REK Curriculum Map
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Contents |
August
Content and Essential Skills
Skills
Assessment
Reading Skills Assessments This is the packet used for Essential Skill Testing for the entire year.
Vocabulary stop light rubric Student rubric stoplight to indicate level of word understanding
Student letter rubric Student rubric to track progress with letter knowledge
Resources
Optional
September
Content and Essential Skills
Themes: "I Am Special and Around the Table"
Standard 1
Students read and understand a variety of materials.
- 1.1 A sense of story that shall include, but not necessarily limited to, students being able to:
- 1.1.1 Tell a simple story with a beginning, middle, and end;
- 1.1.2 Retell a known story in sequence.
- 1.2 Concepts about print that shall include, but not necessarily limited to, students being able to:
- 1.2.1 Handle books correctly;
- 1.2.2 Understand directionality of print;
- 1.2.3 Focus on word after word in sequence (voice-print match);
- 1.2.4 Use pictures to predict print;
- 1.2.5 Realize that print carries meaning.
- 1.3 Phonological and phonemic awareness that shall include, but not limited to, students being able to:
- 1.3.1 Recognize patterns of sound in oral language (i.e., rhyming words);
- 1.3.2 Follow written text when the text is read aloud;
- 1.3.3 Hear and repeat initial sounds in words.
- 1.4 Some letter and word recognition that shall include, but not limited to, students being able to:
- 1.4.1 Know letters in their names;
- 1.4.2 Know own name in print;
- 1.4.3 Recognize the differences between numerals and letters;
- 1.4.4 Recognize the difference between lower and upper case letters.
Standard 2
Students write and speak for a variety of purposes and audiences.
- 2.1 Relate a narrative, creative story, or other communication by drawing, telling, and writing;
- 2.2 Create a narrative by drawing, telling, and/or emergent writing;
- 2.3 Create a message by drawing, telling, and/or emergent writing.
Essential Questions:
1. Are the students learning to use a variety of materials in phonemic awareness, letter recognition, letter sounds, retelling a story, vocabulary development, sight words and concepts of print.
2. Are the students learning to speak so their audience understands and is interested in their topic.
Skills
1. Use Harcourt Brace Phonics to introduce letters M,S,R,T,P, and C; Practice phonics and phonemic awareness skills.
2. Practice concepts of print, rhyming words, retelling, letter recognition, letter sounds, sight words with big books, poetry and easy readers.
3. Use name cards to practice letter recognition, name recognition, capital letters and lowercase letters.
4. Working with names: stamp letters in name, use letter mosaics to write names, name graphs.
5. Oral Language: Talk about items from home(tote bag).
6. Introduce the following sight words: a, my, like, and I.
7. Practice sight words by using word windows with big books, singing and chanting words.
Assessment
Beginning DIBELS Assessment
Teacher Observation
Resources
Phonics lessons included in the following themes: Getting to Know You, I Am Special, and Around the Table (one week).
Name Cards
Alphabet Cards and Picture Cards
Themes: Getting to Know You and I Am Special
- Examples of Big Books: The Gingerbread Man, Mice Squeak, We Speak, Miss Mary Mack, From Anne to Zach, Things I Like, Meanies, I Like Books, Quick as a Cricket
- Examples of Poetry: Jack Be Nimble
- Examples of Easy Readers: Run Run, Paint Ponies, Building with Blocks, I Can Do It, Painting a Rainbow, I Am Special, I Am, My Bus, The Party
Theme: Around the Table
- Examples of Big Books: Breakfast in Bed, Peanut Butter and Jelly, The Gingerbread Man, What Did You Eat Today?, This Is the Bear and the PIcnic Lunch, Growing Vegetable Soup, The Hungry Caterpillar, The Carrot Seed
- Examples of Poetry: Sing a Song of Sixpence
- Examples of Easy Readers: Curly Is Hungry, Ice Cream, Hot Soup, A Monster Sandwich
Optional
October
Content and Essential Skills
Themes: Continue "Around the Table, Silly Business, and Halloween"
Standard 1
Students read and understand a variety of materials.
