Reading Curriculum Planning Guide Example Kindergarten EXAMPLE: Grade level teams in each school will create their

own curriculum guide based on the needs of their students. Sub-Strand: Word Recognition, Analysis and Fluency STANDARD: The student will understand and apply knowledge of the sounds of the E nglish language (phonemic awareness) and of the soundsymbol relationship (phonics). Benchmarks Scope and Sequence (Skills and Concepts) How We Teach It Student Data/Assessments Materials 1. See, hear, say and write the basic sounds (phonemes) of the English language. Reading aloud/shared reading Poetry-narrativeinformational text Playing with words Phonemic segmentation and blending tasks Writing samples Poetry Big books Charts Leveled text Literacy centers 2. Match consonant and Initial consonants, short short vowel sounds to vowels Interactive writing with white boards Letter/sound identification Magnetic letters appropriate letters, say the White boards common sounds of most letters, and begin to write Sound boxes Alphabet books consonant-vowel-consonant words. Interactive writing with white boards Reading alphabet books Chanting alphabet chart Working with magnetic letters Playing with words-After read aloud choose a few 2 or 3 phoneme words model how to hear initial sound /ending sound e.g cat Write the word. 3. Identify and name uppercase and lowercase letters of the alphabet. Name and match upper/lower case letter forms. 4. Identify beginning consonant sounds and ending sounds in singlesyllable words. Draft 10 26 07

Reading Curriculum Planning Guide Example Kindergarten EXAMPLE: Grade level teams in each school will create their own curriculum guide based on the needs of their students. Sub-Strand: Word Recognition, Analysis and Fluency STANDARD: The student will understand and apply knowledge of the sounds of the E nglish language (phonemic awareness) and of the soundsymbol relationship (phonics). Benchmarks Scope and Sequence (Skills and Concepts) How We Teach It Student Data/Assessments Materials 5. When a single-syllable word is pronounced, begin to fully separate the sounds by saying each sound aloud. Segment one-syllable words into individual phonemes. Playing with words-After read aloud choose a few 2 or 3 phoneme words model how to segment the word. E.g. Cat c-a-t articulating the phonemes Interactive writing Sound boxes Phonemic segmentation and blending tasks Writing samples Poetry Big books Charts Leveled text Literacy centers Magnetic letters White boards Alphabet books 6. Begin to blend separately spoken phonemes to make a meaningful one-syllable word. Blend sounds to make words. Playing with words-After read aloud choose a few 2 or 3 phoneme words model how to blend the sounds. E.g. Cat c-a-t articulating the phonemes as you blend. Talk about the sound you hear. Model when doing shared reading letter-by letter c-a-t 7. Identify, produce and say Hears syllables in words. Poetry rhyming words in response Hear words in sentences. Playing with words-practice h earing and saying to an oral prompt. Identify and produce rhyming words.

words that rhyme. 8. Read 10 high-frequency words. High frequency words (10) Shared reading Locate high frequency words in text. Interactive writing Draft 10 26 07

Reading Curriculum Planning Guide Example Kindergarten EXAMPLE: Grade level teams in each school will create their own curriculum guide based on the needs of their students. Sub-Strand: Word Recognition, Analysis and Fluency STANDARD: The student will understand and apply knowledge of the sounds of the E nglish language (phonemic awareness) and of the soundsymbol relationship (phonics). Benchmarks Scope and Sequence (Skills and Concepts) How We Teach It Student Data/Assessments Materials 9. Read simple text containing familiar lettersound correspondence and high-frequency words, attending to each word in sequence. Matches oral words to printed words. Locates period-states it is a stop or end. Locates ?-states it asks a question. Locates comma-states it is a rest or little stop. Locates capital letter. Locates quotation marksstates someone is talking. Model during read aloud/shared reading how to use knowledge of letter sounds to figure out a few simple consonant -vowel -consonant words. Provide practice for reading simple text containing simple text containing familiar letter-sound correspondences and high-frequency words. Anecdotal notes-observing students as they read : Big books Charts Leveled books Sight words Big books Leveled text Charts Poems 10. Use knowledge of letter Understands and applies Model during shared reading Word reading sounds to figure out a few the alphabetic principle. Model during interactive wr iting Informal reading inventories simple, regularly spelled, Sound box activities Running records single-syllable words. 11. Read alone or with a partner at least 2 familiar books each day. Book boxes for rereading familiar easy books.

