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KindergartenProgram overview
for Kindergarten
Unit 4 • FOOD
CONSUMABLE
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Unit 5 • ANIMALS
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Unit 1 • FAMILIES
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Unit 2 • FRIENDS
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Unit
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It’s time to start on the road to reading!
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Unit 4 • FOOD
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Unit 5 • ANIMALS
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Unit 6 • NEIGHBORHOOD
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Unit 7 • WEATHER
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Unit
8 • PL
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Unit 9 • AMAZING CREATURES
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Unit 10 • I K
NOW A LOT!
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It’s time to start on the road to reading!
Also available:Little Treasures PreK
Comprehensive Literacy Program starts children on
the road to literacy!
2
T iming i s everything
Week 2
Week 1
Week 3
3
Manageable OrganizationTreasures is built on a three-week cycle. • Theme development around core literature• New skills/strategies introduced in the first two weeks • Review of skills/strategies in the third week
Kindergarten
Week 1: Teach• Weekly Skills Tt/t• Story Structure
Week 2: Teach• Weekly Skills li/i go• Recognize Text Structure
Week 3: Review• Weekly Skills Tt /t & Ii /i see, go• Story and Text Structure
Kindergarten Pacing
4
From Whole-Group to Small-Group Instruction
www.macmillanmh.com
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Big Book ProfessionalDevelopmentVideo Library
Suggested Lesson Plan
DAY 1 DAY 2WHOLE GROUP
Go to www.macmillanmh.com for Online Lesson Planner
ORAL LANGUAGE
• Oral Vocabulary
• Phonemic Awareness
? Focus Question Where do you like to go when you travel?
Build Background, 610
Oral Vocabulary familiar, journey, prepare, relax, travel, 610
Phonemic AwarenessPhoneme Isolation, 613
? Focus Question What do people use to go from place to place?
Oral Vocabulary familiar, journey, prepare, relax, travel, 618
Sound Words, 625
Phonemic AwarenessPhoneme Blending, 626
WORD STUDY
• Phonics
• High-Frequency Words
Phonics Introduce /i/i, 614
Handwriting: Write Ii, 615
Activity Book, 14
Practice Book, 67
High-Frequency Words go , 612
PhonicsReview /i/i, /t/t, 626
Blend with /i/i, 627
Review High-Frequency Words, 628
READING
• Listening Comprehension
• Apply Phonics and High-Frequency Words
• Fluency
Share the Big BookOn the Go
Strategy: Recognize Text Structure
Skill: Classify and Categorize, 611
Reread the Big BookOn the Go
Strategy: Recognize TextStructure, 620
Skill: Classify and Categorize, 620
Retell, 624
Pre-decodable Reader: Go, Go, Go, 628
Activity Book, 15–16
Practice Book, 68
Fluency Echo-Read, 624
LANGUAGE ARTS
• Writing
• Grammar
Shared WritingLists, 617
GrammarAction Words (Verbs), 616
Interactive WritingPosters, 629
ASSESSMENT
• Informal/Formal Quick Check Phonemic Awareness, 613 Quick Check Comprehension, 624
Differentiated Instruction 604–605 SMALL GROUP Lesson Plan SMALL GROUP
Big Bookwww.macmillanmh.com
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Big Bookwww.macmillanmh.com
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602 Unit 3 Week 2
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Teach Core SkillsFocus on tested skill lessons,
other lessons, and small group options as your time allows.
DAY 3 DAY 4
Priority Skills
? Focus Question Do you go far or near when you ride a bike?
Oral Vocabulary familiar, journey, prepare, relax, travel, 630
Oral Vocabulary Cards: “The Two Frogs”
Phonemic AwarenessPhoneme Isolation, 635
? Focus Question Why is it fun to go to new places?
Oral Vocabulary familiar, journey, prepare, relax, travel, 640
Sound Words, 643
Phonemic AwarenessPhoneme Blending, 644
? Focus Question Where would you tell a friend to go traveling?
