reading pacing guide grade k...how do dinosaurs go to school?by jane yolen and mark teague • flip...

Reading Pacing Guide

Grade K

MP Units Unit

TOTAL* Cumulative

TOTAL**

MP1 Unit 1 – Friendly Faces

25 days 25 days

MP1 FLEX DAYS

5 days 30 days

MP1-2 Unit 2 – Show and Tell

25 days 55 days

MP2 FLEX DAYS

5 days 60 days

MP2 Unit 3 – Outside My Door

25 days 85 days

MP2 FLEX DAYS

5 days 90 days

MP3 Unit 4 – Let’s Find Out

25 days 115 days

MP3 FLEX DAYS

5 days 120 days

MP3-4 Unit 5 – Growing and Changing

25 days 145 days

MP4 FLEX DAYS

5 days 150 days

MP4 Unit 6 – Look At Us!

25 days 175 days

MP4 FLEX DAYS

5 days 180 days

Pemberton Township School District Kindergarten Reading

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Unit Title: Unit 1: Friendly Faces

Stage 1: Desired Results

Standards & Indicators: NJSLS Kindergarten English Language Arts

• RL.K.1 • RL.K.2 • RL.K.3 • RL.K.4 • RL.K.5 • RL.K.6 • RL.K.7 • RL.K.9 • RL.K.10 • RI.K.1 • RI.K.2 • RI.K.3 • RI.K.4 • RI.K.5 • RI.K.6 • RI.K.7 • RI.K.8 • RI.K.9 • RI.K.10 • SL.K.1 • SL.K.2 • SL.K.3 • SL.K.4 • SL.K.5 • SL.K.6 • RF.K.1 • RF.K.2 • RF.K.4 • L.K.1 • L.K.2 • L.K.4 • L.K.5 • L.K.6


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Standards & Indicators: NJSLS Kindergarten Social Studies

• 6.1.P.A.1 • 6.1.P.A.3 • 6.1.P.B.2

NJSLS Kindergarten Science

• K-PS2-2 • K-LS1-1

NJSLS Technology

• 8.1.5.A.1 • 8.1.P.E.1 • 8.1.2.E.1

NJSLS 21st Century Life and Careers

• CRP1. • 9.2.4.A.2 • 9.3.12.BM-OP.2


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Central Idea / Enduring Understanding: Students will…

• Understand that print represents language

• Develop knowledge of the alphabet

• Employ strategies to help understand text

• Understand that reading is about telling a story

• Explore print

• Discuss the stories they are reading

• Use strategies for understanding informational texts

Essential/Guiding Question:

• How can I find the most important ideas in a selection?

• What clues tell me how a character feels?

• How do the parts of a story work together?

• How can photographs help me better understand a selection?

• Why is the order in which things happen in a story important?


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Content:

• Big Idea: We see all kinds of people every day.

• Genres: Informational Text, Poetry, Realistic Fiction, Lullaby, Fantasy, Folk Tale, Fable

• Weekly Fluency Focus: Read with Expression, Pause for Punctuation, Reading Rate

• Concepts of Print: Directionality, Punctuation (Period, Question Mark, Exclamation Point), Letters and Words, Capitalization

• Weekly Target Vocabulary

• Vocabulary Strategies: Classify and Categorize

(Family), Rhyme, Synonyms, Environmental Print

• Academic Language: Main Ideas, Characters,

Setting, Events, Text, First, Next, Sort, Rhyming Words, Synonyms, Label

Skills(Objectives):

• Main Ideas

• Summarize

• Understanding Characters

• Infer/Predict

• Story Structure

• Monitor/Clarify

• Text and Graphic Features

• Analyze/Evaluate

• Sequence of Events

• Question


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Stage 2: Assessment Evidence Performance Task(s):

• Reader’s Notebook Entries

• Understand the purpose of print in reading

• Understand that a group of letters makes a word

• Understand alphabetical order

• Use left to right directionality of print, and return to left in reading

• Notices and interprets details in a picture

• Explore poetry and songs

• Notice periods, question marks, and exclamation points

• Summarize by retelling important facts

Other Evidence:

• Running Record

• Weekly Tests

• Responses to Open-Ended Critical Thinking Questions


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Stage 3: Learning Plan Learning Opportunities/Strategies: Week 1 – (Lesson 1 in Journeys)

• Read Aloud Book: Listen to how story is read with expression; answer questions about a story; and learn some new oral vocabulary words. T14-15

• Introduce Words to Know: Learn and use this week’s high-frequency word. T18-19

• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for What Makes a Family? T26 Introduce Comprehension – Explain the concept of main idea, and the summarize strategy. T27

• Read the Big Book: Read aloud and discuss things that families do together. T28-33

• Wrap Up the Big Book:

Concepts of Print - Identify periods as a kind of punctuation mark used at the end of a sentence, and find them throughout the text.T34 Retelling - Use picture clues to retell the story. T35

• Comprehension: Reread Big Book and model

how to identify the main idea. T43

• Vocabulary Strategies: Use Classify and Categorize to classify and categorize words related to family. T49

• Connect to Poetry: Poems – Read the selection aloud and have students clap hands to the beat of the rhythm and repeat rhyming words. T50-51

Resources: Week 1 – (Lesson 1 in Journeys)

• Building with Dad by Carol Nevius

• Vocabulary in Context Cards

• Strategy Projectable S6

• Big Book: What Makes a Family? by Pam Munoz Ryan

• Big Book: What Makes a Family? by Pam Munoz

Ryan • Flip Chart, pg. 6 • Retelling Cards 1-4

• Big Book: What Makes a Family? by Pam Munoz Ryan

• Projectable 1.3

• Poems and Lullaby by Various Authors


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Learning Opportunities/Strategies: Week 2 – (Lesson 2 in Journeys)