- 1.1 a sense of story that shall include, but not necessarily limited to, students being able to:
- 1.1.1 tell a simple story with a beginning, middle, and end;
- 1.1.2 retell a known story in sequence.
- 1.2 concepts about print that shall include, but not necessarily limited to, students being able to:
- 1.2.1 handle books correctly;
- 1.2.2 understand directionality of print;
- 1.2.3 focus on word after word in sequence (voice-print match);
- 1.2.4 use pictures to predict print;
- 1.2.5 realize that print carries meaning.
- 1.3 phonological and phonemic awareness that shall include, but not limited to, students being able to:
- 1.3.1 recognize patterns of sound in oral language (i.e., rhyming words);
- 1.3.2 follow written text when the text is read aloud;
- 1.3.3 hear and repeat initial sounds in words.
- 1.4 some letter and word recognition that shall include, but not limited to, students being able to:
- 1.4.1 know letters in their names;
- 1.4.2 know own name in print;
- 1.4.3 recognize the differences between numerals and letters;
- 1.4.4 recognize the difference between lower and upper case letters.
Standard 2
Students write and speak for a variety of purposes and audiences.
- 2.1 relate a narrative, creative story, or other communication by drawing, telling, and writing;
- 2.2 create a narrative by drawing, telling, and/ or emergent writing;
- 2.3 create a message by drawing, telling, and/ or emergent writing.
Standard 6
Students read and recognize literature as a record of human experience.
- 6.1 identify and compare characters, settings, and events in story or picture;
- 6.2 tell a simple story with a beginning, middle, and end.
Essential Questions:
1. Are the students learning to use a variety of materials in phonemic awareness, letter recognition, letter sounds, retelling a story, vocabulary development, sight words and concepts of print?
2. Are the students learning to speak so their audience understands and is interested in their topic?
3. Are students learning to retell stories in sequence, connect stories to life experiences, identify characters,settings, and key events? Are they learning to generate written and oral responses to texts read and heard?
Skills
1. Use Harcourt Brace Phonics to introduce the following letters: A, N, D.
2. Use Harcourt Brace Phonics to practice phonemic awareness and phonics skills.
3. Practice concepts of print, retelling, vocabulary development, sight words, and rhyming words with big books, poetry and easy readers.
4. Use name cards to practice letter recognition, capital and lowercase letters, and name recognition.
5. Continue to practice the following high frequency words by singing chanting and reading sentence cards and big books: a, I, me.
6. Introduce and use the following sight words: like, the.
Assessment
DIBELS Monitoring
Assessment of Essential Skills for the End of First Quarter
Teacher Observation
Resources
The Harcourt Brace phonics lessons for "Around the Table" (weeks 2 and 3) and "Silly Business".
Thomson School Continuum
Name Cards
Theme: Around the Table
- Examples of Big Books: Peanut Butter and Jelly, The Gingerbread Man, This Is the Bear and the Picnic Lunch, The Carrot Seed
- Examples of Poetry: : Sing a Song of Sixpence
- Examples of Easy Readers: Curley Is Hungry, Ice Cream, Yuck Soup, Hot Soup, A Monster Sandwich
Theme: Silly Business
- Examples of Big Books: Warthogs in the Kitchen, Hairy Bear, Chicka Chicka Boom Boom, Five Little Monkeys, Silly Sally, Way Down South, Cinderella Dressed in Yellow
- Examples of Poetry: Peter, Peter Pumpkin Eater
- Examples of Easy Readers: The Monster's Party, Mr. Grump, The Ghost, Itchy Witchy, Happy Birthday Frog
- Web Resource
[| Sister song to Itsy Bitsy Spider]
Optional
November
Content and Essential Skills
Themes: "Family Ties and Animal Families"
Standard 1
Students read and understand a variety of materials.
- 1.1 A sense of story that shall include, but not necessarily limited to, students being able to:
- 1.1.1 tell a simple story with a beginning, middle, and end;
- 1.1.2 retell a known story in sequence.
- 1.2 Concepts about print that shall include, but not necessarily limited to, students being able to:
- 1.2.1 handle books correctly;
- 1.2.2 understand directionality of print;
- 1.2.3 focus on word after word in sequence (voice-print match);
- 1.2.4 use pictures to predict print;
- 1.2.5 realize that print carries meaning.