Oral Vocabulary familiar, journey, prepare, relax, travel, 648
Sound Words, 650
Phonemic AwarenessPhoneme Categorization, 651
PhonicsPicture Sort: /i/i, 636
Blend with /i/i, 637
Read Words, 637
High-Frequency Words go , 634
Activity Book: “We Can Go!” 17–18
Practice Book, 69–70
Read for Fluency, 634
PhonicsPicture Sort, 644
Blend Words, 645
Activity Book, 19
Practice Book, 71
Review High-Frequency Words, 646
PhonicsRead Words, 652
Dictation, 652
Activity Book, 22
High-Frequency Words a , go , like , see , the , 650
Read the Big Book of Explorations“My Bike” and “Riding theSubway Train,” 37–38
Text Feature: Use Labels, 632
Interactive Read AloudListening Comprehension, 642
Read Aloud: “Timimoto”
Pre-decodable Reader: It Can Go, Go, Go!, 646
Read Across TextsStrategy: Recognize Text Structure, 655
Skill: Classify and Categorize, 655
Activity Book, 21
Fluency Word Automaticity, 650
Independent WritingPrewrite and Draft Posters, 639
GrammarAction Words (Verbs), 638
Independent WritingRevise and Edit Posters, 647
Independent WritingPublish and Present Posters, 653
Quick Check High-Frequency Words, 634 Quick Check Phonics, 645 Weekly Assessment, 680–681
Big Book of Explorations
Big Book ofExplorations
Read AloudMacmillan/McGraw-Hill
K
DAY 5Review and Assess
Phonemic Awareness/Phonics/i/i
High-Frequency Wordsgo
Oral VocabularySound Words
ComprehensionStrategy: Recognize
Text StructureSkill: Classify and
Categorize
Traveling Far and Near 603
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IF… children need additional instruction, practice, or extension based on your Quick Check observations for the following priority skills
Phonemic AwarenessPhoneme Isolation, Blending, Categorization
PhonicsTt
High-Frequency Words see
ComprehensionStrategy: Recognize Story StructureSkill: Make and Confirm Predictions
THEN… Approaching Preteach and
ELL Reteach Skills
On Level Practice
Beyond Enrich and Accelerate Learning
Approaching Level
• Preteach/Reteach
Tier 2 Instruction
Oral Language, 570 High-Frequency Words, 570 ELL
High-Frequency Words Review, 570Phonemic Awareness, 571Phonics, 571 ELL
Sound-Spellings Review, 571
••
••
High-Frequency Words, 576 ELL
Pre-decodable Reader, 576Phonemic Awareness, 577Phonics, 577
••••
On Level
• PracticeHigh-Frequency Words, 572Phonemic Awareness/Phonics, 572 ELL
••
Pre-decodable Reader, 578•
Beyond Level
• Extend/Accelerate
Gifted and Talented
High-Frequency Words/Vocabulary, 573 ELL
Expand Oral Vocabulary, 573Phonics, 573
•
•
Pre-decodable Reader, 578•
ELL
• Build English Language Proficiency
• See ELL in other levels.
Oral Language Warm-Up, 574Academic Language, 574Vocabulary, 575
•••
Access to Core Content, 579•
Differentiated Instruction
Suggested Small Group Lesson Plan
What do I do in small groups?
Focus on Skills
DAY 1 DAY 2
520 Unit 3 Week 1
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Macmillan/McGraw-Hill
Fantasy
by Reed Paceillustrated by Jared Lee
Bear Goes to Town
Fantasy
Tig Can See
by Jan Shen • illustrated by Jerry Smath
Macmillan/McGraw-Hill
Fantasy
Macmillan/McGraw-Hill
How They Goby Bonnie McKenna
illustrated by Alexi Natchev
Fantasy
Tiger Can See
by Jan Shen • illustrated by Jerry Smath
Macmillan/McGraw-Hill©Macmillan/McGraw-Hill
Sound-Spelling WorkBoard
PpOo
Aa CcBb
Nn
Dd Ii LlFf GgEe Mm
ZzUu Vv YyQq Rr Tt XxWw
Hh
Ss
KkJj
©Macmillan/McGraw-Hill
Sound-Spelling WorkBoard
1
Articulation
Small Group Word Lists
Words for Oral PracticeInitial Position add, ah, an, and, ant, as, ask, at Medial Position bad, bag, cat, dad, gap, jam, last, map, mat, nap, pan, ran, sat, tap, zap
Description of Sound The sound of a in apple is called short a. It is a vowel. The vocal cords vibrate when making the short a sound. The tongue is behind the lower teeth and the sound is made at the front of the mouth.
How to Make the Sound Position your tongue behind your bottom teeth. With your mouth wide open, pull back your lips in a partial smile.
