CURRICULUM GUIDE Tumwater School District SUBJECT: Reading ...

Revised 12.04.07

CURRICULUM GUIDE Tumwater School District

SUBJECT: Reading GRADE: Kindergarten

Week Objective

PS # 1 Level of

Thinking Suggested Activities Resource Correlation Assessment

1st Trimester Week ______ Days ______

Objective: Understand and apply concepts of print. (1.1.1) Kid Friendly Objective: I can point to and name all the parts of a book I can move my finger on words along from left to right. I can point out words

Knowledge Application

Teacher’s show and tell parts of a book. Re-shelve books with spine out. Student points to and names parts of a book Make books with various parts. Student tracks with finger and eyes while the teacher reads a big book aloud. Student tracks in individual book while teacher reads big book. Sequence pictures left to right. Student can count the number of words in a

Text: Unit 2 Read Well: All groups Whole Class Units: 2, 3, 7, 9

Teacher generated checklist and observation. Read Well Assessment Count number of

Revised 12.04.07

and spaces between words. I can choose letters from a group of numbers and letters. I can write what I say or hear.

printed sentence. Sorts letters and numbers Complete puzzles, etc. to be familiar with similarities and differences. Chant or say the alphabet. Count and point on numbers line. Teacher takes dictation of words and reads text back to students Students write letters that match sounds.

Read Well: Whole Class Supplemental: Front – front, cover, back, spine, title. Sort letter and numbers. Complete puzzles Count the number of words in a sentence, written and orally.

words in a sentence. Random letter recognition WASL release sample items:

Revised 12.04.07



Week Objective

PS # 2 Level of



Objective: Understand and apply phonological awareness and phonemic awareness. (1.1.2) Kid Friendly Objective: I can hear words that rhyme. I can blend sounds together to make words

Comprehension Application

After reading a poem to your class, have students help you identify the words in the poem that rhyme. Rhyming game and song When given word pairs such as boat/coat or hat/mat, students will determine if the word pairs rhyme. Have students stretch words to hear word parts, and will practice smooth and bumpy blending (use slinky, hand or body movements to stretch words).

Text: Whole Group Units: 1, 3, 4, 5, 6, 9 Small group unit: 4, Rhyming Fun Whole group Units: 1-9 All small groups:

Manipulate and segment words orally by onset and rhyme.

Revised 12.04.07

I can hear and identify single letter sounds at the beginning of words. I can hear and identify sounds at the ends of words. I can make new words by changing the beginning and ending sound. I can make and find words that rhyme.

Stretch words out while students count the number of phonemes. After hearing separate phonemes such as d-a-d, students will blend the letter sounds together to formulate a word: dad. When given a word such as “cat” students will change the beginning sound to make new words (orally, whiteboards) When given a choice of three initial consonants such as “_at”, students will decide which letter/ sound will not make a real word (application). When given a worksheet with directions to find pictures that end with “_ _ t” students will color all pictures that end with the “t” sound. When given a word such as “fox, house, hat”, students will generate words that rhyme.

Whole Class Unit: 1-9 Whole Class Unit: 6 & 8 Whole Class Unit: 9 Whole Group: Read Well Unit: 1, 4, 5, & 6 Small group unit: 4 Supplemental:

DIBELS Initial Sound Fluency Manipulate and segment words orally by onset and rhyme. In class dictation. WASL release sample items:

Revised 11.19.07



Week Objective

PS # 3 Level of



Objective: Apply understanding of phonics at grade level. (1.1.4) Kid Friendly Objective: I can name small and capital letters: Aa, Ee, Hh, Kk, Mm, Rr, Ss, Ww, Zz. I can choose the right letter for the sound I hear: A, E, H, K, M, R, S, W, Z. I can read words: I, me, see, I’m, a.


…will sing alphabet song, chants, reverse alphabet. …name, sign, and spell letters in their names. Alphabet Bingo, letter sort and search. Use flashcards. …write sounds and words in dictation. Give the letter, they give the sound. The Teacher gives the sound, the students name the letter.