- 1.3 Phonological and phonemic awareness that shall include, but not limited to, students being able to:
- 1.3.1 recognize patterns of sound in oral language (i.e., rhyming words);
- 1.3.2 follow written text when the text is read aloud;
- 1.3.3 hear and repeat initial sounds in words.
- 1.4 Some letter and word recognition that shall include, but not limited to, students being able to:
- 1.4.1 know letters in their names;
- 1.4.2 know own name in print;
- 1.4.3 recognize the differences between numerals and letters;
- 1.4.4 recognize the difference between lower and upper case letters.
Standard 2
Students write and speak for a variety of purposes and audiences:
- 2.1 relate a narrative, creative story, or other communication by drawing, telling, and writing;
- 2.2 create a narrative by drawing, telling, and/ or emergent writing;
- 2.3 create a message by drawing, telling, and/ or emergent writing.
Standard 6
Students read and recognize literature as a record of human experience.
- 6.1 identify and compare characters, settings, and events in story or picture;
- 6.2 tell a simple story with a beginning, middle, and end.
Essential Questions:
1. Are the students learning to use a variety of materials in phonemic awareness, letter recognition, letter sounds, retelling a story, vocabulary development, sight words and concepts of print?
2. Are the students learning to speak so their audience understands and is interested in their topic?
3. Are students learning to retell stories in sequence, connect stories to life experiences, identify characters,settings, and key events? Are they learning to generate written and oral responses to texts read and heard?
Skills
1. Use Harcourt Brace Phonics to practice phonics skills and phonemic awareness skills. Introduce letters L, I, G, H.
2. Use name cards to practice letter recognition, letter sounds, capital and lowercase letters and name recognition.
3. Use big books, easy readers and poetry to practice sight words, retelling a story, rhyming words, vocabulary development, and oncepts of print.
4. Continue to practice singing, chanting and reading the following high frequency words: the, a, my, like, I.
5. Introduce the following new high frequency words: on, mom, dad, we, to, have you.
6. Use Lindemood-Bell LIPS to practice vowel and consonant sounds.
Assessment
DIBELS Monitoring
Teacher Observation
Resources
Harcourt Brace Lessons in Family Ties, Thanksgiving and Animal Families (habitats) Lindemood-Bell LIPS
Name Cards
Family Ties Theme:
- Examples of Nursery Rhymes: Jack and Jill.
- Examples of Big Books: Me Too!, Off We Go!, Sing a Song, The Doorbell Rang;
- Examples of Easy Readers: Baby gets Dressed, I Love My Family, What Is a Huggles?, Uncle Buncle’s House, Round and Round, When I Was a Baby.
Animal Families Theme:
- Examples of Nursery Rhymes: Mary had a Little Lamb.
- Big Books: Does a Kangaroo Have a Mother Too!, Three Little Kittens, Goldilocks and the Three Bears, Have You Seen My Duckling?, Moo Moo Brown Cow, Little Puppy Rap
- Examples of Easy Readers: Whose My Mother?, My Baby, Rosie the Nosy Goat, Ducks
Optional
Web Resources [| Napping House]Lots of ideas to use with this book, reading & math
December
Content and Essential Skills
Theme: "Continue Animal Families, Holidays/Five Senses"
Standard 1
Students read and understand a variety of materials.
- 1.1 A sense of story that shall include, but not necessarily limited to, students being able to:
- 1.1.1 tell a simple story with a beginning, middle, and end;
- 1.1.2 retell a known story in sequence.
- 1.2 Concepts about print that shall include, but not necessarily limited to, students being able to:
- 1.2.1 handle books correctly;
- 1.2.2 understand directionality of print;
- 1.2.3 focus on word after word in sequence (voice-print match);
- 1.2.4 use pictures to predict print;
- 1.2.5 realize that print carries meaning.
- 1.3 Phonological and phonemic awareness that shall include, but not limited to, students being able to:
- 1.3.1 recognize patterns of sound in oral language (i.e., rhyming words);
- 1.3.2 follow written text when the text is read aloud;
- 1.3.3 hear and repeat initial sounds in words.
