FREEHOLD BOROUGH SCHOOL DISTRICT Monmouth County … · i FREEHOLD BOROUGH SCHOOL DISTRICT 280 Park...
Transcript of FREEHOLD BOROUGH SCHOOL DISTRICT Monmouth County … · i FREEHOLD BOROUGH SCHOOL DISTRICT 280 Park...
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FREEHOLD BOROUGH SCHOOL DISTRICT
280 Park Avenue Freehold, NJ 07728
Monmouth County
Office of Curriculum & Instruction
Course Title: Language Arts
Grade: Kindergarten
Board of Education Adoption Date: June 22, 2015
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Freehold Borough Board of Education
Dr. Michael Lichardi, President Mrs. Susan Greitz, Vice President Mr. Paul Ceppi
Mrs. Annette Jordan Mr. James Keelan
Mrs. Maureen MacCutcheon Mr. Bruce Patrick
Mrs. Margaret Rogers
Mrs. Michele Tennant
District Administration
Rocco Tomazic, Ed. D., Superintendent Joseph Howe, School Business Administrator
Cheryl Romano, Director of Curriculum & Instruction Jennifer O’Shea, Director of Special Programs
Jennifer Donnelly, Supervisor of Assessment & Technology
Cecilia Zimmer, Supervisor of Instruction – ESL, Bilingual & World Languages Ronnie Dougherty, Principal – Freehold Intermediate School
John Brovak, Assistant Principal – Freehold Intermediate School Patrick Mulhern, Principal – Park Avenue Elementary School
William Smith, Principal – Freehold Learning Center
Curriculum Committee
Laura Dilworth
Jillian Lazaro
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Freehold Borough School District
District Mission
We will inspire the creativity and imagination of all students and empower them as
knowledgeable, skillful, and confident learners who flourish and contribute willingly in a
changing world.
Core Beliefs
We believe that: ● All people have inherent worth. ● Life-long learning is basic to the survival and advancement of society. ● The primary influence on the individual's development is the family in all its forms. ● Valuing diversity is essential to individual growth and the advancement of society. ● All individuals have strengths and human potential has no known limits. ● Democracy thrives when individuals accept responsibility for their choices. ● Being trustworthy builds trust. ● Creativity and imagination are essential for society to flourish. ● A safe environment is essential for the well-being of the individual and for society to
flourish
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Freehold Borough School District
Philosophy
The philosophy for our curriculum is developed with a democratic system of beliefs and values.
Believing that our students deserve the best education, our curriculum is aligned to the most
current New Jersey Core Curriculum Content Standards and current statewide assessments. Our
scope and sequence is vertically and horizontally aligned. The progression of objectives
embraces decades of rigorous research, conducted both independently and at the university level,
and acknowledges that children develop differently and that learning experiences and strategies
for performance are differentiated. Our borough is a diverse community, rich in tradition and
spirit. Knowledge is a fusion balancing authentic experience and content, which language arts
literacy skills are integrated with other content areas. Our curriculum contains common
expectations that are rigorous and student centered, and teachers, who are most proximal to the
children, will use this document as an instrument to ensure student success.
To ensure that our children are successful and receive the best education, this curriculum
document, our staff will continuously collaborate on this living document. We will develop
purposeful and effective formative and summative assessments which measure growth of our
curriculum and inform our instruction. Finally, we will continuously seek to grow professionally
through professional development, which is aligned to statewide regulations, but specifically
geared to benefit our curriculum, school, and children.
General Curriculum & Instruction Objectives ● Teachers will employ lessons that are aligned to our curriculum and framed utilizing
current research-based methods and techniques that focus on student achievement ● Our lessons will be structured according to statewide and district standards and our
teachers will have flexibility to ensure that lessons meet the needs of all learners ● Units and lessons will be differentiated ● Curriculum is be student focused on success and balances developmental theory and
psychometric standards ● Democratically developed benchmarks and assessments will be utilized to gauge student
and curricular growth. Assessment will be multidimensional and developed according to
student need.
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Table of Contents
Unit/Section Page
Educational Outcomes 1
Core Materials 3
Pacing Guide 5
Unit 1 6
Unit 2 13
Unit 3 21
Unit 4 28
Unit 5 36
Unit 6 44
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Educational Outcome Goals/Course Overview
The Freehold Borough Language Arts curriculum aligns with the Common Core Language Arts
Standards. Freehold Borough’s elementary schools provide an extensive education in Language
Arts literacy.
The Language Arts are integrative, interactive ways of communicating that develop through
reading, writing, speaking, listening and viewing. They are the means through which one is able
to receive information; think logically and creatively; express ideas; and understand and
participate meaningfully in spoken, written, and nonverbal communications. Scientific-based
reading research by the National Reading Panel illustrates there are five important components in
early reading. In addition, a child’s motivation to read and write, as well as their background
knowledge that must be developed so that young students become proficient in literacy across all
content areas.
The presentation of the interrelationship of reading, writing, listening, speaking, and viewing is a
dynamic interactive process. Through the use of direct instruction, modeling, practice and
application, and quality literature, the students will develop the skills necessary to be active
listeners, thoughtful readers, critical thinkers, effective communicators, and collaborators. Our
comprehensive and balanced elementary literacy program includes the following areas and is
based on the Common Core State Standards:
- Phonemic awareness
- Explicit and embedded phonics
- Reading fluency
- Reading comprehension
- Vocabulary development
- Developmental Spelling and word study
- Daily read aloud
- Background knowledge
- Motivation
- Writing workshop
- Small group differentiated instruction
- Guided reading
Every teacher provides our students with a 90-minute uninterrupted reading block plus 50
minutes for writing. Together these blocks of time include language experiences all children
need in order to grow intellectually, socially, and emotionally. During these instructional blocks,
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children focus on the many skills and strategies necessary to lay the foundation to become
readers and writers through whole and small group instruction.
In Kindergarten students engage in many activities that help them develop their oral language
skills through responding to literature. They learn that spoken language is composed of
sequences of sounds through meaningful activities such as having quality literature read to them,
hearing poetry and playing rhyming games. Concepts of print and learning how books “work,”
include being able to hold the book right-side up, identifying the front and back covers and
understanding that print carries messages. This helps young children learn about the world of
print. Our Jumpstart to literacy program emphasizes whole group and small group phonemic
awareness, explicitly taught phonics, and sight word development. Using a multi-sensory
approach, kindergarten students are taught these concepts using movement, chants, props,
pictures, songs, literature and games. Distinctive to the phonics component, is that the sounds of
the letters are associated with a prop/picture and taught first before the introduction of the letter
name; thus moving from the concrete prop to the abstract letter. In addition, kindergarten
students are encouraged to implement the new skills and strategies in small group guided reading
sessions. Just as important is a child’s ability to read those many words that cannot be decoded
using phonics. Therefore, we work on building sight words as a critical part of every reader’s
vocabulary. As students build their bank of sight words and learn to decode well, the focus then
turns to comprehension. Hearing fluent readings modeled allow children to hear not only what
reading should sound like, but it helps children understand the meaning of the text as well. In
Kindergarten we introduce students to important comprehension strategies, e.g., generating and
responding to questions, comparing new information to what is already known, etc. The
knowledge and skills children acquire in kindergarten will serve as a foundation for their later
educational success.
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Core Materials
Unit 1:
Texts: - Jumpstart to Literacy Binders
- Fountas and Pinnell
- Guided Reading Library
- Reading Street Teacher’s Manual
- Basal Readers: “The Little School Bus” • “We Are So Proud!” • “PLAIDYPUS” • “Miss
Bindergarten Takes a Field Trip With Kindergarten” • “SMASH! CRASH!” • “Dig Dig
Digging”
Supplemental Workbooks: - Reading Street Teacher Resources
Unit 2: Texts:
- Jumpstart to Literacy Binders
- Fountas and Pinnell
- Guided Reading Library
- Reading Street Teacher’s Manual
- Basal Readers: “Flowers” • “Nature Spy” • “Animal Babies in Grasslands” • “Bear
Snores On” • “A Bed for the Winter” • “Jack and the Beanstalk”.
- Daily 5 Book
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Supplemental Workbooks: - Reading Street Teacher Resources
Unit 3: Texts:
- Jumpstart to Literacy Binders
- Fountas and Pinnell
- Guided Reading Library
- Reading Street Teacher’s Manual
- Basal Readers: • “Little Panda” • “Little Quack” • “George Washington Visits” •
“Farfallina and Marcel” • “Then and Now” • “The Lion and the Mouse”.
