PIKEVILLE INDEPENDENT SCHOOLS “Every Child, Every Day ... · instruction concrete experiences,...

PIKEVILLE INDEPENDENT SCHOOLS

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“Every Child, Every Day” 2011-2012 ______________________ Reading Long Range Plans—Grade_Kindergarten_

School Calendar Days Topic Resources/ Assessments

August 2011

10 11 12 1-3 Kindergarten Kickoff / School Orientation

15 16 17 18 19 4-8

Recognize and produce rhyming words. Count words in sentences. Count syllables in words. Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Answer questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to text, text to world. Sequence of events. Character, & setting. Letters: Aa, Bb, Cc, Dd, Ee Ff, Gg, Hh, Ii. Jj, Kk, Ll, Mm RF.K.2a; RF.K.1c; RI.K.1a; RF.K. 2b; SL.K.2; RF.K 3c; RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; L.K.1a; L.K.1c L.K.1f; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RL.K.4; RI.K.4; RI.K.5; RI.K.6; Rl.K.6; RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; RI.K.3;RlL.K.8; RL.K.3; RL.K.3;

THE LITTLE SCHOOL BUS, Leveled readers, Decodable reader 1, Phonic stories, Sight Words, I and am. Read Aloud Anthology “Mary Had A Little Lamb,” Computer related programs

Assessments: letter recognition and Comprehension Skill CharacterFIX-IT DUCK, Leveled readers, Decodable readers 1 and 2,

Read Aloud Anthology “Mr. Spuffington Fixes It Himself,” Computer related programs.

Assessments: letter recognition and Comprehension Skill setting 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.2

22 23 24 25 26 9-13

Recognize and produce rhyming words. Count words in sentences. Count syllables in words. Identify sounds

that are the same or different. Identify and isolate medial sounds in spoken words. Know most common sound

associated with individual letters. Consonants. Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words

PLAIDYPUS LOST, Leveled Readers, Decodable Readers 2 and 3, Phonic stories, Sight words, the and little, Read Aloud Anthology, “The Three Little Kittens,” Assessments: Letter recognition, Sight Words, Comprehension Skill SequenceMISS BINDERGARTEN TAKES A FIELD TRIP, Leveled Readers, Decodable Readers 3 and 4,


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automatically.. Develop vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size,

color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set

purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Answer questions. Retell stories, including characters, setting and plot.

Make connections: text to self, text to text, text to world. Classify and categorize. Sequence of events.

Character, & setting. . Letters: Nn, Oo, Pp, Qq, Rr,Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz RF.K.2a; RF.K.1c; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a;SL.K.2; RF.K 3c; RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; L.K.1c; L.K.1d; L.K.1.f;L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RL.K.4; RI.K.4; RI.K.5; RI.K.6; Rl.K.6; RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2;

Phonic stories, Read Aloud Anthology, “Freshly Baked,” Assessments: Letter recognition, Sight words, Comprehension Skill Classify and categorize 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.2

29 30 31 14-16







Make connections: text to self, text to text, text to world.

JULIUS, Leveled Readers, Decodable Readers4 and5, Phonic stories, Sight words, to and a,, Read Aloud Anthology, “The Three Little

Pigs,” Assessments: Letter recognition, Sight words,

Read the words, Read the Sentences, and Comprehension Skill character.

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.2


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Classify and categorize. Sequence of events Letters Mm

RF.K.2a; RF.K.1c; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a;SL.K.2; RF.K 3c; RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; L.K.1c; L.K.1d; L.K.1.f;L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RL.K.4; RI.K.4; RI.K.5; RI.K.6; Rl.K.6; RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2;

↓

↓

September

1 2 17-18 ↑ ↑

X 6 7 8 9 19-22







Make connections: text to self, text to text, text to world. Classify and categorize. Sequence of events

Letters Tt RF.K.2a; RF.K.1c; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a;SL.K.2; RF.K 3c; RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4;

