teaching guide for english language arts core … guide grade k 2014-2015 1 pittsburg unified school...

Pacing Guide Grade K 2014-2015

1

Pittsburg Unified School District

Kindergarten Teaching Guide for English Language Arts

Core Curriculum-Treasures

2014-2015


2

3

Strategies (5)

Ask and Answer QuestionsI ask questions to set a purpose for reading or because I want to learn

more about what I am reading. Then, I check to see if my questions have

been answered.

Monitor and ClarifyI check my own understanding as I read. When I don’t understand and need to

clarify I can: decode a word I don’t know, use clues to understand the context,

or reread.

Make ConnectionsSometimes what I read reminds me of something in my own life or something

I have read before.

Making PredictionsI try to figure out what happens next based on what I already know; then

confirm as I read more.

Visualize I picture in my head the characters, setting, sequence or a process from

selection.


Kindergarten Reading Strategies

Strategies (5)

Ask and Answer Questions I ask questions to set a purpose for reading or because I want to learn

more about what I am reading. Then, I check to see if my questions have

RI/RL K1: With Prompting and

RI/RL K4: With prompting and support, ask and answer questions about unknown words in a text.

SL K2: Confirm understanding of a text read aloud or information presented orally or through other

media by asking and answering questions about key details and questions clarification if something is

not understood

SL K3: Ask and answer questions in order to seek help, get information, or clarify something that is

not understood.

Monitor and Clarify I check my own understanding as I read. When I don’t understand and need to

clarify I can: decode a word I don’t know, use clues to understand the context,

RI/RL K4: With prompting and support, ask and answer questions about unknown words in a



not understood

SL K3: Ask and answer questions

not understood.

Make Connections Sometimes what I read reminds me of something in my own life or something

RI K.3 With Prompting and support describe the

or pieces of information in a text

RLK.5 Recognize common types of text

RI/RL K7 With prompting and support describe the relationship between illustrations and the text

RL K.9 With prompting and support

characters in familiar stories

RI K.9 With prompting and support identify basic similarities in and differences between two texts

on the same topic

RI/RL K.10 a. activate prior knowledge

redictions I try to figure out what happens next based on what I already know; then

confirm as I read more.

RL/RI K. 10 b. make predictions using illustrations and context

I picture in my head the characters, setting, sequence or a process from the

SL K5 Add drawings or other visual displays to descriptions as desired to provide

additional details

Reading Strategies

Embedded Standards

RI/RL K1: With Prompting and support ask and answer questions about key details in a text.




3: Ask and answer questions in order to seek help, get information, or clarify something that is




SL K3: Ask and answer questions in order to seek help, get information, or clarify something that is

.3 With Prompting and support describe the connection between two individuals, events, ideas,

or pieces of information in a text

Recognize common types of text


With prompting and support compare and contrast the adventures and experiences of

characters in familiar stories

With prompting and support identify basic similarities in and differences between two texts

.10 a. activate prior knowledge

. 10 b. make predictions using illustrations and context

SL K5 Add drawings or other visual displays to descriptions as desired to provide




3: Ask and answer questions in order to seek help, get information, or clarify something that is

text.



in order to seek help, get information, or clarify something that is

connection between two individuals, events, ideas,


With prompting and support identify basic similarities in and differences between two texts


4

Reading Phonics Progression

Grade Consonants Vowel Patterns Digraphs Dipthongs R Controlled Initial, Final,

Three Letter

Blends

Inconsistent but Common

Spellings (2.3.e)

Kinder consonants CVC—short vowel NA NA NA NA NA

First a, ai_, _ay, a_e

e, e_e, ea, ee, _y, e_e

i, y, igh, i-e

o, oa, ow, o_e

u, u_e

sh

th

ch

tch

wh

ou (through)

ow, ou (cow, cloud)

oi (coin)

oy (boy)

oo (book)

oo (pool)

au (caught)

aw (straw)

ar

er

ir

or

ur

l, r and s blends:

fl, sl, pl, gl, cl, bl,

gr, sp, st, br, sw,

sm, dr, cr, tr, sn

final:-nd, -st, -nk,

-nt, -ng, -sk, -ft, -

mp

3 letter: scr, str,

spr, spl

NA

Second ea (great)

ei (eight)

_ie_ (field)

_ey (key)

ie (pie)

_oe (toe)

_ew (few, pew)

_ue (blue, glue)

_ui_ (juice) oar (roar)

ore (sore)

air (chair)

are (spare)

ear (tear)

kn

ch /k/

ph

gh

gn

dge

ge

gi

le

wr

ce

ci

ed /t/


5

Spelling Progression

Kinder Spell phonetically, CVC

1st grade Kinder HF words, short vowel, initial, final and three

letter blends

2nd grade 1st grade HF words, long vowel, dipthongs,

r controlled, inconsistent but common spellings,

inflectional endings

3rd grade 2nd grade HF words, long vowel, adding suffixes,

prefixes, syllable patterns, complex word families

(ex.-ought), contractions, compounds

4th grade 3rd grade HF words, previous patterns

(k-3), content specific

5th grade 4th grade HF words, previous patterns

(k-4), content specific

6

Title (RI K.5)_________________

____________________________________________________________________

_________________________________________________

Characters

Major Events (RL K.3)

Types of text (RL K.5)

Fiction Realistic Fiction


Our Story Chart Grade

_____________________Author(RL K.6)_______________

My Questions (RL K.1)

____________________________________________________________________

________________________________________________________________________________

Setting

Realistic Fiction Fairy Tale

Grade-K

____________________Illustrator(RL K.6)__________

________________________________________________________________________________

_______________________________

Setting(RL K.3)

Fable Poetry/Rhyme

__________

_______

_______________________________

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Title(RI K.5)__________________Author

________________________________________________________________________________

__________________________________________________________________________________

_____________________________________________________________________

Key Detail (RI K.2)

Key Detail

Key Detail


Non-Fiction Chart Grade

_________Author(RL K.6)_______________ Illustrator

My Questions (RI K.1)

________________________________________________________________________________

__________________________________________________________________________________

_____________________________________________________________________

Main Idea (RI K.2)

(RI K.2)

Main Idea RI K.2

Grade-K

Illustrator(RL K.6)________________________

________________________________________________________________________________

__________________________________________________________________________________

_________________________________________________________________________________

____________

________________________________________________________________________________

__________________________________________________________________________________

____________


8

Writing Pacing and Assessment 2014-2015

Units Date

# of

Weeks Genre

SS Smart Start

August 25-September 5 3

Review K writing process and sentence structure,

through Shared Writing Experiences

1-3 September 8th- December 5th

12

Opinion Formative: October 13-17

*Summative: December 1-5

4-7

December 8th- March 13th 9 Informative/Explanatory Formative: February 8-12

*Summative: March 23-27 8-10

March 16th- June 9th 9 Narrative

Formative: April 17-May 1

*Summative: May 26- June 3 *Summative assessments will be given by the district and inputted into Illuminate.

9

Prewrite Model thinking map being used.

1. Brainstorm/Label:

2. Organize

Students create their own thinking

map to plan their writing.

Approx: 15-20 min

1-2 days

Model how to verbalize and compose.

Include Mentor Text

1. Students verbalize using:

• partners

• give

• cubes/colored strips

2. Students draft using their thinking

map from the day before.

Approx: 15-20 min

1-2 days


The Writing Process

Kindergarten

Draft Revise

Model how to verbalize and compose.

Mentor Text

1. Students verbalize using:

partners

give one/get one

cubes/colored strips

2. Students draft using their thinking

map from the day before.

20 min

2 days

Model revising using your draft or a

student’s draft.

Teach one item to revise for. Model how

to revise for this in your draft.

Ideas for Teaching Revision:

• Spaceman Check!

• Verbalize

• Sounding out CVC words

• Labeling

Approx: 15-20 min

1-2 days

Model editing using your draft or a

student’s draft.

Teach one item to edit for. Model how to

edit

Students

the top of their paper or attach a checklist.

Ideas for Teaching Editing:

During subsequent weeks, develop a

checklist with students to re

previous lesson and add a new thing to edit

for.

Students use this checklist to edit their

draft.

Approx: 15

The Writing Process

Edit Publish Model editing using your draft or a

student’s draft.

Teach one item to edit for. Model how to

edit for this in your draft.

Students write what they are editing for at

the top of their paper or attach a checklist.

Ideas for Teaching Editing:

• Circle target skill: i.e. every

capital/period

During subsequent weeks, develop a

checklist with students to review the

previous lesson and add a new thing to edit

for.

Students use this checklist to edit their

draft.

