va01918659.schoolwires.net · web viewdemonstrate the concept of word by segmenting spoken...

Greene County Public SchoolsKindergarten Grade English/LA Pacing Guide 2018-19 Quarter 1 st

Bloom’s Taxonomy Abbreviations R=Remember; U=Understand; Ap=Apply; An=Analyze; E=Evaluate; C=CreateTime/Dates SOL/Strand Objective/Content/Essential

Questions/Cognitive LevelNew SOLs

CROSSWALK YEARAug. 18- Daily

K.1a/8b- Oral LanguageDemonstrate growth in the use of oral language Ap

Listen to a variety of literary forms REssential Skills:K1

•listen to texts read aloud and ask and answer questions for further understanding.•participate in choral and echo speaking and recitation of short poems, rhymes, songs, and stories with repeated patterns and refrains.•generate ideas to develop a group language experience narrative.•dictate sentences about a group experience for a group language experience narrative (e.g., a story about a class field trip).•dictate an experience or story to create an individual language experience narrative (e.g., a story about a family pet).•use drama to retell familiar stories, rhymes, and poems (e.g., storytelling with role play or puppets).•participate in creative dramatics, such as classroom songs, plays, skits, and group activities designed to give students frequent opportunities for listening and speaking.• use complete sentences that include subject, verb, and object when speaking.K8

● discuss meanings of specific words including synonyms and antonyms in partner, group and teacher-guided settings.

● identify new meanings for familiar words and apply them accurately (e.g., knowing water as a drink and learning the verb water the flowers).

● sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

● use common adjectives to distinguish objects (e.g., the small red square; the shy white cat). (Students are not required to know the term adjective at this level.)

● ask and respond to questions about unknown words in a text.

K.2 The student will demonstrate growth in oral, early literacy skills.a) Listen and respond to a variety of text and media.

K.7 The student will expand vocabulary and use of word meanings.b) Increase vocabulary by listening to a variety of texts read aloud.

● identify real-life connections between words and their use (e.g., places that are loud).

use newly learned words in literacy tasks.

Aug. 18- Daily

K.1b- Oral LanguageDemonstrate growth in the use of oral language Ap

Participate in choral speaking using a variety of text with repeated patterns REssential Skills:

● listen to texts read aloud and ask and answer questions for further understanding.

● participate in choral and echo speaking and recitation of short poems, rhymes, songs, and stories with repeated patterns and refrains.

● generate ideas to develop a group language experience narrative.

● dictate sentences about a group experience for a group language experience narrative (e.g., a story about a class field trip).

● dictate an experience or story to create an individual language experience narrative (e.g., a story about a family pet).

● use drama to retell familiar stories, rhymes, and poems (e.g., storytelling with role play or puppets).

● participate in creative dramatics, such as classroom songs, plays, skits, and group activities designed to give students frequent opportunities for listening and speaking.

● use complete sentences that include subject, verb, and

object when speaking.

K.2 The student will demonstrate growth in oral, early literacy skills.b) Participate in a variety of oral language activities including choral and echo speaking and recitation.

Aug. 19- ongoing

K.3g-Oral LanguageBuild oral communication Rskills

Follow one-step directions UEssential Skills:

● begin to use voice level, phrasing, and intonation appropriate for the language situation.

● match language to the purpose, situation, environment, and audience.

● repeat and follow one- and two-step oral directions.

K.1 The student will build oral communication skills.h. Follow one- and two-step directions.

● ask who, what, where, when, why, and how questions to

obtain information, seek help, or clarify something not understood.

Aug. 18- ongoing

K.3a-f /K.1c,e – Oral LanguageBuild R and demonstrate growth in oral communication skillsAp

Students will follow rules for conversation: taking turns, staying on topic, using complete sentences, appropriate tone, participating in and initiating formal and informal conversationsUEssential Skills:K3




● ask who, what, where, when, why, and how questions to obtain information, seek help, or clarify something not understood.

K1






K.1 The student will build oral communication skills.b) Express ideas in complete sentences and express needs through direct requests.c) Initiate conversations.d) Follow implicit rules for conversation, including taking turns and staying on topic.e) Listen and speak in informal conversations with peers and adults.f) Discuss various texts and topics collaboratively and with partners.g) Use voice level, phrasing, and intonation appropriate for various language situations.