L.K.1c; L.K.1d; L.K.1.f;L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RL.K.4; RI.K.4; RI.K.5; RI.K.6; Rl.K.6;

DIG DIG DIGGING, Leveled Readers, Decodable Readers 5 and 6, Phonic stories,

Sight words, to and a,, Read Aloud Anthology, “The Color Song,”

Assessments: Letter recognition, Sight words, Read the words, Read the Sentences, Comprehension Skill classify and character 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.2 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.K.8


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RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2;

12 13 14 15 16 23-27


that are the same or different. Identify and isolate medial sounds in spoken words. Know most common sound associated with individual letters. Consonants. Short

vowels. Phonograms, Word Families. Listen to models read aloud with accuracy, comprehension and

appropriate rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct

instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size,



Make connections: text to self, text to text, text to world. Compare and contrast. Sequence of events

Letters Aa RF.K.2a; RF.K.1c; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; L.K.1c; LK.2c; RF.K.1d;RF.K.3a;SL.K.2;

RF.K 3c; RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; L.K.4a; L.K.4b; L.K, 5a; L.K.5b;

L.K.5c; L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RL.K.4;RL.K. 9;RI.K.9; RI.K.4; RI.K.5; RI.K.6; Rl.K.6; RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.4; RL.K.1;

RL.K.2; RL.K.3; RI.K.2; L.K.1a; L.K.1b; L.K.1f;

LIFE IN AN OCEAN, Leveled Readers, Decodable Readers 6 and 7, Phonic stories, Sight word: have and is, Read Aloud Anthology, “Baby Beluga” Assessments: Letter recognition, Sight Words Read the words, Read the Sentences, Comprehension Skill: Compare and contrast 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.2 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.K.8

19 20 21 22 23 28-32



associated with individual letters. Consonants. . Short vowels. Phonograms, Word Families. Listen to models

read aloud with accuracy, comprehension and

ARMADILLO’S ORANGE, Leveled Readers, Decodable Readers 7 and 8, Phonic stories, Sight words: have and is, Read Aloud Anthology, “The Mitten” Assessments: Letter recognition, Sight Words, Read the words, Read the Sentences, Comprehension Skill: Setting


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appropriate rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct




Make connections: text to self, text to text, text to world. Compare and contrast. Sequence of events

Letter Ss RF.K.2a; RF.K.1c; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a;SL.K.2; RF.K 3c;

RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6;R.K.4l SL.K.5;

SL.K.6; SP.K.5; RL.K.6; RI.K.6; RL.K.4;RL.K. 9;RI.K.9; RI.K.4; RI.K.5; RI.K.6; Rl.K.6; RL.K.6; RI.6;

RF.K.4; SL.K.4; RL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; RL.K.1,2,3,5,6,7,9; RF.K.1a,b,c,d; RF.K.2a;

RF.K.3a, Rl.K.1; Rl.K.2; Rl.k.4,5; SL.K.1a,2,3,4; W.K. 2; L.K.1a; L.K.1b; L.K.1f;

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

26 27 28 29 30 33-37



associated with individual letters. Consonants. . Short vowels. Phonograms, Word Families.Listen to models

read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words



purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Answer questions.

ANIMAL BABIES IN GRASSLANDS, Leveled Readers, Decodable Readers 8 and 9, Phonic

stories, Sight words: we, my and like. Read Aloud Anthology, “All Night Near the Water”

Assessments: Letter recognition, Sight Words, Read the words, Read the Sentences, Comprehension Skill: Main Idea 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.2 With guidance and support from adults,


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Retell stories, including characters, setting and plot. Make connections: text to self, text to text, text to world.

Compare and contrast. Sequence of events Letters Pp

RF.K.2a; RF.K.1c; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a;SL.K.2; RF.K 3c;





recall information from experiences or gather information from provided sources to answer a question. W.K.8

October

3 4 5 X X 38-40


that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken

words. Know most common sound associated with individual letters. Consonants. . Short vowels.