Text: Read Well Units: 1-9 Whole Class Read Well Units: 1-9 Whole Class Read Well Units: 5, 6, 7, 8, 9 Whole Class Supplemental:

Read Well Assessment Phonemic segmentation Dictation Teacher generated checklist and observation WASL release sample items:

Revised 11.19.07



Week Objective

PS # 4 Level of



Objective: Understand and apply vocabulary strategies in grade-level text. (1.2.2) Kid Friendly Objective: I use picture clues to understand what a word means.


Vocabulary discussion during reading. Guided reading. Reading Group matches opposites orally, or with pictures.

Text: Read Well Units: 1-9 Small Groups Supplemental:

Child responds to specific questions from the teacher. Check off list when child uses strategies. WASL release sample items:

Revised 11.19.07



Week Objective

PS # 5 Level of



Objective: Understand some parts of the text are more important than others. (2.1.3) Kid Friendly Objective: I can tell the problem or the main idea in a story. I can tell the beginning, middle, and end of a story.


Tell your neighbor the problem/main idea in the story. Discussion of teacher read text/video. Draw a picture showing the problem/main idea of the story.

Text: Whole Class Units: 7, 8, 9 Supplemental:

Have students orally identify the problem main idea in the story. Have the students tell the beginning, middle and end of the story. WASL release sample items:

Revised 11.19.07



Week Objective

PS # 6 Level of



Objective: Understand how to infer/predict meaning. (2.1.5) Kid Friendly Objective: I can guess what might happen in a story by looking at the pictures. I can figure out more about a story by thinking about what I already know.

Analyze Apply

Make guesses about what happens in response to teacher questions. Draw a picture of what might happen next. Teacher led “Picture Walk”. Students predict character’s feeling by looking at the picture. Activating prior knowledge through discussion and teacher-led examples. Discussion of what happens based on prior experiences and knowledge. Have students “guess” or predict weather on a daily basis.

Text: Units: 1, 4, 5, 6, 7, 9 Read Well Units: 1, 2, 3, 4, 5, 7, 8, 9 Supplemental:

Oral response to teacher checklist. Pick the picture that shows what could happen next. WASL release sample items:

Revised 11.19.07



Week Objective

PS # 7 Level of



Objective: Know story sequence. (2.2.1) Kid Friendly Objective: I can retell a story with the beginning middle and end in order.

Know Apply

Sequence pictures from a story, from left to right. Act out order of story (puppets, etc.) Respond to teacher’s questions. Read Well story picture cards.

Text: Read Well Units: 5, 6, 7, 8, 9 Review Unit: Supplemental:

Complete a story in order using pictures. Answer teacher’s questions. Read Well Assessments WASL release sample items:

Revised 12.04.07



Week Objective

PS # 8 Level of



Objective: Understand story elements. (2.2.3) Kid Friendly Objective: I can name the character I can tell the problem, solution and lesson of the story.

Understand Application

Students will place themselves in the story and discuss characters and setting using the five senses. Students orally names the characters (who) in the story. Selecting character from a page of pictures Using graphic organizer/visual aids, identify characters in the story. Student identifies characters in the story after listening to it. Sequence the events orally or pictorially. Picture selection of events. Act out the events.

Text: Whole Class Units: 5 – 9 Small Group Units: Units: 7-9

Teacher checklist for retell. AR Tests

Revised 12.04.07

I can tell where the story takes place.

Knowledge Draw a picture of the setting. Oral discussion of setting. Select from a variety of pictures. Draw or build the setting of the story.

Units: 3, 5, 6 Review Unit Supplemental:

Teacher checklist for retell. WASL release sample items:

Revised 12.04.07



Week Objective

PS # 9 Level of



Objective: Identify similarities within and between informational and literary text. (2.3.1) Kid Friendly Objective: I can tell how the character and setting in 2 stories are the same. I can tell when books have some of the same facts.

Knowledge Application Analysis

Book sort by type of character or setting. Verbal discussion of similarities. Venn diagram Use gingerbread man unit and discuss differences and similarities between versions. Compare caps for sale and straw hats for sale.