- 1.4 Some letter and word recognition that shall include, but not limited to, students being able to:
- 1.4.1 know letters in their names;
- 1.4.2 know own name in print;
- 1.4.3 recognize the differences between numerals and letters;
- 1.4.4 recognize the difference between lower and upper case letters.
Standard 2
Students write and speak for a variety of purposes and audiences.
- 2.1 relate a narrative, creative story, or other communication by drawing, telling, and writing;
- 2.2 create a narrative by drawing, telling, and/ or emergent writing;
- 2.3 create a message by drawing, telling, and/ or emergent writing.
Standard 6
Students read and recognize literature as a record of human experience.
- 6.1 Identify and compare characters, settings, and events in story or picture;
- 6.2 tell a simple story with a beginning, middle, and end.
Essential Questions:
1. Are the students learning to use a variety of materials in phonemic awareness, letter recognition, letter sounds, retelling a story, vocabulary development, sight words and concepts of print?
2. Are the students learning to speak so their audience understands and is interested in their topic?
3. . Are students learning to retell stories in sequence, connect stories to life experiences and key events?
Skills
1. Use Harcourt Brace Phonics to practice phonemic awareness and phonics skills.
2. Use name cards to practice letter recognition, letter sounds, capital and lowercase letters and name recognition.
3. Use big books, easy readers and poetry to practice sight words, retelling a story, rhyming words, vocabulary development, and concepts of print.
4. Continue to practice singing, chanting and reading the following high frequency words: the, a, my, like, I, am, we, go, on, mom, dad, have.
5. Use Lindemood-Bell LIPS to practice vowel and consonant sounds.
Assessment
Teacher Observation
Kindergarten Essential Skills Assessments for End of Second Quarter
Thomson Continuum Assessments
Resources
Harcourt Brace phonics lessons that accompany the theme: Animal Families
Lindemood-Bell LIPS
Name Cards
Christmas and Five Senses Theme:
- Examples of Nursery Rhyme: Little Jack Horner
- Examples of Big Books: What Shall I Put on the Christmas Tree, Little Elf, My Five Senses
- Examples of Easy Readers: At Christmas, Dear Santa, Snowman, What’s in the Box
Optional
January
Content and Essential Skills
Themes: "Animal Adventures (zoo animals) and Around the Town (transportation)"
Standard 1:
Students read and understand a variety of materials.
- 1.1 a sense of story that shall include, but not necessarily limited to, students being able to:
- 1.1.1 tell a simple story with a beginning, middle, and end;
- 1.1.2 retell a known story in sequence.
- 1.2 concepts about print that shall include, but not necessarily limited to, students being able to:
- 1.2.1 handle books correctly;
- 1.2.2 understand directionality of print;
- 1.2.3 focus on word after word in sequence (voice-print match);
- 1.2.4 use pictures to predict print;
- 1.2.5 realize that print carries meaning.
- 1.3 phonological and phonemic awareness that shall include, but not limited to, students being able to:
- 1.3.1 recognize patterns of sound in oral language (i.e., rhyming words);
- 1.3.2 follow written text when the text is read aloud;
- 1.3.3 hear and repeat initial sounds in words.
- 1.4 some letter and word recognition that shall include, but not limited to, students being able to:
- 1.4.1 know letters in their names;
- 1.4.2 know own name in print;
- 1.4.3 recognize the differences between numerals and letters;
- 1.4.4 recognize the difference between lower and upper case letters.
Standard 2
Students write and speak for a variety of purposes and audiences.
- 2.1 relate a narrative, creative story, or other communication by drawing, telling, and writing;
- 2.2 create a narrative by drawing, telling, and/ or emergent writing;
- 2.3 create a message by drawing, telling, and/ or emergent writing.
Standard 6
Students read and recognize literature as a record of human experience.
- 6.1 identify and compare characters, settings, and events in story or picture;
- 6.2 tell a simple story with a beginning, middle, and end.
Essential Questions:
1. Are the students learning to use a variety of materials in phonemic awareness, letter recognition, letter sounds, retelling a story, vocabulary development, sight words and concepts of print?