Approx: 15-20 min

1-2 days

Students meet with the teacher to review

their revised/edited drafts.

Teacher guides the students toward making

final corrections and then rewriting their

paper in a presentable fashion.

These can be collected in a portfolio or

displayed with relevant art.

Note: Students can also collect drafts and

choose a piece to publish.

Approx: 15-20 min

1-2 days

Students meet with the teacher to review

toward making

final corrections and then rewriting their

These can be collected in a portfolio or

Note: Students can also collect drafts and


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Kindergarten Revising Topics

_________ Add details WK.5

Kindergarten Editing Topics

_________ Use letters and phonetically spelled words to write LK2.d

_________Write CVC Words LK2.c

_________Print correctly and use proper spacing of letters LK1.a

_________Capitalize the first word in a sentence and the letter I LK2.a

_________End punctuation at the end of a sentence LK2.b

I revise my writing

to make it better.

I edit my writing

to fix mistakes.


11

Kindergarten Speaking and Listening Standards

1. Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and

adults in small and larger groups.

a. Follow agreed-upon rules for discussion (e.g., listening to others and taking turns speaking about the topics and texts under

discussion).

b. Continue a conversation through multiple exchanges

2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and

answering questions about key details and requesting clarification if something is not understood.

3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

4. Describe familiar people, places, things, and events and, with prompting and support provide additional detail.

5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

6. Speak audibly and express thoughts, feelings, and ideas clearly.


12

Standards Taught in Smart Start & Unit 1: Standards at a Glance August 25th- October 3rd

Theme: Families Writing Genre: Shared Writing/ Opinion Smart Start: Review all Letters; Unit 1: Mm, Aa

Reading Foundations

PUSD

Sight

Word List

Reading Literature Reading Information

Concepts of Print:

1a. Follow words from left to right, top to bottom and page by page

b. Recognize that spoken words are represented in written language

by specific sequences of letters

c. Understand that words are separated by spaces in print.

d. Recognize and name all upper and lowercase letters of the

alphabet

Phonological Awareness:

2a. Recognize and produce rhyming words

Phonics and Word Recognition: ( in isolation and in text)

3a. Demonstrate basic knowledge of one to one letter-sound

correspondences by producing the primary or most frequent sound

for each consonant.

c. Read common high frequency words by sight

I

like

can

we

the

am

in

see

is

1. With prompting and support, ask and answer questions about

key details in a text

3. With prompting and support, identify characters, settings and

major events in a story.

6. With prompting and support, name the author and illustrator of

a story and define the role of each in telling the story.

7. With prompting and support, describe the relationship between

the illustrations and the story in which they appear.

1. With prompting and support, ask and answer questions

about key details in a text

5. Identify the front cover, back cover, and the title page of

a book

6. With prompting and support, name the author and

illustrator of a story and define the role of each in telling the

story.

7. With prompting and support, describe the relationship

between the illustrations and the story in which they

appear.


13

Standards Taught in Smart Start & Unit 1: Standards at a Glance cont…

Writing Language Resources

1.Use a combination of drawing, dictating, and writing to compose opinion pieces in

which they tell a reader the topic or name of the book they are writing about and

state an opinion or preference about the topic or book

6. With guidance and support from adults, explore a variety of digital tools to produce

and publish writing, including in collaboration with peers.

Conventions

1a. Print many upper and lowercase letters

f. Produce and expand complete sentences in shared language activities.

2a. Capitalize the first word in a sentence and the pronoun I

c. Write a letter or letters for most consonant and short vowel sounds

Vocabulary

5a. Sort common objects into categories to gain a sense of the concepts the

categories represent.

*See weekly suggestions from Treasures


14

Smart Start

Writing Genre: Shared Writing

Reading Foundations

PUSD

Sight Word

List


Concepts of Print:


b. Recognize that spoken words are represented in written language by

specific sequences of letters

d. Recognize and name all upper and lowercase letters of the alphabet



Phonics and Word Recognition:


correspondences by producing the primary or most frequent sound for each

consonant.

3c. Read common high frequency words by sight

I 1. With prompting and support, ask and answer questions about key

details in a text

6. With prompting and support, name the author and illustrator of a

story and define the role of each in telling the story.



5. Identify the front cover, back cover, and the title page of a

book


illustrator of a story and define the role of each in telling the

story.

Aug. 25- 29 2014 (5) Theme: Families Smart Start: Week 1


15


Conventions


1f. Produce and expand complete sentences in shared language activities.

Vocabulary

5a. Sort common objects into categories to gain a sense of the concepts the

categories represent.

Big Book:

“Animals in the Park: An ABC Book”

Pre-Decodable:

“We Go To School”

“I”

Wonders (Vol 1):

“Friends Follow Rules”---(N)on (F)iction

Read Aloud:

“You Are Beautiful As You Are”---Fiction

(Fable)

Teaching Chart:

“I See a Classroom”--Rhyme


16

Smart Start


Reading Foundations

PUSD

Sight

Word List


Concepts of Print:










consonant.


I

like





1. With prompting and support, ask and answer questions about key details in

a text

5. Identify the front cover, back cover, and the title page of a book

6. With prompting and support, name the author and illustrator of a story and

define the role of each in telling the story.

Sept. 1- 5 2014 (4) Theme: Families Smart Start: Week 2


17


Conventions



Vocabulary

5a. Sort common objects into categories to gain a sense of the concepts the categories

represent.

Big Book:

“Hands Can”--NF

Trade Book:

“Jazz Baby”---F

Pre-Decodable:

“At School”

“I Can”

Wonders:

“What Can a Magnet Do?”---NF

Read Aloud:

“The Gingerbread Boy”---F (folktale)

Teaching Chart:

“Yes, I Can”--Rhyme


18

Smart Start


Ass

ess

Da

tes

Reading Foundations

PUSD

Sight

Word List Reading Literature Reading Information

Concepts of Print:

1a. Follow words from left to right, top to bottom and page

by page

b. Recognize that spoken words are represented in written

language by specific sequences of letters

d. Recognize and name all upper and lowercase letters of

the alphabet





correspondences by producing the primary or most frequent

sound for each consonant.


I

like

can

1. With prompting and support, ask and answer questions about key

details in a text






details in a text




Sept. 8-12, 2014 (5) Theme: Families Smart Start: Week 3


19


Conventions



Vocabulary


represent.

Trade Book:

“Jazz Baby”---F

Pre-Decodable:

“I Am Picking Apples”

“I Can!”

Wonders:

“All About Water”--NF

Read Aloud:

“The Clever Turtle”----F (folktale)

Teaching Chart:

“I Can Hear Sounds”---Rhyme


20

Smart Start

Writing Genre: Opinion

Ass

ess

Da

tes

Reading Foundations

PUSD

Sight Word

List Reading Literature Reading Information

Concepts of Print:

1a. Follow words from left to right, top to bottom

and page by page

b. Recognize that spoken words are represented in

written language by specific sequences of letters

c. Understand that words are separated by spaces in

print.

d. Recognize and name all upper and lowercase

letters of the alphabet



Phonics and Word Recognition: ( in isolation and in

text)

3a. Demonstrate basic knowledge of one to one

letter-sound correspondences by producing the

primary or most frequent sound for each consonant.


I

like

can

we

the

1. With prompting and support, ask and answer questions about key details

in a text

3. With prompting and support, identify characters, settings and major

events in a story.

6. With prompting and support, name the author and illustrator of a story

and define the role of each in telling the story.

7. With prompting and support, describe the relationship between the

illustrations and the story in which they appear.


in a text






Sept. 15-19, 2014 (5) Theme: Families Unit 1 Week 1


21





6. With guidance and support from adults, explore a variety of digital tools to

produce and publish writing, including in collaboration with peers.

Conventions





Vocabulary


represent.

Big Book:

“Whose Baby Am I?”---NF

Pre-Decodable:

“I Can, We Can”---F

“We Can”---NF

Wonders:

“A Favorite Season”---F (realistic fiction)

Read Aloud:

“The Bundle of Sticks”—F (fable)

Oral Vocabulary Cards:

“The Lioness and the Ostrich Chicks”---F

Teaching Chart:

“My Family and Me”---Rhyme


22

Smart Start


Ass

ess

Da

tes

Reading Foundations

PUSD

Sight Word


Concepts of Print:

1a. Follow words from left to right, top to bottom and

page by page




print.


the alphabet




3a. Demonstrate basic knowledge of one to one letter-

sound correspondences by producing the primary or

most frequent sound for each consonant.