• Read Aloud Book: Listen to how to pause for punctuation in a selection; answer questions about a selection; and learn some new oral vocabulary words. T94-95

• Introduce Words to Know: Learn and use this

week’s high-frequency word. T98-99

• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for How Do Dinosaurs Go to School? T106 Introduce Comprehension – Explain the concept of understanding characters, and the infer/predict strategy. T107

• Read the Big Book – Read aloud and discuss the characters in the text. T108-113


Concepts of Print - Model reading from left to right, and from top to bottom, where to start and stop reading on a page, and when to turn a page. T114 Retelling - Use picture clues to retell the story. T115

• Comprehension: Reread Big Book and model understanding characters. T123

• Vocabulary Strategies: Use Rhyming Words to identify rhyming words. T129

• Connect to Social Studies: Informational Text –

Read the selection aloud and have students discuss the photos of the people and places. T130-131


• Friends at School by Rochelle Bennett



• Big Book: How Do Dinosaurs Go to School? by Jane Yolen and Mark Teague


• Flip Chart, pg. 12 • Retelling Cards 1-4


• Projectable 2.3

• My School Bus by Stephen Schaffer


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• Read Aloud Book: Listen for how a story is read at the proper speed; answer questions about a selection; and learn some new oral vocabulary words. T174-175



• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for Please, Puppy, Please. T186 Introduce Comprehension – Explain the concept of story structure, and the monitor/clarify strategy. T187

• Read the Big Book – Read aloud and discuss what the children might be asking the puppy to do. T188-193


Concepts of Print - Explain that words are made of letters, identify repeating words and compound words. T194 Retelling - Use picture clues to retell the story. T195

• Comprehension: Reread Big Book and model identifying story structure. T203

• Vocabulary Strategies: Use Words That Mean the Same to identify synonyms. T209


Read the selection aloud and discuss the diagram. T210-211


• I Have a Pet! by Shari Halpern



• Big Book: Please, Puppy, Please by Spike Lee and Tonya Lewis Lee




• Projectable 3.3

• Different Kinds of Dogs by Linda Ruggieri


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• Read Aloud Book: Listen for how to pause for punctuation in a story; answer questions about a selection; and learn some new oral vocabulary words. T254-255



• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for Everybody Works. T266 Introduce Comprehension – Explain the concept of text and graphic features, and the analyze/evaluate strategy. T267

• Read the Big Book – Read aloud and discuss the different types of work people do. T268-273


Concepts of Print - Explain that the first word in a sentence always begins with a capital letter. T274 Retelling - Use picture clues to retell the story. T275

• Comprehension: Reread Big Book and model identifying text and graphic features. T283

• Vocabulary Strategies: Use Signs to identify environmental print. T289

• Connect to Traditional Tales: Fairy Tale and

Fable – Read the selection aloud and discuss the phrase, ‘Once upon a time’. T290-291

Learning Opportunities/Strategies:


• Pizza at Sally’s by Monica Wellington



• Big Book: Everybody Works by Shelley Rotner and Ken Kreisler




• Projectable 4.3

• The Elves and the Shoemaker, Fairy Tale • The Lion and the Mouse, Fable


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Week 5 – (Lesson 5 in Journeys)

• Read Aloud Book: Listen for how a story is read with expression; answer questions about a selection; and learn some new oral vocabulary words. T334-335

• Review Words to Know: Review this unit’s high-

frequency words. T338-339

• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for Kite Flying. T346 Introduce Comprehension – Explain the concept of sequence of events, and the question strategy. T347

• Read the Big Book – Read aloud and discuss how to fly a kite. T348-353


Concepts of Print - Students find sentences with periods, question marks, and exclamation points at the end. T354 Retelling - Use picture clues to retell the story. T355

• Comprehension: Reread Big Book and model determining sequence of events. T363



Read the selection aloud and discuss captions. T370-371


• The Little Red Hen, an Old Fable Retold by Heather Forest



• Big Book: Kite Flying by Grace Lin

• Big Book: Kite Flying by Grace Lin • Flip Chart, pg. 32 • Retelling Cards 1-4

• Big Book: Kite Flying by Grace Lin

• Projectable 5.3

• Kite Festival Today by Wade DuBose


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Differentiation High-Achieving Students On Grade Level Students Struggling Students Special Needs/ELL

• Guided Reading: Support students with weekly fluency focus using Leveled Reader/ Teaching Guide

• Decodable Reader

• Tiered Ready-Made Work Stations

• Grab-and-Go Leveled Practice

• Unit Project



• Vocabulary Reader


• Grab-and-Go

Leveled Practice

• Connect and Extend

• Making Connections

• Your Turn






• Listening Station

Think Central: Anchor Text & Leveled Readers

• Write-in Reader

• Monitor

Comprehension If…Then…





• Grab-and-Go

Leveled Practice

• Listening Station Think Central: Anchor Text & Leveled Readers

• Write-in Reader

• Monitor


• English Language Learners Scaffold


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Unit Title: Unit 2: Show and Tell





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• 6.1.P.A.1 • 6.1.P.A.3


• K-PS2-2 • K-LS1-1

NJSLS Technology

• 8.1.5.A.1 • 8.1.P.E.1 • 8.1.2.E.1


• CRP1. • 9.2.4.A.2 • 9.3.12.BM-OP.2


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• Understand that print represents language

• Develop knowledge of the alphabet


• Understand that reading is about telling a story

• Use letters and relationships to sounds to read words

• Discuss the stories they are reading

• Use strategies for understanding informational texts


• How are the five senses the same and different?