K.2 The student will demonstrate growth in oral, early literacy skills.c. Tell stories orally.



● use complete sentences that include subject, verb, and object when speaking.

Aug. 24 – ongoing

K.11b- WritingPrint in manuscript his/her first name R, Ap

Write his/her first name R, Ap Essential Skills:

● use appropriate pencil grip.

● print upper- and lower-case letters of the alphabet legibly and independently.

● use manuscript letter formation.

● use manuscript number formation.

● form the letters of and space their first and last names.

● write their first and last names for a variety of purposes.

● capitalize the first word in a sentence and the pronoun I.

use model

August 24Ongoing

K.4b/e – Oral LanguageIdentify , say, segment, and blend units of speech soundsR, An

Identify orally words that rhyme and according to shared beginning sounds or ending sounds REssential Skills:

● focus on speech sounds.

● demonstrate the concept of word by segmenting spoken sentences into individual words.

● segment a word into individual syllables by clapping hands or snapping fingers.

● discriminate between large phonological units of running speech, sentences, words, and syllables.

K.3b, eK.3 The student will orally identify, segment, and blend various phonemes to develop phonological and phonemic awareness.a) Begin to discriminate between spoken sentences, words, and syllables.b) Identify and produce words that rhyme.

● identify a word that rhymes with a spoken word.

● supply a word that rhymes with a spoken word.

● produce rhyming words and recognize pairs of rhyming words presented orally.

● generate rhyming words based on a given rhyming pattern.

● supply an appropriate rhyming word to complete a familiar nursery rhyme or a predictable text with rhyming lines.

● blend and segment consonants and rimes of spoken words (e.g., /b/- /oat/ = boat, black = /bl/- /ack/).

● blend and segment multisyllabic words into syllables (e.g., the teacher asks students to say robot without the /ro-/ and students respond with /bot/).

● recognize that a word can be segmented into individual speech sound units.

● recognize how phonemes sound when spoken in isolation.

● recognize similarities and differences in beginning and ending sounds of words.

Aug.31– ongoing

K.5a/b - ReadingStudent will understand how print is organized and read U

Hold printed materials in the correct position, while identifying the features of a book

REssential Skills:

● hold printed material the correct way.

● identify the front and back covers of a book.

● distinguish the title page from all the other pages in a book.

● turn pages appropriately.

K.4 The student will understand how print is organized and read.a) Hold print materials in the correct position.b) Identify the front cover, back cover, and title page of a book.

● distinguish print from pictures.

● follow text with a finger, pointing to each word as it is read from left to right and top to bottom.

● locate lines of text, words, letters, and spaces.

● match voice with print in syllables, words, and phrases.

● locate and name periods, question marks, and exclamation points.

Sept. 8-ongoing

K.2a/b- Oral LanguageExpand understanding and use of word meanings Ap

Use number words ApIncrease listening and speaking vocabulary REssential Skills:

● understand and use number words in conversations, during partner and group activities, and during teacher-directed instruction.

● use words to describe or name people, places, feelings, and things during partner and group activities and during teacher-directed instruction.

● use size, shape, color, and spatial words to describe people, places, and things during group or individual activities and during teacher-directed instruction.

● use words to show direction and location (e.g., on, off, in, out, over, under, between, and beside).

● use a variety of words to describe the actions of characters and people in real and make-believe settings in response to stories or class activities.

● recognize when they do not understand a word or phrase and seek clarification by asking a peer or an adult.

● use vocabulary from content areas during partner or group activities and during teacher-directed instruction.

K.7 b, eK.7 The student will expand vocabulary and use of word meanings.b) Increase vocabulary by listening to a variety of texts read aloud.e) Use number words.

Sept. 8 – ongoing

K.5c-e/K.7c - Reading

Student will understand how print is organized U and read using basic phonetic principles R

Follow words through accurate finger pointing from left-right, top-bottom on a printed page while matching voice with print and pictures U

Essential Skills:K5

● hold printed material the correct way.

● identify the front and back covers of a book.

● distinguish the title page from all the other pages in a book.