I

like

can

we

the

am

in


details in a text


events in a story.






details in a text

5. Identify the front cover, back cover, and the title page of a book.





Sept. 22-26, 2014 (5) Theme: Families Unit 1 Week 2


23







Conventions





Vocabulary


represent.

Big Book:

“The Picnic at Apple Park”--F

Pre-Decodable:

“I See the Apple”

“I Am”

Wonders:

“Family Fun” and “People and Places”---NF

Read Aloud:

“The Squeaky Old Bed”---F


“The Rabbit and the Coyote”---F

Teaching Chart:

“Ants On The Hill”---Rhyme


24

Smart Start


Ass

ess

Da

tes

Reading Foundations

PUSD

Sight

Word

List


Progress Reports Due October 1-3

EL Progress Profiles October 3

Concepts of Print:


by page



c. Understand that words are separated by spaces in print.


the alphabet








I

like

can

we

the

am

in

see

is


in a text


events in a story.






details in a text






Sept. 29- Oct. 3, 2014 (5) Theme: Families Unit 1 Week 3


25







Conventions





Vocabulary


represent.

Trade Book:

“Peter’s Chair”---F

Pre-Decodable:

“We Can See!”

“Am I?”

Wonders:

“Night Animals”---NF

Read Aloud:

“Jennifer Bing, Why Won’t You Sing?”---F


“Rooster Goes to Tio’s Wedding”---F

Teaching Chart:

“We Munch the Lunch”---Rhyme


26

Standards Taught in Unit 2: Standards at a Glance October 6th- October 24th

Theme: Friends Writing Genre: Opinion Unit 2 Letters: Ss, Pp

Reading Foundations

PUSD

Sight Word

List


Concepts of Print:




c. Understand that words are separated by spaces in print




b. Count, pronounce, blend, and segment syllables in spoken words

c. Blend and segment onsets and rimes of single syllable spoken words




consonant.


I

like

can

we

the

am

in

see

is

my

a

it

he

for

on


details in a text

2. With prompting and support, retell stories, including key details in a

text.


events in a story.





10. Actively engage in group reading activities with purpose and

understanding.

a. Activate prior knowledge related to the information and events in

texts.

b. Use illustrations and context to make predictions about text


details in a text

2. With prompting and support, identify the main topic and retell key

details of a text.







understanding.


texts.



27

Standards Taught in Unit 2: Standards at a Glance cont…


1.Use a combination of drawing, dictating, and writing to compose opinion pieces in which they

tell a reader the topic or name of the book they are writing about and state an opinion or

preference about the topic or book

6. With guidance and support from adults, explore a variety of digital tools to produce and

publish writing, including in collaboration with peers.

Conventions


b. Use frequently occurring nouns and verbs.



b. Recognize and name end punctuation.


Vocabulary


represent.

*See weekly suggestions from Treasures


28


Ass

ess

Da

tes

Reading Foundations

PUSD

Sight Word


Concepts of Print:

1a. Follow words from left to right, top to bottom and page by

page





alphabet



b. Count, pronounce, blend, and segment syllables in spoken

words

c. Blend and segment onsets and rimes of single syllable spoken

words

Phonics and Word Recognition ( in isolation and in text):





I

like

can

we

the

am

in

see

is

my

1. With prompting and support, ask and

answer questions about key details in a text

2. With prompting and support, retell

stories, including key details in a text.

3. With prompting and support, identify

characters, settings and major events in a

story.

6. With prompting and support, name the

author and illustrator of a story and define

the role of each in telling the story.

7. With prompting and support, describe the

relationship between the illustrations and

the story in which they appear.

10. Actively engage in group reading

activities with purpose and understanding.

a. Activate prior knowledge related to the

information and events in texts.

b. Use illustrations and context to make

predictions about text

1. With prompting and support, ask and answer questions about key details in a text

2. With prompting and support, identify the main topic and retell key details of a text.


6. With prompting and support, name the author and illustrator of a story and define the role of

each in telling the story.

7. With prompting and support, describe the relationship between the illustrations and the story

in which they appear.

10. Actively engage in group reading activities with purpose and understanding.

a. Activate prior knowledge related to the information and events in texts.


Oct. 6-Oct. 10, 2014 Theme: Friends Unit 2 Week 1


29







Conventions






Vocabulary


represent.

Big Book:

“What Do You Like?”---F

Pre-Decodable:

“I like”

“We Like Sam”

Wonders:

“Rules Are Important”---NF

Read Aloud:

“The City Mouse and the Country Mouse”—F

(fable)


“Games Around the World”---NF

Teaching Chart:

“I Like the Sun”--Rhyme


30

Smart Start

*Formative Writing Assessment: Opinion

Ass

ess

Da

tes

Reading Foundations

PUSD

Sight


Opinion W

riting (Formative) October 13-17

Concepts of Print:


by page





the alphabet



b. Count, pronounce, blend, and segment syllables in

spoken words

c. Blend and segment onsets and rimes of single syllable

spoken words



sound correspondences by producing the primary or most

frequent sound for each consonant.


I

like

can

we

the

am

in

see

is

my

a

it

he



2. With prompting and support, retell stories, including key details

in a text.








understanding.


texts.



a text

2. With prompting and support, identify the main topic and retell key details

of a text.







understanding.



Oct. 14-Oct. 17, 2014 (4) Theme: Friends Unit 2 Week 2


31







Conventions






Vocabulary


represent.

Big Book:

“Friend All Around”---NF

Pre-Decodable:

“I Am a doctor”

“A Map”

Wonders:

“Helping Hands”--NF

Read Aloud:

“The Lion and the Mouse”—F (fable)


“Brer Turtle Helps Out”---F

Teaching Chart:

”A Pal”---Rhyme


32

Smart Start


Ass

ess

Da

tes

Reading Foundations

PUSD

Sight Word


Concepts of Print:


page





alphabet




words


words






I

like

can

we

the

am

in

see

is

my

a

it

he

for

on




in a text.



6. With prompting and support, name the author and illustrator of

a story and define the role of each in telling the story.




understanding.

a. Activate prior knowledge related to the information and events

in texts.



details in a text


details of a text.







understanding.



Oct.20-24, 2014 Theme: Friends Unit 2 Week 3


33







Conventions







Vocabulary


represent.

Trade Book:

“Simon and Molly plus Hester”---F

Pre-Decodable:

“I Like, We Like”

“Pam”

Wonders:

“What is Matter?”

Read Aloud:

“The Little Red Hen” ---F (folktale)


“The Turtle and the Sheep”---F

Teaching Chart:

“We Like Some Fun”---Rhyme


34

Standards Taught in Unit 3: Standards at a Glance October 27th- November 14th

Theme: Transportation Writing Genre: Opinion Unit 3 Letters: Tt, Ii

Reading Foundations

PUSD

Sight

Word List


Concepts of Print:













consonant.


I

like

can

we

the

am

in

see

is

my

a

it

he

she

as

go

at

by

went




in a text.








understanding.


texts.



details in a text


details of a text.







understanding.




35

Standards Taught in Unit 3: Standards at a Glance cont…







Conventions



c. Form regular plural nouns orally by adding /s/ or /es/

d. Understand and use question words.





Vocabulary


represent.

c. Identify real life connections between words and their use.

*See Weekly Suggestions from Treasures


36

Writing Genre: *Give Formative Assessment Opinion

Ass

ess

Da

tes

Reading Foundations

PUSD

Sight Word


Concepts of Print:


page by page




print


the alphabet




spoken words


spoken words






I

like

can

we

the

am

in

see

is

my

a

it

he

she

as


details in a text


text.


events in a story.






understanding.


texts.



details in a text


details of a text.







understanding.


texts.


Oct. 27-Oct. 31, 2014 (5) Theme: Transportation Unit 3 Week 1


37







Conventions








Vocabulary


represent.


Big Book:

“The Bus For Us”—F

Pre-Decodable:

“I see Sam”

“Can Tam See”

Wonders:

“Things Change”---NF

Read Aloud:

“The Turtle and the Rabbit”---F (fable)


“How Partridge Built Canoes”---F

Teaching Chart:

“I See a Tiger”---Rhyme


38

Smart Start


Ass

ess

Da

tes

Reading Foundations

PUSD

Sight


Kinder Assessm

ent Window Novem

ber 3-14

Concepts of Print:


page





alphabet




words


words






I

like

can

we

the

am

in

see

is

my

a

it

he

she

as

go

at


details in a text


text.


events in a story.






understanding.


texts.



details in a text

2. With prompting and support, identify the main topic and retell

key details of a text.







understanding.


texts.


Nov. 3-7, 2014 (5) Theme: Transportation Unit 3 Week 2


39







Conventions








Vocabulary


represent.