2. Are the students learning to speak so their audience understands and is interested in their topic?
3. Are students learning to retell stories in sequence, connect stories to life experiences and key events?
Skills
1. Use Harcourt Brace Phonics practice phonics and phonemic awareness activities.
2. Use bingo games, speed tests, goal sheets to practice letter recognition, letter sounds, capital and lowercase letters.
3. Use big books, easy readers and poetry to practice sight words, retelling a story, rhyming words, vocabulary development, and concepts of print.
4. Continue to practice singing, chanting and reading the following high frequency words: the, a, my, like, I, am, we, go, on, mom, dad, have, do, you, what.
5. Use Lindemood-Bell LIPS to practice vowel and consonant sounds
6. Practice vocabulary words from Kindergarten Vocabulary List
Assessment
DIBELS Mid-Year Assessment
Teacher Observation
Resources
Harcourt Brace Phonics Lessons
Lindemood-Bell LIPS lessons
Name Cards
For Animal Adventures Theme:
- Examples of Nursery Rhymes/Poetry: Two Little Blackbirds
- Examples of Big Books: Do You Want to Be My Friend?, Bear Facts, Where Does the Brown Bear Go?, Walking Through The Jungle, Animal Clues, A-Hunting We Will Go?, Good Night Owl
- Examples of Easy Readers: Let's Have a Swim, Snap!, Three Little Monkeys, Me Too!, Come and See
For Around the Town Theme:
- Examples of Nursery Rhymes/Poetry: A Peanut Sat On a Railroad Track
- Examples of Big Books:The Jigaree, To Town, On the Go, The Big Yellow Bus, Sheep in a Jeep
- Examples of Easy Readers: I Go Go Go, Huggles Goes Away, Flying, Little Car!
Optional
February
Content and Essential Skills
Themes: "Continue Around the Town (transportation), Neighborhood Helpers"
Standard 1:
Students read and understand a variety of materials.
- 1.1 a sense of story that shall include, but not necessarily limited to, students being able to:
- 1.1.1 tell a simple story with a beginning, middle, and end;
- 1.1.2 retell a known story in sequence.
- 1.2 concepts about print that shall include, but not necessarily limited to, students being able to:
- 1.2.1 handle books correctly;
- 1.2.2 understand directionality of print;
- 1.2.3 focus on word after word in sequence (voice-print match);
- 1.2.4 use pictures to predict print;
- 1.2.5 realize that print carries meaning.
- 1.3 phonological and phonemic awareness that shall include, but not limited to, students being able to:
- 1.3.1 recognize patterns of sound in oral language (i.e., rhyming words);
- 1.3.2 follow written text when the text is read aloud;
- 1.3.3 hear and repeat initial sounds in words.
- 1.4 some letter and word recognition that shall include, but not limited to, students being able to:
- 1.4.1 know letters in their names;
- 1.4.2 know own name in print;
- 1.4.3 recognize the differences between numerals and letters;
- 1.4.4 recognize the difference between lower and upper case letters.
Standard 2
Students write and speak for a variety of purposes and audiences.
- 2.1 relate a narrative, creative story, or other communication by drawing, telling, and writing;
- 2.2 create a narrative by drawing, telling, and/ or emergent writing;
- 2.3 create a message by drawing, telling, and/ or emergent writing.
Standard 6
Students read and recognize literature as a record of human experience.
- 6.1 identify and compare characters, settings, and events in story or picture;
- 6.2 tell a simple story with a beginning, middle, and end.
Essential Questions:
1. Are the students learning to use a variety of materials in phonemic awareness, letter recognition, letter sounds, retelling a story, vocabulary development, sight words and concepts of print?
2. Are the students learning to speak so their audience understands and is interested in their topic?
3. Are students learning to retell stories in sequence, connect stories to life experiences and key events?
Skills
1. Use Harcourt Brace Phonics to introduce letters X, Y,V,J,E to practice phonemic awareness skills and phonics skills.
2. Use bingo games, goal sheets and speed tests to practice letter recognition, letter sounds, capital and lowercase letters.
3. Use big books, easy readers and poetry to practice sight words, retelling a story, rhyming words, vocabulary development, and concepts of print.
4. Continue to practice singing, chanting and reading the following high frequency words: the, a, my, like, I, am, we, go, on, mom, dad, have, do, you, what, no, see, look, come.