● turn pages appropriately.


● follow text with a finger, pointing to each word as it is read from left to right and top to bottom.

● locate lines of text, words, letters, and spaces.

● match voice with print in syllables, words, and phrases.

● locate and name periods, question marks, and exclamation points.

K7

● recognize and name rapidly and with ease uppercase and lowercase letters in sequence and in random order.

● match uppercase and lowercase letter pairs.

● produce the usual sounds of consonants, short vowels and initial consonant digraphs.

● demonstrate concept of word by:

° tracking familiar print from left to right and top to bottom; and

K.4 The student will understand how print is organized and read.

c) Distinguish between print and pictures.d) Follow words from left to right and from top to bottom on a printed page.e) Match voice with print.

K.6 The student will develop an understanding of basic phonetic principles.c) Demonstrate a speech-to-print match through accurate finger-point reading in familiar text that includes words with more than one syllable.

° matching spoken words to print including words with more than one

syllable.

● write the grapheme (letter) that represents a spoken sound.

● use basic knowledge of one-to-one letter-sound correspondences by producing sounds for each consonant.

● isolate initial consonants in single-syllable words (e.g., /t/ is the first sound in top).

● identify long and short sounds with common spellings for the five major vowels.

● distinguish between similarly spelled words by identifying sounds of the letters that differ.

● segment onsets and rimes and begin to blend to

form the words.Sept. 8-2X a week

K.6c - Reading

Understand that print conveys meaning U

Read and explain own writing and drawing R, U Essential Skills:

● apply knowledge that print conveys meaning.

● recognize and identify common signs, logos, and labels.

● explain that printed material provides information.

● read and explain their own drawings and writings.

● locate commonly used words and phrases in familiar text.

● recognize a selection of high-frequency and sight words as well as read fifteen meaningful, concrete words. (Each student may know a different set of words.)

K.5 The student will demonstrate an understanding that print conveys meaning.c) Read and explain own writing and drawings.

● recognize and identify their own first and last names.

Sept. 8-1 letter per week

K.7a/b - Reading

Understand the basics of phonetic principles U

Identify and name uppercase and lowercase letters while matching appropriate sounds R

Essential Skills:







syllable.






● segment onsets and rimes and begin to blend to form the words.

K.6 The student will develop an understanding of basic phonetic principles.b) Match consonant, short vowel, and initial consonant digraph sounds to appropriate letters.d) Identify initial consonant sounds in one-syllable words.

Sept. 8- K.7d - Identify beginning consonant sounds

1 letter per week

Reading

Understand the basics of phonetic principles U

REssential Skills:







syllable.







Sept. 8 –Ongoing

K.13 - Writing

Student will explore the uses of

Use the SmartBoard, iPad to explore technology Ap Essential Skills:

● use available digital tools for reading and writing.

Delete

technology for reading and writing An

● ask and respond to questions about material presented through various media formats.

● share their writing with others.

Sept. 8 – 1-2 letters per weekOngoing

K.11a - Writing

Print in manuscript uppercase/lowercase letters of the alphabet R, Ap

Write uppercase/lowercase lettersR, Ap

Essential Skills:








K.10 The student will print in manuscript.a) Print capital and lowercase letters of the alphabet independently.

Sept. 14 – ongoing

K.12a-d - Writing

Students will write to communicate ideas for a variety of purposes C

Draw pictures and/or use letters to write, while writing left-right/top-bottom C

Essential Skills:


● write daily for a variety of purposes (e.g., practicing formation of alphabet letters, labeling, and journal writing).

● write on assigned and/or self-selected topics.

● use writing, dictation, and drawing to compose informative/explanatory texts that introduce a topic (what they are writing about), state an opinion or some facts and provide some information (e.g., My favorite book is …).

K.11 The student will write in a variety of forms to include narrative and descriptive.a) Differentiate pictures from writing.b) Use prewriting activities to generate ideas including drawing pictures.c) Use letters to phonetically spell words that describe pictures or experiences.d) Write left to right and top to bottom.

● use writing, dictation, and drawing to narrate an event.

● generate text to communicate and make meaning by creating drawings, letter strings, scribbles, letter approximations, or other graphic representations, as well as phonetically spelled words.