Big Book:

“On the Go”--NF

Pre-Decodable:

“Go, Go, Go”

“It can Go, Gp, Go!”

Wonders:

“Land High and Low”---NF

Read Aloud:

“Timimoto”---F (folktale)


“The Two Frogs”---F

Teaching Chart:

“Go Iguana”---Rhyme


40

Smart Start


Assess

Dates

Reading Foundations

PUSD

Sight


Kindergarten Assessm

ent Window Novem

ber 3-14

End of Trimester #1 Novem

ber 14

Concepts of Print:






alphabet





words




for each consonant.


I

like

can

we

the

am

in

see

is

my

a

it

he

she

as

go

at

by

went


details in a text

2. With prompting and support, retell stories, including key details in

a text.








understanding.


texts.



details in a text


details of a text.







understanding.


texts.


Nov. 10-14, 2014 (4) Theme: Transportation Unit 3 Week 3


41







Conventions









Vocabulary


represent.


Trade Book:

“Duck on a Bike”---F

Pre-Decodable:

“I See a Truck Go”

“Sit Tip!”

Wonders:

“Signs in the Park”---NF

“The Park”---Poem

Read Aloud:

“The Singing Wagon”---F (Folktale)


“Big, Big Trucks”---NF

Teaching Chart:

“I See an Iguana”---Rhyme


42

Writing Genre: Give *Summative Assessment Opinion (Dec. 1-5)

Assess

Dates

Reading Foundations

PUSD

Sight


Opinion W

riting Sum

mative Assessm

ent Dec. 1-5

Kindergarten Assessm

ents Due Decem

ber 5

Concepts of Print:


page





alphabet




words


spoken words






I

like

can

we

the

am

in

see

is

my

a

it

he

she

as

go

at

by

went


details in a text


text.


events in a story.






understanding.


texts.



details in a text


details of a text.







understanding.


texts.


November 17th

- 21st

(5), December 1st

- 5th

(5) CCSS Standards Review and Assessment 2 Weeks


43







Conventions









Vocabulary


represent.


Trade Book:

“Duck on a Bike”---F

Pre-Decodable:

“I See a Truck Go”

“Sit Tip!”

Wonders:

“Signs in the Park”---NF

“The Park”---Poem

Read Aloud:

“The Singing Wagon”---F (Folktale)


“Big, Big Trucks”---NF

Teaching Chart:

“I See an Iguana”---Rhyme


44

Standards Taught in Unit 4: Standards at a Glance December 8th -January 9th

Theme: Food Writing Genre: Informative/Explanatory Unit 4 Letters: Nn, Cc

Reading Foundations

PUSD

Sight

Word List


Concepts of Print:










d. Isolate and pronounce the initial, medial vowel and final sounds in 3

phoneme words

e. Add or substitute individual sounds in simple, one syllable words to make

new words.




consonant.


d. Distinguish between similarly spelled words by identifying the sounds of

the letters that differ.

I

like

can

we

the

am

in

see

is

my

a

it

he

she

as

go

at

by

went

to

one

have

are

had

but


details in a text


text.


events in a story.

4. Ask and answer questions about unknown words in a text.





9. With prompting and support, compare and contrast the adventures

and experiences of characters in familiar stories.


understanding.




details in a text


details of a text.







9. With prompting and support, identify the basic similarities and

differences between two texts on the same topic.


understanding.


texts.



45

Standards Taught in Unit 4: Standards at a Glance, cont…





2.* Use a combination of drawing, dictating, and writing to compose

informative/explanatory texts in which they name what they are writing about and

supply some information about the topic.



7. *Participate in shared research and writing projects.

8.*With guidance and support from adults, recall information from experiences or

gather information from provided sources to answer a question.

Conventions









Vocabulary


represent.




46

Writing Genre: Informative/Explanatory

Assess

Dates

Reading Foundations

PUSD

Sight


Opinion W

riting Sum

mative Due: Illuminate Decem

ber 12

Concepts of Print:


page





alphabet




words


spoken words

d. Isolate and pronounce the initial, medial vowel and final

sounds in 3 phoneme words

e. Add or substitute individual sounds in simple, one syllable

words to make new words.






d. Distinguish between similarly spelled words by identifying

the sounds of the letters that differ.

I

like

can

we

the

am

in

see

is

my

a

it

he

she

as

go

at

by

went

to

one


details in a text


text.


events in a story.









understanding.


texts.



details in a text


details of a text.










understanding.


texts.

b. Use illustrations and context to make predictions about text.

Dec. 8th

-12, 2014 (5) Theme: Food Unit 4 Week 1


47













Conventions









Vocabulary


represent.


Big Book:

“Apple Farmer Annie”---F

Decodable:

“Can Nan?”

Wonders (Vol 2):

“Celebrating History”---NF

Read Aloud:

“The Goat in the Chile Patch”---F (folktale)


“Pizza, Please!”---NF

Teaching Chart:

“Nine Newts Want to Nap”---Rhyme


48


Assess

Dates

Reading Foundations

PUSD

Sight


Concepts of Print:


page





alphabet




words


spoken words










d. Distinguish between similarly spelled words by identifying the

sounds of the letters that differ.

I

like

can

we

the

am

in

see

is

my

a

it

he

she

as

go

at

by

went

to

one

have

are


details in a text


text.


events in a story.









understanding.




details in a text


details of a text.










understanding.


texts.


Dec. 15- 19th

, 2014 (5) Theme: Food Unit 4 Week 2


49








RED PENS….REVISE!

5. With guidance and support from adults, respond to questions and suggestions from

peers, and add details to strengthen writing as needed.






Conventions









Vocabulary


represent.


Big Book:

“Our Special Sweet Potato Pie”---F

Decodable:

“We Can!”

Wonders :

“Ripe and Ready to Eat”---NF

Read Aloud:

“Grandfather Bear is Hungry”---F (folktale)


“Little Juan and the Cooking Pot”---F

Teaching Chart:

“We Have Cake”---Rhyme


50

Smart Start


Assess

Dates

Reading Foundations

PUSD

Sight


ADEPT Testing Window January 5-30

Concepts of Print:











phoneme words

e. Add or substitute individual sounds in simple, one syllable words to

make new words.



correspondences by producing the primary or most frequent sound for

each consonant.


d. Distinguish between similarly spelled words by identifying the sounds

of the letters that differ.

I

like

can

we

the

am

in

see

is

my

a

it

he

she

as

go

at

by

went

to

one

have

are

had

but


details in a text


text.


events in a story.









understanding.




details in a text


details of a text.










understanding.


texts.


Jan. 5th

- 9th

, 2015 (5) Theme: Food Unit 4 Week 3


51













Conventions









Vocabulary


represent.


Trade Book:

“Yoko”---F

Decodable:

“Nat”

Wonders:

“All Kinds of Plants”---NF

Read Aloud:

“The Soup Stone”---F (folktale)


“The Three Wishes”---F

Teaching Chart:

“Time to Have Soup”---Rhyme


52

Standards Taught in Unit 5: Standards at a Glance January 12 -30th

Theme: Animals Writing Genre: Informative/Explanatory Unit 5 Letters: Oo, Ff

Reading Foundations

PUSD

Sight Word

List


Concepts of Print:











phoneme words


new words.

f. Blend 2-3 phonemes into recognizable words




consonant.




I

like

can

we

the

am

in

see

is

my

a

it

he

she

as

go

at

by

went

to

one

have

are

had

but

of

there

play

if

were

will

this

one


details in a text


a text.




5. Recognize common types of text.





9. With prompting and support, compare and contrast the

adventures and experiences of characters in familiar stories.


understanding.


texts.



in a text

2. With prompting and support, identify the main topic and retell key details

of a text.







9. With prompting and support, identify the basic similarities and differences

between two texts on the same topic.


understanding.




53









3. Use a combination of drawing, dictating and writing to narrate a single event or

several loosely linked events, tell about the events in the order in which they

occurred, and provide a reaction to what happened.






Conventions





e. Use the most frequently occurring prepositions





d. Spell simple words phonetically, drawing on knowledge of sound letter

relationships

Vocabulary

4a. Identify the new meanings for familiar words and apply them accurately


represent.




54

Smart Start


Assess

Dates

Reading Foundations

PUSD

Sight Word



Concepts of Print:






alphabet





words

d. Isolate and pronounce the initial, medial vowel and final sounds in

3 phoneme words

e. Add or substitute individual sounds in simple, one syllable words

to make new words.





for each consonant.