5. Use Lindemood-Bell Lessons to practice vowel and consonant sounds
6. Set climate and begins Lindemood- Bell Seeing Stars to practice sounds, sight words and blending nonsense syllables and words.
7. Practice vocabulary words from Kindergarten Vocabulary List
Assessment
Continue DIBELS monitoring
Teacher Observation
Resources
Harcourt Brace Phonics Lessons for Animal Adventures
Lindemood-Bell Lips Lessons and Lindemood – Bell Seeing Stars Lessons
Name Cards
For Around the Town Theme:
- Examples of Nursery Rhymes/Poetry: A Peanut Sat On a Railroad Track
- Examples of Big Books:The Jigaree, To Town, On the Go, The Big Yellow Bus, Sheep in a Jeep
- Examples of Easy Readers: I Go Go Go, Huggles Goes Away, Flying, Little Car!
Neighborhood Helpers Theme:
- Nursery Rhymes/Poetry: There Was a Crooked Man
- Big Books: The House That Jack Built, Dan the Flying Man, The Shape of Things, Would You Like to Fly?, Our Treehouse, Mr. Noisy :Builds a House
Easy Readers: Build Big!, City Mouse Country Mouse, Our Street, Three Little Pigs
Optional
March
Content and Essential Skills
Themes: "Neighborhood Helpers and Under the Ocean"
Standard 1:
Students read and understand a variety of materials.
- 1.1 a sense of story that shall include, but not necessarily limited to, students being able to:
- 1.1.1 tell a simple story with a beginning, middle, and end;
- 1.1.2 retell a known story in sequence.
- 1.2 concepts about print that shall include, but not necessarily limited to, students being able to:
- 1.2.1 handle books correctly;
- 1.2.2 understand directionality of print;
- 1.2.3 focus on word after word in sequence (voice-print match);
- 1.2.4 use pictures to predict print;
- 1.2.5 realize that print carries meaning.
- 1.3 phonological and phonemic awareness that shall include, but not limited to, students being able to:
- 1.3.1 recognize patterns of sound in oral language (i.e., rhyming words);
- 1.3.2 follow written text when the text is read aloud;
- 1.3.3 hear and repeat initial sounds in words.
- 1.4 some letter and word recognition that shall include, but not limited to, students being able to:
- 1.4.1 know letters in their names;
- 1.4.2 know own name in print;
- 1.4.3 recognize the differences between numerals and letters;
- 1.4.4 recognize the difference between lower and upper case letters.
Standard 2
Students write and speak for a variety of purposes and audiences.
- 2.1 relate a narrative, creative story, or other communication by drawing, telling, and writing;
- 2.2 create a narrative by drawing, telling, and/ or emergent writing;
- 2.3 create a message by drawing, telling, and/ or emergent writing.
Standard 6
Students read and recognize literature as a record of human experience.
- 6.1 identify and compare characters, settings, and events in story or picture;
- 6.2 tell a simple story with a beginning, middle, and end.
Essential Questions:
1. Are the students learning to use a variety of materials in phonemic awareness, letter recognition, letter sounds, retelling a story, vocabulary development, sight words and concepts of print?
2. Are the students learning to speak so their audience understands and is interested in their topic?
3. Are students learning to retell stories in sequence, connect stories to life experiences and key events?
Skills
1. Use Harcourt Brace Phonics to introduce letters Y and Z, to practice phonemic awareness and phonics skills.
2. Use bingo games, goal sheets, poker chip games and speed tests to practice letter recognition, letter sounds, capital and lowercase letters.
3. Use big books, easy readers and poetry to practice sight words, retelling a story, rhyming words, vocabulary development, and concepts of print.
4. Continue to practice singing, chanting and reading the following high frequency words: the, a, my, like, I, am, we, go, on, mom, dad, have, do, you, what, no, see, look, come, for, me, like.
5.Lindemood-Bell Seeing Stars Lessons to Practice sounds, sight words and blending nonsense syllables and words.
