

Effect) U9W3 Connections Within Text – Sequence U10W1 Plot – Sequence

*RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

U10W1 U10W2 Key Details – Use Illustrations

Analyze the Text

*RI.K.2 With prompting and support, identify main topic and retell key details of a text.

U8W2 Main Topic and Key Details U9W2 U9W3 U10W2

*RI.K.3 With prompting and support, describe the connections between two individuals, events, ideas, or pieces of information in a text.

U8W1 U9W3

MCPSS K Pacing 30

Additional Standards Addressed RL.K.1 With prompting and support, ask and answer questions

about key details in a text. U8W1 U9W1 U9W2 U10W1 U10W2 Key Details – Use Illustrations

RL.K.1a Make predictions to determine main idea and anticipate an ending.

U10W1 U10W2

RL.K.4 Ask and answer questions about unknown words in text. U10W1 Sentence Clues RL.K.5 Recognize common types of texts (e.g., storybooks,

poems). U8W1 Fiction; Tale U8W2 Informational Text U9W1 Fiction; Informational Text U9W2 Fantasy; Fable U9W3 Informational Text; Tale U10W1 Fantasy; Tale U10W2 Fiction; Informational Text

RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

U8W1 U10W1 U10W2

RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

U8W1 U9W1 U10W1


U8W2 U9W3 U10W2


U8W2 U9W3

RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing or idea in the text an illustration depicts).

U9W3

RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

U8W2

U9W2 U9W3 U10W2

Vocabulary L.K.1d Understand and use question words (interrogatives).

(e.g., who, what, where, when, why, how). U9W2 Word Categories – Question Words U10W1 Word Categories – Question Words

L.K.4a Identify new meanings for familiar words and apply accurately (e.g., knowing duck is a bird and learning the

U9W3

MCPSS K Pacing 31

verb to duck). L.K.4b Use the most frequently occurring inflections and affixes

(e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

U9W1 Prefixes Suffixes

L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings.

U10W1

*L.K.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

U8W1 Category Words - Vehicles U8W2 (Replace Category Words activities in

U8W2, Day 2, with Category Words activities in U8W3, Day 2: Opposites to prepare for Unit Assessment.)

U9W1 Category Words - Household Furniture U9W2 Category Words - Farm Animals U9W3 Category Words - Foods Made from

Grain U10W2 Category Words - Opposites

*L.K.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

U10W2 Category Words – Opposites/Antonyms

U10A2 Baby Animals (Use Resources in U10W3, Day 2 to prepare for Unit Assessment)

L.K.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful).

U8W1 U8W2 U9W1 U9W2 U10W1 U10W2


U8W1 Category Words – Question Words

High Frequency Words *RF.K.3c Read common high-frequency words by sight. U8W1 here, me

U8W2 this, what U9W1 help, too U9W2 has, play U9W3 where, look U10W1 good, who U10W2 come, does

Phonemic Awareness RF.K.2a Recognize and produce rhyming words. U8W2 Produce Rhyming Words

U9W2 Producing Rhyming Words


U8W1 Phoneme Blending Phoneme Isolation: Initial Sound

MCPSS K Pacing 32

Phoneme Segmentation U8W2 Phoneme Blending

Phoneme Isolation: Initial Sound U9W1 Syllable Segmentation U9W3 Count and Blend Syllables U10W1


U8W1 10W2

*RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonantvowel-consonant, or CVC) words.

U8W1 Phoneme Blending Phoneme Isolation: Initial Sound Phoneme Segmentation

U8W2 Phoneme Blending Phoneme Isolation: Initial Sound

U9W1 Phoneme Identity: /ā/ Phoneme Blending: /ā/ Phoneme Deletion: Initial Sound

U9W2 Phoneme Identity: / ī/ Phoneme Blending: / ī/ Phoneme Deletion: Initial Sound

U9W3 Phoneme Identity: /ō/ Phoneme Blending: /ō/

U10W1 Phoneme Identity Phoneme Blending Word Sort

U10W2 Phoneme Identity Phoneme Blending Phoneme Substitution

*RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

U8A2 Phoneme Addition (Use Resources in U8W3, Days 4 & 5 to prepare for Unit Assessment)

U9W3 Phoneme Substitution U10W1 Phoneme Substitution

Phonics and Spelling L.K.2c Write a letter or letters for most consonant and short

vowel sounds. U8W1 Jj, Qq U8W2 Yy, Zz U9W1 /ā/ a_e U9W2 /ī/ i_e U9W3 /ō/ o_e U10W1 /ū/ u_e U10W2 /ē/ ee, e_e


U8W1 U8W2 U9W1

MCPSS K Pacing 33

U9W2 U9W3 U10W1 U10W2

*RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new sounds.

U8W2 Phoneme Substitution: Final Sound Phoneme Addition: Initial Sound

*RF.K.3a Demonstrate basic knowledge of one-to-one lettersound correspondences by producing the primary or many of the most frequent sounds for each consonant.