Phonograms, Word Families.Listen to models read aloud with accuracy, comprehension and appropriate

rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct




Make connections: text to self, text to text, text to world Compare and contrast. Main idea. Realism and fantasy.

BEAR SNORES ON, Leveled Readers, Decodable Readers 9 and 10 Phonic stories Sight words: we, my and like. Read Aloud Anthology, “How The Bear Lost Its Tail,”

Assessments: Letter recognition, Sight Words, Read the words, Read the Sentences, Comprehension Skill: Realism and Fantasy 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.2 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.K.8


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Sequence of events. Letters Cc

RF.K.2a; RF.K.1c; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a;SL.K.2; RF.K 3c;





X 11 12 13 14 41-44



words. Know most common sound associated with individual letters. Consonants. Short vowels.

Phonograms, Word Families. Listen to models read aloud with accuracy, comprehension and appropriate

rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct




Make connections: text to self, text to text, text to world Compare and contrast. Main idea. Realism and

Fantasy. Sequence of events. Letters Ii

RF.K.2a; RF.K.1c; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K.

A BED FOR THE WINTER Leveled Readers. Decodable Readers 10 and 11, Phonic stories,

Sight words: he and for, Read Aloud Anthology, “Willy’s Winter Rest,”

Assessments: Letter recognition, Sight Words, Read the words, Read the Sentences, Comprehension Skill: Sequence 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.2 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.K.8


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2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a;SL.K.2; RF.K 3c;





17 18 19 20 21 45-49




Phonograms Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular

high-frequency words automatically.. Develop vocabulary through direct instruction concrete

experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm

predictions. Answer questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to text, text to world Compare and contrast.

Main idea. Realism and Fantasy. Sequence of events. Letter Kk

RF.K.1a; RF.K.2a; RF.K.1c; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a;

RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a;SL.K.2; RF.K 3c; RK.6; SL.K.3;

SL.K.4; SL.K.1a; SL.K.1b;RK.4; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6;R.K.4l SL.K.5; SL.K.6;

SP.K.5; RL.K.6; RI.K.6; RL.K.4;RL.K. 9;RI.K.9; RI.K.4;

Decodable Readers 11 and 12, Phonic stories, Sight words: he and for, Read Aloud Anthology,

“The Ants and the Grasshopper,” Assessments: Letter recognition, Sight words WHOSE GARDEN IS IT?, Leveled Readers,

Read the words, Read the Sentences,

Use a combination of drawing, dictating, 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.1


With guidance and support from adults, recall information from experiences or

gather information from provided sources to answer a question. W.K.8


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RI.K.5; RI.K.6; Rl.K.6; RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2;

RL.K.1,2,3,5,6,7,9; RF.K.1a,b,c,d; RF.K.2a; RF.K.3a, Rl.K.1; Rl.K.2; Rl.k.4,5; SL.K.1a,2,3,4;

W.K. 2; L.K.1a; L.K.1b; L.K.1f;

24 25 26 27 28 50-54

Recognize and produce rhyming words. Identify sounds that are the same or different. Segment and blend onset and rime. Identify and isolate medial sounds in spoken




experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Use graphic organizers to focus on text

structure, to represent relationships. Answer questions. Retell stories, including characters, setting and plot.

Make connections: text to self, text to text, text to world. Cause and effect. Compare and contrast. Main idea.

Plot. Sequence of events L.K.1a; L.K.1b; L.K.1f;.Letters Nn

RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b;

LK.2c; RF.K.1d;RF.K.3a;SL.K.2; RF.K 3c; RK. 3; RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4;

L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RL.K.4;RL.K.