© M
acm
illa
n/M
cGra
w-H
ill /
ph
oto
© S
tock
dis
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Pu
nch
Sto
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Aa apple
a
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On LevelApproaching Beyond ELL
LevelsRebus–D
How They Go
D
Sound-SpellingWorkBoards
Sound-SpellingCards
Photo Cards High-FrequencyWord Cards
Visual VocabularyResources
High-Frequency Words, 580 ELL
Phonemic Awareness, 580Phonics, 581Pre-decodable Reader, 581
••••
Phonemic Awareness, 584Phonics, 584 ELL
Leveled Reader Lesson 1, 585
•••
Phonemic Awareness, 590Phonics, 590 ELL
Leveled Reader Lesson 2, 591High-Frequency Words, 591
••••
Phonics, 582• Leveled Reader Lesson 1, 586 ELL• Leveled Reader Lesson 2, 592•
Phonics, 582• Leveled Reader Lesson 1, 587Analyze, 587
• Leveled Reader Lesson 2, 593 ELL
Expand Vocabulary, 593••
Access to Core Content, 583Grammar, 583
••
Leveled Reader, 588–589• Fluency, 594High-Frequency Words, 595Writing, 595
•••
Small Group
Focus on Leveled Readers Manipulatives
Leveled Reader Databasewww.macmillanmh.com
• Comprehension Skill • Content Area • Genre • Text Feature
• Guided Reading Level • Reading Recovery Level• Lexile Score • Benchmark Level
Subscription also available
Search by
Additional Leveled Readers
DAY 3 DAY 4 DAY 5
Getting Around Town 521
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5
Kindergarten
Blending: Sound Error Model the sound that children missed, then have them repeat the sound. Say: My turn. Tap under the letter and say: Sound? /e/. What’s the sound? Then return to the beginning of the word. Say: Let’s start over. Blend the word again with children.
Approaching Level
Objective Preteach oral vocabulary
Materials • none
THEME WORDS: wheel, adventure
■ Tell children the meanings for wheel and adventure. A wheel is a round thing that makes vehicles move. A bicycle is a vehicle with two wheels. An adventure is an exciting, fun experience. The trip to the Grand Canyon was a real adventure.
■ Discuss the words with children. What things have wheels? How can wheels help you go on an adventure?
■ Have children use the following sentence frames to generate complete oral sentences using the words: A has four wheels. It would be an adventure to go to .
Objective Reinforce high-frequency words
Materials • High-Frequency Word Cards: a, go, like, see, the, we
REINFORCE WORDS: see, go
■ Display the High-Frequency Word Card for see.
■ Read Point to and say the word see. This is the word see. It means “to look at.” I see many children.
■ Spell The word see is spelled s-e-e. We hear /s/ at the beginning of the word. The letter s makes the /s/ sound, so we write the letter s at the beginning of the word. Have children read and spell see.
■ Write Finally, have children write the word see.
■ Repeat the routine for go.
■ Have children work with a partner to make up oral sentences using the words see and go. Ask them to talk about things they have seen on an adventure.
HIGH-FREQUENCY WORDS REVIEW
Display the High-Frequency Word Cards a, like, the, and we from the previous units. Display one card at a time as children chorally read and spell the word. Mix and repeat. Note words children need to review.
Oral LanguageOral Language
High-Frequency WordsHigh-Frequency Words
Partners When partners make up sentences with high-frequency words, pair English Language Learners with children who are more proficient. Write their sentences, read them together, and point to the high-frequency words.
ELL
DAY 1SMALL GROUP
NA
738 Unit 3 Week 3
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Treasures offers age-appropriate instruction as a foundation for growth.Daily instruction is followed with Quick Checks that direct teachers to small-group instruction for additional support.
Getting all students on track
Quick Check
Small Group Lessons
Technology supports teaching!A wide array of professional development and implementation support is available.
DAY 1WHOLE GROUP
Objective• Identify and isolate the same
initial sound /t/, /i/, and /p/ in words
Materials
• Photo Cards: ink, inch, insect, pea, pear, pen, pie, pig, pizza, table, teeth, tie, tiger, toe, top
Phonemic AwarenessPhoneme Identity
ModelDisplay Photo Cards for tiger, teeth, and top.
Repeat with ink, inch, and insect.
Listen to the sound at the beginning of thesewords: tiger, teeth, top. These words have the same sound, /t/, at the beginning.