U8W1 Introduce /j/ j, /kw/ qu Blend words with /j/j and /kw/q Blend words with j. qu, and consonants Blend words with j, qu, and a, I, g, o, t Read words with j, qu, and a, b, o, e, I, t, ck

U8W2 Introduce /y/ y, /z/ z Review /y/y and /z/z Blend Words with y and z Blend words with y, z, and a, b, ck, I, e, k, m, p, s, t, u, y Blend words with y, z, and a, I, e, p, m Read words with y, z

U9W1 Blend Words with /ā/ U9W2 Blend Words with /ī/ U10W1 Blend words with Long u

Read Words with Long a,i, o, u U10W2 Blend Words with Long e

Read Words with Long e and Consonants


U9W1 Introduce /a/ a_e Blend Words with /a/ Read words with /a/ and consonants

U9W2 Introduce /ī/ i_e U9W3 Introduce /o/ o_e U10W1 Blend words with Long u

Read Words with Long a, i, o, u U10W2 Introduce /e / e_e

Write Words with e, ee, e_e Blend Words with Long e Read Words with Long e and Consonants

RF.K.3d Distinguish between similarly spelled words by identifying the sounds of letters that differ.

U8W1 Introduce /j/ j, /kw/ qu Blend words with /j/j and /kw/q Blend words with j. qu, and consonants Blend words with j, qu, and a, I, g, o, t Read words with j, qu, and a, b, o, e, I, t,ck

U8W2 Blend Words U10W1 Word Sort

Fluency

MCPSS K Pacing 34

RF.K.4 Read emergent-reader texts with purpose and understanding.

U8W1 Accuracy and Speed

U8W2 Intonation U9W1 Accuracy and Speed U9W2 Intonation U9W3 Expression U10W1 U10W2

Print Concepts L.K.2b Recognize and name end punctuation. U9W2 RF.K.1a Follow words from left to right, top to bottom, and page

by page. U8W1

U8W2

U9W1

U10W1 RF.K.1b Recognize that spoken words are represented in written

language by specific sequences of letters. U8W1

U8W2

U9W2 Concepts of Print Write Sentences

U9W3 Concepts of Print

U10W2 Concepts of Print Write Sentences

Handwriting L.K.1a Print many uppercase and lowercase letters. U8W1 Write Jj, Qq

Review /j/ and /qu/

U8W2 Write Yy, Zz Review /y / and /z/

U9W1 Write Sentences

U9W2 Write Sentences with i_e words Review Long i

U9W3 Write Sentences

U10W1 Write u_e words

U10W2 Write Words with e, ee, e_e

L.K.2c Write a letter or letters for most consonant and shortvowel sounds.

U10W1


compose informative/ explanatory texts in which they are writing about and supply some information about the topic.

U8W2 Trait – Ideas, Sentence Fluency Skill – Write an Opinion

U9W2 Trait – Organization, Word Choice Skill – Write a Story

U9W3 Trait – Ideas, Organization Skill – Write Explanatory Text

U10W2 Trait – Ideas, Sentence Fluency Skill

MCPSS K Pacing 35

– Write an Informative Text W.K.3 Use a combination of drawing, dictating, and writing to

narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

U8W1 Trait – Ideas Skill – Write an Explanatory Text

U9W1 Trait – Ideas, Sentence Fluency Skill - Write an Opinion about a Book

U9W2

U10W1 W.K.5 With guidance and support from adults, respond to

questions and suggestions from peers and add details to strengthen writing as needed.

U8W2

U9W2

U9W3

U10W2 W.K.6 With guidance and support from adults, explore a variety

of digital tools to produce and publish writing, including in collaboration with peers.

U9W1

W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

U8W1

U8W2

U9W1

U9W2

U9W3

U10W1

U10W2 W.K.8 With guidance and support from adults, recall

information from experiences or gather information from provided sources to answer a question.

U8W1

U8W2

U9W1

U9W2

U9W3

U10W1

U10W2

Grammar/Mechanics L.K.1b Use frequently occurring nouns and verbs. U8W1 L.K.1d Understand and use question words (interrogatives) (e.g.,

who, what, where, when, why, how). U10W1 Category Words – Question Words

L.K.1e Use the most frequently occurring propositions (e.g. to, from, in, out, on, off, or, of, by, with).