Text: Characters Units: 1, 5, 6, 7, 8, 9 Settings Units: 3, 5, 6, Review Unit Unit: 1, 2, 3, 4, 5, 6, 7 Review Unit Supplemental:

Students orally identify character and places from 2 books. Tell how they are the same. Teacher checklist. WASL release sample items:

Revised 12.04.07



Week Objective

PS # 10 Level of



Objective: Understand purpose and features of simple text. (2.4.2, 3.2.1) Kid Friendly Objective: I understand why we need signs and labels. I understand there are different reasons for writing.

Understand

Make and read a cereal box book by binding front of cereal boxes. Student will “read” labels and signs in school environment. Student will bring in examples of environmental print. Discussion of need for signs and labels. Make a book of signs or labels Student will tour the school and identify various writings and purposes. With teacher, student will list reasons for writing and examples (e.g., newspaper list, magazines, and letters). Student will read daily schedule.

Text: Read Well Whole Class Unit: 1 Write Source Write Source: Supplemental:

Teacher observation. Students match labels or signs to objects in classroom. Students identify 10 examples of commonly used signs and labels. WASL release sample items:

Revised 05.28.08



Week Objective

PS # 1 Level of


2nd Trimester Week ______ Days ______

Objective: Understand and apply concepts of print. (1.1.1) Kid Friendly Objective: I can write what I say or hear.

Application

Sound Spelling on the white board. Teacher takes dictation of words and reads text back to students Students write letters that match sounds to make words. Write to explain a picture. Read text back to teacher. Students describe pictures for group writing.

Text: Read Well: Units 10-21 Write Source Journals Supplemental:

Teacher dictation Monthly picture of self and text. Draw a picture & writing prompt District Write WASL release sample items:

Revised 05.28.08



Week Objective

PS # 2 Level of



Objective: Understand and apply phonological awareness and phonemic awareness. (1.1.2) Kid Friendly Objective: I can hear and identify single letter sounds (of letters introduced) at the beginning of words. I can hear and identify single letter sounds at the end of words. I can make and find words that rhyme. I can make new words


Identify end sound of objects in pictures or student names. Worksheet – students pick out the letter that begins or ends the word represented by the picture. White board activities. Student picks out picture that starts or ends with a particular sound. Nonsense word flash cards. Student responds with a rhyming word to teacher’s word. Use letter cards to make/read nonsense words. Ball Roll Game

Text: Read Well: Units 10-21 Small group units Read Well:

Orally presented teacher assessment. DIBELS: Initial sound fluency Teacher gives word and asks for response.

Revised 05.28.08

by changing the beginning and ending sounds.

Bean Bag Game Song review When given a word such as “cat”, students will change the beginning sound to make new words (orally, whiteboard). Rhyming Game: When given a choice of 3 initial consonants with an ending such as “at” students will decide which letter/sounds make a real word (application) Rhyming picture Picture match Onset, Rime Word Family charts Letter cards: change beginning or ending sound by changing the letter card.

Units 10-21 Unit 16, p973 Unit 10, p619 Unit 15, p915 Unit 16, p990 Unit 16, 17, 18, 19 Unit 17, p1061 Unit 18, p1089 Unit 21, p1346 Review, p1173 Unit 19, p1229 Supplemental:

Teacher dictation-observation Change the word cat to pat to pan. (tiles/letter cards) WASL release sample items:

Revised 05.28.08



Week Objective

PS # 3 Level of



Objective: Apply understanding of phonics at grade level. (1.1.4) Kid Friendly Objective: I can name capital and small letters and choose the right letter for the sound I hear: Cc, Dd, Ii, Jj, Nn, Pp, Tt, Vv, Bb, Ff, Gg. I can build words. I can read words.

Apply Understand

Go on a letter hunt. Read the room. Pocket chart. Build sentences. Dictation, writing down words. Letter tiles or cards to build words. Read grade level appropriate books.

Text: Read Well: Units: 10 – 21 Read Well: Units: 10 – 21 Write Source Units: 10, 11, 12, 15,

Read Well Assessments. Teacher checklist. Dictation Letter naming DIBELS Identify initial sounds, phonemic segmentation Child picks letter out that matches sound given.

Revised 05.28.08

Individual reading conferences. Match words to picture. Large chart instruction/poem.

17, 19, 20 Supplemental:

WASL release sample items:

Revised 05.28.08



Week Objective

PS # 4 Level of



Objective: Understand and apply vocabulary strategies in grade level text. (1.2.2) Kid Friendly Objective: I use letter sounds and pictures to understand what the word is and what it means.