- Daily 5 Book
Supplemental Workbooks: - Reading Street Teacher Resources
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Unit 4:
Texts: - Jumpstart to Literacy Binders
- Fountas and Pinnell
- Guided Reading Library
- Reading Street Teacher’s Manual
- Basal Readers: “Bunny Day” • “My Lucky Day” • “One Little Mouse” • “Goldilocks and
the Three Bears” • “If You Could Go To Antarctica” • “Abuela”
Supplemental Workbooks: - Reading Street Teacher Resources
Unit 5:
Texts: - Jumpstart to Literacy Binders
- Fountas and Pinnell
- Guided Reading Library
- Reading Street Teacher’s Manual
- Basal Readers: “Max Takes the Train” • “Mayday! Mayday!” • “Messenger Messenger”
• “Little Engine That Could” • “On The Move!” • “This is the Way We Go To School”
Supplemental Workbooks: - Reading Street Teacher Resources
Unit 6: Texts:
- Jumpstart to Literacy Binders
- Fountas and Pinnell
- Guided Reading Library
- Reading Street Teacher’s Manual
- Basal Readers: “Homes Around the World” • “Old MacDonald had a Wood Shop” •
“Building Beavers” • “The Night Worker” • “The House That Tony Lives In” • “Animal
Homes”
Supplemental Workbooks: - Reading Street Teacher Resources
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Pacing Guide
Unit Name Anticipated Timeframe
Unit 1 6 weeks (September - mid October)
Unit 2 6 weeks (mid October - December)
Unit 3 6 weeks (December - January)
Unit 4 6 Weeks (February-March)
Unit 5 6 Weeks (Mid March-May)
Unit 6 6 Weeks (Mid May-Mid June)
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Unit Plan Title
Unit 1 Kindergarten Language Arts
Suggested Time Frame Six Weeks (September- Mid October)
Overview / Rationale
What is this unit about? What will students be able to independently use their learning to do? An introduction to the kindergarten community of learners. Students will learn about daily
routines and structures that contribute to a learning environment. They will recognize upper
and lowercase letters of the alphabet and associate consonant sounds with letters. They will
recognize/read his/her name and classmates names and recognize/read color words. Students
will become familiar with rhyming words. They will learn strategies such as using picture
clues and get his/her mouth ready to decode unknown words. They will classify and categorize
information, activate schema before listening to a story and identifying characters in a story.
Stage 1 – Desired Results
Established Goals: Reading Foundational Skills- (RF.K) RF.K.2.a Recognize and produce rhyming words. RF.K.2.b Count, pronounce, blend, and segment syllables in spoken words
RF.K.2.c Blend and segment onsets and rimes of single-syllable spoken words. RF.K.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in
three-phoneme (consonant-vowel-consonant, or CVC) words.
RF.K.3.a Demonstrate basic knowledge of one-to-one letter-sound correspondences by
producing the primary sound or many of the most frequent sounds for each consonant.(This
does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.c Read common high-frequency words by sight (e.g., the, of, to,you, she, my, is, are,
do, does). Reading for Literature- (RL.K)
RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. 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).
Reading for Information- (RI.K) RI.K.1 With prompting and support, ask and answer questions about key details in a text.
Language- (L.K) L.K.1.a Print many upper- and lowercase letters. L.K.1b Use frequently occurring nouns and verbs. L.K.5.a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the
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concepts the categories represent.
L.K.5.c Identify real-life connections between words and their use (e.g., note places at school
that are colorful). Speaking and Listening- (SL.K) SL.K.1.a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns
speaking about the topics and texts under discussion). SL.K.4 Describe familiar people, places, things, and events and, with prompting and support,
provide additional detail. Writing-(W.K) W.K.2 Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing about and supply
some information about the topic.
W.K.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. W.K.5 With guidance and support from adults, respond to questions and suggestions from
peers and add details to strengthen writing as needed.
Enduring Understandings: Reading: Letters and sounds go together to
make words. It is important to understand
what I read. The parts of a book include, front
and back cover, title page, pictures and words.
Writing: Good writers use appropriate stroked
and directionality when forming letters.
Speaking and Listening: Listening and
speaking are the processes of communicating,
constructing meaning, and responding to
spoken and nonverbal messages. Language: Rules and conventions of language
help readers understand what is being
communicated.
Essential Questions: Reading: How does symbol discrimination
enable students to become reader? What are
the parts of a book?
Writing:What strokes are needed to become a
proficient printer/writer?
Speaking and Listening: How can discussion
increase our knowledge and understanding of
ideas?
Language: How does reading, writing,
speaking, and listening help us communicate?
Knowledge: Students will know… Reading:
- Develop skills to work and read in a
community of learners.
- Learn daily routines and structures
that contribute to the learning
environment.
- Practice independently learned reading
Skills: Students will be able to… Reading:
- Begin to recognize upper and
lowercase letters of the alphabet.
- Associate consonant sounds with
letters (M, T).
- Associate alphabet sounds with
picture props.
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skills and strategies.
- Recognize upper and lower case
letters.
- Associate consonant letters with
sounds.
- Recognize, read color words.
- Use picture clues to read unknown
words.
- Identify characters in a story.
- Identify high frequency words.
Writing: - Recognize, read and write their names.
- Use a combination of drawing,
dictating, and writing to compose
forms of writing.
Speaking and Listening:
- Get his/her mouth read to decode
unknown words.
- Activate schema before listening to a
story.
- Recognize rhyming words.
- Recognize and produce rhyming
words.
- Count syllables in spoken words.
- Follow directions .
Language:
- Classify and categorize information.
- Recognize/read his/her name and
classmates names.
- Recognize/read color words.
- Use picture clues to read unknown
words.
- Get his/her mouth ready to decode
unknown words.
- Demonstrate basic knowledge of one
to one letter sound correspondence
(M, T).
- Recognize unit high frequency words:
I, am, the, little, a, to, big, red, blue,
yellow, to, a, at.
- Recognizing parts of a book.
Writing: - Use a combination of drawing,
dictating and writing to respond to
literature.
Speaking and Listening: - Recognize and produce rhyming
words.
- Count, pronounce, blend and segment
syllables in spoken word.
Language: - With prompting and support be able to
identify character, setting, sequencing,
classifying and categorizing.
- Follow directions.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged ● T – taught ● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy CRP1. Act as a responsible and
contributing citizen and employee. Income and Careers T CRP2. Apply appropriate
academic and technical skills.
Money Management CRP3. Attend to personal health
and financial well-being.
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Credit and Debt Management T CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing CRP5. Consider the
environmental, social and economic
impacts of decisions.
Becoming a Critical Consumer T CRP6. Demonstrate creativity and
innovation.
Civic Financial Responsibility T CRP7. Employ valid and reliable
research strategies. Insuring and Protecting T CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
9.2 Career Awareness, Exploration,
and Preparation
CRP9. Model integrity, ethical
leadership and effective
management.
x Career Awareness T CRP10. Plan education and career
paths aligned to personal goals. Career Exploration CRP11. Use technology to enhance
productivity.
x Career Preparation CRP12. Work productively in teams
while using cultural global
competence.
Interdisciplinary Connections
Other standards covered:
Math (sequencing, directionality, positional words).
Social Studies (school) Music Physical Movement
Technology
Student Resources
Primary Source
Readings
- Week One: Read “The Little School Bus” skill: character
strategy: using picture cards, retelling.
- Week Two: Read “We Are So Proud!” skill: setting
strategy: retelling.
- Week Three: Read “PLAIDYPUS” skill: sequencing
strategy: retelling, sequencing chart.
- Week Four: Read “Miss Bindergarten Takes a Field Trip
With Kindergarten” skill classify and categorize strategy:
retelling, activate schema, picture sort.
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- Week Five: Read SMASH! CRASH! skill: character
strategy: inference, retelling.
- Week Six: Read “Dig Dig Digging” skill: classify and
categorize Strategy: retell and review.
Secondary Source
Readings
Supporting Text pages
Teacher Resources
Texts: - Jumpstart to Literacy Binders
- Fountas and Pinnell
- Guided Reading Library
- Reading Street Teacher’s Manual
- Basal Readers: “The Little School Bus” • “We Are So Proud!” • “PLAIDYPUS” •
“Miss Bindergarten Takes a Field Trip With Kindergarten” • “SMASH! CRASH!” •
“Dig Dig Digging”
Supplemental Workbooks: - Reading Street Teacher Resources
Websites: - Readingworks.org
- http://classroom.jc-schools.net/waltkek/
- https://www.readinga-z.com/
- www.starfall.com
- http://www.carlscorner.us.com/
- Pearsonsuccessnet.com
Worksheets:
Videos: - Captial & Lower Case Letters:
https://jr.brainpop.com/readingandwriting/sentence/capitalandlowercase/
- Characters: https://jr.brainpop.com/readingandwriting/storyelements/character/
- Listening & Speaking:
https://jr.brainpop.com/readingandwriting/communication/listeningandspeaking/
- Rhyming Words: https://jr.brainpop.com/readingandwriting/phonics/rhymingwords/
- Nouns: https://jr.brainpop.com/readingandwriting/word/nouns/
Stage 2 – Assessment Evidence
Performance Task(s): Other Evidence:
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- Reading Street Unit Benchmark
assessment
- Letter, Letter Sound, and Word
identification assessment.