• How can I learn about the characters in a story?

• How can details help me understand a selection?

• What can I learn from the pictures in a selection?



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Content:

• Big Idea: Books help us learn new things.

• Genres: Informational Text, Concept, Realistic Fiction

• Weekly Fluency Focus: Pause for Punctuation, Read with Expression, Reading Rate

• Concepts of Print: Capitalization (Sentence), Punctuation (Period, Exclamation Point, Question Mark), Role of Author, Illustrator, Using a Chart, Using Pictures and Text


• Vocabulary Strategies: Context Clues, Classify and Categorize (Sensory, Action, Shape Words), Rhyme

• Academic Language: Alike, Different,

Characters, Details, Text, Setting, Clues, Sort, Rhyming Words

Skills(Objectives):

• Compare and Contrast

• Monitor/Clarify



• Details

• Visualize


• Question

• Story Structure

• Summarize


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• Understand alphabetical order

• Use left to right directionality of print, and return to left in reading


• Explore informational text



Other Evidence:

• Running Record

• Weekly Tests



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• Read Aloud Book: Listen for how to pause for punctuation in a story; answer questions about a story; and learn some new oral vocabulary words. T14-15


• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for My Five Senses. T26 Introduce Comprehension – Explain the concept of compare and contrast, and the monitor/clarify strategy. T27

• Read the Big Book: Read aloud and discuss the different senses that help us find out about the world around us. T28-33


Concepts of Print - Discuss the role of the author and illustrator of a text. T34 Retelling - Use picture clues to retell the story. T35


compare and contrast. T43

• Vocabulary Strategies: Use Context Clues to use context clues to understand a word’s meaning. T49

• Connect to Poetry: Poems – Read the selection aloud and discuss which senses the poems tell about. T50-51


• Listen, Listen by Phillis Gershator and Alison Jay



• Big Book: My Five Senses by Aliki

• Big Book: My Five Senses by Aliki • Flip Chart, pg. 44 • Retelling Cards 1-4

• Big Book: My Five Senses by Aliki

• Projectable 6.3

• Poems by Various Authors Resources:


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• Read Aloud Book: Listen to how to pause for punctuation in a selection; answer questions about a selection; and learn some new oral vocabulary words. T94-95



• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for Mice Squeak, We Speak. T106 Introduce Comprehension – Explain the concept of understanding characters, and the analyze/evaluate strategy. T107

• Read the Big Book – Read aloud and discuss the different sounds animals make. T108-113


Concepts of Print - Model identifying capital letters at the beginning of sentences. T114 Retelling - Use picture clues to retell the story. T115


• Vocabulary Strategies: Use Classify and Categorize to classify and categorize sensory words. T129


Read the selection aloud and have students discuss the headings and labels. T130-131


• Amelia’s Show and Tell Fiesta by Mimi Chapra and Martha Aviles



• Big Book: Mice Squeak, We Speak by Tomie dePaola




• Projectable 7.3

• Fort Worth Zoo, Brochure

Resources:


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• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for Move! T186 Introduce Comprehension – Explain the concept of details, and the visualize strategy. T187

• Read the Big Book – Read aloud and discuss different ways that animals move. T188-193


Concepts of Print - Students point out and name different punctuation marks in the text. T194 Retelling - Use picture clues to retell the story. T195

• Comprehension: Reread Big Book and model identifying details. T203

• Vocabulary Strategies: Use Classify and Categorize to classify and categorize action words. T209

• Connect to Traditional Tales: Folk Tale and

Fable – Read the selection aloud and discuss the lesson, or moral, of the story. T210-211


• Jonathan and His Mommy by Irene Smalls



• Big Book: Move! by Steve Jenkins and Robin Page




• Projectable 8.3

• The Hare and the Tortoise Retold by Rob Greco

Resources:


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• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for What Do Wheels Do All Day? T266 Introduce Comprehension – Explain the concept of text and graphic features, and the question strategy. T267

• Read the Big Book – Read aloud and discuss the different ways that wheels help us. T268-273


Concepts of Print - Discuss the information the reader gets from words and pictures in a text. T274 Retelling - Use picture clues to retell the story. T275

• Comprehension: Reread Big Book and model identifying text and graphic features. T283

• Vocabulary Strategies: Use Rhyme to identify rhyming words. T289


Read the selection aloud and discuss the photos of vehicles from long ago. T290-291



• Good Morning, Digger by Anne Rockwell



• Big Book: What Do Wheels Do All Day? by April Jones Prince




• Projectable 9.3

• Wheels Long Ago and Today, Social Studies Text

Resources:


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• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for Mouse Shapes. T346 Introduce Comprehension – Explain the concept of story structure, and the summarize strategy. T347

• Read the Big Book – Read aloud and discuss how the mice use the shapes to trick the cat. T348-353


Concepts of Print - Explain to students that names begin with capital letters. Find names in the book. T354 Retelling - Use picture clues to retell the story. T355


• Vocabulary Strategies: Use Classify and Categorize to classify and categorize shapes. T369


Read the selection aloud and discuss the shape and meanings of the signs. T370-371


• David’s Drawings by Cathryn Falwell



• Big Book: Mouse Shapes by Ellen Stoll Walsh

• Big Book: Mouse Shapes by Ellen Stoll Walsh • Flip Chart, pg. 72 • Retelling Cards 1-4

• Big Book: Mouse Shapes by Ellen Stoll Walsh

• Projectable 10.3

• Signs and Shapes by Morgan Pierce

Differentiation


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High-Achieving Students On Grade Level Students Struggling Students Special Needs/ELL • Guided Reading:

Support students with weekly fluency focus using Leveled Reader/ Teaching Guide




• Unit Project





• Grab-and-Go

Leveled Practice



• Your Turn








• Write-in Reader

• Monitor






• Grab-and-Go

Leveled Practice


• Write-in Reader

• Monitor




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Unit Title: Unit 3: Outside My Door





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• 6.1.P.A.1 • 6.1.P.A.3


• K-ESS2-1 • K-ESS3-1 • K-LS1-1

NJSLS Technology

• 8.1.5.A.1 • 8.1.P.E.1 • 8.1.2.E.1


• CRP1. • 9.2.4.A.2 • 9.3.12.BM-OP.2


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• Use known words to help in reading new words

• Learn something when they read informational texts


• Use a variety of beginning reading skills and strategies to make meaning


• Discuss the books they are reading

• Build good reading habits


• How are the months of the year the same and different?

