Kindergarten

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** || bigger smaller bold ||  ||   ||   || point words tracking ||  ||   ||   || words ||  ||   ||   || right top bottom ||  ||   ||   || different beginning middle end first last ||  ||   || CELF || sentence ||  ||   || CELF Progress Report || rhyme ||  ||   || CELF Progress Report || Progress Report || word family ||  ||   ||   || word family ||  ||   ||   || sounds words ||  ||   || CELF Progress Report DIBLES || middle end sounds same different ||  ||   || CELF Progress Report || change ||  ||   || CELF || little small ||  ||   || Progress Report DIBELS || capital big ||  ||   || Progress Report DIBELS || sound ||  ||   || Progress Report || sight words ||  ||   || Progress Report || say the word tell me the sounds ||  ||   || Journal || different ||  ||   ||   || Connection prior knowledge background ||  ||   ||   ||   || shapes same different ||  ||   ||   ||   || illustrator fiction nonfiction reality fantasy expository ||  ||   ||   ||   || character plot events problem solution ||  ||   ||   ||   || character plot events problem solution beginning middle end ||  ||   ||   ||   || rhythm repeat alliteration ||  ||   ||   ||   || (LA 0.1.6 f) ||  ||   ||   ||   ||   ||   ||
 * Teachers****:** (Brandy Muirhead, Adrianne Bailey)
 * Textbook:** (Treasures, Macmillan/McGraw-Hill, 2011)
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 * **Obj #** || **Unit** || **Objective:**
 * ||  || Students will demonstrate knowledge of the concept of print || 1. Identify variations in print (e.g., font, size, bold, italic, upper/lower case) (LA 0.1.1.a) ||   || size
 * ||  ||   || 2. I-P-M: Explain that the purpose of print is to carry information (e.g., environmental print, names) (LA 0.1.1.b) ||   ||   ||   ||   ||   ||
 * ||  ||   || 3. Demonstrate voice to print match (e.g., student points to print as someone reads) (LA0.1.1c) ||   || left to right
 * ||  ||   || 4. I-P-M: Demonstrate understanding that words are made up of letters (LA 0.1.1.1d) ||   || letters
 * ||  ||   || 5. I-P-M: Identify parts of a book (e.g., cover, pages, title) (LA 0.1.1.e) ||   || cover, title pages ||   ||   ||   ||
 * ||  ||   || 6. I-P-M: Demonstrate knowledge that print reads from left to right and top to bottom (LA 0.1.1.f) ||   || left
 * ||  ||   || 7. I-P-M: Identify punctuation (e.g., period, exclamation mark, question mark) (LA 0.1.1.g) ||   || period, exclamation mark, question mark ||   ||   ||   ||
 * ||  || // demonstrate phonological awareness through oral activities. // || 1. I-P-M: Understand the vocabulary of same & different, beginning, middle, end & first, middle, last. ||   || same
 * ||  ||   || 2.I-P-M: Segment spoken sentences into words (LA 0.1.2.a) ||   || words
 * ||  ||   || 3. I-P-M: Identify and produce oral rhymes (LA 0.1.2.b) ||   || same
 * ||  ||   || 4. I-P-M: Blend and segment compound words in spoken words (e.g., cupcake) (LA 0.1.2.c) ||   || compound words ||   ||   || CELF
 * ||  ||   || 5. I-P: Blend spoken onsets and rimes to form simple words (e.g., v-an, gr-ab)(LA 0.1.2.d) ||   || word part
 * ||  ||   || 6. I-P: Segment onsets and rimes orally (e.g., v-an, gr-ab) (LA 0.1.2.e) ||   || word part
 * ||  ||   || 7. I-P: Blend phonemes in spoken words (e.g., two and three sound words) (LA 0.1.2.f) ||   || letters
 * ||  ||   || 8. I-P: Segment phonemes in spoken words (e.g., beginning, middle, and ending sounds, recognize same sounds in different words, two and three sound words) (LA 0.1.2g) ||   || beginning
 * ||  ||   || 9. I-P: Delete and substitute word parts to create new words, pseudo or real (e.g., “Say cowboy, now say cowboy but don’t say boy.”-cow; “Say cat. Change the /k/ to /b/.” -bat) ||   || take away
 * ||  || // Students will acquire phonetic knowledge as they learn to read, write, and spell grade level text. // || 1. I-P-M: Identify lower case letters (LA 0.1.3.a) ||   || lowercase letters
 * ||  ||   || 2. I-P-M: Identify upper case letters (LA 0.1.3.a) ||   || upper case
 * ||  ||   || 3. I-P-M: Match consonant and short vowel sounds to appropriate letters (e.g., matching letters to sounds while writing and reading; letter-sound correspondence) (LA 0.1.3.b) ||   || letter
 * ||  ||   || 4. I-P-M: Read at least 95% of the basic kindergarten high frequency words (LA 0.1.3.c) ||   || high frequency
