K+Reading

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** || bigger smaller bold || Treasures Manuel CD Big Books Word Cards Letter Cards Sound Spelling Cards Teaching Chart Activity Book/Practice Book Handwriting Book Work Stations Trade Books Leveled Readers || Modeled Instruction ||  || CD Big Books Word Cards Letter Cards Sound Spelling Cards Teaching Chart Activity Book/Practice Book Handwriting Book Work Stations Trade Books Leveled Readers || Modeled Instruction
 * Teachers****:** (Brandy Muirhead, Adrianne Bailey)
 * Textbook:** (Treasures, Macmillan/McGraw-Hill, 2011)
 * ~ (1) ||~ (2) ||~ (3) ||~ (4) ||~ (5) ||~ (6) ||~ (7) ||~ (8) ||~ (9) ||
 * **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) ||   ||   || Treasures Manuel

Flip charts with words and pictures ||  || point words tracking || Treasures Manuel CD Big Books Word Cards Letter Cards Sound Spelling Cards Teaching Chart Activity Book/Practice Book Handwriting Book Work Stations Trade Books Leveled Readers || Modeled Instruction Reading Together ||  || words || Treasures Manuel CD Big Books Word Cards Letter Cards Sound Spelling Cards Teaching Chart Activity Book/Practice Book Work Stations Trade Books Leveled Readers Pocket Snail CD Letter Tiles || Song:"Letters Letters Everywhere"
 * ||  ||   || 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

Building Words with letter cards and tiles

Read Aloud: __The Alphabet Tree__ by Leo Lionni ||  || CD Big Books Retelling Cards Work Stations Trade Books Leveled Readers || Modeled Instruction ||  || right top bottom || Treasures Manuel CD Big Books Retelling Cards Work Stations Trade Books Leveled Readers Pointers || Modeled Instruction and Student practice ||  || CD Big Books Retelling Cards Work Stations Trade Books Leveled Readers Magnetic Punctuation marks || Modeled Practice
 * ||  ||   || 5. I-P-M: Identify parts of a book (e.g., cover, pages, title) (LA 0.1.1.e) ||   || cover, title pages || Treasures Manuel
 * ||  ||   || 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 || Treasures Manuel

Journals

Student Practice ||  || different beginning middle end first last || Treasures Manuel CD || Modeled Practice
 * ||  || // demonstrate phonological awareness through oral activities. // || 1. I-P-M: Understand the vocabulary of same & different, beginning, middle, end & first, middle, last. ||   || same

Yellow Activity Cards || CELF || sentence || Treasures Manuel CD Block Counters || Modeled Practice Yellow Activity Cards || CELF Progress Report || rhyme || Treasures Manuel CD Rhyming Resources || Modeled Practice Yellow Activity Cards Worksheets Puzzles Rhyme Tubs Bookbag activity Sets Rhyming Bingo || CELF Progress Report || CD || Modeled Practice Yellow Activity Cards Read Aloud __Once There Was A Bullfrog__ by Rick Walton __Build-A-Word__ by Nora Gaydos Matching Photo Cards || CELF Progress Report || word family || Treasures Manuel CD word part cards letter cards Word Family Cards and Activities || Modeled Practice Yellow Activity Cards Make and Break Words House Mats ||  || word family || Treasures Manuel CD || Modeled Practice Yellow Activity Cards ||  || sounds words || Treasures Manuel CD Counters Sound Boxes || Modeled Practice Yellow Activity Cards Student Practice || CELF Progress Report DIBLES || middle end sounds same different || Treasures Manuel CD Counters Sound Boxes Slide mats || Modeled Practice Yellow Activity Cards Student Practice || CELF Progress Report || change || Treasures Manuel CD || Modeled Practice Yellow Activity Cards || CELF || little small || Treasures Manuel CD Big Books Word Cards Letter Cards Sound Spelling Cards Teaching Chart Activity Book/Practice Book Handwriting Book Work Stations Trade Books Leveled Readers Photo Cards Magnetic letters Diecuts Highlighting Tape || Sort letter cards and magnetic letters
 * ||  ||   || 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 || Treasures Manuel
 * ||  ||   || 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