9; RI.K 8; RI.K.9; RI.K.4; RI.K.5; RI.K.6; Rl.K.6; RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; L.K.1a; L.K.1b; L.K. 1e; L.K.1f;

LITTLE PANDA, Leveled Readers, Decodable Readers 12 and 13, Phonic stories, Sight

words: me, with, and she, Read Aloud Anthology, “Anna Panda Trades Places,”

Assessments: Letter recognition, Sight Words, Read the words, Read the Sentences,

Comprehension Skill: Compare and Contrast








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31 55








Plot. Sequence of events Letters Rr


LK.2c; RF.K.1d;RF.K.3a;SL.K.2; RF.K 3c; RK. 3; RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; .K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5; RI.K.6; Rl.K.6; RL.K.6; RI.6;

RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K. 1e; L.K.1f;

↓

LITTLE QUACK, Leveled Readers, Decodable Readers 13 and 14, Phonic Stories, Sight

words: me, with and she. Read Aloud Anthology, “The Ugly Duckling.”

Assessments: Letter recognition, Sight Words, Read the words, Read the Sentences,

Comprehension Skill: Plot







↓

November

1 2 3 4 56-59 ↑ ↑

7 X 9 10 11 60-63 Recognize and produce rhyming words. Identify sounds that are the same or different. Segment and blend onset

SEE HOW WE GROW, Leveled Readers, Decodable Readers 14 and 15, Phonic Stories,

Sight words: see and look. Read Aloud


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and rime. Identify and isolate medial sounds in spoken words. Know most common sound associated with

individual letters. Consonants. Short vowels. Phonograms Listen to models read aloud with accuracy,

comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct instruction concrete




Plot. Sequence of events Letters Dd


LK.2c; RF.K.1d;RF.K.3a;SL.K.2; RF.K 3c; RK. 3; RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4;

L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RL.K.4;RL.K.

9; RI.K 8; RI.K.9; RI.K.4; RI.K.5; RI.K.6; Rl.K.6; RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3;

RI.K.2; ; L.K.1a; L.K.1b; L.K. 1e; L.K.1f;

Anthology, "The Knee-High Man.” Assessments: Letter recognition, Sight Words,

Read the Words, Read the Sentences, Comprehension Skill: Cause and effect.







14 15 16 17 18 64-68




high-frequency words automatically.. Develop

FARFALLINA AND MARCEL, Leveled Readers, Decodable Readers 15 and 16,

Phonic Stories, Sight words: see and look. Read Aloud Anthology, “Otis,”

Assessments: Letter recognition, Sight Words, Read the words, Read the Sentences.

Comprehension Skill: Plot


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vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Use graphic organizers to focus on text

structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to

text, text to world. Cause and effect. Compare and contrast. Main idea. Plot. Sequence of events

Letters Ff RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;

RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b; RK.4; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6; R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RL.K.4;RL.K.

9; RI.K 8; RI.K.9; RI.K.4; RI.K.5; RI.K.6; Rl.K.6; RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2;

RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K. 1e; L.K.1f;



favorite book is……). W.K.1 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.2 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.K.8

X X X X X

28 29 30 69-71





experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape.

SEEDS, Leveled Readers, Decodable Readers 16 and 17, Phonic Stories, Sight words: they, you, and of. Read Aloud Anthology, “Daisy’s

Seeds,” Assessments: Letter recognition, Sight Words,

Read the words, Read the Sentences. Comprehension Skill: Draw conclusions




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Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Use graphic organizers to focus on text


text, text to world. Cause and effect. Compare and contrast. Main idea. Plot. Sequence of events.

Letters Oo

RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;

RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; LK.2a; LK.2b; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c;

L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5; RI.K.6; Rl.K.6; RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2;

RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K. 1e; L.K.1f; ↓





↓

December

1 2 72-73 ↑ ↑

5 6 7 8 9 74-78





experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm

HYDE CLYDE, Leveled Readers, Decodable Readers. 17 and 18, Phonic Stories, Sight

words: they, you, and of. Read Aloud Anthology, “Color Me Chameleon,”

Assessments: Letter recognition, Sight Words, Read the words, Read the Sentences.