I

like

can

we

the

am

in

see

is

my

a

it

he

she

as

go

at

by

went

to

one

have

are

had

but

of

there


details in a text


a text.












understanding.


texts.



details in a text


details of a text.










understanding.


texts.


Jan. 12th

-16th

, 2015 (5) Theme: Animals Unit 5 Week 1


55













Conventions











relationships

Vocabulary


represent.


Big Book:

“Mama Cat Has Three Kittens”---F

Decodable:

“Sit”

Wonders:

“Animals on the Move”---NF

Read Aloud:

“The Three Little Kittens”---F (nursery

Rhyme)


“Mama Mouse and El Gato”---F

Teaching Chart:

“The Ostrich is Talking”---Rhyme


56

Smart Start


Assess

Dates

Reading Foundations

PUSD

Sight



Progress Reports January 20-23

Concepts of Print:


page





alphabet




words


spoken words













I

like

can

we

the

am

in

see

is

my

a

it

he

she

as

go

at

by

went

to

one

have

are

had

but

of

there

play

if

were


a text

2. With prompting and support, retell stories, including key details in a text.

3. With prompting and support, identify characters, settings and major events

in a story.







9. With prompting and support, compare and contrast the adventures and

experiences of characters in familiar stories.


understanding.




details in a text

2. With prompting and support, identify the main topic and retell

key details of a text.










understanding.


texts.


Jan. 20th

- 23rd



57
















Conventions











relationships

Vocabulary


represent.


Big Book:

“Animal Babies ABC”--NF

Decodable:

“Can It Fit?”

Wonders:

“Tadpole, Tadpole”---Poem and NF

Read Aloud:

“The Three Bears”---F(folktale)


“The Ugly Duckling”---F

Teaching Chart:

“Funny Fish Play”---Rhyme


58

Smart Start


Assess

Dates

Reading Foundations

PUSD

Sight Word


DIBELS January 26


Concepts of Print:


by page





the alphabet




spoken words


spoken words



e. Add or substitute individual sounds in simple, one

syllable words to make new words.







d. Distinguish between similarly spelled words by

identifying the sounds of the letters that differ.

I

like

can

we

the

am

in

see

is

my

a

it

he

she

as

go

at

by

went

to

one

have

are

had

but

of

there

play

if

were

will

this

one


details in a text


text.


events in a story.










understanding.


texts.



details in a text


details of a text.










understanding.


texts.


Jan. 26th

-30th



59
















Conventions











relationships

Vocabulary



represent.


Trade Book:

“Mole and the Baby Bird”---F

Decodable:

“Tap, Tap, Tap!”

Wonders:

“National Holidays”---NF

Read Aloud:

“The Coyote and the Turtle”---F (folktale)


“Hidden Homes”---NF

Teaching Chart:

“Come Have Fun!”---Rhyme


60

Standards Taught in Unit 6: Standards at a Glance February 2nd- March 13th (With a 3 week Review/Assessment Window)

Theme: Neighborhood Writing Genre: Informative/Explanatory Unit 6 Letters: Hh, Dd, Rr

Reading Foundations

PUSD

Sight

Word List


Concepts of Print:


b. Recognize that spoken words are represented in written language by specific

sequences of letters







d. Isolate and pronounce the initial, medial vowel and final sounds in 3 phoneme

words

e. Add or substitute individual sounds in simple, one syllable words to make new

words.



3a. Demonstrate basic knowledge of one to one letter-sound correspondences by

producing the primary or most frequent sound for each consonant.

b. Identify which letters represent the 5 major vowel (Aa,Ee,Ii, Oo, Uu) and know the

long and short sound of each vowel.


d. Distinguish between similarly spelled words by identifying the sounds of the letters

that differ.

Fluency

4. Read emergent reader texts with purpose and understanding.

I and

like be

can not

we

the

am

in

see

is

my

a

it

he

she

as

go

at

by

went

to

one

have

are

had

but

of

there

play

if

were

will

this

one

they

all

you

his


a text



in a story.










understanding.




2. With prompting and support, identify the main topic and retell key details of a

text.

3. With prompting and support, describe the connection between two individuals,

events, ideas or pieces of information in a text.



6. With prompting and support, name the author and illustrator of a story and define


7. With prompting and support, describe the relationship between the illustrations

and the story in which they appear.







61














Conventions











relationships

Vocabulary



represent.

b. Demonstrate understanding of frequently occurring verbs by relating them to their

opposites.


d. Distinguish shades of meaning among verbs describing the same general action by

acting out the meanings.

6. Use words and phrases acquired through conversations, reading and being read to,

and responding to texts.



62

Smart Start


Assess

Dates

Reading Foundations

PUSD

Sight


ADEPT Due: Illuminate February 6

Kindergarten Assessment W

indow February 2-12

Concepts of Print:


page





alphabet




words


spoken words






Phonics and Word Recognition ( in isolation and in text)




b. Identify which letters represent the 5 major vowel

(Aa,Ee,Ii, Oo, Uu) and know the long and short sound of each

vowel. (***More complex long vowel graphemes and

spellings are targeted in gr.1)




I

like

can

we

the

am

in

see

is

my

a

it

he

she

as

go

at

by

went

to

one

have

are

had

but

of

there

play

if

were

will

this

one

they

all


details in a text


a text.












understanding.


texts.



details in a text


details of a text.

3. With prompting and support, describe the connection between two

individuals, events, ideas or pieces of information in a text.










understanding.


texts.


Feb. 2nd

-6th

, 2015 (5) Theme: Neighborhood Unit 6 Week 1


63













Conventions











relationships

Vocabulary



represent.


opposites.


Big Book:

“Russ and the Firehouse”---NF

Decodable:

“Are Caps Hats?”

Wonders:

“Let’s Look At Maps”---NF

Read Aloud:

“The Black Cat”---F(folktale)


“In Our Neighborhood”---NF

Teaching Chart:

“Hippos Are Happy”---Rhyme


64

Smart Start

*Formative Writing Assessment: Informative/Explanatory

Assess

Dates

Reading Foundations

PUSD

Sight


Kinder Assessment W

indow February 2-12

Info/Explanatory Formative Assessm

ent February 9-12

EL Progress Profiles—

Data Upload February 9

Concepts of Print:


page





alphabet




words


spoken words










b. Identify which letters represent the 5 major vowel (Aa,Ee,Ii,

Oo, Uu) and know the long and short sound of each vowel.




I

like

can

we

the

am

in

see

is

my

a

it

he

she

as

go

at

by

went

to

one

have

are

had

but

of

there

play

if

were

will

this

one

they

all

you

his



2. With prompting and support, retell stories, including key

details in a text.





6. With prompting and support, name the author and illustrator

of a story and define the role of each in telling the story.


between the illustrations and the story in which they appear.




understanding.

a. Activate prior knowledge related to the information and

events in texts.


1. With prompting and support, ask and answer questions about key details in a

text

2. With prompting and support, identify the main topic and retell key details of

a text.














Feb. 9th

– 12th,

2015 (4) Theme: Neighborhood Unit 6 Week 2


65













Conventions











relationships

Vocabulary



represent.


opposites.




Big Book:

“Bus Stops”---F

Decodable:

“Rod Can See It”

Wonders:

“Made From Clay”---NF

Read Aloud:

“Ms. Mouse Needs a Friend”---F(folktale)


“Acrefoot, the Barefoot Mailman”---F

Teaching Chart:

“Run, Dinosaur, Run”---Rhyme


66

Smart Start


Assess

Dates

Reading Foundations

PUSD

Sight


End of Trimester #2 March 6

Kindergarten Assessments Due March 6

Concepts of Print:











phoneme words


make new words.





each consonant.

b. Identify which letters represent the 5 major vowel (Aa,Ee,Ii, Oo, Uu) and

know the long and short sound of each vowel.




Fluency


I

like

can

we

the

am

in

see

is

my

a

it

he

she

as

go

at

by

went

to

one

have

are

had

but

of

there

play

if

were

will

this

one

they

all

you

his




details in a text.












understanding.


events in texts.



details in a text


details of a text.

3. With prompting and support, describe the connection between

two individuals, events, ideas or pieces of information in a text.










understanding.


texts.


Feb. 17th

- March 6th

Mid Year Review and Assessment (3 week window)


67





RED PENS….REVISE!

5. With guidance and support from adults, respond to questions and suggestions

from peers, and add details to strengthen writing as needed.



Conventions











relationships

Vocabulary



represent.


opposites.