U8W1 Sentences with Prepositions U8W2 Sentences with Prepositions

L. K.1f Produce and expand complete sentences in shared language activities.

U9W1 Describing Words (Adjectives) U9W2 Describing Words (Adjectives) U9W3 Describing Words (Adjectives)

L.K.2a Capitalize the first word in a sentence and the pronoun I. U9W1 Write Sentences U9W2 Write Sentences U9W3 Write Sentences U10W1 Dictation

L.1.1d Use personal and indefinite pronouns (e.g., I, me, my: U10W1 Pronouns

MCPSS K Pacing 36

they, them, their; anyone, everything). U10W2 Pronouns



U8W1 U8W2 U9W1


U8W1 U8W2 U9W3 U10W2

SL.K.1b Continue a conversation through multiple exchanges. U8W1 U9W2 U10W1


U8W1 U8W2 U9W1 U9W2 U9W3 U10W1 U10W2


U9W1


U8W2 U9W2


U9W1 U9W2 U9W3 U10W2


U8W1 U8W2 U9W1 U9W3 U10W1 U10W2

MCPSS K Pacing 37

Minimum Grades Required by Content Area Math ELA Reading Science SS Studies Grade Level (s)

Kindergarten

1st quarter 2nd – 4th quarters 1st quarters 2nd – 4th quarters 1st – 4th quarters 1st – 4th quarters

60% - Major - 3 60% - Major - 4 60% - Major – 3 1 required writing

60% - Major - 3 2 required writings 60% - Major - 3 60% - Major - 3

40% - Minor – 4 40% - Minor – 5 40% - Minor – 4 1

must be handwriting 40% - Minor – 3 40% - Minor – 3

Total Required Grades 7 9 7 6 6

EQT EQT will include9 BFT* EQT

1st – 2nd grades

1st – 4th quarters 1st Grade

1st – 4th quarters 2nd Grade 1st –

4th quarters 1st – 4th quarters 1st – 4th quarters 1st – 4th quarters

60% - Major - 3

60% - Major - 3 2 required

writings

60% - Major - 3 1st-2nd quarters:

2 required writings

3rd-4th quarters: 3 required writings

60% - Major – 5** 60% - Major - 3 60% - Major - 3

30% - Minor – 3 40% - Minor – 4 40% - Minor – 4 40% - Minor – 4** 40% - Minor – 3 40% - Minor – 3

1 must be handwriting 10% – drills/HW/practice – 3

Total Required Grades 9 7 9 6 6

EQT will include BFT* EQT

3rd – 5th grades

1st – 4th quarters

3rd – 5th Grades 1st – 4th quarters

1st – 4th quarters 1st – 4th quarters 1st – 4th quarters

60% - Major - 3 60% - Major - 3

3 required writings

60% - Major – 5** 60% - Major - 3 60% - Major - 3

30% - Minor – 3 40% - Minor – 4 1

must be handwriting 40% - Minor – 4** 40% - Minor - 3 40% - Minor – 3

10% – drills/HW/practice – 3 Total Required Grades 9 7 9 6 6

EQT will include BFT* EQT EQT (4th & 5th)

*District Basic Facts Test will count as 10% of EQT score for math. **For every additional major grade, there must be an additional minor grade. (For example, if there are 6 major grades, there should be at least 5 minor grades.) EQTs for Reading/Language Arts, Math, and Science (4th and 5th grades) will be averaged with the total grade at the end of the quarter, and should be weighted as follows: K-3 10% and 4-5 20%. • Teachers must use an acceptable grading rubric. “All or nothing” grading is unacceptable. • A performance task is any learning activity or assessment that asks students to perform and/or to demonstrate their knowledge, understanding, and proficiency. Performance tasks yield a tangible product and/or performance that serves as evidence of learning. These tasks are grade-level formative performance assessment tasks with accompanying scoring rubrics.

MCPSS K Pacing 34

Elementary Instructional Times 1080 hours = 64,800 minutes

Approximately 371 minutes of instruction per day (including PE)

Kindergarten – 2nd Grades

150 minutes – Reading Block

97 minutes – Mathematics Block

30 minutes – Science

30 minutes – Social Studies

30 minutes – Physical Education

3rd – 5th Grades:

120 minutes – Reading Block

97 minutes – Mathematics Block

45 minutes – Science

45 minutes – Social Studies

30 minutes – Physical Education

DIBELS NEXT BENCHMARK GOALS

Kindergarten Beginning Middle End

FSF 23 52 N/A LNF 29 52 62 PSF N/A 51 No Set Goal

NWF-Correct Letter Sounds

N/A 34 44

NWF-Whole Words Read N/A No Set Goal 7

First Grade Beginning Middle End

LNF 58 N/A N/A PSF No Set Goal N/A N/A

NWF-Correct Letter Sounds

42 70 96

NWF-Whole Words Read 7 21 30 DORF-Words Correct N/A 34 69

DORF-Accuracy N/A 86 98

Second Grade Beginning Middle End NWF-Correct Letter Sounds 74 N/A N/A

NWF-Whole Words Read 22 N/A N/A

DORF- Words Correct

80 100 111

DORF-Accuracy 99% 99% 99%

Third Grade Beginning Middle End

DORF- Words Correct

97 115 123

DORF-Accuracy 99% 99% 99%

MCPSS K Pacing 41

MCPSS K Pacing 36

DIBELS Next Recommended Benchmark Goals

Kindergarten

FSF LNF PSF NWF CLS-

NWF WWR-

Beginning

23 12

29* 21

n/a n/a n/a

Middle 52 42

52 41

51 41

34* 24

Optional, Endorsed

End n/a 62 Optional, Endorsed 44* 7

50 34 1

First Grade

LNF PSF NWF-CLS

NWF-WWR

ORF-WRC

ORF-A RTF

Beginning

58 46

Optional,

42* 30

7 2

n/a n/a

Optional, Not

Endorsed

Not Endorsed

Middle n/a n/a 70 21 34* 8649 12 20 72

End n/a n/a 96 62

30 17

69* 36

98 87

Second Grade

NWF CLS-

NWF WWR-

ORF WRC-

ORF A- RTF

Beginning

74 56

22 12

80* 55

99 92

Optional, Not

EndorsedMiddle n/a n/a 100*

7299 97

End n/a n/a 111* 9983 98

Third Grade

ORF-WRC

ORF-A RTF DAZE

Beginning

97* 72

99 96

Opt o a ,i n l Not Endo sedr

14 9

Middle 115* 99 2188 97 14

End 123* 100

99 98

26 18

ORF WRC-

ORF A- RTF DAZE

Beginning

111* 99 2091 97 14

Fourth Grade

130* 99 Optional, Not

Endorsed23

Middle 110 98 18

End 144* 99 31124 98 26

Fifth Grade

ORF-WRC

ORF-A RTF DAZE

Beginning

132* 103

99 98

Optional, Not

Endorsed

21 14

Middle 150* 99 25117 98 19

End 155* 132

99 98

32 26

Sixth ORF ORF A- RTF DAZE

Grade

WRC-Beginning

150* 99

Optional, Not

Endorsed

23127 98 18

Middle 151* 130

99 98

3125

End 162* 99 31139 98 26

FSF: First Sound Fluency Daze: Daze Adjusted ScoreLNF: Letter Naming FluencyNWF-CLS: Nonsense Word Fluency - Correct Letter SoundsNWF-WWR: Nonsense Word Fluency - Whole Words Read

RTF: Retell FluencyORF-A: Oral Reading Fluency- AccuracyORF-WRC: Oral Reading Fluency- Words Read Correctly

dibels.uoregon.eduDIBELS Next Recommended Goals - Page 1

© University of Oregon Center on Teaching and Learning. All rights reserved. Revision Date: 9-19-2012

MCPSS K Pacing 43

Key:

Predominantmeasure at each period in terms of SAT10 prediction.*Cut Point for RiskRecommended Benchmark GoalBeginning

1425*

Benchmark Goals

KINDERGARTEN

Beginning of Year Month 1 - 3

Middle of Year Month 4 - 6

End of Year Month 7 - 10

DIBELS Measure Recommended Goals Need For Support Recommended Goals

Need For Support Recommended Goals

Need For Support

First Sound Fluency (FSF)

0 – 12 13 – 22 23 and above

Intensive Strategic Core

0 – 42 43 – 51 52 and above


Not administered during this assessment period

Letter Naming Fluency (LNF)

0 – 21 22 – 28 29 and above


0 – 41 42 – 51 52 and above


0 – 50 Intensive 51 – 61 Strategic 62 and above Core

Phoneme Segmentation Fluency (PSF)


0 – 41 42 – 50 51 and above


Administration optional and endorsed

Nonsense Word Fluency – Correct Letter Sounds (NWFCLS)


0 – 24 25 – 33 34 and above


0 – 34 35 – 43 44 and above


Nonsense Word Fluency – Whole Words Read (NWF-WWR)


Administration optional

0 – 1 2 – 6 7 and above


dibels.uoregon.edu DIBELS Next Recommended Goals - Page 2 © University of Oregon Center on Teaching and Learning. All rights reserved. Revision date: 9-19-2012

MCPSS K Pacing 38

DIBELS Progress Monitoring *The purpose of progress monitoring is to determine deficiencies and error patterns to inform our instruction.

Instruction/Intervention must occur between progress monitoring sessions.*

DIBELS Progress Monitoring Schedule

For intensive students – progress monitor every 2 weeks

For strategic students – progress monitor every 3 weeks

For core students – progress monitor every 4 weeks

For core students who are 20 points ABOVE benchmark – progress monitor every 6 weeks

Hierarchy of Skills Assessed Using DIBELS: Students must master one skill before moving on to the next. Students should only be progress monitored on one skill at a time. The hierarchy of skills assessed using DIBELS is as follows:

First Sound Fluency

Phoneme Segmentation Fluency

Nonsense Word Fluency

Oral Reading Fluency

*Most kindergarten students should begin PSF monitoring by November and NWF monitoring by February.

*Most first grade students should begin monitoring ORF by the beginning of second quarter.