Comprehension Skill: Main Idea





of 2 2011-2012

predictions. Use graphic organizers to focus on text structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to


Letters Kk RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;


L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5; RI.K.6;

RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K. 1e; L.K.1f;




12 13 14 15 16 79-83


words. Know most common sound associated with individual letters. Consonants. Consonant blends. Short vowels. Phonograms Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop

vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm

predictions. Monitor own comprehension. Use graphic organizers to focus on text structure, to represent

relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot.


Plot. Sequence of events.

BUNNY DAY, Leveled Readers, Decodable Readers 18 and 19, Phonic Stories, Sight

words: are, that and do. Read Aloud Anthology, “A Day Like Every Other Day”

Assessments: Letter Recognition, Sight Words, Read the Words, Read the Sentences, Comprehension Skill: Sequence Use a combination of drawing, dictating, writing to compose opinion pieces in which they tell a reader the topic or the name of the book they


favorite book is……). W.K.1 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.2


of 2 2011-2012

Letters Hh RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K.

2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;


L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RI.K.7; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5;


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

School Calendar Days

January 2012

X 3 4 5 6 84-87


words. Know most common sound associated with individual letters. Consonants. Consonant blends. Short vowels. Phonograms Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop

vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm

predictions. Monitor own comprehension. Use graphic organizers to focus on text structure, to represent

relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot.


Plot. Sequence of events. Letters Ll


MY LUCKY DAY, Leveled Readers, Decodable Readers 19 and 20. Phonic Stories, Sight Words: are, that and do. Read Aloud Anthology, “The Three Billy Goats Gruff” Assessments: Letter Recognition, Sight Words, Read the Words, Read the Sentences, Comprehension Skill: Cause and effect. Use a combination of drawing, dictating, writing to compose opinion pieces in which they tell a reader the topic or the name of the book they




of 2 2011-2012

LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3; RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RI.K.7; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5; RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K. 1e; L.K.1f;

9 10 11 12 13 88-92


words. Know most common sound associated with individual letters. Consonants. Consonant blends. Listen to models read aloud with accuracy, Short

vowels. Phonograms. comprehension and appropriate rate. Read irregular high-frequency words



purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Monitor own

comprehension. Use graphic organizers to focus on text structure, to represent relationships. Answer

questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to

self, text to text, text to world. Cause and effect. Compare and contrast. Main idea. Plot. Sequence of

events. Letters Jj




RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2;

ONE LITTLE MOUSE, Leveled Readers, Decodable Readers 20 and 21. Phonic Stories,

Sight words: one, two, three, four and five. Read Aloud Anthology, “The Tale of Peter

Rabbit” Assessments: Letter Recognition, Sight Words, Read the Words, Read the Sentences, Comprehension Skill: Sequence Use a combination of drawing, dictating, writing to compose opinion pieces in which they tell a reader the topic or the name of the book they




of 2 2011-2012

RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K. 1e; L.K.1f;

X 17 18 19 20 93-96


words. Know most common sound associated with individual letters. Consonants. Consonant blends. Short vowels. Phonograms. Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop

vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Monitor own comprehension. Use fix-up strategies. Use graphic organizers to focus on text



Letters Gg RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;




Goldilocks and the Three Bears, Leveled Readers, Decodable Readers 21 and 22.