Big Book:

Pre-Decodable:

Wonders:

Read Aloud:


Teaching Chart:


68

Smart Start


Assess

Dates

Reading Foundations

PUSD

Sight


Concepts of Print:










words


3 phoneme words


make new words.





each consonant.

b. Identify which letters represent the 5 major vowel (Aa,Ee,Ii, Oo, Uu)

and know the long and short sound of each vowel.




Fluency


I and

like be

can not

we

the

am

in

see

is

my

a

it

he

she

as

go

at

by

went

to

one

have

are

had

but

of

there

play

if

were

will

this

one

they

all

you

his


details in a text


a text.












understanding.


texts.



details in a text


details of a text.

3. With prompting and support, describe the connection between

two individuals, events, ideas or pieces of information in a text.










understanding.


texts.


March 9th

- 13th

, 2015 Theme: Neighborhood Unit 6 Week 3


69








RED PENS….REVISE!








Conventions











relationships

Vocabulary



represent.


opposites.






Trade Book:

“Alicia’s Happy Day”---F

Decodable:

“Dad Can Pin It On”

Wonders:

”Jobs People Do”---NF

Read Aloud:

“Why the Moon is in the Sky”---F (legend)


“The Elves and the Shoemaker”---F

Teaching Chart:

“Hop, Dance, and Run”---Rhyme


70

Standards Taught in Unit 7: Standards at a Glance March 16th –April 1st

Theme: Weather Writing Genre: Informative/Explanatory- Narrative Unit 7 Letters: Ee, Bb, Ll

Reading Foundations PUSD

Sight Word List Reading Literature Reading Information

Concepts of Print:











phoneme words


new words.



3a. Demonstrate basic knowledge of one to one letter-sound correspondences

by producing the primary or most frequent sound for each consonant.

b. Identify which letters represent the 5 major vowel (Aa,Ee,Ii, Oo, Uu) and know

the long and short sound of each vowel.


d. Distinguish between similarly spelled words by identifying the sounds of the

letters that differ.

Fluency


I

like and

can be

we not

the so

am do

in an

see what

is up

my with

a

it

he

she

as

go

at

by

went

to

one

have

are

had

but

of

there

play

if

were

will

this

one

they

all

you

his


a text



in a story.







8. N/A




understanding.




text


text.









8. With prompting and support, identify the reasons an author gives to support

points in a text.







71






2. Use a combination of drawing, dictating, and writing to compose



3. *Use a combination of drawing, dictating and writing to narrate a single event or



RED PENS….REVISE!





7. Participate in shared research and writing projects.

8. With guidance and support from adults, recall information from experiences or


Conventions











relationships

Vocabulary


b. Use the most frequently occurring inflections and affixes as a clue to the meaning of

an unknown word


represent.


opposites.








72


Assess

Dates

Reading Foundations

PUSD

Sight


Concepts of Print:


by page





the alphabet




spoken words


spoken words











(Aa,Ee,Ii, Oo, Uu) and know the long and short sound of

each vowel.




Fluency

4. Read emergent reader texts with purpose and

understanding.

I

like and

can be

we not

the so

am do

in

see

is

my

a

it

he

she

as

go

at

by

went

to

one

have

are

had

but

of

there

play

if

were

will

this

one

they

all

you

his


details in a text


text.


events in a story.







8. N/A




understanding.


texts.



details in a text


details of a text.









8. With prompting and support, identify the reasons an author gives

to support points in a text.




understanding.


texts.


March 16th

-20th

, 2015 (5) Theme: Weather Unit 7 Week 1


73











RED PENS….REVISE!






8.With guidance and support from adults, recall information from experiences or


Conventions











relationships

Vocabulary


b. Use the most frequently occurring inflections and affixes as a clue to the meaning

of an unknown word


represent.


opposites.






Big Book:

“A Rainy Day”---NF

Decodable:

“Ed Can, Ted Can”

Wonders:

“Four Seasons”---Poem

“Rain on the Rooftops”---Poem

“Changing Weather”---NF

Read Aloud:

“Frog and Locust”---F (legend)


“How Thunder and Lightening Came to Be”-F

Teaching Chart:

“Elephant Ed”---Rhyme


74

*Summative Writing Assessment Window: Informative/Explanatory

Assess

Dates

Reading Foundations

PUSD

Sight


Info/Explanatory Writing Sum

mative Assessm

ent March 23-27,

Sum

mative Assessm

ent Due: Illuminate April 10

Concepts of Print:


by page





the alphabet




spoken words


spoken words











(Aa,Ee,Ii, Oo, Uu) and know the long and short sound of

each vowel.




Fluency


understanding.

I

like and

can be

we not

the so

am do

in an

see what

is

my

a

it

he

she

as

go

at

by

went

to

one

have

are

had

but

of

there

play

if

were

will

this

one

they

all

you

his


in a text



events in a story.







8. N/A




understanding.




in a text


details of a text.









8. With prompting and support, identify the reasons an author gives to

support points in a text.




understanding.



March 23rd

- April 1st



75











RED PENS….REVISE!








Conventions











relationships

Vocabulary



an unknown word


represent.


opposites.






Big Book:

“In the Yard”---F

Decodable:

“Hot Ben, Hot Lin”

Wonders:

“A Year with Bears”---NF

Read Aloud:

“How the Turtle Flew South for the Winter” F


“Paul Bunyan and the Popcorn Blizzard”---F

Teaching Chart:

“Look, Bear, Look”---Rhyme


76

Writing Genre: Narrative

Assess

Dates

Reading Foundations

PUSD

Sight Word


Concepts of Print:


page





alphabet




words


spoken words










b. Identify which letters represent the 5 major vowel (Aa,Ee,Ii,





Fluency


understanding.

I

like and

can be

we not

the so

am do

in an

see what

is up

my with

a

it

he

she

as

go

at

by

went

to

one

have

are

had

but

of

there

play

if

were

will

this

one

they

all

you

his




details in a text.









8. N/A




understanding.


events in texts.



details in a text


details of a text.














understanding.


texts.


April 13th

- 17th



77











RED PENS….REVISE!








Conventions











relationships

Vocabulary



an unknown word


represent.


opposites.






Trade Book:

“Bear Snores On”---F

Decodable:

“Pat and Tip”

Wonders:

“Let It Snow”---NF

Read Aloud:

“The Mitten”---F (folktale)


“Animals in Winter”--NF

Teaching Chart:

“Lemon, Eggs, and Butter”---Rhyme

Standards Taught in Unit 8: Standards at a Glance


78

April 20th- May 8th Theme: Plants Writing Genre: Narrative Unit 8 Letters: Kk, Uu

Reading Foundations

PUSD

Sight

Word List


Concepts of Print:











words


words.





b. Identify which letters represent the five major vowels (Aa, Ee, Ii, Oo, Uu) and know




that differ.

Fluency


I and

like

can be

we not

the so

am do

in an

see what

is up

with

my said

a little

it was

he here

she that

as how

go

at

by

went

to

one

have

are

had

but

of

there

play

if

were

will

this

one

they

all

you

his


text


3. With prompting and support, identify characters, settings and major events in a

story.







8. N/A







text


text.










points in a text.








79



which they tell a reader the topic or name of the book they are writing about and state

an opinion or preference about the topic or book





several loosely linked events, tell about the events in the order in which they occurred,

and provide a reaction to what happened.

RED PENS….REVISE!








Conventions










d. Spell simple words phonetically, drawing on knowledge of sound letter relationships

Vocabulary



an unknown word


represent.


opposites.








80


Assess

Dates

Reading Foundations

PUSD

Sight


Concepts of Print:






alphabet





words

d. Isolate and pronounce the initial, medial vowel and final sounds

in 3 phoneme words

e. Add or substitute individual sounds in simple, one syllable words

to make new words.





for each consonant.

b. Identify which letters represent the 5 major vowel (Aa,Ee,Ii, Oo,

Uu) and know the long and short sound of each vowel.




Fluency


I and

like

can be

we not

the so

am do

in an

see what

is up

with

my said

a little

it

he

she

as

go

at

by

went

to

one

have

are

had

but

of

there

play

if

were

will

this

one

they

all

you

his


details in a text


text.


events in a story.







8. N/A




understanding.


texts.



details in a text


details of a text.














understanding.


texts.


April 20th

-24th

, 2015 (5) Theme: Plants Unit 8 Week 1


81











RED PENS….REVISE!








Conventions











relationships

Vocabulary



an unknown word


represent.


opposites.