6. Practice vocabulary words from Kindergarten Vocabulary List
Assessment
Kindergarten Essential Skills Assessments for the End of the Third Quarter
DIBELS Monitoring
Teacher Observation
Resources
Harcourt Brace Lessons for Neighborhood Helpers and Under the Ocean
Name Cards
Neighborhood Helpers Theme:
- Nursery Rhymes/Poetry: There Was a Crooked Man
- Big Books: The House That Jack Built, Dan the Flying Man, The Shape of Things, Would You Like to Fly?, Our Treehouse, Mr. Noisy Builds a House
- Easy Readers Build Big!, City Mouse Country Mouse, Our Street, Three Little Pigs
- For the Theme: Under the Ocean
- Poetry/Nursery Rhymes: 1-2-3-4-5 I Caught a Fish Alive
- Big Books: Five Little Sharks, Grandpa, Grandpa, Splash in the Ocean, Commotion in the Ocean, Looking for Crabs, Mystery Monsters, Sheep in a Ship
- Easy Readers: In the Sea, Fantastic Fish, Sandcastle, Brown Shark, Swimming
Optional
April
Content and Essential Skills
Themes: "Bug Surprises (Butterflies) and Exploring Our Surroundings (Farm Animals)"
Standard 1:
Students read and understand a variety of materials.
- 1.1 a sense of story that shall include, but not necessarily limited to, students being able to:
- 1.1.1 tell a simple story with a beginning, middle, and end;
- 1.1.2 retell a known story in sequence.
- 1.2 concepts about print that shall include, but not necessarily limited to, students being able to:
- 1.2.1 handle books correctly;
- 1.2.2 understand directionality of print;
- 1.2.3 focus on word after word in sequence (voice-print match);
- 1.2.4 use pictures to predict print;
- 1.2.5 realize that print carries meaning.
- 1.3 phonological and phonemic awareness that shall include, but not limited to, students being able to:
- 1.3.1 recognize patterns of sound in oral language (i.e., rhyming words);
- 1.3.2 follow written text when the text is read aloud;
- 1.3.3 hear and repeat initial sounds in words.
- 1.4 some letter and word recognition that shall include, but not limited to, students being able to:
- 1.4.1 know letters in their names;
- 1.4.2 know own name in print;
- 1.4.3 recognize the differences between numerals and letters;
- 1.4.4 recognize the difference between lower and upper case letters.
Standard 2
Students write and speak for a variety of purposes and audiences.
- 2.1 relate a narrative, creative story, or other communication by drawing, telling, and writing;
- 2.2 create a narrative by drawing, telling, and/ or emergent writing;
- 2.3 create a message by drawing, telling, and/ or emergent writing.
Standard 6
Students read and recognize literature as a record of human experience.
- 6.1 identify and compare characters, settings, and events in story or picture;
- 6.2 tell a simple story with a beginning, middle, and end.
Essential Questions:
1. Are the students learning to use a variety of materials in phonemic awareness, letter recognition, letter sounds, retelling a story, vocabulary development, sight words and concepts of print?
2. Are the students learning to speak so their audience understands and is interested in their topic?
3. Are students learning to retell stories in sequence, connect stories to life experiences and key events?
Skills
1. Use Harcourt Brace Phonics to practice phonemic awareness.
2. Practice book knowledge with big books and easy readers.
3. Use name cards to practice letters and name recognition.
4. Act out and retell stories
5. Practice rhyming words in nursery rhymes.
6. Use the big books to practice sight words, identify and compare characters, settings and events in stories.
7. Practice the following sight words: the, a, my, like, I, am, we, go, on, mom, dad, have, do, you, what, no, see, look, come, for, me, like, one.