• What clues help me figure out things the author does not tell me?

• Why do authors write informational texts?

• What causes events in a story to happen?

• Why is it important to know what happens first, next, and last in a selection?


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Content:

• Big Idea: There is so much to see outside.

• Genres: Informational Text, Concept, Fantasy, Realistic Fiction


• Concepts of Print: Capitalization (Name),

Phrases, Punctuation (Question Mark, Exclamation Point), Letters and Words, Words and Sentences


• Vocabulary Strategies: Figurative Language (Simile) Classify and Categorize (Number, Sensory, Color Words)

• Academic Language: Alike, Different,

Conclusion, Author, Cause, Effect, First, Next, Meaning, Sort, Compare

Skills(Objectives):


• Question

• Conclusions

• Monitor/Clarify

• Author’s Purpose

• Visualize

• Cause and Effect

• Infer/Predict




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• Locate the first and last letters of words in continuous text


• Understand the concept of a sentence





Other Evidence:

• Running Record

• Weekly Tests



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• Read Aloud Book: Listen for when to pause for punctuation in a story; answer questions about a story; and learn some new oral vocabulary words. T14-15


• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for Jump Into January. T26 Introduce Comprehension – Explain the concept of compare and contrast, and the question strategy. T27

• Read the Big Book: Read aloud and discuss the different types of clothing children would wear during different months of the year. T28-33


Concepts of Print - Flip through book, and have students point to the capital letter at the beginning of each month’s name as you read the names. T34 Retelling - Use picture clues to retell the story. T35


compare and contrast. T43

• Vocabulary Strategies: Use Figurative Language to use identify figurative language. T49

• Connect to Social Studies: Informational Text – Read the selection aloud and discuss the holidays in the text. T50-51


• Every Season by Shelley Rotner and Anne Love Woodhull



• Big Book: Jump Into January, A Journey Around the Year by Stella Blackstone





• Holidays All Year Long by Roy Grindall


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• Read Aloud Book: Listen to how a story is read with expression; answer questions about a selection; and learn some new oral vocabulary words. T94-95



• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for Snow. T106 Introduce Comprehension – Explain the concept of conclusions, and the monitor/clarify strategy. T107

• Read the Big Book – Read aloud and discuss how the characters feel about snow. T108-113


Concepts of Print - Model identifying quotation marks in the text. T114 Retell - Use picture clues to retell the story. T115

• Comprehension: Reread Big Book and model drawing conclusions. T123

• Vocabulary Strategies: Use Sensory Words to classify and categorize sensory words. T129

• Connect to Science: Informational Text – Read

the selection aloud and have students discuss the captions, what they learned, and what the selection was mostly about. T130-131


• Storm is Coming! by Heather Tekavec



• Big Book: Snow by Manya Stojic

• Big Book: Snow by Manya Stojic • Flip Chart, pg. 14 • Retelling Cards 1-4

• Big Book: Snow by Manya Stojic


• How Water Changes, Science Text


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• Read Aloud Book: Listen for how a story is read at the right speed; answer questions about a selection; and learn some new oral vocabulary words. T174-175



• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for What Color is Nature? T186 Introduce Comprehension – Explain the concept of author’s purpose, and the visualize strategy. T187

• Read the Big Book – Read aloud and discuss the color of different things in nature. T188-193


Concepts of Print - Discuss word length and compound words. Retelling - Use picture clues to retell the story. T194-195

• Comprehension: Reread Big Book and identify author’s purpose. T203

• Vocabulary Strategies: Use Classify and Categorize to classify and categorize color words. T209

• Connect to Poetry: Poems – Read the selection

aloud and tap the rhythm of the poem with students. T210-211



• A Zebra’s World by Caroline Arnold



• Big Book: What Color is Nature? by Steven R. Swinburne





• Poems by Various Authors


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• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for Turtle Splash! T266 Introduce Comprehension – Explain the concept of cause and effect, and the infer/predict strategy. T267

• Read the Big Book – Read aloud and discuss what the characters will do. T268-273


Concepts of Print - Discuss the relationships between number words and letters in the text. T274 Retelling - Use picture clues to retell the story. T275

• Comprehension: Reread Big Book and model identifying cause and effect. T283

• Vocabulary Strategies: Use Classify and Categorize to classify and categorize number words. T289


each page aloud, and discuss why each home is best for that animal. T290-291



• Home for a Tiger, Home for a Bear by Brenda Williams and Rosamund Fowler



• Big Book: Turtle Splash! Countdown at the Pond by Cathryn Falwell





• Where Animals Live, Article


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• Read Aloud Book: Listen for when to pause for punctuation; answer questions about a selection; and learn some new oral vocabulary words. T334-335



• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for What a Beautiful Sky! T346 Introduce Comprehension – Explain the concept of sequence of events, and the analyze/evaluate strategy. T347