- Freehold Borough Kindergarten Sight
Word assessment.
- Teacher observation
- Student Activities
- Teacher made checklist
- Running Records (if applicable)
- Reading Street weekly assessment
Stage 3 – Learning Plan
Instructional
Strategies Descriptions
Suggested
Learning
Activities
- Week One:
- Read “The Little School Bus” skill: character strategy:
using picture cards, retelling.
- Letter Sound Recognition: Introduce Jumpstart Props A-
G
- Phonological Awareness: Rhyming Words
- Grammar: Saying Your Own Name
- Vocabulary: Amazing Words
- High Frequency Words: I, am, red
- Week Two:
- Read “We Are So Proud!” skill: setting strategy: retelling.
- Letter Sound Recognition: Introduce Jumpstart Props H-L
- Phonological Awareness: Syllables.
- Grammar: Writing our Names
- Vocabulary: Amazing Words
- High Frequency Words: I, am, blue
- Week Three:
- Read “PLAIDYPUS” skill: sequencing strategy: retelling,
sequencing chart.
- Letter Sound Recognition: Introduce Jumpstart Props M-
Q
- Phonological Awareness: Sound Discrimination
- Grammar: What We Look Like
- Vocabulary: Amazing Words
- High Frequency Words: the, little, yellow
- Week Four:
- Read “Miss Bindergarten Takes a Field Trip With
Kindergarten” skill classify and categorize strategy:
retelling, activate schema, picture sort.
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- Letter Sound Recognition: Introduce Jumpstart Props: R-
V
- Phonological Awareness: Initial Sounds
- Grammar: What We Can Do
- Vocabulary: Amazing Words
- High Frequency Words: the, little, big
- Week Five:
- Read SMASH! CRASH! skill: character strategy:
inference, retelling.
- Letter Sound Recognition: Introduce Jumpstart props X-Z
- Phonics: Mm, /M/
- Phonological Awareness: /M/
- Grammar: Nouns for people and animals
- Vocabulary: Amazing Words
- High Frequency Words: to, a, at
- Week Six:
- Read “Dig Dig Digging” skill: classify and categorize
Strategy: retell and review.
- Phonics: Tt, /T/
- Phonological Awareness: /T/
- Grammar: Nouns for places and things
- Vocabulary: Amazing Words
- High Frequency Words: to, a, at
Modifications Special Education Students:
How to Adapt Your Teaching Strategies to Student Needs
English Language Learners:
How to adapt lessons for ELL students by Dr. Denise Furlong
Students at Risk of Failure:
Modifications and Accomodations for At Risk Students
Gifted Students: Gifted Students Modifications
D indicates differentiation at the lesson level
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Unit Plan Title
Unit 2 Kindergarten Language Arts
Suggested Time Frame Six Weeks (Mid October - December)
Overview / Rationale
What is this unit about? What will students be able to independently use their learning to do? Students will learn initial and medial sounds. They will be introduced to unit high frequency
words. Students will learn compare and contrast and main idea. Student will learn about
making connections to text. They will revisit character, setting and sequencing. Students will
distinguish between realism and fantasy. They will learn to answer and ask questions about
key details in a story. Students will become aware of verbs and adjectives. Students will
participate in shared research and writing projects. Students will learn to take a picture walk to
activate schema to help comprehend a story.
Stage 1 – Desired Results
Established Goals: Reading Foundational Skills- (RF.K) RF.K.1.b Recognize that spoken words are represented in written language by specific
sequences of letters. RF.K.2.c Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in
three-phoneme (consonant-vowel-consonant, or CVC) words. RF.K.2.e Add or substitute individual sounds (phonemes) in simple, one-syllable words to
make new words.
RF.K.3.a Demonstrate basic knowledge of one-to-one letter-sound correspondences by
producing the primary sound or many of the most frequent sounds for each consonant.(This
does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.c Read common high-frequency words by sight (e.g., the, of, to,you, she, my, is, are,
do, does).
RF.K.3.d Distinguish between similarly spelled words by identifying the sounds of the letters
that differ. Reading for Literature- (RL.K) RL.K.3 With prompting and support, identify characters, settings, and major events in a story. Reading for Information- (RI.K)
RI.K.2 With prompting and support, identify the main topic and retell key details of a text.
RI.K.3 With prompting and support, describe the connection between two individuals, events,
ideas, or pieces of information in a text. RI.K.5 Identify the front cover, back cover, and title page of a book. RI.K.7 With prompting and support, describe the relationship between illustrations and the
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text in which they appear (e.g., what person, place, thing, or idea in the text an illustration
depicts).
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). Language- (L.K) L.K.1.a Print many upper- and lowercase letters. L.K.1.b Use frequently occurring nouns and verbs.
L.K.1.c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). L.K.2.a Capitalize the first word in a sentence and the pronoun I L.K.2.b Recognize and name end punctuation. L.K.2.c Write a letter or letters for most consonant and short-vowel sounds (phonemes). L.K.2.d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
L.K.5.b Demonstrate understanding of frequently occurring verbs and adjectives by relating
them to their opposites (antonyms).
L.K.5.c Identify real-life connections between words and their use (e.g., note places at school
that are colorful).
Speaking and Listening- (SL.K) SL.K.1.b Continue a conversation through multiple exchanges.
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.
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something
that is not understood.
SL.K.4 Describe familiar people, places, things, and events and, with prompting and support,
provide additional detail. Writing-(W.K)
W.K.2 Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing about and supply
some information about the topic. W.K.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.
W.K.5 With guidance and support from adults, respond to questions and suggestions from
peers and add details to strengthen writing as needed. 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.
Enduring Understandings: Reading: Strategies help us better understand
what we read. Good readers associate sound
with letters. Readers use strategies to decode
Essential Questions: Reading: How are sound/letter relationships
linked to reading? Why are strategies
important as we read? What can readers’ use
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words.
Writing: Good writers develop their ideas for
communication. Good writers use
appropriate capitalization, punctuation, and
spaces.
Speaking and Listening: Listening and
speaking are the processes of communicating,
constructing meaning, and responding to
spoken and nonverbal messages.
Language: Rules and conventions of
language help one understand what is being
communicated.
to decode words?
Writing: What strokes and word and letter
spacing are needed to become proficient
writers? How does capitalization, end marks,
and word discrimination help us become
fluent writers?
Speaking and Listening:Why is it important to
understand and follow directions? How can
discussion increase our knowledge and
understanding of ideas and feelings?
Language: Why is important to communicate
in complete sentences?
Knowledge: Students will know… Reading:
- Practice independently learned reading
skills and strategies.
- Identify high frequency words.
- Identify initial and medial sounds.
- Identify character and setting of a
story.
Writing:
- Write and spell high frequency words.
- Use a combination of drawing,
dictating, and writing to compose
forms of writing.
Speaking and Listening:
- Ask questions.
- Answer questions.
Language:
- Activate schema.
- Make connections.
- Identify adjectives.
Skills: Students will be able to… Reading:
- Isolate and pronounce initial and final
sounds.
- Discriminate sounds and oral
blending.
- Apply grade level phonics /phonemic
awareness skills.
- With prompting and support
understand plot within a text.
- Actively engage in group reading
activities with purpose and
understanding.
- With prompting and support get their
mouth ready to decode a word.
- Recognize unit high frequency words
(have, is, it, we, my, like, play, he, for,
in).
Writing: - Actively engage in group writing
activities with purpose and
understanding.
Speaking and Listening: - With prompting and support will be
able to draw conclusions.
- With prompting and support, ask and
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answer questions about unknown
words in a text.
- With prompting and support, ask and
answer questions about unknown
words in a text.
- With promoting and support ask and
answer questions about text.
Language: - With prompting and support
understand cause and effect within
text.
- With prompting and support take a
picture walk to activate schema.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged ● T – taught ● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy T CRP1. Act as a responsible and
contributing citizen and employee.
x Income and Careers T CRP2. Apply appropriate
academic and technical skills.
Money Management T CRP3. Attend to personal health
and financial well-being.
Credit and Debt Management T CRP4. Communicate clearly and
effectively and with reason. Planning, Saving, and Investing T CRP5. Consider the
environmental, social and economic
impacts of decisions.
x Becoming a Critical Consumer T CRP6. Demonstrate creativity and
innovation.