● write left to right and top to bottom.

Sept 14-18 Progress Report

Assessing

Sept. 21 –ongoing

K.9a/c/e-g/10a ReadingDemonstrate comprehension of fiction and nonfiction text

Predict,(U) discuss, (U) and retell (R)stories while using appropriate story language and pictures(author, illustrator, story sequence, character, setting, and events)

Essential Skills:K9

● identify the roles of the author and the illustrator of selected texts.

● make ongoing predictions based on illustrations and text.

● describe the relationship between illustration and the story (e.g., what moment in the story does the illustration depict).

● link knowledge from their own experiences to make sense of and talk about a text.

● give evidence that they understand the meaning of what is being read aloud, including the who, what, when, where, why, and how.

● ask and respond to simple questions about the content of a book.

● use vocabulary from a story in discussions and retellings.

K.8 The student will demonstrate comprehension of fictional texts.a) Identify the role of an author and an illustrator.c) Use pictures to make predictions.e) Use story elements of characters, settings, and events to retell stories sequentially using beginning, middle, and endK.9 The student will demonstrate comprehension of nonfiction texts.a) Use pictures to identify topic and make predictions.

● retell a story from pictures or text in their own words, arranging the events in the correct sequence (beginning, middle, and end).

● use words to sequence events (e.g., before, after, and next).

● produce artwork or a written response (letters or phonetically spelled words) that demonstrates comprehension of a story that they have heard read aloud.

● use descriptive language to talk about characters, settings, and events of a story.

● recognize various types of fictional texts (e.g., storybooks, poems).

K10

● make ongoing predictions based on graphics and text.

● relate pictures and illustrations to the text in which they appear.


● identify the topic of a nonfiction selection.


● discuss simple facts and information relevant to the topic.

● identify text features including titles, headings and pictures in text.

● identify the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Sept. 28-Oct 9PALS

AssessmentOct. 6 – 12 ongoing

K.10b - Reading

Demonstrate comprehension of fiction and nonfiction text Ap

Identify topics of fiction and nonfiction selections using titles, headings, and pictures R

Essential Skills:









K.9 The student will demonstrate comprehension of nonfiction texts.b) Identify text features specific to the topic, such as titles, headings, and pictures.

Greene County Public Schools

Kindergarten Grade English/LA Pacing Guide 2018-19 Quarter 2 nd Bloom’s Taxonomy Abbreviations R=Remember; U=Understand; Ap=Apply; An=Analyze; E=Evaluate; C=Create

Time/Dates SOL/Strand Objective/Content/Essential Questions/Cognitive Level

New SOLs

CROSSWALK YEAROct. 12-23MAP (NGPS only)Oct. 26Ongoing

K.4a – Oral LanguageIdentify (R)say (An) segment, and blend units of speech sounds

Discriminate between spoken sentences, words, and syllables E

K.3 The student will orally identify, segment, and blend various phonemes to develop phonological and phonemic awareness.a) Begin to discriminate between spoken sentences, words, and syllables.

Oct. 26Ongoing

K.2a/c-e/g/K.8a – Oral LanguageExpand (Ap)understanding and use of word meanings

Use words, including vocabulary from other content areas , to describe/name people, places, things, location, size color, shape, and actions ApEssential Skills:K2




● use words to show direction and location (e.g., on, off, in,

K.7 The student will expand vocabulary and use of word meanings.a) Discuss meanings of words.b) Increase vocabulary by listening to a variety of texts read aloud.c) Use vocabulary from other content areas.f) Use nouns to identify and name people, places, and things.h) Use verbs to identify actions.

out, over, under, between, and beside).



● use vocabulary from content areas during partner or group

activities and during teacher-directed instruction.K8

● discuss meanings of specific words including synonyms and antonyms in partner, group and teacher-guided settings.

● identify new meanings for familiar words and apply them accurately (e.g., knowing water as a drink and learning the verb water the flowers).

● sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

● use common adjectives to distinguish objects (e.g., the small red square; the shy white cat). (Students are not required to know the term adjective at this level.)

● ask and respond to questions about unknown words in a text.