• Read the Big Book – Read aloud and discuss different things we see in the sky. T348-353


Concepts of Print - Investigate various sentence and word lengths in the text. T354 Retelling - Use picture clues to retell the story. T355

• Comprehension: Reread Big Book and model determining sequence of events. T363

• Vocabulary Strategies: Use Simile to identify similes. T369


the selection aloud and discuss the weather symbols and their meanings. T370-371


• How Many Stars in the Sky? by Lenny Hort



• Big Book: What a Beautiful Sky! by Yanitzia Canetti





• What Will the Weather Be Like? Forecast

Differentiation


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• Unit Project





• Grab-and-Go

Leveled Practice



• Your Turn








• Write-in Reader

• Monitor






• Grab-and-Go

Leveled Practice


• Write-in Reader

• Monitor




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Unit Title: Unit 4: Let’s Find Out





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• 6.1.P.A.1 • 6.1.P.A.3 • 6.1.P.B.1


• K-ESS2-1 • K-ESS3-2 • K-LS1-1

NJSLS Technology

• 8.1.5.A.1 • 8.1.P.E.1 • 8.1.2.E.1


• CRP1. • 9.2.4.A.2 • 9.3.12.BM-OP.2


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• Use known words to help in reading new words



• Use a variety of beginning reading skills and strategies to make meaning





• Why are details helpful?


• How does knowing why the author wrote a selection help me?


• Why is it important to know when things happen in a story?


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Content:

• Big Idea: It’s fun to explore!

• Genres: Informational Text, Fantasy, Realistic Fiction, Humorous Fiction, Biography


• Concepts of Print: Parts of a Book (Front and

Back Covers, Title Page, Table of Contents), Role of Author, Illustrator, Directionality, Using Pictures and Text, Poetry, Letters and Words, Types, Functions of Print Materials, Punctuation (Period, Question Mark, Exclamation Point), High-Frequency Words


• Vocabulary Strategies: Classify and Categorize, Multiple Meaning Words, Rhyme, Antonyms, Synonyms

• Academic Language: Details, Conclusion,

Author, Cause, Effect, Meaning, First, Next, Sort, Rhyming Words, Antonyms, Synonyms

Skills(Objectives):

• Details

• Summarize

• Conclusions

• Infer/Predict

• Author’s Purpose



• Question


• Visualize


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• Completes Graphic Organizers: Web Map, Inference Map, T-Map, Flow Chart


• Locate the first and last letters of words in continuous text


• Understand the concept of a sentence





Other Evidence:

• Running Record

• Weekly Tests



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• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for What Is Science? T26 Introduce Comprehension – Explain the concept of details, and the summarize strategy. T27

• Read the Big Book: Read aloud and have students take turns discussing their reasons for listening to a book that gives real information about something. T28-33


Concepts of Print - Discuss the roles of the author and illustrator and the title page. T34 Retelling - Use picture clues to retell the story. T35


identifying details. T43

• Vocabulary Strategies: Use Science Words to classify and categorize words related to science. T49

• Connect to Social Studies: Biography – Read the selection aloud and discuss the different things Benjamin Franklin invented. T50-51


• Dear Mr. Blueberry by Simon James


• Strategy Projectable S6 • Web Map

• Big Book: What Is Science? by Rebecca Kai Dotlich

• Projectable 16.2a

• Big Book: What Is Science? by Rebecca Kai

Dotlich • Flip Chart, pg. 48 • Retelling Cards 1-4

• Big Book: What Is Science? by Rebecca Kai Dotlich


• Benjamin Franklin, Inventor by Linda Ruggieri


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• Read Aloud Book: Listen to how a story is read with expression; answer questions about a selection; and learn some new oral vocabulary words. T94-95



• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for I Love Bugs! T106 Introduce Comprehension – Explain the concept of conclusions, and the infer/predict strategy. T107

• Read the Big Book – Read aloud and discuss things that a person who studies bugs may use. T108-113


Concepts of Print - Model identifying rhyming words in a poem. T114 Retelling - Use picture clues to retell the story. T115


• Vocabulary Strategies: Use Multiple-Meaning Words to use context to understand the meanings of multiple-meaning words. T129

• Connect to Traditional Tales: Folk Tale and

Trickster Tale – Read the selection aloud and have students discuss how the characters trick each other. T130-131


• It Is the Wind by Ferida Wolff


• Strategy Projectable S2 • Inference Map

• Big Book: I Love Bugs! by Philemon Sutrges • Projectable 17.2a

• Big Book: I Love Bugs! by Philemon Sutrges • Flip Chart, pg. 55 • Retelling Cards 1-4

• Big Book: I Love Bugs! by Philemon Sutrges


• Anansi and Grasshopper Retold by Olivia Dean


8 | P a g e





• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for In the Big Blue Sea. T186 Introduce Comprehension – Explain the concept of author’s purpose, and the analyze/evaluate strategy. T187

• Read the Big Book – Read aloud and discuss the different types and colors of fish you can see in the ocean. T188-193


Concepts of Print - Discuss other sources for informational text. T194 Retelling - Use picture clues to retell the story. T195

• Comprehension: Reread Big Book and identify author’s purpose. T203

• Vocabulary Strategies: Use Rhyming Words to identify rhyming words. T209


aloud and have students join in with the repeated and rhyming words. T210-211


• One-Dog Canoe by Mary Casanova



• Big Book: In the Big Blue Sea by Chyng Feng Sun • Projectable 18.2a

• Big Book: In the Big Blue Sea by Chyng Feng Sun • Flip Chart, pg. 62 • Retelling Cards 1-4