Big Book:

“Oak Trees”---NF

Decodable:

“Sad Hen”

Wonders (Vol 3):

“Real and Fake Plants”---NF

Read Aloud:

“The Sticky-Sticky Pine”---F (folktale)


“The Conceited Apple Branch”--NF

Teaching Chart:

“Kid and Kitten”---Rhyme


82

*Formative Writing Assessment: Narrative

Assess

Dates

Reading Foundations

PUSD

Sight Word


Progress Reports April 27-M

ay 1

Narrative W

riting Formative Assessm

ent April 27-M

ay 1

Concepts of Print:


page





alphabet




words


words










b. Identify which letters represent the five major vowels (Aa, Ee,

Ii, Oo, Uu) and know the long and short sound of each vowel.




Fluency


I and

like

can be

we not

the so

am do

in an

see what

is up

with

my said

a little

it was

he here

she

as

go

at

by

went

to

one

have

are

had

but

of

there

play

if

were

will

this

one

they

all

you

his




in a text.









8. N/A




understanding.


texts.



details in a text


details of a text.














understanding.


texts.


April 27th

-May 1st



83











RED PENS….REVISE!








Conventions











relationships

Vocabulary



an unknown word


represent.


opposites.






Big Book:

“Seed Secrets”---NF

Decodable:

“A Bud is Up”

Wonders:

“In My Garden”----NF

Read Aloud:

“The Talking Vegetables”---F (folktale)


“Let’s Go to a National Park”---NF

Teaching Chart:

“Funny Pup!”---Rhyme


84

Writing Formative Assessment: Narrative

Assess

Dates

Reading Foundations

PUSD

Sight Word



indow May 4-15

Concepts of Print:










words


3 phoneme words


make new words.





each consonant.

b. Identify which letters represent the five major vowels (Aa, Ee, Ii,





Fluency


I and

like

can be

we not

the so

am do

in an

see what

is up

with

my said

a little

it was

he here

she that

as how

go

at

by

went

to

one

have

are

had

but

of

there

play

if

were

will

this

one

they

all

you

his




details in a text.









8. N/A




understanding.


events in texts.



details in a text


details of a text.














understanding.


texts.


May 4th

- May 8th



85











RED PENS….REVISE!








Conventions











relationships

Vocabulary



an unknown word


represent.


opposites.






Trade Book:

“Sunflower House”--F

Decodable:

“Pick It!”

Wonders:

“Farming Then and Now”

Read Aloud:

“The Rabbit and the Elephant”---F


“Anansi and the Melon”---F

Teaching Chart:

“Kick the Little Ball”---Rhyme


86

Standards Taught in Unit 9: Standards at a Glance May 11th- May 30th

Theme: Amazing Creatures! Writing Genre: Narrative Unit 9 Letters: Gg, Ww, Vv, Xx

Reading Foundations

PUSD

Sight

Word List


Concepts of Print:











words


words.









that differ.

Fluency


I

like and

can be

we not

the so

am do

in an

see what

is up

with

my said

a little

it that

he how

she

as

go

at

by

went

to

one

have

are

had

but

of

there

play

if

were

will

this

one

they

all

you

his


text


3. With prompting and support, identify characters, settings and major events in

a story.







8. N/A







text


text.










points in a text.







87












RED PENS….REVISE!








Conventions











Vocabulary



an unknown word


represent.


opposites.








88


Assess

Dates

Reading Foundations

PUSD

Sight Word



indow May 4-15

Concepts of Print:










words


3 phoneme words


make new words.





each consonant.

b. Identify which letters represent the five major vowels (Aa, Ee, Ii, Oo,

Uu) and know the long and short sound of each vowel.




Fluency


I

like and

can be

we not

the so

am do

in an

see what

is up

with

my said

a little

it that

he how

she

as

go

at

by

went

to

one

have

are

had

but

of

there

play

if

were

will

this

one

they

all

you

his




details in a text.









8. N/A




understanding.

a. Activate prior knowledge related to the information and events

in texts.



details in a text


details of a text.














understanding.



May 11th

-15th

, 2015 (5) Theme: Amazing Creatures Unit 9 Week


89


1.Use a combination of drawing, dictating, and writing to compose opinion pieces in which

they tell a reader the topic or name of the book they are writing about and state an opinion

or preference about the topic or book

2. Use a combination of drawing, dictating, and writing to compose informative/explanatory

texts in which they name what they are writing about and supply some information about

the topic.

3. *Use a combination of drawing, dictating and writing to narrate a single event or several

loosely linked events, tell about the events in the order in which they occurred, and provide

a reaction to what happened.

RED PENS….REVISE!






8. With guidance and support from adults, recall information from experiences or gather

information from provided sources to answer a question.

Conventions











relationships

Vocabulary



an unknown word


represent.


opposites.






Big Book:

“Beetles”—NF

Decodable:

“Bug in a Web”

Wonders:

“Welcome to the Rain Forest”--NF

Read Aloud:

“The Elephants and the Bees” ---F (folktales)


“Insect Hide and Seek”---NF

Teaching Chart:

“Walk, Waddle, and Wiggle”---Rhyme


90


Assess

Dates

Reading Foundations

PUSD

Sight Word


DIBELS May 18

ADEPT Testing Window May 18-June 5

Concepts of Print:











phoneme words


new words.





b. Identify which letters represent the five major vowels (Aa, Ee, Ii, Oo, Uu) and





Fluency


I and

like

can be

we not

the so

am do

in an

see what

is up

with

my said

a little

it that

he how

she

as

go

at

by

went

to

one

have

are

had

but

of

there

play

if

were

will

this

one

they

all

you

his




details in a text.

3. With prompting and support, identify characters, settings

and major events in a story.







8. N/A




understanding.


events in texts.




2. With prompting and support, identify the main topic and

retell key details of a text.

3. With prompting and support, describe the connection

between two individuals, events, ideas or pieces of information

in a text.


5. Identify the front cover, back cover, and the title page of a

book.





8. With prompting and support, identify the reasons an author

gives to support points in a text.

9. With prompting and support, identify the basic similarities

and differences between two texts on the same topic.


understanding.


events in texts.


May 18th

-22nd

, 2014 (5) Theme: Amazing Creatures Unit 9 Week 2


91





2. Use a combination of drawing, dictating, and writing to compose informative/explanatory

texts in which they name what they are writing about and supply some information about the

topic.

3. *Use a combination of drawing, dictating and writing to narrate a single event or several

loosely linked events, tell about the events in the order in which they occurred, and provide a

reaction to what happened.

RED PENS….REVISE!

5. With guidance and support from adults, respond to questions and suggestions from peers, and

add details to strengthen writing as needed.




8. With guidance and support from adults, recall information from experiences or gather


Conventions






f. Produce and expand complete sentences in shared language

activities.



c. Write a letter or letters for most consonant and short vowel

sounds

d. Spell simple words phonetically, drawing on knowledge of

sound letter relationships

Vocabulary

4a. Identify the new meanings for familiar words and apply them

accurately

b. Use the most frequently occurring inflections and affixes as a

clue to the meaning of an unknown word

5a. Sort common objects into categories to gain a sense of the

concepts the categories represent.

b. Demonstrate understanding of frequently occurring verbs by

relating them to their opposites.


d. Distinguish shades of meaning among verbs describing the

same general action by acting out the meanings.

6. Use words and phrases acquired through conversations,

reading and being read to, and responding to texts.

Big Book:

“Fish Faces”---NF

Decodable:

“A Vet Can Fix It!”

Wonders:

“Let’s Go to the Vet”---NF

Read Aloud:

“The Fisherman and His Wife”---F (fairy tale)


“When Water came to Visit”---F

Teaching Chart:

“Fix and Mix Veggie Soup”---Rhyme


92

*Summative Writing Assessment: Narrative

Assess

Dates

Reading Foundations

PUSD

Sight Word


Narrative W

riting Sum

mative Assessment May 26-June 3

Concepts of Print:


page





alphabet




words


spoken words










b. Identify which letters represent the five major vowels (Aa,

Ee, Ii, Oo, Uu) and know the long and short sound of each

vowel.




Fluency


understanding.

I

like and

can be

we not

the so

am do

in an

see what

is up

with

my said

a little

it that

he how

she

as

go

at

by

went

to

one

have

are

had

but

of

there

play

if

were

will

this

one

they

all

you

his




in a text.









8. N/A




understanding.


texts.



in a text


details of a text.














understanding.



May 26th

-29th

, 2015 (4) Theme: Amazing Creatures Unit 9 Week 3


93











RED PENS….REVISE!








Conventions











Vocabulary



an unknown word


represent.


opposites.