Kindergarten Fall

Suggested Directions for Using the DIBELS Instructional Recommendations

MCPSS K Pacing 45

These colored coded forms can be used in a Data Meeting as a resource to help teachers use DIBELS results to form intervention groups and then have appropriate activities to use for instruction. Teachers can also use the forms in black and white as a springboard for instructional ideas. These instructional ideas are by no means a complete listing.

FOR A DATA MEETING Materials: DIBELS Class List Report Highlighters – pink, yellow Paper copies of the Instructional Recommendations Form (see below) or online access to Office 365

Steps: 1. Have teachers look at the score in First Sound Fluency (FSF) column. Have them

color code any score under 12 with a pink highlighter.2. Now, look at the First Sound Fluency (FSF) column and highlight any score under

21 with orange.3. Teachers now have students grouped for the specific instructional

recommendations that are given on the color coded sheet below.

MCPSS K Pacing 46

Instructional Recommendations based on DIBELS Results Fall Screening Kindergarten

DIBELS Weaknesses

Available in Office 365 Recommendations

FSF – low number of correct initial sounds identified (< 12 – these children will be identified as Intensive)

Even though this skill is only assessed one more time, it is a building block for PSF. If a child has trouble with FSF, activities need to be included to strengthen his ability to identify initial sounds.

See specific oral segmentation routines on pages 13-15 in the Wonders Instructional Routine Handbook (see below).

Find strategies and activities in the Initial and Final Consonant Sound section of the Foundational Skills Folder in Office 365 ((see below).

center activities such as picture sorts with pictures having the same two or threeinitial sounds

lessons that practice initial sounds such as sorting, explicit teaching using objects, etc. stretching words out using Elkonin boxes, then focusing on the initial sound

LNF – low number of letters identified (< 21 – these children will be identified asIntensive)

Even though knowing the names of the letters is not essential to actual reading, it is known that letter knowledge facilitates reading and writing.

See specific lessons in the Letter Recognition Resources section of the Foundational Skills Folder in Office 365 (see below).

format practice tracking from left to right, then return sweep

explicit lessons that focus on 2 or 3 letters at a time

work on visually similar letters(b/d, p/q, m/w, n/u) separately – give explicit instruction on b, then d after b has been learned, then drill themtogether

letter sorts in workshop that bring attention to letter features (sticks, balls, tunnels, etc.)

letter flash drill – as a fluency activity with those that need it

MCPSS K Pacing 47

MCPSS K Pacing 48

R13

PHONEMICCopyright © McGraw-Education. Permission is granted to reproduce for classroom use.

d

m

as

.sat. The new word is /sssaaat/, satI formed: Now, watch as I blend the sounds to read the new word

once was. mbeginning of the word, where the letter . Place that letter at the s sound? /s/letter stands for the

sound. What /s/ stands for the s sound. The letter /s/the with the letter that stands for mI will replace the letter

.mthat I must remove. Let’s take away the letter . That is the letter-sound m sound? /m/stands for the

sound. What letter /m/ stands for the mThe letter

. /s/. This is the sound I need to substitute with /m/. What is the first sound? /m/ is matThe first sound in

using your Word-Building cards.matMake the word . m, a, t is spelled matWord-Building cards. The word

with mat I have made the word .]matMake the word [

to make a new word./s/ with mat. I will replace the first sound in mat: The word is Say

new word formed.students repeat. Then have students chorally blend the and replace it with the new sound and spelling. Have how to find the target sound and spelling, remove it, with their own set of Word-Building cards. Then model use letter cards to form the word. Have students repeat When children make mistakes during segmentation,

CORRECTIVE FEEDBACK

bend (send) rock (sock) fun (sun) hit (sit)fell (sell) mad (sad)

. /s/you to replace the first sound in the word with Now let’s try it together. I will say a word. I want :Say

replacement sound.writing the missing letter or letters for the target replaced. Finally, they complete the new word by letters that stand for the sound that needs to be should write the word, then erase the letter or

. TheyResponse BoardsHave students use their •Teacher Tip

word with students.position in which it should be substituted. Do the first word. Then state the replacement sound and the Have children practice substituting sounds. Say the

YOU DO)/(WE DOPRACTICE /STEP 3: GUIDED PRACTICE

.satnew word I made is sound. The /s/, which stands for the sit with the letter

sound, and replace /m/, which stands for the mletter . Therefore, I will take away the /s/ sound with /m/the

sound. I will substitute /m/the letter we write for the , m. The first letter is /m/ is mat The first sound in .]a, t

m, mat. [Show the Word-Building cardsThis is the word

.satThe new word is . /s/ with mat. I will replace the first sound in matListen:

. /s/replace, the first sound in the word with I am going to say a word. Then I will substitute, or Say:

spelling). A new word is made.a sound results in the replacement of a letter (orUse letter cards to demonstrate how substituting•in an initial blend, first letter in a final blend.sounds, final sounds, medial sounds, second letterUse the following instructional sequence: initial•

Teacher Tips (Sequence)

Model the task with several examples.