Civic Financial Responsibility T CRP7. Employ valid and reliable
research strategies. Insuring and Protecting T CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
9.2 Career Awareness, Exploration,
and Preparation
T CRP9. Model integrity, ethical
leadership and effective
management.
17
x Career Awareness T CRP10. Plan education and career
paths aligned to personal goals.
x Career Exploration T CRP11. Use technology to enhance
productivity. Career Preparation T CRP12. Work productively in teams
while using cultural global
competence.
Interdisciplinary Connections
Other standards covered: Math (sequencing, directionality, positional words, counting).
Social Studies (geography, habitats) Science (living things, animals, habitats)
Music
Physical Movement Technology
Student Resources
Primary Source
Readings
- Week One: Read “Flowers” skill: compare and contrast
strategy: retelling, answering questions.
- Week Two: Read “Nature Spy” skill: setting strategy:
retelling, asking and answering questions.
- Week Three: Read “Animal Babies in Grasslands” skill:
Main idea strategy: retell, listening for information.
- Week Four: Read “Bear Snores On” skill: Realism and
Fantasy strategy: retell, making connections.
- Week Five: Read “A bed For the Winter” skill:
sequencing strategy: retelling, making connections.
- Week Six: Read “ Jack and the Beanstalk” skill Realism
and 6 weeks Fantasy strategy: retell, making connections.
Secondary Source
Readings
Supporting Text pages
Teacher Resources
Texts: - Jumpstart to Literacy Binders
- Fountas and Pinnell
- Guided Reading Library
- Reading Street Teacher’s Manual
- Basal Readers: “Flowers” • “Nature Spy” • “Animal Babies in Grasslands” • “Bear
18
Snores On” • “A Bed for the Winter” • “Jack and the Beanstalk”.
- Daily 5 Book
Supplemental Workbooks: - Reading Street Teacher Resources
Websites: - Readingworks.org
- http://classroom.jc-schools.net/waltkek/
- https://www.readinga-z.com/
- www.starfall.com
- http://www.carlscorner.us.com/
- Pearsonsuccessnet.com
Worksheets:
Videos: - Plot: https://jr.brainpop.com/readingandwriting/storyelements/plot/
- Possessive Nouns: https://jr.brainpop.com/readingandwriting/word/possessivenouns/
- Sequence: https://jr.brainpop.com/readingandwriting/comprehension/sequence/
- Setting: https://jr.brainpop.com/readingandwriting/storyelements/setting/
- Adjectives: https://jr.brainpop.com/readingandwriting/word/adjectivesandadverbs/
Stage 2 – Assessment Evidence
Performance Task(s):
- Reading Street Unit Benchmark
assessment
- Letter, Letter Sound, and Word
identification assessment.
- Freehold Borough Kindergarten Sight
Word assessment.
Other Evidence:
- Teacher observation
- Student Activities
- Teacher made checklist
- Running Records (if applicable)
- Reading Street weekly assessment
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested
Learning
- Week One:
- Read “Flowers” skill: compare and contrast strategy:
19
Activities retelling, answering questions..
- Phonics: a, /a/
- Phonological Awareness: /a/
- Grammar: Nouns for more than one
- Vocabulary: Amazing Words
- High Frequency Words: have, is, it
- Week Two:
- Read “Nature Spy” skill: setting strategy: retelling, asking
and answering questions.
- Phonics: Ss, /s/
- Phonological Awareness: /s/
- Grammar: Proper Nouns
- Vocabulary: Amazing Words
- High Frequency Words: and, went
- Week Three:
- Read “Animal Babies in Grasslands” skill: Main idea
strategy: retell, listening for information.
- Phonics: Pp, /p/
- Phonological Awareness: /p/
- Grammar: Adjectives for colors and shapes
- Vocabulary: Amazing Words
- High Frequency Words: we, my, like
- Week Four:
- Read “A bed For the Winter” skill: sequencing strategy:
retelling, making connections.
- Phonics: Cc, /k/
- Phonological Awareness: /k/
- Grammar: Adjectives for sizes and numbers
- Vocabulary: Amazing Words
- High Frequency Words: yes, no, play
- Week Five:
- Read SMASH! CRASH! skill: character strategy:
inference, retelling.
- Phonics: Ii, /i/
- Phonological Awareness: /i/
- Grammar: Adjectives for opposites
- Vocabulary: Amazing Words
- High Frequency Words: he, for, in
- Week Six:
- Read “ Jack and the Beanstalk” skill Realism and 6 weeks
Fantasy strategy: retell, making connections.
- Phonics: Ii, /i/
20
- Phonological Awareness: /i/
- Grammar: Adjectives
- Vocabulary: Amazing Words
- High Frequency Words: to, a, at
Modifications Special Education Students:
How to Adapt Your Teaching Strategies to Student Needs
English Language Learners:
How to adapt lessons for ELL students by Dr. Denise Furlong
Students at Risk of Failure:
Modifications and Accomodations for At Risk Students
Gifted Students: Gifted Students Modifications
D indicates differentiation at the lesson level
21
Unit Plan Title
Unit 3 Kindergarten Language Arts
Suggested Time Frame Six Weeks (December- January)
Overview / Rationale
What is this unit about? What will students be able to independently use their learning to do? This unit will focus on initial and final consonant sounds, oral blending and segmenting
phonemes. They will continue to learn unit high frequency words. Students will learn cause
and effect, compare and contrast, plot and drawing conclusions. Students will recite rhymes.
They will continue to learn about verbs and sequencing. They will use a combination of
drawing, dictating and writing to compose an opinion piece. Students will get their mouths
ready to decode unknown words. Students will activate schema before listening to a story.
Stage 1 – Desired Results
Established Goals: Reading Foundational Skills- (RF.K) RF.K.1.b Recognize that spoken words are represented in written language by specific
sequences of letters.
RF.K.2.a Recognize and produce rhyming words. RF.K.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in
three-phoneme (consonant-vowel-consonant, or CVC) words. RF.K.2.e Add or substitute individual sounds (phonemes) in simple, one-syllable words to
make new words.
RF.K.3.a Demonstrate basic knowledge of one-to-one letter-sound correspondences by
producing the primary sound or many of the most frequent sounds for each consonant.(This
does not include CVCs ending with /l/, /r/, or /x/.) RF.K.3.c Read common high-frequency words by sight (e.g., the, of, to,you, she, my, is, are,
do, does). Reading for Literature- (RL.K)
RL.K.1 With prompting and support, ask and answer questions about key details in a text. RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RL.K.9 With prompting and support, compare and contrast the adventures and experiences of
characters in familiar stories.
Reading for Information- (RI.K)
RI.K.1 With prompting and support, ask and answer questions about key details in a text.
RI.K.5 Identify the front cover, back cover, and title page of a book. Language- (L.K) L.K.1.b Use frequently occurring nouns and verbs.
22
L.K.1.f Produce and expand complete sentences in shared language activities.
L.K.4.b 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. L.K.5.b Demonstrate understanding of frequently occurring verbs and adjectives by relating
them to their opposites (antonyms). L.K.5.c Identify real-life connections between words and their use (e.g., note places at school
that are colorful).
L.K.5.d Distinguish shades of meaning among verbs describing the same general action (e.g.,
walk, march, strut, prance) by acting out the meanings. Speaking and Listening- (SL.K) SL.K.1.a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns
speaking about the topics and texts under discussion).
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. SL.K.4 Describe familiar people, places, things, and events and, with prompting and support,
provide additional detail. Writing-(W.K)
W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or the name of the book they are writing about and state an
opinion or preference about the topic or book (e.g., My favorite book is...).
W.K.2 Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing about and supply
some information about the topic. W.K.5 With guidance and support from adults, respond to questions and suggestions from
peers and add details to strengthen writing as needed.
Enduring Understandings: Reading: Readers develop a deeper
understanding through reflection of text.
Students will understand that words are easier
to read if they make sound symbol
connections.
Writing: Good writers use appropriate
capitalization, punctuation, and spaces. Good
writers develop their own ideas for
communication.
Speaking and Listening: Listening and
speaking are the processes of communicating,
constructing meaning, and responding to
spoken and nonverbal messages.
Essential Questions: Reading: How can books teach us about
other ideas, people, places and things? How
do readers reflect and respond? How do I
identify sound-symbol relationships for
beginning words?
Writing: What strokes and word and letter
spacings are needed to become proficient
writers? Why do good writers develop their
ideas for communication?
Speaking and Listening: How can discussion
increase our knowledge and understanding of
ideas and feelings? When and how is it
appropriate to ask questions? Why is it
23
Language: We get information from pictures
and words. Rules and conventions of
language help one understand what is being
communicated.
important to understand and follow
directions?