 * ||  ||   || 5. I-P: Use phonetic knowledge to write (e.g., approximated spelling) (LA 0.1.3.d) ||   || stretch
 * ||  ||   || 6. I-P: Recognize known words in connected text (e.g., big book, environmental print, class list, labels) (LA 0.1.3.e) ||   ||   ||   ||   ||   ||
 * ||  ||   || 7.I-P: Identify similarities and differences in words (e.g., word endings, onset and rime) when spoken or written (LA 0.1.3.f) ||   || same
 * ||  || // Students will demonstrate accuracy, phrasing, and expression during grade level reading experiences. // || 1. I-P: Phrasing: Imitate adults’ phrasing reflecting meaning with voice (e.g., pause) LA 0.1.4.a) ||   ||   ||   ||   ||   ||
 * ||  ||   || 2. I-P: Expression: Imitate adults’ expression, reflecting meaning with voice (e.g., volume, tone, emphasis) (LA 0.1.4.a) ||   ||   ||   ||   ||   ||
 * ||  ||   || 3. I-P: Smoothness: Imitate repeating language patterns during reading (e.g., modeled reading, choral reading) LA 0.1.4.b) ||   ||   ||   ||   ||   ||
 * ||  ||   || 4. I-P: Pacing: Read familiar text with others, maintaining an appropriate pace LA 0.1.4.c) ||   || together ||   ||   ||   ||
 * ||  ||   || //Students will build literary, general academic, and content specific grade level vocabulary.// ||   || 1. I-P: Examine word structure elements and word patterns to determine meaning (e.g., plural forms, simple compounds) (LA 0.1.5.a) ||   || more than 1 ||   ||   ||   ||
 * ||  ||   || 2. I-P: Relate new grade level vocabulary to prior knowledge and use in new situations (LA 0.1.5.b) ||   ||   ||   ||   ||   ||   ||
 * ||  ||   || 3. I-P: Develop awareness of context clues (e.g., predictions, word and sentence clues) and text features (e.g., titles, bold print, illustrations) that may be used to infer the meaning of words (LA 0.1.5.c) ||   || Predicting
 * ||  ||   || 4. I-P: Identify and sort pictures of objects into conceptual categories (e.g., colors, shapes) (LA 0.1.5.d) ||   || colors
 * ||  ||   || 5. I-P: Determine word meaning using reference materials and classroom resources (e.g., word wall, picture dictionary, teacher, peer) (LA 0.1.5.e) ||   || word wall ||   ||   ||   ||   ||
 * ||  || // Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. // || 1. I: Explain that the author and illustrator create books to entertain and inform (LA 0.1.6.a) ||   || author
 * ||  ||   || 2. I-P: Identify elements of the story including setting, character, and events (LA 0.1.6.b) ||   || setting
 * ||  ||   || 3. I-P: Retell information from narrative text including characters, setting, and events: beginning, middle, end (LA 0.1.6.c) ||   || setting
 * ||  ||   || 4. I-P: Experience that authors use words in different ways (e.g., rhythm, repeating line, simile, alliteration, onomatopoeia, sensory details) (LA 0.1.6.d) ||   || rhyme
 * ||  ||   || 5. I-P: Discuss main ideas after listening to informational text (LA 0.1.6.e) ||   ||   ||   ||   ||   ||   ||
 * ||  ||   || 6. Identify text features in informational text (e.g., titles, bold print, illustrations)
 * ||  ||   || 7. I-P: Experience a variety of narrative and informational text genres (e.g., fairy tales, nursery rhymes, picture books, how-to-books) (LA 0.1.6.g) ||   ||   ||   ||   ||   ||   ||
 * ||  ||   || 8. I-P: Make connections between characters or events in narrative and informational text to own life or other cultures (LA 0.1.6.h) ||   ||   ||   ||   ||   ||   ||
 * ||  ||   || 9. I-P: Generate and/or answer clarifying questions (who, what, when, where, why, how), supporting answers using prior knowledge and information from the text read to students(LA 0.1.6.i) ||   ||   ||   ||   ||   ||   ||
 * ||  ||   || 10. I-P: Students explain there are different purposes for reading (e.g., information, pleasure) (LA 0.1.6.j) ||   ||   ||   ||   ||   ||   ||
 * ||  ||   || 11. I-P: Build and activate prior knowledge in order to identify text to self, text to text, and text to world connections before, during and after reading (LA 0.1.6.k) ||   ||   ||   ||   ||   ||   ||
 * ||  ||   || 12. I-P: Make predictions about a text using prior knowledge, pictures, and titles (LA 0.1.6.l) ||   ||   ||   ||   ||   ||   ||
 * ||  ||   || 13. I-P: Respond to text verbally, in writing, or artistically (LA 0.1.6.m) ||   ||   ||   ||   ||   ||   ||