Listen for words in the Rhyme and Chime that have the sound /t/ at the beginning. We’ll tap the top of our heads when we hear /t/ at the beginning of a word.
Read “I See an Iguana”. Have children tap every time they hear /t/.
Repeat for initial /i/.
I see an iguana go.I see a tiger go.I see a turtle go.I see an insect go.Go, go, go!
Review /p/Display and name Photo Cards for pie, pig, and pizza.
Listen for the sound that is the same in pie, pig, and pizza.The beginning sound, /p/, is the same.
Guided Practice/PracticeDisplay and name the Photo Cards. Children identify the same sound in the words. Guide practice with the first set of cards.
Say each picture name with me. Which sound is the same? (/t/)
Quick Check
Can children identify the same initial sound /t/, /i/, and /p/ in words?
During Small Group Instruction
If No Approaching Level Provide additional practice, page 739.
If Yes On Level Children blend words with /t/, /i/, /p/, and /s/, page 740.
Beyond Level Children blend words with /i/, /t/, and /u/, page 741.
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Pronunciation Display and have children name Photo Cards from this and prior lessons to reinforce phonemic awareness and word meanings. Point to a card and ask: What do you see? (a tiger) What is the sound at the beginning of the word tiger? (/t/) Repeat with Photo Cards with words that begin with p and i.
ELL
Wheels All Around 697
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6
Sing, Talk, Rhyme Chart
Every day includes
Oral Language Multiple opportunities are offered for speaking, listening, and reading aloud.
Retelling Cards
T he f i r st steps to reading success
“Teachers must actively develop students’ oral language to ensure their overall
comprehension of language and support their literacy activities”
- Cloud, Genessee, and Hamayan, 2000
Oral Vocabulary Cards provide additional Read Alouds for use in a
balanced literacy classroom.
Lesson on back of each card
Lesson on back of each card
7
Kindergarten
Phonemic Awareness/PhonicsTreasures provides the tools for instruction, multiple practices, and repeated application necessary for success.
Teaching Chart
Decodable Readers
Student Activity Book
The fast track to reading words
Alphabet Sound/Spelling Cards (large and small)
Sound-Spelling Workboard
Photo Cards Word Buliding Cards
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by Liz Ray
A Vet Can Fix It!
Phonics Practice
by Nancy Hertz
Rod Can See It
Phonics Practice
Zip?
Phonics Practice
by Maureen Stiles photographed by Ken O’Donoghue
Unit 6 • NEIGHBORHOOD
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Every day includes
ComprehensionFocusing on listening, Treasures offers rich reading experiences with direct instruction in strategies and skills.
Trade Books
Leveled Readers
Read-Aloud Anthology
Comprehension Support
Understanding is the road to reading success
Fiction and Nonfiction Big Books
www.macmillanmh.com
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DAY 2WHOLE GROUP
Reread the Big BookListening Comprehension
CONCEPTS ABOUT PRINT Display the cover and read the title aloud as you track the print. Ask children to tell what they remember about the book.
STRATEGY Recognize Text Structure
Explain to children that they have been learning to recognize the pattern and structure of words in books. Ask them how the different forms of transportation in On the Go are organized.
SKILL Classify and Categorize
Tell children that today they are going to read the Big Book again and sort the different ways people can travel from place to place.
Think Aloud The people on the cover are taking a journey in a boat. The lady carrying the baby on page 5 is walking. Riding in a boat and walking are two different ways for people to travel.
Read the Big Book and use the prompts on the inside covers.
Objectives• Recognize text structure to
classify and categorize• Recognize how authors
group information in text• Respond to a book• Retell important facts from
a text• Develop fluency
Materials
• Big Book: On the Go• Activity Book, pp. 15–16• Practice Book, p. 68
Story on Listening Library Audio CD
page 5
CONCEPTS ABOUT PRINT■ Who can point to the first
letter of the first word?
5
All over the world
people move from place to place
carrying babies on their backs,
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pages 6–7
CLASSIFY AND CATEGORIZEThink Aloud Walking
is one way to go from place to place. These pages show two different ways to carry things—on your head and in baskets on your shoulder.
7
and almost anything on their heads.
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6
baskets over their shoulders,
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Big Book
Gesture and Talk Use gestures and other strategies to help make the text comprehensible.
p. 5carrying: Point to the baby in the picture. Gesture the act of carrying something. Tell children to act out carrying with you, describing the action.