8. Use Lindemood-Bell Seeing Stars Lessons to practice sounds, sight words, and blending nonsense syllables and words.
9. Practice vocabulary words from Kindergarten Vocabulary List
Assessment
BEAR Summative Assessments for Reading Basics, Comprehension and Language Arts
DIBELS Year End Assessments
Teacher Observation
Resources
Harcourt Brace Lessons for Bug Surprises (Butterflies) and Exploring Our Surroundings (Farm Animals)
Name Cards
For the Theme: Bug Surprises (Butterflies)
- Nursery Rhyme: Little Miss Muffet
- Big Books: The Very Hungry Caterpillar, The Dancing Fly, Look Closer, The Caterpillar Diary, The Horrible Big Black Bug, The Bugs Go Marching
- Easy Readers: The Itsy Bitsy Spider, Find a Caterpillar, Curley Finds a Home, Flies for Dinner, Buzz Off, Spider Spider
For the Theme: Exploring our Surroundings (Farm Animals)
- Nursery Rhymes/Poetry: Hey Diddle Diddle
- Big Books: Five Little Ducks, Hattie and the Fox, If I Had A Sheep, Yes, Maam, Mrs. Wishy Washy, Music in the Night,
- Easy Readers: The Farm Concert, One Funny Day, Wake Up Mom, Let Me In
Optional
Magic book-compare ladybugs and butterflies growth cycle.
May
Content and Essential Skills
Themes: "Exploring Our Surroundings (Pets) and Good-bye Friends"
Standard 1:
Students read and understand a variety of materials.
- 1.1 a sense of story that shall include, but not necessarily limited to, students being able to:
- 1.1.1 tell a simple story with a beginning, middle, and end;
- 1.1.2 retell a known story in sequence.
- 1.2 concepts about print that shall include, but not necessarily limited to, students being able to:
- 1.2.1 handle books correctly;
- 1.2.2 understand directionality of print;
- 1.2.3 focus on word after word in sequence (voice-print match);
- 1.2.4 use pictures to predict print;
- 1.2.5 realize that print carries meaning.
- 1.3 phonological and phonemic awareness that shall include, but not limited to, students being able to:
- 1.3.1 recognize patterns of sound in oral language (i.e., rhyming words);
- 1.3.2 follow written text when the text is read aloud;
- 1.3.3 hear and repeat initial sounds in words.
- 1.4 some letter and word recognition that shall include, but not limited to, students being able to:
- 1.4.1 know letters in their names;
- 1.4.2 know own name in print;
- 1.4.3 recognize the differences between numerals and letters;
- 1.4.4 recognize the difference between lower and upper case letters.
Standard 2
Students write and speak for a variety of purposes and audiences.
- 2.1 relate a narrative, creative story, or other communication by drawing, telling, and writing;
- 2.2 create a narrative by drawing, telling, and/ or emergent writing;
- 2.3 create a message by drawing, telling, and/ or emergent writing.
Standard 6
Students read and recognize literature as a record of human experience.
- 6.1 identify and compare characters, settings, and events in story or picture;
- 6.2 tell a simple story with a beginning, middle, and end.
Essential Questions:
1. Are the students learning to use a variety of materials in phonemic awareness, letter recognition, letter sounds, retelling a story, vocabulary development, sight words and concepts of print?
2. Are the students learning to speak so their audience understands and is interested in their topic?
3. Are students learning to retell stories in sequence, connect stories to life experiences and key events?
Skills
1. Use Harcourt Brace Phonics to practice phonemic awareness..
2. Practice book knowledge with big books and easy readers.
3. Use name cards to practice letters and name recognition.
4. Act out and retell stories
5. Practice rhyming words in nursery rhymes.
6. Use the big books to practice sight words, Identify and compare characters, settings and events in stories.
7. Practice the following sight words: the, a, my, like, I, am, we, go, on, mom, dad, have, do, you, what, no, see, look, come, for, me, like, one, here, are, little.
8. Use Lindemood-Bell to practice sounds, sight words and nonsense syllables and words.
9. Practice using beginning reading skills to read books at student’s reading level.
10. Practice vocabulary words from Kindergarten Vocabulary List
Assessment
Kindergarten Essential Skills Assessments for the End of Fourth Quarter
Teacher Observation
Resources
Harcourt Brace Lessons for Exploring Our Surroundings (Pets) and Good-bye Friends
Name Cards
For the Theme: Exploring Our Surroundings (Pets)
- Poems/Nursery Rhymes: Mary had a Little Lamb
- Big Books: If I Had a Sheep, Little Puppy Rap, Cookies Week, What Do We Need?
- Easy Readers: Little Kittens, The Long Long Tail, A Lump in My Bed, Cat’s Party
For the Theme: Good-bye Friends
- Student’s favorite big books and songs
Optional