• Big Book: In the Big Blue Sea by Chyng Feng Sun





9 | P a g e


• Read Aloud Book: Listen for when to pause for punctuation in a story; answer questions about a selection; and learn some new oral vocabulary words. T254-255



• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for Sheep Take a Hike. T266 Introduce Comprehension – Explain the concept of cause and effect, and the question strategy. T267

• Read the Big Book – Read aloud and discuss what the characters on the cover are doing. T268-273


Concepts of Print - Discuss and identify page numbers in the text. T274 Retelling - Use picture clues to retell the story. T275

• Comprehension: Reread Big Book and model identifying cause and effect. T283

• Vocabulary Strategies: Use Opposites to identify antonyms. T289

• Connect to Traditional Tales: Fairy Tales –

While reading aloud, have students identify the imaginary creature, and ‘read’ the recurring phrases with teacher. T290-291

• Nicky and the Rainy Day by Valeri Gorbachev


• Strategy Projectable S5 • T-Map

• Big Book: Sheep Take a Hike by Nancy Shaw • Projectable 19.2a

• Big Book: Sheep Take a Hike by Nancy Shaw • Flip Chart, pg. 69 • Retelling Cards 1-4

• Big Book: Sheep Take a Hike by Nancy Shaw


• The Three Billy Goats Gruff, A Fairy Tale from Norway

• The Builder and the Oni, A Fairy Tale from Japan


• Duck and Goose by Tad Hills


10 | P a g e


• Read Aloud Book: Listen for how a story is read at the right speed; answer questions about a selection; and learn some new oral vocabulary words. T334-335



• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for Curious George’s Dinosaur Discovery. T346 Introduce Comprehension – Explain the concept of sequence of events, and the visualize strategy. T347

• Read the Big Book – Read aloud and discuss the different things the characters see at the museum. T348-353


Concepts of Print - Investigate the title page, and the information it contains. T354 Retelling - Use picture clues to retell the story. T355

• Comprehension: Reread Big Book and model identifying the sequence of events. T363



the selection aloud and discuss the map key, and what the symbols represent. T370-371


• Strategy Projectable S4 • Flow Chart

• Big Book: Curious George’s Dinosaur Discovery by Margret and H.A. Rey


• Big Book: : Curious George’s Dinosaur Discovery by Margret and H.A. Rey


• Big Book: : Curious George’s Dinosaur Discovery by Margret and H.A. Rey


• Exploring Land and Water, Science Text


11 | P a g e






• Unit Project





• Grab-and-Go

Leveled Practice



• Your Turn








• Write-in Reader

• Monitor






• Grab-and-Go

Leveled Practice


• Write-in Reader

• Monitor




1 | P a g e

Unit Title: Unit 5: Growing and Changing





2 | P a g e


• 6.1.P.A.1 • 6.1.P.A.3 • 6.1.P.B.1


• K-PS3-1 • K-ESS3-1 • K-LS1-1

NJSLS Technology

• 8.1.5.A.1 • 8.1.P.E.1 • 8.1.2.E.1


• CRP1. • 9.2.4.A.2 • 9.3.12.BM-OP.2


3 | P a g e


• Use print strategies to decode new words



• Self-correct and monitor for meaning

• Develop fluency and expression while reading familiar texts




• How do characters change in a story?


• Why is the order of events in a selection important?


• How do words and pictures help tell a story?


4 | P a g e

Content:

• Big Idea: Change is all around us.

• Genres: Realistic Fiction, Fantasy, Informational Text, Poetry


• Concepts of Print: Directionality, Punctuation

(Quotation Marks), Capitalization (Sentence, Name), Role of Author, Using Graphics, Sound Words, Types, Functions of Print Materials, Using Pictures, Text


• Vocabulary Strategies: Multiple-Meaning Words, Antonyms, Context Clues, Classify and Categorize (Describing Words, Seasons)

• Academic Language: Characters, Setting, First,

Next, Conclusion, Print, Meaning, Antonyms, Clues, Sort

Skills(Objectives):


• Infer/Predict

• Story Structure



• Visualize

• Conclusions

• Monitor/Clarify


• Summarize


5 | P a g e



• Completes Graphic Organizers: T-Map, Story Map, Flow Chart, Inference Map


• Read with fluency, accuracy, and meaning

• Infer/draw conclusions

• Recognize how pictures are used to impact meaning





Other Evidence:

• Running Record

• Weekly Tests



6 | P a g e


• Read Aloud Book: Listen for how a story is read with expression; answer questions about a story; and learn some new oral vocabulary words. T14-15


• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for The Best of Friends. T26 Introduce Comprehension – Explain the concept of understanding characters, and the infer/predict strategy. T27

• Read the Big Book: Read aloud and have students take turns discussing their reasons for listening to a book that tells about people in different places. T28-33


Concepts of Print - Discuss directionality, tracking print from left to right, and top to bottom. T34 Retelling - Use picture clues to retell the story. T35


understanding characters. T43

• Vocabulary Strategies: Use Multiple-Meaning Words to understand words that have multiple meanings. T49

• Connect to Poetry: Poems – Read the selection aloud and discuss the connection between a poem and a song. T50-51


• Simon and Molly plus Hester by Lisa Jahn-Clough



• Big Book: The Best of Friends by Robert and Patricia McKissack






• Poems by Various Authors Resources:


7 | P a g e


• Read Aloud Book: Listen to how a story is read at the proper speed; answer questions about a selection; and learn some new oral vocabulary words. T94-95



• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for Leo the Late Bloomer. T106 Introduce Comprehension – Explain the concept of story structure, and the analyze/evaluate strategy. T107

• Read the Big Book – Read aloud and have students take turns discussing their reasons for listening to a make-believe story. T108-113