Pancake flip

Letter Beans/Cans

Matching Activities with clothes pins

Letter Hunt/ Read the Room || Progress Report DIBELS || capital big || Treasures Manuel CD Big Books Word Cards Letter Cards Sound Spelling Cards Teaching Chart Activity Book/Practice Book Handwriting Book Work Stations Trade Books Leveled Readers Photo Cards Highlighting Tape || Sort letter cards and magnetic letters Pancake flip
 * ||  ||   || 2. I-P-M: Identify upper case letters (LA 0.1.3.a) ||   || upper case

Letter Beans/Cans

Matching Activities with clothes pins

Letter hunt/ Read the Room || Progress Report DIBELS || sound || Treasures Manuel CD Big Books Word Cards Letter Cards Oral Sound Spelling Cards Teaching Chart Activity Book/Practice Book Handwriting Book Work Stations Trade Books Leveled Readers Photo Cards || Matching Activities with photo cards || Progress Report || sight words || Treasures Manuel CD Big Books Word Cards Letter Cards Teaching Chart Activity Book/Practice Book Work Stations Visual Vocab Trade Books Leveled Readers Printables Highlighting Tape || Sight word basketball
 * ||  ||   || 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

Around the World

Can Can Smash the Can

Labeling with "The"

"The" Chant

Look Books Spell Look with Eyes

What chant

Mini Books and poems

Worksheets

Read the Room || Progress Report || say the word tell me the sounds || Treasures Manuel CD Letter Cards Sound Spelling Cards Work Stations || Journals Marker Boards/Markers Writing Center || Journal || CD Big Books Word Cards Teaching Chart Activity Book/Practice Book Work Stations Trade Books Leveled Readers Highlighting Tape || Find the word activities
 * ||  ||   || 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) ||   ||   || Treasures Manuel