Language: Why is it important to
communicate in complete sentences?
Knowledge: Students will know…
Reading: - Practice independently learned reading
skills and strategies.
- Identify high frequency words.
- Identify initial and medial sounds.
- Compare and contrast stories.
- Oral blending of sounds.
Writing: - Write and spell high frequency words.
- Use a combination of drawing,
dictating, and writing to compose
forms of writing.
- Drawing, dictating, and writing
opinion pieces.
Speaking and Listening:
- Ask questions.
- Answer questions.
-
Language: - Activate schema.
- Make connections.
- Identify verbs.
Skills: Students will be able to…
Reading: - Isolate and pronounce initial and final
sounds.
- Discriminate sounds and oral
blending.
- Apply grade level phonics /phonemic
awareness skills.
- With prompting and support
understand plot within a text.
- Actively engage in group reading
activities with purpose and
understanding.
- With prompting and support get their
mouth ready to decode a word.
- Recognize unit high frequency words
(have, is, it, we, my, like, play, he, for,
in).
Writing:
- Actively engage in group writing
activities with purpose and
understanding.
Speaking and Listening: - With prompting and support will be
able to draw conclusions.
- With prompting and support, ask and
answer questions about unknown
words in a text.
- With prompting and support, ask and
answer questions about unknown
words in a text.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply – Indicate whether these skills are:
24
21st Century Themes
● E – encouraged ● T – taught ● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy CRP1. Act as a responsible and
contributing citizen and employee.
E Income and Careers T CRP2. Apply appropriate
academic and technical skills.
Money Management T CRP3. Attend to personal health
and financial well-being. Credit and Debt Management T CRP4. Communicate clearly and
effectively and with reason. Planning, Saving, and Investing T CRP5. Consider the
environmental, social and economic
impacts of decisions.
E Becoming a Critical Consumer T CRP6. Demonstrate creativity and
innovation. Civic Financial Responsibility T CRP7. Employ valid and reliable
research strategies.
E Insuring and Protecting T CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
9.2 Career Awareness, Exploration,
and Preparation
T CRP9. Model integrity, ethical
leadership and effective
management.
T Career Awareness T CRP10. Plan education and career
paths aligned to personal goals.
E Career Exploration T CRP11. Use technology to enhance
productivity.
T Career Preparation T CRP12. Work productively in teams
while using cultural global
competence.
Interdisciplinary Connections
Other standards covered: Math (sequencing, directionality, positional words, counting, measurement). Social Studies (geography, US Presidents) Science (living things, animals, habitats, growing)
Music
Physical Movement
Technology
25
Student Resources
Primary Source
Readings
Week 1: Read “Little Panda” skill: compare and contrast
strategy: making connections, using picture clues. Week 2: Read “Little Quack” skill: Plot strategy: making
connections, predictions
Week 3: Read “George Washington Visits” skill: cause and
effect strategy: monitor and clarifying. Week 4: Read “Farfallina and Marcel” skill: plot, sequencing
Strategy: retelling 6 weeks. Week 5: Read “Then and Now” skill: draw conclusions strategy:
background knowledge, making connections. Week 6: Read: “The Lion and The Mouse” skill: main idea
strategy: making and confirming predictions
Secondary Source
Readings
Supporting Text pages
Teacher Resources
Texts: - Jumpstart to Literacy Binders
- Fountas and Pinnell
- Guided Reading Library
- Reading Street Teacher’s Manual
- Basal Readers: • “Little Panda” • “Little Quack” • “George Washington Visits” •
“Farfallina and Marcel” • “Then and Now” • “The Lion and the Mouse”.
- Daily 5 Book
Supplemental Workbooks: - Reading Street Teacher Resources
Websites: - Readingworks.org
- http://classroom.jc-schools.net/waltkek/
- https://www.readinga-z.com/
- www.starfall.com
- http://www.carlscorner.us.com/
- Pearsonsuccessnet.com
Worksheets:
Videos: - Cause and Effect:
https://jr.brainpop.com/readingandwriting/comprehension/causeandeffect/
26
- Choosing a Book:
https://jr.brainpop.com/readingandwriting/readingskills/choosingabook/
- Making Inferences:
https://jr.brainpop.com/readingandwriting/comprehension/makeinferences/
- Short Vowels: https://jr.brainpop.com/readingandwriting/phonics/shortvowels/
- Subject/Verb Agreement:
https://jr.brainpop.com/readingandwriting/sentence/subjectandverbagreement/
- Tenses: https://jr.brainpop.com/readingandwriting/sentence/tenses/
- Types of Sentences:
https://jr.brainpop.com/readingandwriting/sentence/typesofsentences/
- Verbs: https://jr.brainpop.com/readingandwriting/word/verbs/
- Writing About Yourself:
https://jr.brainpop.com/readingandwriting/writing/writingaboutyourself/
Stage 2 – Assessment Evidence
Performance Task(s):
- Reading Street Unit Benchmark
assessment
- Letter, Letter Sound, and Word
identification assessment.
- Freehold Borough Kindergarten Sight
Word assessment.
Other Evidence:
- Teacher observation
- Student Activities
- Teacher made checklist
- Running Records (if applicable)
- Reading Street weekly assessment
Stage 3 – Learning Plan
Instructional
Strategies Descriptions
Suggested
Learning
Activities
Modifications Special Education Students:
How to Adapt Your Teaching Strategies to Student Needs
English Language Learners:
How to adapt lessons for ELL students by Dr. Denise Furlong
27
Students at Risk of Failure:
Modifications and Accomodations for At Risk Students
Gifted Students: Gifted Students Modifications
D indicates differentiation at the lesson level
28
Unit Plan Title
Unit 4 Kindergarten Curriculum
Suggested Time Frame Six Weeks (February-Mid March)
Overview / Rationale
What is this unit about? What will students be able to independently use their learning to do? Students will learn initial, medial and final sounds. Students will be practicing reading
comprehension via preview and predict, recall and retell, compare and contras, sequencing,
cause and effect, character, setting, classify and categorize and sequence. They will be
incorporating writing into their daily lessons by creating sentences, concentrating on grammar,
labeling and phonetic spelling. They will identify sounds that are the same and different,
segment words into sounds, count syllables in words, recognize and produce rhyming words and
segment and blend onset and rime. Students will be able to identify the following skills: set
purpose for reading, activate and use prior knowledge, use fix-up strategies, recognize story
structure and retell stories including characters, setting and plot. They will learn to identify
rhyming words.
Stage 1 – Desired Results
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).
Reading for Information- (RI.K) RI.K.1 With prompting and support, ask and answer questions about key details in a text. Language- (L.K)
L.K.1.a Print many upper- and lowercase letters.
L.K.1b Use frequently occurring nouns and verbs. L.K.5.a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts
the categories represent.
L.K.5.c Identify real-life connections between words and their use (e.g., note places at school
that are colorful).
Speaking and Listening- (SL.K) SL.K.1.a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns
speaking about the topics and texts under discussion). SL.K.4 Describe familiar people, places, things, and events and, with prompting and support,
provide additional detail.
Writing-(W.K) Established Goals:
Reading Foundational Skills- (RF.K)
RF.K.2.a Recognize and produce rhyming words. RF.K.2.b Count, pronounce, blend, and segment syllables in spoken words RF.K.2.c Blend and segment onsets and rimes of single-syllable spoken words.
29
RF.K.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-
phoneme (consonant-vowel-consonant, or CVC) words.
RF.K.3.a Demonstrate basic knowledge of one-to-one letter-sound correspondences by
producing the primary sound or many of the most frequent sounds for each consonant.(This does
not include CVCs ending with /l/, /r/, or /x/.) RF.K.3.c Read common high-frequency words by sight (e.g., the, of, to,you, she, my, is, are, do,
does).
Reading for Literature- (RL.K) RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory
texts in which they name what they are writing about and supply some information about the
topic. W.K.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.
W.K.5 With guidance and support from adults, respond to questions and suggestions from peers
and add details to strengthen writing as needed.
Enduring Understandings: Reading: Readers use strategies to construct
meaning. Authors write with different purposes
in mind. Readers use comprehension strategies
to help understand important ideas in the text. Writing: Students generate a list of facts about
the classroom to compile into a class written
text. Students will blend words with digraphs
to spell and read. Students’ high frequency
words will be memorized.
Speaking and Listening: Students will
interview a partner. Students will learn to
blend to read fluently
Language: Students will use key word cards to
memorize digraphs.
Essential Questions: Reading:Which connections help most to
increase understanding of a text?How does
thinking about the author’s purpose and
message deepen understanding? Writing: How do students write and punctuate
sentences? How is a list of facts helpful as a
writing focus?