● identify real-life connections between words and their use (e.g., places that are loud).

● use newly learned words in literacy tasks.

Nov. 4Ongoing

K.3g – Oral LanguageBuild oral communication skills R

Follow two-step directions UEssential Skills:




K.1hK.1 The student will build oral communication skills.h ) Follow one- and two-step directions.


Nov. 4Ongoing

K.3e – Oral LanguageBuild oral communication skills R

Participate in discussions about books and specific topics UEssential Skills:





K.1fK.1 The student will build oral communication skills.f ) Discuss various texts and topics collaboratively and with partners.

Time/Dates SOL/Strand Objective/Content/Essential Questions New SOLs

CROSSWALK YEARNov. 9Ongoing

K.9b/d - ReadingDemonstrate comprehension of fictional texts Ap

Make connections to, and ask and answer questions about what is readAnEssential Skills:

● identify the roles of the author and the illustrator of selected texts.





K.8 The student will demonstrate comprehension of fictional texts.b) Relate previous experiences to what is read.d) Ask and answer questions about what is read.








Nov.9Ongoing

K.6a/b - ReadingUnderstand that print conveys meaning U

Identify (R) and explain(U) printed materials provide information, such as signs and logosEssential Skills:


● recognize and identify common signs, logos, and labels.






K.5 The student will demonstrate an understanding that print conveys meaning.a) Identify common signs and logos.b) Explain that printed materials provide information.

Nov.16Ongoing

K.6d - ReadingUnderstand that print conveys

Read/identify high frequency words REssential Skills:


K.5 The student will demonstrate an understanding that print conveys meaning.

meaning U ● recognize and identify common signs, logos, and labels.






d) Read his/her name and commonly used high-frequency words.

Nov. 16-18Progress Report AssessmentNov. 23 K.7b Reading Match consonant, short and long vowel

sounds, and digraph sounds to appropriate letters (R)Essential Skills:







syllable.


● use basic knowledge of one-to-one letter-sound

K.6 The student will develop an understanding of basic phonetic principles.b) Match consonant, short vowel, and initial consonant digraph sounds to appropriate letters.

correspondences by producing sounds for each consonant.





Dec. 7-22Report Card and Rigby Assessment

Greene County Public SchoolsKindergarten Grade English/LA Pacing Guide 2018-19 Quarter 3 rd



CROSSWALK YEAR

Jan. 5Ongoing

K.1d- Oral LanguageDemonstrate growth in the use of oral language Ap

Participate in creative dramatics CEssential Skills:








● use complete sentences that include subject, verb, and object when speaking.

K.2 The student will demonstrate growth in oral, early literacy skills.d) Participate in creative dramatics.

Jan.18Ongoing

K.2f –Oral Language

Ask about words not understood UEssential Skills:

K.7 The student will expand vocabulary and use of word meanings.

Expand understanding and use of word meanings AP




● use words to show direction and location (e.g., on, off, in, out, over, under, between, and beside).



● use vocabulary from content areas during partner or group activities and during teacher-directed instruction.

d) Ask about words not understood.

Jan.25Ongoing

K.11b - WritingThe student will print in manuscript his/her last name R, Ap

Write his/her last name R, ApEssential Skills:








K.10 The student will print in manuscript.b) Print his/her first and last names.

Feb. 1-5

Progress Report AssessmentFeb. 8-26Ongoing

K.4c/d – Oral LanguageIdentify, say, segment, and blend units of speech sounds

Blend sounds orally to make words or syllablesSegment one-syllable words into soundsSegment words into syllablesR, An, AP, EEssential Skills:

● focus on speech sounds.

● demonstrate the concept of word by segmenting spoken sentences into individual words.

● segment a word into individual syllables by clapping hands or snapping fingers.

● discriminate between large phonological units of running speech, sentences, words, and syllables.

● identify a word that rhymes with a spoken word.

● supply a word that rhymes with a spoken word.

● produce rhyming words and recognize pairs of rhyming words presented orally.

● generate rhyming words based on a given rhyming pattern.

● supply an appropriate rhyming word to complete a familiar nursery rhyme or a predictable text with rhyming lines.

● blend and segment consonants and rimes of spoken words (e.g., /b/- /oat/ = boat, black = /bl/- /ack/).