Group discussion during teacher read. Guided reading. Teacher guided practice with looking at picture and discussing letters in unknown content word. Sound spell dictation.

Text: Small group units Supplemental:

Teacher checklist for assessment during small group reading. WASL release sample items:

Revised 05.28.08



Week Objective

PS # 5 Level of



Objective: Understand some parts of the text are more important than others. (2.1.3) Kid Friendly Objective: I can tell the problem or the main idea in a story. I can tell the beginning, middle, and end of a story.


Class discussion. Draw a picture of beginning, middle and end of a story. Sequence pictures. Read Well pocket chart using retell cards. Read Well retell books.

Text: Read Well: Units 10-21 Read Well Small group units Supplemental:

Oral response to teacher question. WASL release sample items:

Revised 05.28.08



Week Objective

PS # 6 Level of



Objective: Understand how to infer/predict meaning. (2.1.5) Kid Friendly Objective: I can guess what might happen in a story by looking at the pictures. I can figure out more about a story by thinking about what I already know.

Analyze Apply

Use the context of what I am reading to figure out meaning of words. Guided Reading. Draw a picture of what might happen next. Teacher led picture walk. Students will discuss characters feelings by looking at the pictures. Act out feelings identified by teacher. Repeat actions or words used in story to clarify understanding.

Text: Read Well: Whole class units 10-21 Read Well: Small group units Supplemental:

Observation of small group reading. WASL release sample items:

Revised 05.28.08



Week Objective

PS # 7 Level of



Objective: Know story sequence. (2.2.1) Kid Friendly Objective: I can retell a story with the beginning middle and end in order.

Know Apply

Sequence pictures. Oral retell to a neighbor. Act out a story with puppets. Read Well story cards. Read Well book making.

Text: Read Well: Units 10-21 Supplemental:

Teacher listens to oral retell. WASL release sample items:

Revised 05.28.08



Week Objective

PS # 8 Level of



Objective: Understand story elements. (2.2.3) Kid Friendly Objective: I can name the characters, with my teachers help. I can tell where the story takes place, with my teachers help. I can tell the problem, goal solution and/or lesion of the story, with my teachers help.


Peer book talk guided by teacher questioning. Draw a picture and label your favorite character. Teacher led discussion. Select correct picture of setting or character from a group of pictures. Simple graphic organizer/visual aides such as Venn Diagram.

Text: Read Well: Units 10-21 Small group units Supplemental:

Teacher checklist for retell. WASL release sample items:

Revised 05.28.08



Week Objective

PS # 9 Level of





Discussion Book sort by type of character or setting. Venn diagram Story Web Text to text connection Text to self connection Do a double bubble.

Text: Read Well: Units 10-21 Small group units Supplemental:

Student orally identifies character and setting after teacher read. Teacher checklist during small group. WASL release sample items:

Revised 05.28.08



Week Objective

PS # 10 Level of



Objective: Understand purpose and features of simple text. (2.4.2, 3.2.1) Kid Friendly Objective: I understand why we need signs and labels. I understand there are different reasons for writing.

Understand

Use written daily schedule. Brainstorm reasons in group and teacher records on board. Tour school, point out signs or pictures of signs and discuss purpose. Label and read the room. Student reads grade level news magazine. Make lists. Directions.

Text: Read Well: Units 10-21 Write Source Read Well small group units Supplemental:

Teacher observation. WASL release sample items:

Revised 12.04.07



Week Objective

PS # 1 Level of


3rd Trimester Week ______ Days ______

Objective: Understand and apply concepts of print. (1.1.1) Kid Friendly Objective: I can write what I say and/or hear.

Comprehension Knowledge Application

Write letters that match sounds to make words. Teacher dictation. Writes to explain picture. Reads text back to teacher.

Text: Read Well: Units 21-26 Small group dictation Write Source Supplemental:

Teacher dictation Draw a picture and write about it. District Write WASL release sample items:

Revised 12.04.07



Week Objective

PS # 2 Level of



Objective: Understand and apply phonological awareness and phonemic awareness. (1.1.2) Kid Friendly Objective: I can hear and identify single letter sounds at the beginning of words. I can hear and identify the sounds of a single letter at the end of a word. I can make and find words that rhyme. I can make new words by changing the beginning or ending sound.