Concepts of Print - Model identifying quotation marks throughout the story. T114 Retelling - Use picture clues to retell the story. T115


• Vocabulary Strategies: Use Antonyms to identify antonyms. T129


the selection aloud and have students discuss the photos and labels on each page. T130-131


• A Tiger Grows Up by Anastasia Suen


• Strategy Projectable S7 • Story Map

• Big Book: Leo the Late Bloomer by Robert Kraus • Projectable 22.2a

• Big Book: Leo the Late Bloomer by Robert Kraus • Flip Chart, pg. 14 • Retelling Cards 1-4

• Big Book: Leo the Late Bloomer by Robert Kraus


• What Can a Baby Animal Do? by Andrew Kasparyan



8 | P a g e





• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for Zinnia’s Flower Garden. T186 Introduce Comprehension – Explain the concept of sequence of events, and the visualize strategy. T187

• Read the Big Book – Read aloud and have students discuss their reasons for listening to a book that includes facts or information about something. T188-193


Concepts of Print - Discuss the diagram and labels, and they information they relate. T194 Retelling - Use picture clues to retell the story. T195

• Comprehension: Reread Big Book and identify sequence of events. T203

• Vocabulary Strategies: Use Context Clues to use context clues to determine word meaning. T209


the selection aloud and discuss the importance of numbered steps when following instructions. T210-211


• Oscar and the Frog, A Book About Growing by Geoff Waring


• Strategy Projectable S4 • Flow Chart

• Big Book: Zinnia’s Flower Garden by Monica Wellington






• Growing Sunflowers, Science Text



9 | P a g e


• Read Aloud Book: Listen for when to pause for punctuation in a book; answer questions about a selection; and learn some new oral vocabulary words. T254-255



• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for Chameleon, Chameleon. T266 Introduce Comprehension – Explain the concept of conclusions, and the monitor/clarify strategy. T267

• Read the Big Book – Read aloud and discuss students’ background knowledge on chameleons. T268-273


Concepts of Print - Discuss types and functions of print materials. T274 Retelling - Use picture clues to retell the story. T275


• Vocabulary Strategies: Use Questions to classify and categorize describing words. T289

• Connect to Science: Magazine Article – While

reading aloud, discuss how the photos and the words work together to give us information. T290-291


• Red Eyes or Blue Feathers, A Book About Animal Colors by Patricia M. Stockland



• Big Book: Chameleon, Chameleon by Joy Cowley • Projectable 24.2a

• Big Book: Chameleon, Chameleon by Joy Cowley • Flip Chart, pg. 28 • Retelling Cards 1-4

• Big Book: Chameleon, Chameleon by Joy Cowley


• Amazing Animal Bodies by Margaret Bishop


• Bread Comes to Life by George Levenson


10 | P a g e


• Read Aloud Book: Listen for how a book is read with expression; answer questions about a selection; and learn some new oral vocabulary words. T334-335



• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for Pie in the Sky. T346 Introduce Comprehension – Explain the concept of text and graphic features, and the summarize strategy. T347

• Read the Big Book – Read aloud and discuss how both the words and pictures give information about the story. T348-355


Concepts of Print - Investigate the types and functions of print. T356 Retelling - Use picture clues to retell the story. T357

• Comprehension: Reread Big Book and discuss the purposes of text and graphic features. T365

• Vocabulary Strategies: Use Classify and Categorize to classify and categorize words related to seasons. T371


Read the selection aloud and discuss the chart and the information it presents. T372-373



• Big Book: Pie in the Sky by Lois Ehlert • Projectable 25.2a

• Big Book: Pie in the Sky by Lois Ehlert • Flip Chart, pg. 35 • Retelling Cards 1-4

• Big Book: Pie in the Sky by Lois Ehlert


• From Apple Tree to Store, Science Text


• Guided Reading: • Guided Reading: • Guided Reading: • Guided Reading:


11 | P a g e





• Unit Project





• Grab-and-Go

Leveled Practice



• Your Turn








• Write-in Reader

• Monitor






• Grab-and-Go

Leveled Practice


• Write-in Reader

• Monitor




1 | P a g e

Unit Title: Unit 6: Look At Us





2 | P a g e


• 6.1.P.A.1 • 6.1.P.A.2 • 6.1.P.A.3


• K-PS3-1 • K-LS1-1

NJSLS Technology

• 8.1.5.A.1 • 8.1.P.E.1 • 8.1.2.E.1


• CRP1. • 9.2.4.A.2 • 9.3.12.BM-OP.2


3 | P a g e


• Use letters and relationships to sounds to read and write words

• Read with fluency to better understand what they read

• Use print strategies to decode new words

• Self-correct and monitor for meaning

• Develop fluency and expression while reading familiar texts

• Listen or read different types of text for different reasons




• How can I compare and contrast things from a story?

• How do I know what parts of the story are important?

• How can details help me understand a main idea from a selection?

• What clues tell you what a character is thinking and feeling?


4 | P a g e

Content:

• Big Idea: We are growing up!