Phonic Stories, Sight words: one, two, three, four and five. Read Aloud Anthology, “A

Canary’s Song” Assessments: Letter Recognition, Sight Words,

Read the Words, Read the Sentences, Comprehension Skill: Character







23 24 25 26 27 97-101


words. Know most common sound associated with

IF YOU COULD GO TO ANTARCTICA, Leveled Readers, Decodable Readers 22 and 23. Phonic Stories, Sight words: go, here, and from. Read Aloud Anthology, “Peggy Penguin

Goes to the Ocean”


of 2 2011-2012

individual letters. Consonants. Consonant blends. Short vowels. Phonograms. Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop

vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Monitor own comprehension. Use fix-up strategies. Use graphic organizers to focus on text



Letters Ee RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;




Assessments: Letter Recognition, Sight Words, Read the Words, Read the Sentences,

Comprehension Skill: Classify and Categorize Use a combination of drawing, dictating, writing to compose opinion pieces in which they tell a reader the topic or the name of the book they



30 31 102-103


words. Know most common sound associated with individual letters. Consonants. Consonant blends. Short vowels. Phonograms . Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop

vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud.

ABUELA, Leveled Readers, Decodable Readers 23 and 24. Phonic Stories, Sight words: go, here, and from. Read Aloud Anthology, “Apple Juice Tea” Assessments: Letter Recognition, Sight Words, Read the Words, Read the Sentences, Comprehension Skill: Setting Unit 4 Assessment


of 2 2011-2012

Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Monitor own comprehension. Use fix-up strategies. Use graphic organizers to focus on text



Letters Qq RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;



RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K.1d; L.K. 1e;

L.K.1f; ↓




↓

February

1 2 3 104-106 ↑ ↑

6 7 8 9 10 107-111


words. Know most common sound associated with individual letters. Consonants. Consonant blends. Short vowels. Phonograms . Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop

vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce

MAX TAKES THE TRAIN, Leveled Readers, Decodable Readers 24 and 25. Phonic Stories,

Sight words: yellow, blue and green, Read Aloud Anthology “The Naughty Shoes”

Assessments: Letter Recognition, Sight Words, Read the Words, Read the Sentences,

Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing


of 2 2011-2012

meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Monitor own comprehension. Use fix-up strategies. Use graphic organizers to focus on text



Letters Ww RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;




L.K.1f;

about and supply some information about the topic. W.K.2



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.3

With guidance and support from adults,

respond to questions and suggestions from peers and add details to strengthen writing as

needed. W.K.5

13 14 15 16 17 112-116


words. Know most common sound associated with individual letters. Consonants. Consonant blends.

Shortvowels. Phonograms. Listen to models read aloud with accuracy,

comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct instruction concrete

experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Monitor own comprehension. Use fix-up

MAYDAY! MAYDAY! Leveled Readers, Decodable Readers 25 and 26. Phonic Stories,

Sight words: yellow, blue and green, Read Aloud Anthology “The Mysteries of Flight” Assessments: Letter Recognition, Sight Words,

Read the Words, Read the Sentences. Comprehension Skill: Cause and Effect




Use a combination of drawing, dictating, and writing to narrate a single event or several


of 2 2011-2012

strategies. Use graphic organizers to focus on text structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to


Letters Xx RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;




L.K.1f;

loosely linked events, tell about the events in the order in which they occurred, and

provide a reaction to what happened. W.K.3

With guidance and support from adults, respond to questions and suggestions from

peers and add details to strengthen writing as needed. W.K.5

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.7

X 21 22 23 24 117-120


words. Know most common sound associated with individual letters. Consonants. Consonant blends. Short vowels. Phonograms. Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Monitor own comprehension. Use fix-up strategies. Use graphic organizers to focus on text structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to text, text to world. Cause and effect. Compare and

MESSENGER, MESSENGER, Leveled Readers, Decodable Readers 26 and 27. Phonic Stories, Sight words: what, said and was. Read Aloud Anthology “Ready for a Ride!” Assessments: Letter Recognition, Sight Words, Read the Words, Read the Sentences.