Speaking and Listening: How is an interview
helpful as a writing prompt/tool? How is
making an observation helpful in generating
facts? Language: How and what are digraphs? How
are digraphs used to spell and read words?
Knowledge: Students will know…
Reading Recognize unit high frequency words. Identify initial, medial and final consonants.
Demonstrate basic knowledge of one to one
Skills: Students will be able to…
Reading explore text features of expository fiction
identify what they learn from a non-fiction
book
30
letter correspondence.
With prompting and support be able to identify
author and illustrator. With prompting and support be able to
sequence events in a story. With prompting and support be able to classify
and categorize.
With prompting and support be able to write a
telling sentence using capital letter and a
period. With prompting and support identify rhyming
words
Memorized high frequency words
Writing
they are authors and will be sharing their work Speaking and Listening
How to blend, read and spell three-sound
words with digraphs
Language That “ck” is uses only at the end of a word That “wh” is used only at the beginning of a
word
Use “wondering” to help them understand a
non-fiction book
Understand that non-fiction books often
contain photographs to help explain the text compare fiction and nonfiction texts Discuss and solve problems that arise in their
work together
Make observations and generate facts read high frequency words (Sight Words) Writing: Write and punctuate sentences Speaking and Listening
Use the prompts “I found out” and “I want to
know”
Language Blend to read and spell three-sound words with
digraphs Use /ck/ and /wh/ correctly in spelling words
and placement
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged ● T – taught ● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy CRP1. Act as a responsible and
contributing citizen and employee.
Income and Careers CRP2. Apply appropriate academic
and technical skills. Money Management CRP3. Attend to personal health
and financial well-being.
Credit and Debt Management CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing CRP5. Consider the environmental,
social and economic impacts of
31
decisions.
Becoming a Critical Consumer CRP6. Demonstrate creativity and
innovation. Civic Financial Responsibility CRP7. Employ valid and reliable
research strategies.
Insuring and Protecting CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
9.2 Career Awareness, Exploration, and
Preparation
CRP9. Model integrity, ethical
leadership and effective management.
Career Awareness CRP10. Plan education and career
paths aligned to personal goals. Career Exploration CRP11. Use technology to enhance
productivity.
Career Preparation CRP12. Work productively in teams
while using cultural global
competence.
Interdisciplinary Connections
Math (sequencing, directionality, positional words).
Social Studies Music
Physcial Movement Technology
Student Resources
Primary Source
Readings
Week 1: Read “Bunny Day” Skill: Sequence, Strategy: Recall and
Retell
Week 2: Read “My Lucky Day” skill: Cause and Effect. Strategy:
Use Illustrations
Week 3:Read “One Little Mouse” skill: sequencing Strategy:
retelling Week 4: Read “Goldilocks and the Three Bears” Skill: identify
character Strategy: inference, retelling Week 5: Read “ If You Could Go To Antarctica” skill: classify and
categorize strategy: retell and review Week 6: Read “Abuela” skill: setting strategy: visualize
Secondary Source
32
Readings
Supporting Text pages
Teacher Resources
Reading Street Jump Start to Literacy Binders Guided Reading Library Fountas and Pinnell
pearsonsuccessnet.com readingworks.org Reading a-z Bunny Day My Lucky Day
One Little Mouse
Goldilocks and the Three Bears
If you Could Go to Antarctica Abuela
Daily 5 Book Supplemental Workbooks:
- Reading Street Teacher Resources
Websites: - Readingworks.org
- http://classroom.jc-schools.net/waltkek/
- https://www.readinga-z.com/
- www.starfall.com
- http://www.carlscorner.us.com/
- Pearsonsuccessnet.com
Worksheets:
Videos: - Captial & Lower Case Letters:
https://jr.brainpop.com/readingandwriting/sentence/capitalandlowercase/
- Characters: https://jr.brainpop.com/readingandwriting/storyelements/character/
- Listening & Speaking:
https://jr.brainpop.com/readingandwriting/communication/listeningandspeaking/
- Rhyming Words: https://jr.brainpop.com/readingandwriting/phonics/rhymingwords/
- Nouns: https://jr.brainpop.com/readingandwriting/word/noun
33
Stage 2 – Assessment Evidence
- Performance Task(s):
Reading Street Unit Benchmark
assessment
- Letter, Letter Sound, and Word
identification assessment.
- Freehold Borough Kindergarten Sight
Word assessment.
- Other Evidence:
Teacher observation
- Student Activities
- Teacher made checklist
- Running Records (if applicable)
- Reading Street weekly assessment
Stage 3 – Learning Plan
Instructional
Strategies Descriptions
Suggested
Learning
Activities
- Week One:
- Read “Bunny Day” skill: sequence: using preview and
predict
- Letter Sound Recognition: Review Jumpstart Props Hh
- Phonological Awareness: phoneme isolation /h/, oral
blending, phoneme segmentation
- Grammar: naming parts
- Vocabulary: Amazing Words
- High Frequency Words: are, that do
- Week Two:
- Read “My Lucky Day” skill: Plot strategy: use illustrations,
recall and retell.
- Letter Sound Recognition: Review Jumpstart Props L
- Phonological Awareness: phoneme isolation, oral blending,
phoneme segmentation.
- Grammar: action parts
- Vocabulary: Amazing Words
- High Frequency Words: are, that, do
- Week Three:
- Read “One Little Mouse” skill: sequencing strategy:
preview and predict, recall and retell.
- Letter Sound Recognition: Review Jumpstart Props,
consonant blends
- Phonological Awareness: phoneme isolation,
34
discrimination and segmentation
- Grammar: complete sentences
- Vocabulary: Amazing Words
- High Frequency Words: one, two, three, four, five
- Week Four:
- Read “Goldilocks and the Three Bears” skill character
strategy: preview and predict, recall and retell
- Letter Sound Recognition: Review Jumpstart Props: G
- Phonological Awareness: phoneme isolation, oral blending,
phoneme segmentation
- Grammar: Telling Sentences
- Vocabulary: Amazing Words
- High Frequency Words: one, two, three, four, five
- Week Five:
- Read If You Could Go To Antarctica skill: classifyand
categorize strategy: text features, recall and retell
- Letter Sound Recognition: Review Jumpstart props E
- Phonics: Ee
- Phonological Awareness: /E/
- Grammar: Uppercase Letters and Periods
- Vocabulary: Amazing Words
- High Frequency Words: here, go, from
- Week Six:
- Read “Abuela” skill: Setting Strategy: preview and predict
- Phonics: Ee
- Phonological Awareness: /E/
- Grammar: Pronoun I
- Vocabulary: Amazing Words
- High Frequency Words: here, go, from
Modifications Special Education Students:
How to Adapt Your Teaching Strategies to Student Needs
English Language Learners:
How to adapt lessons for ELL students by Dr. Denise Furlong
Students at Risk of Failure:
Modifications and Accomodations for At Risk Students
Gifted Students:
35
Gifted Students Modifications
D indicates differentiation at the lesson level
36
Unit Plan Title
Unit 5 Kindergarten Curriculum
Suggested Time Frame 6 weeks (Mid March-May)
Overview / Rationale
Students will learn initial, medial sounds. Students will be able to segment phonemes. They will
be introduced to the unit high frequency words. Students will revisit purpose for understanding,
cause and effect, character, setting, classify and categorize when reading a story. They will
review drawing conclusions, main idea, realism, and fantasy. They will learn to write complete
sentences using capital letters and question marks. They will discuss author’s purpose. They
will learn to identify rhyming words in connection with poetry. Introduce parts of speech, nouns
and verbs.
Stage 1 – Desired Results
Reading Foundational Skills- (RF.K)
RF.K.2.a Recognize and produce rhyming words. RF.K.2.b Count, pronounce, blend, and segment syllables in spoken words
RF.K.2.c Blend and segment onsets and rimes of single-syllable spoken words. RF.K.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-
phoneme (consonant-vowel-consonant, or CVC) words.
RF.K.3.a Demonstrate basic knowledge of one-to-one letter-sound correspondences by
producing the primaEstablished Goals: Reading Foundational Skills- (RF.K) RF.K.2.a Recognize and produce rhyming words.
RF.K.2.b Count, pronounce, blend, and segment syllables in spoken words RF.K.2.c Blend and segment onsets and rimes of single-syllable spoken words. RF.K.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-
phoneme (consonant-vowel-consonant, or CVC) words. RF.K.3.a Demonstrate basic knowledge of one-to-one letter-sound correspondences by
producing the primary sound or many of the most frequent sounds for each consonant.(This does
37
not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.c Read common high-frequency words by sight (e.g., the, of, to,you, she, my, is, are, do,
does). Reading for Literature- (RL.K) RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. SL.K.4 Describe familiar people, places, things, and events and, with prompting and support,
provide additional detail. Writing-(W.K) Established Goals: ry sound or many of the most frequent sounds for each consonant.(This does not include CVCs
ending with /l/, /r/, or /x/.) RF.K.3.c Read common high-frequency words by sight (e.g., the, of, to,you, she, my, is, are, do,
does).