• Genres: Fantasy, Realistic Fiction, Humorous Fiction, Informational Text, Poetry, Fairy Tale


• Concepts of Print: Types, Functions of Print

Materials, Parts of a Book, Environmental Print, Role of Authors, Capitalization (Name)


• Vocabulary Strategies: Antonyms, Classify and Categorize (Places), Context Clues, Figurative Language, Environmental Print

• Academic Language: Cause, Effect, Alike,

Different, Characters, Setting, Main Idea, Details, Antonyms, Sort, Clues, Meaning, Sign

Skills(Objectives):


• Visualize


• Monitor/Clarify

• Story Structure

• Infer/Predict

• Main Idea and Details

• Question


• Summarize


5 | P a g e



• Completes Graphic Organizers: T-Map, Venn Diagram, Story Map, Web Map

• Recognize and use color and number words, days of the week, and months of the year

• Understand that you can hear syllables and demonstrate by clapping

• Discuss interesting and new information learned in the text

• Tell how words and phrases provide meaning to an informational text

• Use features from the text to find important information

• Discuss characters, problems, and events in a story

• Use background knowledge and experience to contribute to text interpretation

• Compare and contrast characters, plots, and settings in a story

Other Evidence:

• Running Record

• Weekly Tests



6 | P a g e




• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for Something Special. T26 Introduce Comprehension – Explain the concept of cause and effect, and the visualize strategy. T27

• Read the Big Book: Read aloud and have students take turns discussing their reasons for listening to a make-believe story. T28-33


Concepts of Print - Discuss types and functions of print materials. T34 Retelling - Use picture clues to retell the story. T35


identifying cause and effect. T43

• Vocabulary Strategies: Use Antonyms to identify antonyms. T49

• Connect to Poetry: Poems – Read the selection aloud and discuss the jobs the people in the photos are doing. T50-51


• Curious George Makes Pancakes by Margret and H.A. Rey



• Big Book: Something Special by David McPhail • Projectable 26.2a

• Big Book: Something Special by David McPhail • Flip Chart, pg. 48 • Retelling Cards 1-4

• Big Book: Something Special by David McPhail


• Jobs People Do by Isabel Collins


7 | P a g e


• Read Aloud Book: Listen for how to read with expression; answer questions about a selection; and learn some new oral vocabulary words. T94-95



• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for One of Three. T106 Introduce Comprehension – Explain the concept of compare and contrast, and the monitor/clarify strategy. T107

• Read the Big Book – Read aloud and have students take turns discussing their reasons for listening to a story that includes detailed descriptions about people and the things they do. T108-113


Concepts of Print – Instruct students to indicate and name the parts of a book. T114 Retelling - Use picture clues to retell the story. T115

• Comprehension: Reread Big Book and model compare and contrast. T123

• Vocabulary Strategies: Use Classify and Categorize to classify and categorize names for places. T129


Read the selection aloud and have students discuss the map and postcards. T130-131


• Someone Bigger by Jonathan Emmett


• Strategy Projectable S3 • Venn Diagram

• Big Book: One of Three by Angela Johnson • Projectable 27.2a

• Big Book: One of Three by Angela Johnson • Flip Chart, pg. 55 • Retelling Cards 1-4

• Big Book: One of Three by Angela Johnson


• Cross-Country Trip


8 | P a g e





• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for You Can Do It, Curious George! T186 Introduce Comprehension – Explain the concept of story structure, and the infer/predict strategy. T187

• Read the Big Book – Read aloud and have students discuss the many things Curious George does in the text. T188-193


Concepts of Print - Discuss the environmental print students see in the book. T194 Retelling - Use picture clues to retell the story. T195

• Comprehension: Reread Big Book and identify story structure. T203

• Vocabulary Strategies: Use Context Clues to use context clues to figure out word meaning. T209


aloud and have students tap the rhythm of the poems. T210-211



• The Little Engine That Could by Watty Piper


• Strategy Projectable S2 • Story Map

• Big Book: You Can Do It, Curious George by Margret and H.A. Rey








9 | P a g e





• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for Look at Us. T266 Introduce Comprehension – Explain the concept of main idea and details, and the question strategy. T267

• Read the Big Book – Read aloud and discuss the different things students do during the kindergarten year. T268-273


Concepts of Print - Discuss the different purposes of signs, lists, and other print in the classroom. T274 Retelling - Use picture clues to retell the story. T275

• Comprehension: Reread Big Book and model identifying main idea and details. T283

• Vocabulary Strategies: Use Figurative Language to understand figurative language. T289

• Connect to Traditional Tales: Fairy Tale – While

reading aloud, have students join in with the repeating phrases. T290-291



• Baby Brains by Simon James


• Strategy Projectable S5 • Web Map

• Big Book: Look at Us by Isabel Campoy • Projectable 29.2a

• Big Book: Look at Us by Isabel Campoy • Flip Chart, pg. 69 • Retelling Cards 1-4

• Big Book: Look at Us by Isabel Campoy


• The Three Little Pigs Retold by Ana Waters


10 | P a g e

• Read Aloud Book: Listen for how a story is read

with expression; answer questions about a selection; and learn some new oral vocabulary words. T334-335



• Introduce the Big Book: Build Background – Introduce selection vocabulary and build background for Miss Bindergarten Celebrates the Last Day of Kindergarten. T346 Introduce Comprehension – Explain the concept of understanding characters, and the summarize strategy. T347

• Read the Big Book – Read aloud and discuss what the characters are doing and how they are feeling. T348-355


Concepts of Print – Have students point out print in the classroom, and discuss its purpose. T356 Retelling - Use picture clues to retell the story. T357


• Vocabulary Strategies: Use Signs to identify environmental print. T371


Read the selection aloud and compare the photos of the classrooms. T372-373


• Pet Show! by Ezra Jack Keats



• Big Book: Miss Bindergarten Celebrates the Last Day of Kindergarten by Joseph Slate






• Schools Then and Now, Social Studies Text

Differentiation


11 | P a g e






• Unit Project





• Grab-and-Go

Leveled Practice



• Your Turn








• Write-in Reader

• Monitor






• Grab-and-Go

Leveled Practice


• Write-in Reader

• Monitor



reading pacing guide grade k...how do dinosaurs go to school?by jane yolen and mark teague • flip...

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