Trade Book:

“If the Dinosaurs Came Back”---F

Decodable:

“Pat and the Vet”

Wonders:

“Sea Animals”---Poems

Read Aloud:

“Tyler’s Trip to the Library”--F


“Powerful Plant-Eating Dinosaurs”--NF

Teaching Chart:

“The Ox and Goat”---Rhyme


94

Standards Taught in Unit 10: Standards at a Glance June 1st- June 9th

Theme: I Know A Lot! Writing Genre: Narrative Unit 10 Letters: Jj, Qq, Yy, Zz

Reading Foundations

PUSD

Sight

Word List


Concepts of Print:











words


words.









that differ.

Fluency


I and

like

can be

we not

the so

am do

in an

see what

is up

with

my said

a little

it that

he how

she

as

go

at

by

went

to

one

have

are

had

but

of

there

play

if

were

will

this

one

they

all

you

his


a text



in a story.







8. N/A




understanding.





text.





6. With prompting and support, name the author and illustrator of a story and define





points in a text.







95












RED PENS….REVISE!








Conventions











Vocabulary



an unknown word


represent.


opposites.







96


Assess

Dates

Reading Foundations

PUSD

Sight Word


Narrative W

riting Sum

mative Assessment May 26-June 3

Concepts of Print:











phoneme words


new words.





b. Identify which letters represent the five major vowels (Aa, Ee, Ii, Oo, Uu) and





Fluency


I and

like

can be

we not

the so

am do

in an

see what

is up

with

my said

a little

it that

he how

she

as

go

at

by

went

to

one

have

are

had

but

of

there

play

if

were

will

this

one

they

all

you

his


details in a text


text.


events in a story.







8. N/A




understanding.


texts.




2. With prompting and support, identify the main topic

and retell key details of a text.

3. With prompting and support, describe the connection

between two individuals, events, ideas or pieces of

information in a text.

4. Ask and answer questions about unknown words in a

text.

5. Identify the front cover, back cover, and the title page

of a book.


illustrator of a story and define the role of each in telling

the story.


between the illustrations and the story in which they

appear.

8. With prompting and support, identify the reasons an

author gives to support points in a text.

9. With prompting and support, identify the basic

similarities and differences between two texts on the

same topic.

10. Actively engage in group reading activities with

purpose and understanding.

a. Activate prior knowledge related to the information

and events in texts.

b. Use illustrations and context to make predictions about

text

June 1st

- 5th

, 2015 (5) Theme: I Know a Lot! Unit 10 Week 1


97





2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts

in which they name what they are writing about and supply some information about the topic.

3. *Use a combination of drawing, dictating and writing to narrate a single event or several loosely

linked events, tell about the events in the order in which they occurred, and provide a reaction to

what happened.

RED PENS….REVISE!

5. With guidance and support from adults, respond to questions and suggestions from peers, and

add details to strengthen writing as needed.

6. With guidance and support from adults, explore a variety of digital tools to produce and publish

writing, including in collaboration with peers.


8.With guidance and support from adults, recall information from experiences or gather


Conventions






f. Produce and expand complete sentences in shared language

activities.



c. Write a letter or letters for most consonant and short vowel

sounds

d. Spell simple words phonetically, drawing on knowledge of

sound letter relationships

Vocabulary

4a. Identify the new meanings for familiar words and apply them

accurately

b. Use the most frequently occurring inflections and affixes as a

clue to the meaning of an unknown word

5a. Sort common objects into categories to gain a sense of the

concepts the categories represent.

b. Demonstrate understanding of frequently occurring verbs by

relating them to their opposites.


d. Distinguish shades of meaning among verbs describing the same

general action by acting out the meanings.

6. Use words and phrases acquired through conversations, reading

and being read to, and responding to texts.

Big Book:

“What Do You Know!”---F (riddle)

Decodable:

“Jeb Is Quick!”

Wonders:

“Water Changes”---NF

Read Aloud:

“The Knee-High Man”—F (folktale)


“The Blind Men and the Elephant”---F

Teaching Chart:

“Jack Quacks”---Rhymes


98


Assess

Dates

Reading Foundations

PUSD

Sight


ADEPT Due: Illuminate June 8

EL Progress Profiles—

Data Upload June 8

Kinder Assessments Due June 8

Narrative Sum

mative Assessment Due: Illuminate June 9

Concepts of Print:


page by page




print

d. Recognize and name all upper and lowercase letters

of the alphabet




spoken words

c. Blend and segment onsets and rimes of single

syllable spoken words

d. Isolate and pronounce the initial, medial vowel

and final sounds in 3 phoneme words




Phonics and Word Recognition: ( in isolation and in

text)




b. Identify which letters represent the five major

vowels (Aa, Ee, Ii, Oo, Uu) and know the long and

short sound of each vowel.




Fluency


understanding.

I and

like

can be

we not

the so

am do

in an

see what

is up

with

my said

a little

it that

he how

she

as

go

at

by

went

to

one

have

are

had

but

of

there

play

if

were

will

this

one

they

all

you

his


in a text



events in a story.







8. N/A




understanding.




in a text


details of a text.














understanding.




99











RED PENS….REVISE!








Conventions











relationships

Vocabulary



an unknown word


represent.


opposites.






Big Book:

“Warthogs Paint”---F

Decodable:

“Zip?”

Wonders:

“Amazing People”--NF

Read Aloud:

“Ma Lien and the Magic Brush”---F(folktale)


“Fun Places”---NF

Teaching Chart:

“At the Zoo”---rhyme


100

2014-2015 TESTING, ASSESSMENT AND REPORTING CALENDAR

ELEMENTARY Content Date/s JULY Grade Content Date/s JANUARY Grade

EL 21 CELDT Testing Begins K-5 EL 5-30 ADEPT Testing 1-5

All 20-23 Progress Reports K-5

ELA/Math TBD SBAC Summative Test TBD

ELA 23 Fluency #2 Due in Illuminate 1-5

ELA 26 DIBELS TK/K

AUGUST FEBRUARY

EL 18 Primary Language initials begin K-5 EL 6 ADEPT Due: Illuminate 1-5

ELA/Math 2-12 Kinder Assessment Window K

ELA 8-12 Info./Explan. Writing (Formative) K-5

EL 9 EL Progress Profiles-Data Upload K-5

ELA/Math 17-27 Benchmark #2 1-5

ELA 28 HFW/Sight Words 1

SEPTEMBER MARCH

EL 19 CELDT initials testing ends K-5 All 6 END OF TRIMESTER 2

ELA 26 Fluency #1 Due: Illuminate 2-5 ELA 6 Kinder Assessments Due K

ELA/Math 13 Benchmark #2 Due: Illuminate

ELA 26 HFW/Sight Words-Baseline 1 ELA 23-27 Info./Explan Writing (Summative) K-5

OCTOBER APRIL

ALL 1-3 Progress Reports K-5 PE TBD Physical Fitness Test 5

EL 3 EL Progress Profiles-Parent Sign

K-5 ELA 10 Info./Explan Writing Due: Illum. K-5

ELA 13-17 Opinion Writing (Formative) K-5 ELA 27-1 Narrative Writing (Formative) K-5

ELA/Math 20-31 Benchmark #1 1-5 ELA/Math TBD CAASPP Testing 3-5

27-31 CONFERENCE WEEK All 27-1 Progress Reports K-5

EL 31 CELDT annuals testing ends K-5 All TBD CST/CAPA/CMA begins 2-5

NOVEMBER MAY

EL 7 Primary Language Testing ends K-5 EL 18-5 ADEPT Testing K-4

ELA/Math 3-14 Kinder Assessment Window K ELA/Math 4-15 Kinder Assessment Window K

ALL 14 END OF TRIMESTER 1 ELA 18 DIBELS TK/K

ELA/Math 14 Benchmark #1 Due: Illuminate 1-5 ELA/Math 18-29 Benchmark #3 1-5

ELA 26-3 Narrative Writing (Summative) K-5

DECEMBER JUNE

ELA 1-5 Opinion Writing (Summative) K-5 ELA 1 HFW/Sight Words 1

ELA/Math 5 Kinder Assessments Due K ELA 5 Fluency #3 Due in Illuminate 1-5

8-12 CONFERENCE WEEK EL 8 ADEPT Due: Illuminate K-4

ELA 12 Opinion Writing Due: Illuminate K-5 EL 8 EL Progress Profiles-Data Upload K-5

ELA/Math 8 Benchmark #3 Due: Illuminate 1-5

ELA 19 HFW/Sight Words 1 ELA/Math 8 Kinder Assessments Due K

ELA 9 Narrative Writing Due: Illuminate K-5

ALL 9 LAST DAY OF SCHOOL

Rev. 6-25-14

teaching guide for english language arts core … guide grade k 2014-2015 1 pittsburg unified school...

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