ELL
620 Unit 3 Week 2
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DAY 2WHOLE GROUP
pages 8–9
CLASSIFY AND CATEGORIZEThink Aloud People
can travel on foot or on animals. Those are two ways for people and things to go from place to place.
9
and camels.
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8
They travel on foot.
They ride on horses and donkeys
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pages 10–11
TEXT STRUCTUREThink Aloud The first
pages were about traveling by foot. The next were about traveling on animals. These are about traveling on wheels. The author tells about one way to travel at a time.
11
They can be
pedaled
or pushed…
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10
Wheels make things go easier and faster.
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pages 12–13
TEXT STRUCTURE■ How do the different
ways to travel on this page go together? (They are all ways to travel with wheels.) 13
or oxen…
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12
or pulled by ponies
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page 14
CULTURAL PERSPECTIVESThink Aloud The
picture is of a city in India. The man is pulling a rickshaw, which has wheels but no pedals or motor. Rickshaws are a good way to travel through narrow alleys and around tight corners.
15
Some wheels are powered by motors.
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or people.
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ComprehensionRecognize Text Structure• (all pages) The words and pictures follow a pattern: The page with a
picture of a baby animal always asks a question and the next page, with the picture of the baby and its mother, always answers the question.
Make Predictions• (page 12) I see that the baby seal has fluffy white fur but that the
mommy has short gray fur. I think the baby’s fluffy fur will change as it grows up.
• (page 18) I see that the baby penguin has fluffy brown feathers but that the mommy has short white and black feathers. What do you think will happen to the baby’s fluffy fur as it grows up?
Story Word(page 24 ) cub joey pup
About the Author/Illustrator: John ButlerJohn Butler was born in Kent, England. He studied to be an art teacher but instead worked as a designer and illustrator of educational wall charts. He then traveled throughout West Africa. He has illustrated more than thirty children’s books, and has written six, many of which reflect his interest in the natural environment.
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Big BookInside Back Cover
Develop Comprehension
pp. 8–9ride: Use toys to demonstrate riding on an animal or show a picture of someone riding on an animal. Lead children in pretending to gallop around the room on horses as they say ride.
pp. 10–11pedaled: Point to the people on the bicycles on page 10. Point to the wheels. Have children pedal and say: Pedal the bike.
pp. 14–15powered by motors: Point to the car on page 15. Say: A car moves with a motor, while making an engine sound. Then point to the vehicles on page 14 and say: A is not powered with a motor. Point to the bus on page 15. Is a bus powered by a motor?
ELL
Traveling Far and Near 621
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Multiple resources and
formats–perfect for shared reading!
Writing Early learners benefit from a variety of theme-related writing experiences.
Shared Writing
Interactive Writing
Independent Writing
9
10
AssessmentTreasures offers an array of effective assessment tools to ensure progress for all students.
• Place students appropriately• Measure student understanding • Monitor progress• Diagnose needs and prescribe solutions• Report and track growth
Getting to the finish line in good time
• Accompanies Benchmark Books Levels: Rebus–28
• Includes Reading PassagesLevels: 30–80
RunningRecords
LEVELS: REBUS—80
Grades K-6
Macmillan/McGraw-Hill
En
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Unit 3 TEST
TESTED SKILLS AND STRATEGIES
COMPREHENSION STRATEGIES AND SKILLS
• Strategies: Recognize text/story structure• Skills: Make predictions, classify and
categorize, character and plotHIGH-FREQUENCY WORDS
• see, goPHONEMIC AWARENESS• Phoneme isolation (/t/)• Phoneme blending (/t/, /i/)PHONICS
• /t/t, /i/i CONCEPT WORDS
• Shape words
Administer the Test Use Multiple Assessments for Instructional PlanningTo create instructional profiles for your children, look for patterns in the results from any of the following assessments.
Running RecordsUse the instructional reading level determined by the Running Record calculations for regrouping decisions.
Benchmark AssessmentsAdminister tests three times a year as an additional measure of both children’s progress and the effectiveness of the instructional program.
Monitoring Progress
NA
Unit and
BenchmarkAssessment
Macmillan/McGraw-Hill
Unit and
BenchmarkAssessment
Macmillan/McGraw-Hill
772 Unit 3
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Analyze the DataUse information from a variety of informal and formal assessments, as well as your own judgment, to assist in your instructional planning. Children who consistently score at the lowest end of each range should be evaluated for Intervention. Use the Diagnostic Assessment for guidelines in the Intervention Teacher’s Editions.