Reading for Literature- (RL.K)
RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory
texts in which they name what they are writing about and supply some information about the
topic. W.K.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. W.K.5 With guidance and support from adults, respond to questions and suggestions from peers
and add details to strengthen writing as needed.
Enduring Understandings: Reading: Use text features to help me
understand and learn from nonfiction. Writing: Draw and write about
visualizations. Use sentence frames for
students to proofread work.
Speaking and Listening: Follow class
routine and procedures for Read Aloud and
turn and talk. Hear, visualize, discuss and
act out poems. Use new vocabulary in my
speaking. Language: Use white board for student to
write dictated words and sentences.
Essential Questions: Reading: How do I learn from nonfiction?
How do I use connections to help me
understand a nonfiction book? Writing: How will students proofread their
work for punctuation, capitalization and
spelling? Speaking and Listening: How do I take
responsibility for my learning and
behavior? How do I use new vocabulary in
my everyday life? Language: How will students create and
write sentences from dictation?
38
Knowledge: Reading: procedures for read aloud and turn
and talk. what text features are Writing: procedures for free writing time. how
to write a sentence using the strategy of
“blending”. how to proofread work for
capitalization, spelling, and punctuation
Speaking and Listening: Prompts for
discussing one another’s writing.
Language: Classify and categorize information.
Skills: Reading: Informally explore repetition. Make
connections to nonfiction. Identify what they
learn from nonfiction. Writing: Explore descriptive words in a poem
Explore movement words in a poem. Explore
color words in a poem. write and draw freely.
Write and draw about visualizations. Write a
poem about a simple subject (animal, food)
Share and reflect on writing
Speaking and Listening: Hear, visualize,
discuss and act out poems. Explore interesting
words in a poem. contribute to shared writing Language: Move around room responsibly.
work in pairs. wonder about a nonfiction book.
use the prompt “ I imagined”. .Write sentences
from dictation using tapping proofread written
work for spelling, punctuation and
capitalization
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged ● T – taught ● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy CRP1. Act as a responsible and
contributing citizen and employee.
Income and Careers T CRP2. Apply appropriate academic
and technical skills.
Money Management CRP3. Attend to personal health
and financial well-being. Credit and Debt Management T CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing CRP5. Consider the environmental,
social and economic impacts of
decisions.
39
Becoming a Critical Consumer T CRP6. Demonstrate creativity and
innovation.
Civic Financial Responsibility CRP7. Employ valid and reliable
research strategies. Insuring and Protecting CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
9.2 Career Awareness, Exploration, and
Preparation
CRP9. Model integrity, ethical
leadership and effective management. Career Awareness CRP10. Plan education and career
paths aligned to personal goals. Career Exploration CRP11. Use technology to enhance
productivity.
Career Preparation CRP12. Work productively in teams
while using cultural global
competence.
Interdisciplinary Connections
Math (sequencing, directionality, positional words).
Social Studies Music
Physical Movement Technology
Student Resources
Primary Source
Readings
Week 1: Read “Max Takes the Train” Skill: Realism and Fantasy,
Strategy: Preview and Predict Week 2: Read “Mayday! Mayday!” skill: Cause and Effect.
Strategy: monitor and clarifying Week 3:Read “Messenger Messenger” skill: Compare and
Contrast Strategy: retelling Week 4: Read “Little Engine That Could” Skill: identify character
Strategy: inference, retelling Week 5: Read “ On The Move!” skill: main idea. strategy: making
and confirming predictions
Week 6: Read “This is the Way We Go” skill: Draw Conclusions.
strategy: backround knowledge.
Secondary Source
40
Readings
Supporting Text pages
Teacher Resources
Reading Street Jump Start to Literacy Binders Guided Reading Library Fountas and Pinnell
pearsonsuccessnet.com readingworks.org Reading a-z Max Takes the Train Mayday! Mayday!
Messenger, Messenger
Little Engine that Could
On the Move! This is the Way we Go!
Daily 5 Book Supplemental Workbooks:
- Reading Street Teacher Resources
Websites: - Readingworks.org
- http://classroom.jc-schools.net/waltkek/
- https://www.readinga-z.com/
- www.starfall.com
- http://www.carlscorner.us.com/
- Pearsonsuccessnet.com
Worksheets:
Videos: - Captial & Lower Case Letters:
https://jr.brainpop.com/readingandwriting/sentence/capitalandlowercase/
- Characters: https://jr.brainpop.com/readingandwriting/storyelements/character/
- Listening & Speaking:
https://jr.brainpop.com/readingandwriting/communication/listeningandspeaking/
- Rhyming Words: https://jr.brainpop.com/readingandwriting/phonics/rhymingwords/
- Nouns: https://jr.brainpop.com/readingandwriting/word/noun
41
Stage 2 – Assessment Evidence
- Performance Task(s):
Reading Street Unit Benchmark
assessment
- Letter, Letter Sound, and Word
identification assessment.
- Freehold Borough Kindergarten Sight
Word assessment.
- Other Evidence:
Teacher observation
- Student Activities
- Teacher made checklist
- Running Records (if applicable)
- Reading Street weekly assessment
Stage 3 – Learning Plan
Instructional
Strategies Descriptions
Suggested
Learning
Activities
- Week One:
- Read “Max Takes the Train” skill: Realism and Fantasy:
retelling and predictions
- Letter Sound Recognition: Review Jumpstart Props Jj and
Ww
- Phonological Awareness: phoneme isolation /j/, /w/ oral
blending, phoneme segmentation
- Grammar: naming parts
- Vocabulary: Amazing Words
- High Frequency Words: yellow, blue, green
- Week Two:
- Read “Mayday! Mayday!” skill: Cause and Effect strategy:
use illustrations, recall and retell.
- Letter Sound Recognition: Review Jumpstart Props Xx
- Phonological Awareness: phoneme isolation, oral blending,
phoneme segmentation.
- Grammar: action parts
- Vocabulary: Amazing Words
- High Frequency Words: yellow, blue, green
- Week Three:
- Read “Messenger, Messenger” skill: Compare and Contrast
strategy: retelling, answering questions
- Letter Sound Recognition: Review Jumpstart Props, Uu
- Phonological Awareness: phoneme isolation,
42
discrimination and segmentation
- Grammar: complete sentences
- Vocabulary: Amazing Words
- High Frequency Words: what, said, was
- Week Four:
- Read “Little Engine that Could” skill Plot strategy: retelling
- Letter Sound Recognition: Review Jumpstart Props: Uu
- Phonological Awareness: phoneme isolation, oral blending,
phoneme segmentation
- Grammar: Telling Sentences
- Vocabulary: Amazing Words
- High Frequency Words: what, said, was
- Week Five:
- Read “On the Move” skill: Main Idea strategy: recall and
listening for information
- Letter Sound Recognition: Review Jumpstart props Vv and
Zz
- Phonics: Vv and Zz
- Phonological Awareness: /V/, /Z/
- Grammar: Uppercase Letters and Periods
- Vocabulary: Amazing Words
- High Frequency Words: Where, Come
- Week Six:
- Read “This is the Way We Go” skill:
- Draw Conclusions. Strategy: background knowledge,
making connections.
- Phonics: Vv and Zz
- Phonological Awareness: /V/, /Z/
- Grammar: Pronoun I
- Vocabulary: Amazing Words
- High Frequency Words: Where, Come
Modifications Special Education Students:
How to Adapt Your Teaching Strategies to Student Needs
English Language Learners:
How to adapt lessons for ELL students by Dr. Denise Furlong
Students at Risk of Failure:
43
Modifications and Accomodations for At Risk Students
Gifted Students: Gifted Students Modifications
D indicates differentiation at the lesson level
44
Unit Plan Title
Unit 6 Kindergarten Curriculum
Suggested Time Frame 6 weeks (May-June)
Overview / Rationale
Students will hear and discuss examples of opinion writing. They will learn what an opinion is,
generate opinions and support their thinking. Students will think about books and stories they
liked and wrote this year. They answer questions to understand stories and consider other ways
to understand stories. They will continue to develop listening skills and sharing ideas with one
another. They will analyze the effect of their behavior on others. They will reflect on what they
enjoyed about writing this year and thing about writing over the summer. Reflect on
relationships to others and expressing interest in other’s writing. Students will recognize
sentence structure and will proof read to check for punctuation, spelling and capitalization.