STEP 2: MODEL (I DO)

.in a wordToday we will be substituting, or replacing, a sound Say:

children before starting the activity.Briefly name and explain the task and its purpose to

STEP 1: INTRODUCE

XPLANATION/SCRIPTETEPSSPHONEMIC MANIPULATION ROUTINE (SUBSTITUTION)

MCPSS K Pacing 49

R14

PHONEMIC AWARENESS

Copyright © McGraw-Education.

ta

t

f

a

.ox. The new word is /oks/, oxI formed: Now, watch as I blend the sounds to read the new word

.fdelete, or remove. Let’s take away the letter . That is the letter-sound that I must f sound? /f/for the

sound. What letter stands /f/ stands for the fThe letter

This is the sound I need to delete, or remove. /f/.. What is the first sound? /f/ is foxThe first sound in

using your Word-Building cards.foxMake the word . f, o, x is spelled foxWord-Building cards. The word

with fox I have made the word .]foxMake the word [

to make a new word.foxdelete the first sound in . I will fox: Let’s try this one together. The word is Say

Have students repeat. spelling, remove it, and read the new word formed. cards. Then model how to find the target sound and students repeat with their own set of Word-Building deletion, use letter cards to form the word. Have When children make mistakes during phoneme

CORRECTIVE FEEDBACK

boats (oats) gate (ate) cup (up) send (end)sit (it) fat (at)

you to delete the first sound to make a new word. Now let’s try it together. I will say a word. I want :Say

deleted. Finally, they read the new word formed.letters that stand for the sound that needs to be should write the word, then erase the letter or


the first word with students.Then state the position of the sound to be deleted. Do Have children practice deleting sounds. Say the word.

YOU DO)/WE DO(PRACTICE /STEP 3: GUIDED PRACTICE

.at. They spell the word a, tletters sound. What’s left are the /m/, which stands for the m

sound. Therefore, I will take away the letter /m/the sound. I will delete, or remove, /m/we write for the

, the letter m. The first letter is /m/ is matfirst sound in The .]m, a, tmat. [Show the Word-Building cards word

Watch as I do this with Word-Building cards. This is the

.atword is . The new mat. I will delete the first sound in matListen:

remove, the first sound. I am going to say a word. Then I will delete, or Say:

deleting a sound results a new word.Use Word-Building cards to demonstrate how•blend, first letter in a final blend.sounds, final sounds, second letter in an initialUse the following instructional sequence: initial•

Teacher Tips (Sequence)



a word.Today we will be deleting, or removing, a sound in Say:


STEP 1: INTRODUCE

XPLANATION/SCRIPTETEPSSPHONEMIC MANIPULATION ROUTINE (DELETION)

MCPSS K Pacing 50

R15

PHONEMICCopyright © McGraw-Education. Permission is granted to reproduce for classroom use.

ti

tis

.spot. The new word is /ssspot/, spotI formed: Now, watch as I blend the sounds to read the new word

.potLet’s write the letter s at the beginning of the word

. s. What letter will I add? sadd the letter . Therefore, I will s sound is spelled with the letter /s/

. The pot to the beginning of /s/I need to add the sound

using your Word-Building cards.potMake the word . p, o, t is spelled potWord-Building cards. The word

with potI have made the word .] potMake the word [

new word. to make a pot to the beginning of /s/add the sound

. I will pot Let’s try this one together. The word is :Say

formed.repeat. Then have students chorally blend the new word and write it in the correct position. Have students model how to determine the letter for the added sound students repeat with their own set of letter cards. Then addition, use letter cards to form the word. Have When children make mistakes during phoneme

CORRECTIVE FEEDBACK

nap (snap) pin (spin) elf (self) it (sit) end (send)and (sand)

sound to the beginning. /s/you to add the Now let’s try it together. I will say a word. I want :Say

added in the correct position. letters that stand for the sound that needs to be should write the word, then write the letter or


added. Do the first word with students.Then state the position in which the sound should be Have children practice adding sounds. Say the word.

YOU DO)/WE DO(PRACTICE /STEP 3: GUIDED PRACTICE

.satis . The new word I made /sssaat/, satnew word I made:

, then blend the s sound. Watch as I add the letter /s/ stands for the s. The letter /s/to add at the beginning is

The sound I need .]a, tShow the Word-Building cards [at. Watch as I do this with letter cards. This is the word

.sat. The new word is /s/Listen: at. I will add the sound

/s/ at the beginning. I am going to say a word. Then I will add the sound Say:

adding a sound results in a new word.Use Word-Building cards to demonstrate how•

Teacher Tip



make a new word.Today we will be adding a sound to a word to Say:


STEP 1: INTRODUCE

XPLANATION/SCRIPTETEPSSPHONEMIC MANIPULATION ROUTINE (ADDITION)

Instructional Recommendations based on DIBELS Results Winter Screening

Kindergarten DIBELS

Weaknesses Available in Office 365 Recommendations

FSF – low number of correct initial sounds identified (< 52)

Even though this skill is not assessed again, it is a building block for PSF. If a child has trouble with FSF, activities need to be continued to strengthen his ability to identify initial sounds

See specific oral segmentation routines on page 11 in the Wonders Instructional Routine Handbook.