Comprehension Skill: Compare and Contrast

Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events




needed. W.K.5

Participate in shared research and writing projects (e.g. explore a number of books by a


of 2 2011-2012

contrast. Main idea. Plot. Sequence of events Letters Uu





L.K.1f;

favorite author and express opinions about them). W.K.7

27 28 29 121-123


words. Know most common sound associated with individual letters. Consonants. Consonant blends. Short vowels. Phonograms. Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Monitor own comprehension. Use fix-up strategies. Use graphic organizers to focus on text structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to text, text to world. Cause and effect. Compare and contrast. Main idea. Plot. Sequence of events

Letters Vv RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b;

THE LITTLE ENGINE THAT COULD, Leveled Readers, Decodable Readers 27 and 28, Phonic Stories, Sight words: what, said and was. Read Aloud Anthology “ Hiawatha Passing” Assessments: Letter Recognition, Sight Words, Read the Words, Read the Sentences. Comprehension Skill: Plot Use a combination of drawing, dictating, and





needed. W.K.5



↓


of 2 2011-2012

LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3; RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; LK.2a;

LK.2b; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RI.K.7; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5;


L.K.1f; ↓

March

1 2 124-125 ↑ ↑

5 6 7 8 9 126-130


words. Know most common sound associated with individual letters. Consonants. Consonant blends. Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Monitor own comprehension. Use fix-up strategies. Use graphic organizers to focus on text structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to text, text to world. Cause and effect. Compare and contrast. Main idea. Plot. Sequence of events

Letters Zz RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;

On the move, Decodable Readers 29 and 30. Phonic Stories,

Sight Words: where and come Read Aloud Anthology: “Henry Hikes to

Fitchburg” Assessments: Letter Recognition, Sight Words,

Read the Words, Read the Sentences. Comprehension Skill: Draw Conclusions





needed. W.K.5




of 2 2011-2012




L.K.1f;

12 13 14 15 16 131-135


words. Know most common sound associated with individual letters. Consonants. Consonant blends. Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Monitor own comprehension. Use fix-it strategies. Use graphic organizers to focus on text structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to text, text to world. Cause and effect. Compare and contrast. Main idea. Plot. Sequence of events

Letters Yy RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;



RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2;

THIS IS THE WAY WE GO TO SCHOOL, Decodable Readers 29 and 30. Phonic Stories,

Sight Words: where and come Read Aloud Anthology: “Henry Hikes to

Fitchburg” Assessments: Letter Recognition, Sight Words,

Read the Words, Read the Sentences. Comprehension Skill: Draw Conclusions








needed. W.K.5




of 2 2011-2012

RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K.1d; L.K. 1e; L.K.1f;

X X X X X

26 27 28 29 30 136-140



Vowels “Aa” & “Ii” RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;




L.K.1f;

HOME AROUND THE WORLD Decodable Readers 30 and 31. Phonic Stories, Sight words a, is and said Read Aloud Anthology, “House of Snow” Assessments: Letter Recognition, Sight Words,

Read the Words, Read the Sentences. Comprehension Skill: Compare and Contrast








needed. W.K.5




of 2 2011-2012

April

2 3 4 5 6 141-145



Vowel “0o” RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;




L.K.1f;

OLD MCDONALDHAD A WOODSHOP Decodable Readers 31 and 32. Phonic Stories. Sight words. here, go, with, little, do, what, and

the Read Aloud Anthology, “The Elves and the Shoemaker” Assessments: Letter Recognition, Sight Words, Read the Words, Read the Sentences. Comprehension Skill: Character Use a combination of drawing, dictating, and





needed. W.K.5

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

W.K.6

9 10 11 12 13 146-150


BUILDING BEAVERS Decodable Readers 32 and 33. Phonic stories, Sight words, with, that, come, where, and the

Read Aloud Anthology, “Robin’s Nest”


of 2 2011-2012


Vowel “Ee” RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;




L.K.1f;

Assessments: Letter recognition, Sight Words, Read the Words, Read the Sentences. Comprehension Skill: Main Idea Use a combination of drawing, dictating, and





needed. W.K.5


W.K.6

16 17 18 X X 151-153


words. Know most common sound associated with individual letters. Consonants. Consonant blends. Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct instruction concrete

THE NIGHT WORKER Decodable Readers 33 and 34 Phonic stories, Sight words Review Read Aloud Anthology, “Night In the Country” Assessments: Letter recognition, Sight Words, Read the Words, Read the Sentences. Comprehension Skill: Plot


of 2 2011-2012

experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Monitor own comprehension. Use fix-it strategies. Use graphic organizers to focus on text structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to text, text to world. Cause and effect. Compare and contrast. Main idea. Plot. Sequence of events

Vowel “Uu” RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K.