Stage 1 – Desired Results
Established Goals: Reading Foundational Skills- (RF.K) RF.K.2.a Recognize and produce rhyming words.
RF.K.2.b Count, pronounce, blend, and segment syllables in spoken words RF.K.2.c Blend and segment onsets and rimes of single-syllable spoken words. RF.K.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-
phoneme (consonant-vowel-consonant, or CVC) words.
RF.K.3.a Demonstrate basic knowledge of one-to-one letter-sound correspondences by
producing the primary sound or many of the most frequent sounds for each consonant.(This does
not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.c Read common high-frequency words by sight (e.g., the, of, to,you, she, my, is, are, do,
does).
Reading for Literature- (RL.K)
RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. SL.K.4 Describe familiar people, places, things, and events and, with prompting and support,
provide additional detail. Writing-(W.K) Established Goals:
ry sound or many of the most frequent sounds for each consonant.(This does not include CVCs
ending with /l/, /r/, or /x/.)
RF.K.3.c Read common high-frequency words by sight (e.g., the, of, to,you, she, my, is, are, do,
does). Reading for Literature- (RL.K)
45
RL.K.2 With prompting and support, retell familiar stories, including key details.
RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory
texts in which they name what they are writing about and supply some information about the
topic. W.K.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. W.K.5 With guidance and support from adults, respond to questions and suggestions from peers
and add details to strengthen writing as needed.
Enduring Understandings: Reading An opinion is what the author think
or feels about something. Use support from the
text or your own experiences to provided
reasons for opinions. Understand that
procedures and routines must be followed to
ensure everyone feels comfortable and
successful in the reading community. Writing Make a plan for summer writing and
summer writing booklets. Reread and discuss
what they liked about writing time and their
favorite pieces of writing.
Speaking and Listening Use listening skills
and talk to their partner to discuss important
events in a story. Use new vocabulary in
speaking
Language Use background knowledge to
make connections and tell about a story.
Essential Questions: Reading What is an opinion? How can
students support their opinions? How will
students answer questions to understand a
story? How will students analyze effects of
their own behavior on others? Writing How can I reflect on my writing this
year? How can I continue to be a part of the
writing community during the summer?How
will students proofread their work for
punctuation, capitalization and spelling. Speaking and Listening How will I use new
vocabulary in my everyday life? How will
student create and write sentences from
dictation? Language How will students think about the
ways they understand stories?
Knowledge:
Reading Procedures for the reading and writing
community. What an opinion is. Writing How to get ideas for writing. Make
reflections on reading and writing. How to
proofread work for capitalization, spelling, and
punctuation
Speaking and Listening Listen to and share ideas for reading and
Skills:
Reading Hear and discuss an author’s opinion.
Generate and write and share opinions. Writing Capitalize the pronoun I . make
covers for summer writing booklets write
sentences from dictation using blending.
Proofread written work for spelling,
punctuation and capitalization.
Speaking and Listening
46
writing.
Language How to write a sentence using the
strategy of blending.
Discuss how they worked together throughout
the year. Hear and discuss and share stories
and writing. Think about their understandings
of stories. Listen to and share ideas for reading
and writing. Express interest in other writing
by using prompts “I found out” and “I want to
know”.
Language Discuss the kinds of stories they like and what
they liked about writing. ●
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged ● T – taught ● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy CRP1. Act as a responsible and
contributing citizen and employee. Income and Careers T CRP2. Apply appropriate academic
and technical skills.
Money Management CRP3. Attend to personal health
and financial well-being. Credit and Debt Management T CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing CRP5. Consider the environmental,
social and economic impacts of
decisions.
Becoming a Critical Consumer T CRP6. Demonstrate creativity and
innovation.
Civic Financial Responsibility CRP7. Employ valid and reliable
research strategies.
Insuring and Protecting CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
9.2 Career Awareness, Exploration, and
Preparation
CRP9. Model integrity, ethical
leadership and effective management. Career Awareness CRP10. Plan education and career
paths aligned to personal goals. Career Exploration CRP11. Use technology to enhance
productivity.
47
Career Preparation CRP12. Work productively in teams
while using cultural global
competence.
Interdisciplinary Connections
Math (sequencing, directionality, positional words). Social Studies Music Physical Movement Technology
Student Resources
Primary Source
Readings
Week 1: Read “Homes Around The World” Skill: Compare and
Contrast, Strategy: retelling Week 2: Read “Old MacDonald Had a Wood shop” skill:
character. Strategy: inference and retelling Week 3:Read “Building Beavers” skill: Main Idea Strategy:
making and confirming predictions. Week 4: Read “The Night Worker” Skill: Plot Strategy: retelling Week 5: Read “ The House That Tony Lives In” skill: Setting.
strategy: retelling and answering questions. Week 6: Read “Animal Homes” skill: Draw Conclusions. strategy:
background knowledge.
Secondary Source
Readings
Supporting Text pages
Teacher Resources
Reading Street Jump Start to Literacy Binders
Guided Reading Library Fountas and Pinnell pearsonsuccessnet.com
readingworks.org Reading a-z Homes Around the World
Old MacDonald had a Woodshop Building Beavers The Night Worker The House that Tony Lives In
48
Animal Homes
Daily 5 Book Supplemental Workbooks:
- Reading Street Teacher Resources
Websites: - Readingworks.org
- http://classroom.jc-schools.net/waltkek/
- https://www.readinga-z.com/
- www.starfall.com
- http://www.carlscorner.us.com/
- Pearsonsuccessnet.com
Worksheets:
Videos: - Captial & Lower Case Letters:
https://jr.brainpop.com/readingandwriting/sentence/capitalandlowercase/
- Characters: https://jr.brainpop.com/readingandwriting/storyelements/character/
- Listening & Speaking:
https://jr.brainpop.com/readingandwriting/communication/listeningandspeaking/
- Rhyming Words: https://jr.brainpop.com/readingandwriting/phonics/rhymingwords/
- Nouns: https://jr.brainpop.com/readingandwriting/word/noun
Stage 2 – Assessment Evidence
- Performance Task(s):
Reading Street Unit Benchmark
assessment
- Letter, Letter Sound, and Word
identification assessment.
- Freehold Borough Kindergarten Sight
Word assessment.
- Other Evidence:
Teacher observation
- Student Activities
- Teacher made checklist
- Running Records (if applicable)
- Reading Street weekly assessment
49
Stage 3 – Learning Plan
Instructional
Strategies Descriptions
Suggested
Learning
Activities
- Week One:
- Read “Homes Around the World” skill: Compare and
Contrast: retelling and answering questions
- Letter Sound Recognition: Review Jumpstart Props Aa and
Ii
- Phonological Awareness: phoneme isolation /a/, /i/ oral
blending, phoneme segmentation
- Grammar: naming parts
- Vocabulary: Amazing Words
- High Frequency Words: review
- Week Two:
- Read “Old MacDonald had a Woodshop” skill: character
strategy: picture clues.
- Letter Sound Recognition: Review Jumpstart Props Oo
- Phonological Awareness: phoneme isolation, oral blending,
phoneme segmentation.
- Grammar: action parts
- Vocabulary: Amazing Words
- High Frequency Words: review
- Week Three:
- Read “Building Beavers” skill: main idea. strategy:
retelling, recall
- Letter Sound Recognition: Review Jumpstart Props, Ee
- Phonological Awareness: phoneme isolation,
discrimination and segmentation
- Grammar: complete sentences
- Vocabulary: Amazing Words
- High Frequency Words: review
- Week Four:
- Read “The Night Worker” skill Plot strategy: retelling
- Letter Sound Recognition: Review Jumpstart Props: Uu
- Phonological Awareness: phoneme isolation, oral blending,
phoneme segmentation
- Grammar: Telling Sentences
- Vocabulary: Amazing Words
- High Frequency Words: review
- Week Five:
- Read “The House That Tony Lives In” skill: Setting
strategy: recall and listening for information
50
- Letter Sound Recognition: Review Jumpstart props and
decode words
- Phonics:
- Phonological Awareness:
- Grammar: Uppercase Letters and Periods
- Vocabulary: Amazing Words
- High Frequency Words: review
- Week Six:
- Read “Animal Homes” skill: Draw Conclusions. Strategy:
background knowledge, making connections.
- Phonics:
- Phonological Awareness:
- Grammar: Pronoun I
- Vocabulary: Amazing Words
- High Frequency Words: Review
Modifications Special Education Students:
How to Adapt Your Teaching Strategies to Student Needs
English Language Learners:
How to adapt lessons for ELL students by Dr. Denise Furlong
Students at Risk of Failure:
Modifications and Accomodations for At Risk Students
Gifted Students: Gifted Students Modifications
D indicates differentiation at the lesson level