Worksheet – student picks out the letter for the sound that begins or ends the word represented by the picture. Student picks out picture that begins/ends with a particular sound. Student responds with a rhyming word to teacher’s word. Use letter tiles or slates to make words, then change beginning/ending letter.

Text: Read Well: Units 21-26 Read Well: Small group units Supplemental:

Orally presented teacher assessment Teacher dictation – change the word pat to cat, etc. Teacher gives word and asks for response. WASL release sample items:

Revised 12.04.07



Week Objective

PS # 3 Level of



Objective: Apply understanding of phonics at grade level. (1.1.4) Kid Friendly Objective: I can build words. I can read words. I can name small and capital letters: Gg, Ll, Oo, Qq, Uu, Xx, Ee, long vowels..

Comprehension Knowledge Application

Use letter tiles Dictation Individual reading during small group time. Student names letter and sound with flashcard. Letter Hunt.

Text: Read Well: Units: 20-26 Write Source Read Well: Units: 21, 22, 23, 24, 25, 26, Read Well: Units: 21 - 26

Read Well Assessments Teacher Checklist Dictation DIBELS Phoneme Segmentation DIBELS Initial Sound Fluency

Revised 12.04.07

I can choose the right letter for the sound I hear.

Read Well: Units: 21 - 26 Supplemental:

Read Well assessment WASL release sample items:

Revised 12.04.07



Week Objective

PS # 4 Level of



Objective: Understand and apply vocabulary strategies in grade-level text. (1.2.2) Kid Friendly Objective: I use letters to understand what a words says and means.


Group discussion during teacher read. Guided reading. Teacher guided practice with looking at picture and discussing letters in unknown content word.

Text: Read Well: Units 21-26 Small Group units Supplemental:

Teacher checklist for assessment during small reading groups. WASL release sample items:

Revised 11.19.07



Week Objective

PS # 5 Level of



Objective: Understand some parts of the text are more important than others. (2.1.3) Kid Friendly Objective: I can tell the problem or the main idea in a story.


Class discussion. Draw a picture.

Text: Read Well: Units 21-26 Small group Supplemental:

Oral response to teacher questions. WASL release sample items:

Revised 11.19.07



Week Objective

PS # 6 Level of



Objective: Understand how to infer/predict meaning. (2.1.5) Kid Friendly Objective: I can figure out more about the story by using word clues. I can figure out more about a story by thinking about what I already know.

Analyze Apply

Guided reading. Teacher led discussion on background knowledge. Teacher led picture walk.


Observation of small group reading. WASL release sample items:

Revised 12.04.07



Week Objective

PS # 8 Level of



Objective: Understand story elements. (2.2.3) Kid Friendly Objective: I can name the character. I can tell the problem, solution, goal and/or and lesson in the story. I can tell where the story takes place.


Worksheet: Draw a picture of setting, character or problem. Teacher led discussion. Selecting setting or character from a group of pictures. Using graphic organizer/visual aides to identify.


Teacher checklist for retell. AR Tests. WASL release sample items:

Revised 12.04.07



Week Objective

PS # 9 Level of





Book sort by type of character or setting. Venn diagram Story Web Have students name books; orally explain similarities.


Students orally identify character and setting after a teacher read. Teacher checklist during small groups. WASL release sample items:

Revised 12.04.07



Week Objective

PS # 10 Level of



Objective: Understand purpose and features of simple text. (2.4.2, 3.2.1) Kid Friendly Objective: I understand there are different reasons for writing. I understand there are different reasons for writing.

Understand

Student will “read” daily schedule. Tour school, point out signs, student explains purpose of the sign. “Read the room” Student reads “Let’s Find Out” magazine. Student brings in “environmental print” (can labels, food containers, etc.)

Text: Read Well: Units 21-26 Write Source Small Group units Supplemental:

Teacher observation. Student will list reasons for writing. WASL release sample items:

CURRICULUM GUIDE Tumwater School District SUBJECT: Reading ...

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