● blend and segment multisyllabic words into syllables (e.g., the teacher asks students to say robot without the /ro-/ and students respond with /bot/).

● recognize that a word can be segmented into individual speech sound units.

K.3 c, dK.3 The student will orally identify, segment, and blend various phonemes to develop phonological and phonemic awareness.c) Blend and segment multisyllabic words at the syllable level.d) Blend and segment one-syllable words into phonemes including onset and rime.

● recognize how phonemes sound when spoken in isolation.

● recognize similarities and differences in beginning and ending sounds of words.

Greene County Public SchoolsKindergarten Grade English/LA Pacing Guide 2018-19 Quarter 4 th



CROSSWALK YEARMarch 14Ongoing

K.3h – Oral LanguageBuild oral communication skills R

Begin to ask how and why questionsUEssential Skills:

● speak audibly in complete sentences, expressing thoughts, feelings and ideas clearly.

● verbally express needs through direct requests.

● participate in a range of collaborative discussions building on others’ ideas and clearly expressing their own (e.g., one-on-one, small group, teacher- led).

● initiate conversations with peers and teachers in a variety of school settings.

● listen attentively to others in a variety of formal and informal settings involving peers and adults.

● participate in partner or group activities, (i.e., conversations, discussions, book chats, retellings of stories, choral speaking, language experience narratives, morning routines, dramatizations and role play).

● listen to and discuss a variety of texts that reflect the Virginia Standards of Learning in English, history and social science, science, and mathematics.

● wait for their turn to speak, allowing others to speak without unnecessary interruptions.

● maintain conversation on topic through multiple exchanges.

● in group and partner discussions clearly state a thought

K.1 The student will build oral communication skills.i. )Ask how and why questions to seek help, get information, or clarify information.

related to the book or topic being discussed.





March 21 K.7cDemonstrate speech to print match through accurate fingerpoint reading and familiar text that includes words with more than one syllable Ap

Essential Skills:







syllable.






K.6 The student will develop an understanding of basic phonetic principles.c) Demonstrate a speech-to-print match through accurate finger-point reading in familiar text that includes words with more than one syllable.


April 4 K.7bMatch consonant, short vowel, and initial consonant digraph sounds to appropriate letters. R

Essential Skills:







syllable.







K.6 The student will develop an understanding of basic phonetic principles.b) Match consonant, short vowel, and initial consonant digraph sounds to appropriate letters.

April 11-15Progress Report testingApril 18 K.9

The student will

Essential Skills:

● identify the roles of the author and the illustrator of selected

K.8 The student will demonstrate comprehension of fictional texts.

demonstratecomprehension of

fictional texts. Ap

a)Identify what an author does

and what anillustrator does. Rb)Relate previous

experiences towhat is read. Apc)Use pictures to makepredictions. Ud)Begin to ask and answerquestions about what is

read. Ane)Use story language indiscussions and retellings.

Uf)Retell familiar stories,

usingbeginning, middle, and

end. Rg)

Discuss characters, setting, and events. U

texts.












a) Identify the role of an author and an illustrator.b) Relate previous experiences to what is read.c) Use pictures to make predictions.d) Ask and answer questions about what is read.e) Use story elements of characters, settings, and events to retell stories sequentially using beginning, middle, and end.

April 25- April 29PALS

May 2-6 K.10The student will

demonstratecomprehension of

nonfiction texts. Ap

a)Use pictures to identify topic and make

predictions. Ub)Identify text features

specific to thetopic, such as titles,

headings, andpictures. R

Essential Skills:









K.9 The student will demonstrate comprehension of nonfiction texts.a) Use pictures to identify topic and make predictions.b) Identify text features specific to the topic, such as titles, headings, and pictures.c) Ask and answer questions about what is read.

May 9-274th Quarter Testing

Resources: VDOE Curriculum Framework, VDOE Rubrics, TurtleDiary.com, ReadingEggs.com, Tumblebooks, PALS quick checks,

Common Assessments: PALS, Running Records

Common Unit Plans: N/A

va01918659.schoolwires.net · web viewdemonstrate the concept of word by segmenting spoken...

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