Read the Room ||  || different || Treasures Manuel CD Big Books Word Cards Oral Vocabulary Cards Retelling Cards Sound Spelling Cards Teaching Chart Activity Book/Practice Book Work Stations Visual Vocab Trade Books Read Aloud Anthology Leveled Readers || Oral and Written Practice ||  || CD Big Books Retelling Cards Teaching Chart Trade Books Leveled Readers || Read Alouds Poems Listening Center Songs Chants Finger Plays ||  || CD Big Books Retelling Cards Teaching Chart Trade Books Leveled Readers || Read Alouds Poems Listening Center Songs Chants Finger Plays ||  || CD Big Books Retelling Cards Teaching Chart Trade Books Leveled Readers || Read Alouds Poems Listening Center Songs Chants Finger Plays ||  || CD Big Books Retelling Cards Teaching Chart Trade Books Leveled Readers || Read Alouds Poems Listening Center Songs Chants Finger Plays ||  || CD Big Books Word Cards Teaching Chart Activity Book/Practice Book Work Stations Trade Books Leveled Readers || Modeled Practice Journals ||  ||   ||   || CD Big Books Work Stations Visual Vocab Trade Books Leveled Readers || Stories Journals Illustrations of words ||  ||   || Connection prior knowledge background || Treasures Manuel CD Big Books Oral Vocabulary Cards Retelling Cards Teaching Chart Activity Trade Books Read Aloud Anthology Leveled Readers || Modeled Practice Stories ||  ||   || shapes same different || Treasures Manuel CD Work Stations Photo Cards Attribute Blocks || Sorting activities Guess my thinking ||  ||   || CD Big Books Work Stations Visual Vocab Trade Books Leveled Readers Photo Cards Word Wall || Think Alouds ||  ||   || illustrator fiction nonfiction reality fantasy expository || Treasures Manuel CD Big Books Oral Vocabulary Cards Retelling Cards Work Stations Trade Books Read Aloud Anthology Leveled Readers || Fairy Tale Unit Eric Carle Unit Read Alouds Think Alouds Author Song Illustrator Song ||  ||   || character plot events problem solution || Treasures Manuel CD Big Books Oral Vocabulary Cards Retelling Cards Work Stations Trade Books Read Aloud Anthology Leveled Readers || Use Puppets with Stories Graphic Organizers Felt Boards Journals ||  ||   || character plot events problem solution beginning middle end || Treasures Manuel CD Big Books Oral Vocabulary Cards Retelling Cards Work Stations Trade Books Read Aloud Anthology Leveled Readers || Illustrations Graphic Organizers Retell to a partner ||  ||   || rhythm repeat alliteration || Treasures Manuel CD Big Books Oral Vocabulary Cards Retelling Cards Work Stations Trade Books Read Aloud Anthology Leveled Readers || Poems ||  ||   || CD Big Books Oral Vocabulary Cards Retelling Cards Work Stations Trade Books Read Aloud Anthology Leveled Readers || Graphic Organizers Listening Center ||  ||   || (LA 0.1.6 f) ||  || title illustrations || Treasures Manuel CD Big Books Oral Vocabulary Cards Retelling Cards Work Stations Trade Books Read Aloud Anthology Leveled Readers || Author Song Illustrator Song Pointers ||  ||   || expository realistic fiction fantasy || Treasures Manuel CD Big Books Oral Vocabulary Cards Retelling Cards Work Stations Trade Books Read Aloud Anthology Leveled Readers || Fariy Tale Unit Nursery Rhyme Unit Class Books Read Alouds ||  ||   || text to self text to world || Treasures Manuel CD Big Books Oral Vocabulary Cards Retelling Cards Work Stations Trade Books Read Aloud Anthology Leveled Readers || Read Alouds Think Alouds ||  ||   || what when where why how || Treasures Manuel CD Big Books Oral Vocabulary Cards Retelling Cards Work Stations Trade Books Read Aloud Anthology Leveled Readers || Retell with Glove Posters Graphic Organizers SRA Kit Accelerated Reader ||  ||   || CD Big Books Oral Vocabulary Cards Retelling Cards Work Stations Trade Books Read Aloud Anthology Leveled Readers || Think Alouds ||  ||   || text to self text to text text to world before during after || Treasures Manuel CD Big Books Oral Vocabulary Cards Retelling Cards Work Stations Trade Books Read Aloud Anthology Leveled Readers || Think Alouds Graphic Organizer ||  ||   || prior knowledge title illustrations || Treasures Manuel CD Big Books Oral Vocabulary Cards Retelling Cards Work Stations Trade Books Read Aloud Anthology Leveled Readers Teacher's Helper Worksheets || Think Alouds Read Aloud __Miss Nelson is Missing__ Other Read Alouds ||  ||   || CD Big Books Oral Vocabulary Cards Retelling Cards Work Stations Trade Books Read Aloud Anthology Leveled Readers || Journals Poems Crafts ||  ||   ||
 * ||  ||   || 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) ||   ||   || Treasures Manuel
 * ||  ||   || 2. I-P: Expression: Imitate adults’ expression, reflecting meaning with voice (e.g., volume, tone, emphasis) (LA 0.1.4.a) ||   ||   || Treasures Manuel
 * ||  ||   || 3. I-P: Smoothness: Imitate repeating language patterns during reading (e.g., modeled reading, choral reading) LA 0.1.4.b) ||   ||   || Treasures Manuel
 * ||  ||   || 4. I-P: Pacing: Read familiar text with others, maintaining an appropriate pace LA 0.1.4.c) ||   || together || Treasures Manuel
 * ||  || //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 || Treasures Manuel
 * ||  ||   || 2. I-P: Relate new grade level vocabulary to prior knowledge and use in new situations (LA 0.1.5.b) ||   ||   || Treasures Manuel
 * ||  ||   || 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 || Treasures Manuel
 * ||  || // 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) ||   || main idea || Treasures Manuel
 * ||  ||   || 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) ||   || fairy tales, nursery rhymes, picture books, how-to-books
 * ||  ||   || 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) ||   || text to text
 * ||  ||   || 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) ||   || who
 * ||  ||   || 10. I-P: Students explain there are different purposes for reading (e.g., information, pleasure) (LA 0.1.6.j) ||   ||   || Treasures Manuel
 * ||  ||   || 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) ||   || prior knowledge
 * ||  ||   || 12. I-P: Make predictions about a text using prior knowledge, pictures, and titles (LA 0.1.6.l) ||   || prediction
 * ||  ||   || 13. I-P: Respond to text verbally, in writing, or artistically (LA 0.1.6.m) ||   ||   || Treasures Manuel