Find strategies and activities in the Initial and Final Consonant Sound section of the Foundational Skills Folder in Office 365.

center activities such as picture sorts with pictures having the same initial sound and then differentiating between 2 initial sounds

lessons that practice initial sounds such as sorting, explicit teaching using objects, etc.

stretching words out using Elkonin boxes, then focusing on the initial sound

LNF – low or borderline number of letters identified (< 52)

The purpose of LNF is to measure automaticity with letter naming and not to identify particular letters. Fluency in naming letters is a strong predictor of later reading achievement even though a child need not know every letter name to begin reading.

See specific lessons in the Letter Recognition Resources section of the Foundational Skills Folder in Office 365.

explicit lessons that focus on 2 or 3 letters at a time

work on visually similar letters (b/d, p/q, m/w, n/u) separately – give explicit instruction on b, then d after b has been learned, then drill them together

letter sorts in workshop that bring attention to letter features (sticks, balls, tunnels, etc.)

letter flash drill – as a fluency activity with those that need it

MCPSS K Pacing 51

PSF – low or borderline number of sounds produced (< 51)

There are some things to

be noticed when looking at the Benchmark books. First, every word does not have 3 sounds – stamp has 5 sounds, not /st/ /a/ /mp/. PSF is a critical skill for spelling and it is important that students hear all sounds. Also, words that begin with a vowel (odd, for example) seem to be hard. Specific practice may help in both of these areas.

See specific oral segmentation routines on page 11 in the Wonders Instructional Routine Handbook.

Find strategies and activities in the Phoneme Segmenting Lessons in the Tier 2 Phonemic Awareness book found in the Foundational Skills Folder in Office 365.

use of Elkonin boxes and counters – use 2 boxes for 2 sound words, 3 boxes for 3 sound words, etc.

if a child doesn’t understand the concept of counters, try letter tiles with Elkonin boxes (this will also help with students that need help in FSF)

NWF - low number of sounds produced (< 34)

By the end of Kindergarten, student will need to blend at least 7 words. Suggestions for accomplishing this are to the right.

Find strategies and activities in the Tier 2 Phonics Lessons book (Lessons 42-44) found in the Foundational Skills Folder in Office 365.

for teaching sounds, use pages R22-R25 in Wonders Instructional Routine Handbook, then provide flash card type practice with small sound spelling cards

refer to Instructional Routine Handbook page R18R22 and, as appropriate, focus on internal sounding out [Level 3] or whole word reading [Level 4], not oral sounding out [Level 2])

practice often to gain automaticity and fluency

MCPSS K Pacing 52

MCPSS K Pacing 53

Data Due

required assessment for the quarter.-district theAssessment is nit 2UThe *

MCPSS K Pacing 54

Data Due

required assessment for the quarter.-district theAssessment is 4nit UThe *

MCPSS K Pacing 55

MCPSS K Pacing 56

Data Due

required assessment for the quarter.-district theAssessment is 6nit UThe *

MCPSS K Pacing 57

required assessment for the quarter.-district theAssessment is nit 8UThe *

Data Due

2018 – 2019 SY Language Arts Grading Parameters1: Kindergarten

MAJOR GRADES Category Weight 60% Number of Entries 32

or more Entry Types (Examples)3 Number Required WRITING Trait Specific4 1 or more (1st – 4th Quarters)

Quarter-Specific Mode4 1 or more (2nd – 4th Quarters)

GRAMMAR/ MECHANICS

• Unit Test (parts of speech, parts of the sentence, verb tense, etc.)

• Grammar/Mechanics within Writing5

(comma usage, subject-verb

agreement, end marks, etc.)

* Grammar/Mechanics assessments may be embedded in writing or assessed separately as a major grade.

MINOR GRADES6

Category Weight 40% Number of Entries 4 or more

Spelling Applied or Traditional No more than 2 Handwriting District Required

Quarterly Check (Qtr. 1 & Qtr. 3) Mid-Year Proficiency (Qtr. 2) End-of-the-Year Proficiency (Qtr. 4)

1 or more

Speaking/Listening 1-2 Writing7 Quick writes,

reflections, journals (focusing on a specific trait), constructed responses8, keyboarding, etc.

1 or more

Grammar/Mechanics6 Sentence structure (syntax), quizzes, exit slips, constructed responses, etc.