Diagnose PrescribeASSESSMENTS IF… THEN…UNIT TEST 0–15 Correct Reteach skills using the Intervention Teacher’s Editions.
For users of DIBELSUse the results from the DIBELS Progress Monitoring tests to confirm instructional decisions.
For users of TPRIUse the scores from the TPRI as a progress monitoring tool to confirm instructional decisions.
PROGRESS MONITORINGUse your DIBELS results to inform instruction.IF…Initial Sound Fluency (ISF) 0–7Phoneme Segmentation Fluency (PSF) Start midyear
THEN…Evaluate for Intervention
PROGRESS MONITORINGUse your TPRI scores to inform instruction.IF…Phonemic Awareness Still DevelopingGraphophonemic Knowledge Still DevelopingListening Comprehension Still Developing
THEN…Evaluate for Intervention
Response to Intervention
To place children in Tier 2 or Tier 3 Intervention use the Diagnostic Assessment.
• Phonemic Awareness• Phonics• Vocabulary• Comprehension• Fluency
DIBELS LINK TPRI LINK
NA
773Transportation
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11
Kindergarten
Screening/Placement Diagnostic Assessment
Theme Assessment in the Activity Books
Assessment Handbook
Macmillan/McGraw-Hill
6
Asse
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Assessment
Handbook
Visit our Web site at www.macmillanmh.com
Assessment
Handbook
AK6AHB_CV_NA_RD11.indd 1
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On track for success at First Grade
ASSESSMENT Diagnostic AssessmentFluency AssessmentAssessment HandbookUnit and Benchmark AssessmentMANIPULATIVESDecodable Readers Library Visual Vocabulary ResourcesSound-Spelling WorkBoardsSound-Spelling Cards (Large and Small)Word-Building Cards (Large and Small)Photo CardsHappy the PuppetHigh-Frequency Word CardsOral Vocabulary CardsRetelling CardsTECHNOLOGYTeacherWorks™ Plus CD-ROM Online Teacher’s Edition and ResourcesClassroom Presentation Toolkit CD-ROM Handwriting CD-ROMBookLink K-12 CD-ROMNew Adventures with Buggles & Beezy (Classroom Version and Stand Alone Version)Sound Pronunciation Audio CDListening Library: Core Selections Audio CDListening Libraries: Approaching, On Level, Beyond, ELLReading Triumphs Listening Library: Intervention SelectionsPROFESSIONAL DEVELOPMENT Treasures for Teachers Professional Development DVD (7: Writing, English Learner, Fluency, Phonics/Phonemic Awareness, Classroom Management/Differentiated Instruction, Vocabulary/Comprehension, Assessment) Reading YES! Professional Development DVD/OnlineInstructional Routine HandbookLeadership HandbookWriting Professional Development Guide
KindergartenComponents
LITERATURE Leveled Readers Approaching Level On Level Beyond Level ELL LevelInteractive Read Aloud Anthology with PlaysLiterature Big Books (22 titles)Big Books of ExplorationsRead Aloud Trade Books (11 titles)Triumphs Intervention AnthologyTEACHER’S MATERIALS Teacher’s Editions (10)Sing, Talk, Rhyme! ChartTeacher’s Resource Book Home-School Connection Handwriting (Manuscript)Handwriting (Slant)Handwriting Annotated Teacher Edition (Manuscript)Handwriting Annotated Teacher Edition (Slant)Managing Small Groups: A How-To GuideSmall Group Management Rotation ChartWeekly ContractsWorkstation Flip Chart (4: Reading, Writing, Phonics, Science/Social Studies) English Language Learner Resource BookStrategic Intervention: Phonemic Awareness Teacher EditionStrategic Intervention: Phonics/Word Study Teacher EditionStrategic Intervention: Vocabulary Annotated Teacher EditionStrategic Intervention: Comprehension Teacher EditionStrategic Intervention: Fluency Teacher EditionSKILLS and PRACTICEStudent Activity Book (by unit) Practice Book Practice Book Annotated Teacher Edition
RD 09 W 69837.5M 9/09
macmillanmh.commacmillanmh.com/catalog1-800-442-9685
•Developsabilitytolisten withunderstandingand tospeakwithclarity
•Instillsdecodingskills forwordrecognition
•Laysthefoundationfor readingcomprehension
•Fostersearlywritingskills