2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;




L.K.1f;

Use a combination of drawing, dictating, and





needed. W.K.5


W.K.6

23 24 25 26 27 154-158


words. Know most common sound associated with individual letters. Consonants. Consonant blends. Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm

THE HOUSE THAT TONY LIVES IN Decodable Readers 34 and 35

Phonic stories, Sight words Review Read Aloud Anthology, “A House By The Sea” Assessments: Letter recognition, Sight Words, Read the Words, Read the Sentences. Comprehension Skill: Setting Use a combination of drawing, dictating, and


in the order in which they occurred, and


of 2 2011-2012

predictions. Monitor own comprehension. Use fix-it strategies. Use graphic organizers to focus on text structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to text, text to world. Cause and effect. Compare and contrast. Main idea. Plot. Sequence of events

Vowels & Decoding Words

RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3; RK.6; SL.K.3; SL.K.4; SL.K.1a; SL.K.1b;RK.4; LK.2a; LK.2b; L.K.4a; L.K.4b; L.K, 5a; L.K.5b; L.K.5c; L.K.6;R.K.4l SL.K.5; SL.K.6; SP.K.5; RL.K.6; RI.K.6; RI.K.7; RL.K.4;RL.K. 9; RI.K 8; RI.K.9; RI.K.4; RI.K.5; RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2; ; L.K.1a; L.K.1b; L.K.1d; L.K. 1e; L.K.1f;

provide a reaction to what happened. W.K.3

With guidance and support from adults, respond to questions and suggestions from

peers and add details to strengthen writing as needed. W.K.5


W.K.6

30 159


words. Know most common sound associated with individual letters. Consonants. Consonant blends. Listen to models read aloud with accuracy, comprehension and appropriate rate. Read irregular high-frequency words automatically.. Develop vocabulary through direct instruction concrete experiences, reading, and listening to text read aloud. Use words to describe location, size, color, and shape. Use new oral vocabulary words in context to reinforce meaning. Preview the text. Set purpose for reading. Activate and use prior knowledge. Make and confirm predictions. Monitor own comprehension. Use fix-it strategies. Use graphic organizers to focus on text structure, to represent relationships. Answer questions. Generate questions. Retell stories, including characters, setting and plot. Make connections: text to self, text to

ANIMAL HOMES Decodable Readers 35 and a36

Phonic Stories, Sight Words Review Read Aloud Anthology, “Animals’ Houses”

Assessments: Letter recognition, Sight Words, Read the Words, Read the Sentences. Comprehension Skill: Draw Conclusions With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.K.6

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of 2 2011-2012


Vowels & Decoding Words RF.K.2a; RI.K.1a; RF.K. 2b; RF.K.3d; RF.K. 2c; RF.K. 2.d; RF.K.2c; RF.K.3a; RF.K.3b; RF.K.1b; RF.K.1b; LK.2c; RF.K.1d;RF.K.3a; SL.K.2; RF.K 3c; RK. 3;



RL.K.6; RI.6; RF.K.4; SL.K.4; RL.K.1; RL.K.2; RL.K.3; RI.K.2;

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May Rectangular Numbers, Triangle Patterns

1 2 3 4 160-163 ↑ ↑

7 8 9 10 11 164-168 Review

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Review ↓

14 15 16 169-171 Review

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PIKEVILLE INDEPENDENT SCHOOLS “Every Child, Every Day ... · instruction concrete experiences,...

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