1 or more

1 This addendum is to help ensure equal representation of all grading categories.

MCPSS K Pacing 58

2 One must be required writing for quarter 1. Two must be required writings for quarters 2-4. 3 Examples for entry types are in parenthesis. This not an exhaustive list. 4 Kindergarten requirements may be assisted or unassisted. 5 Utilize Wonders or Conventions Rubric (Traits) for grading grammar/mechanics in writing. 6 No one entry type can have greater representation then others. 7 Writing and Grammar/Mechanics can be major and/or minor grades. 8 Constructed responses as part of an

assessment

MCPSS K Pacing 59

Elementary Portfolio Requirements, K-5 2018-2019 SY (7/11/2018 jow)

Primary Quarter 1 1

sample of each Quarter 2 1



sample of each

K 1. 2.

Trait-Specific Piece – ideas Handwriting Quarterly Check

1. 2. 3.

Mode: Explanatory/Informative Trait-Specific Piece – ideas Handwriting Mid-Year Proficiency

1. 2.

3.

Mode: Opinion Trait-Specific Piece – ideas Handwriting Quarterly Check

1. 2. 3.

Mode: Narrative Trait-Specific Piece – ideas Handwriting End-of-the-Year Proficiency

1 1. 2.

3.

Mode: Explanatory/Info. Trait-Specific Piece – ideas: finding a topic Handwriting Quarterly Check

1. 2.

3.

Mode: Narrative Trait-Specific Piece – ideas: focusing the topic Handwriting Mid-year Proficiency

1. 2.

3.

Mode: Opinion Trait-Specific Piece – ideas: developing the topic Handwriting Quarterly Check

1. 2.

3.

Mode: Explanatory/Informative Trait-Specific Piece – ideas: using details Handwriting End-of-the-Year Proficiency

2 1. 2.

3.

Mode: Narrative Trait-Specific Piece – organization: creating the lead Handwriting Quarterly Check

1.

2. 3.

4.

Mode: Explanatory/Info. Write to Source Trait-Specific Piece – organization: using sequence words and transition words Handwriting Mid-Year Proficiency

1. 2. 3.

4.

Unassisted Mode: Opinion Write to Source Trait-Specific Piece – organization: structuring the body Handwriting Quarterly Check

1. 2. 3.

4.

Unassisted Mode: Narrative Write to Source Trait-Specific Piece – organization: ending with a sense of resolution Handwriting End-of-the-Year Proficiency

3 1.

2. 3.

4.

Unassisted Mode: Narrative Write to Source Trait-Specific Piece – voice: establishing a tone Handwriting Quarterly Check

1.

2. 3.

4.

Unassisted Mode: Explanatory/Info. Write to Source Trait-Specific Piece – voice: conveying the purpose Handwriting Mid-Year Proficiency

1. 2. 3.

4.

Unassisted Mode: Opinion Write to Source Trait-Specific Piece – voice: creating a connection to the audience Handwriting Quarterly Check

1.

2. 3.

4.

Unassisted Mode: Narrative Write to Source Trait-Specific Piece – voice: taking risks to create voice Handwriting End-of-the-Year Proficiency

4 1.

2. 3.

4.

Unassisted Mode: Narrative Write to Source Trait Specific Piece – word choice: applying strong verbs Handwriting Practice

1.

2. 3.

4.

Unassisted Mode: Explanatory/Info. Write to Source Trait Specific Piece – word choice: selecting striking words and phrases Handwriting Mid-Year

1.

2. 3.

4.

Unassisted Mode: Persuasive/Opinion Write to Source Trait Specific Piece – word choice: using specific and accurate words Handwriting Practice

1. 2. 3.

4.

Unassisted Mode: Narrative Write to Source Trait-Specific Piece –word choice: choosing words that deepen meaning Handwriting End-of-the-Year Proficiency

5 1. 2. 3.

Unassisted Mode: Narrative Write to Source Trait-Specific Piece – sentence fluency: crafting well-built sentences

1.

2. 3.

ProficiencyUnassisted Mode:

Explanatory/Info. Write to Source Trait-

1.

2. 3.

Unassisted Mode: Persuasive/Opinion Write to Source Trait-Specific Piece – sentence

1. 2. 3.

Unassisted Mode: Narrative Write to Source Trait-Specific Piece – sentence fluency: breaking

4. Handwriting Practice 4. Specific Piece – sentence fluency: varying sentence types Handwriting Mid-Year Proficiency

4. fluency: capturing smooth and rhythmic flow Handwriting Practice

4. the rules to create fluency Handwriting End-of-the-Year Proficiency

Handwriting will be practiced daily, and it will be assessed quarterly during the EQT week. The handwriting minor assessment in second quarter is a mid-year check and the data will be submitted to Central Office in December. The fourth quarter minor assessment will be used to determine the level of proficiency and will be included in the final data report submitted at the end of 4th quarter. The Handwriting Manual is available on the K-12 Writing and the ELA K-5 pages on Office 365.

MCPSS K Pacing 53

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