Model how to find locate known letters/ words in books. Draft 10 26 07

Reading Curriculum Planning Guide Example Kindergarten EXAMPLE: Grade level teams in each school will create their own curriculum guide based on the needs of their students. Sub-Strand: Vocabulary Expansion STANDARD: The student will use a variety of strategies to develop and expand rea ding, listening and speaking vocabularies. Benchmarks Scope and Sequence (Skills and Concepts) How We Teach It Student Data/Assessments Materials 1. Use words to describe and name people, places, and things. Know more than one word to describe particular referent. Synonyms Multiple meaning words. Context clues Choose new important words for children to learn daily from talk and books read aloud. Talk about what they mean. Provide examples and nonexamples of the meanings. Encourage students to use the words in their oral vocabulary. Teach words that increase students listening and oral vocabulary. Explicitly teach new words for known concepts. E.g. big enormous, immense E.g. mad angry, irate, furious, annoyed Play with words that students like. Encourage them to use new words. e.g like similar, resembles/ fond of, enjoy Play with words that relate to each other. Talk about words students don t know when they are encountered in text. Model how to use context to guess meaning. Anecdotal notes-noticing how students are incorporating new words in oral vocabulary. Read aloud books Charts Detailed pictures 2. Use words to describe location, size, color, shape and direction. 3. Use words to describe actions. Know more than one word to describe a particular action. 4. Recognize multiple meaning words. 5. Understand how words relate to each other from different perspectives. For

example, buy/sell, win/lose. 6. Use context to predict and infer word meanings. 7. Learn new words through explicit instruction. Draft 10 26 07

Reading Curriculum Planning Guide Example Kindergarten EXAMPLE: Grade level teams in each school will create their own curriculum guide based on the needs of their students. Sub-Strand: Comprehension STANDARD: The student will listen to and understand the meaning of text. Benchmarks Scope and Sequence (Skills and Concepts) How We Teach It Student Data/Assessments Materials 1. Demonstrate literal comprehension by asking and answering questions about narrative and informational text. Question generation Discuss books/ support students ability to monitor whether the story is making sense to them. Pose questions about characters and big ideas in text. e.g How did (character) feel? Would you want (character) as a friend? Why or why not? Why did (character) do (action)? What do you think the author wants us to learn from this story? What are some things we ve learned about ( )? Anectodal observations Prompted retelling Read alouds Charts 2. Make predictions from illustrations and story content. Predicting Model and provide practice -making predictions based on illustrations and parts of stories. Model how to predict what might happen next or extend a story based on evidence from text. Provide students opportunity to make purposeful predictions. 3. Write or draw a response that demonstrates comprehension of a text read to them. Description Imaging/visualizing Model and provide opportunities for students to draw and write personal responses to narrative and informational text. 4. Relate texts to prior knowledge and experiences. Activate background knowledge/prior knowledge Provide necessary background to students-talk about issues that relate to students lives and how characters or information in a text relates to what students know and experience in their lives

Draft 10 26 07

Reading Curriculum Planning Guide Example Kindergarten EXAMPLE: Grade level teams in each school will create their own curriculum guide based on the needs of their students. Sub-Strand: Literature STANDARD: The student will read or listen to a variety of texts. Benchmarks Scope and Sequence (Skills and Concepts) How We Teach It Student Data/Assessments Materials 1. Listen to and understand Read a range of genres to students. Choose read Read alouds the meaning of texts alouds for enjoyment. Big books representing a variety of Fiction genres (such as poetry, folk Non-fiction tales, drama, fantasy, Poetry realistic fiction, Book baskets informational and biographical texts) from America, as well as from Books bags for each student other countries. 2. Identify main characters Setting, plot-sequence of Talk about the parts of na rrative-provide students and story events and events, problem and opportunity to notice and talk about ch aracters, actions. solution conflict story resolution plot-problems and resolution, what the story meant to them. 3. Retell familiar stories using beginning, middle and end. Sequence/summarize Graphic organizers Provide opportunity for students to retell stories in their own words. Re-enact a story with events in correct sequence Prompted retellings Puppets Props pictures 4. Respond to literature Make connections: text to Discuss books. Model how to r eact to a book Response journals using details from the story text, text to self , text to relating back to the t ext. Provide students to make personal world. opportunity to talk about books/listen to each connections. other/respond to each other. 5. Listen to and look at Establish a purpose for Talk about what books offer us. e.g. enjoyment literature for personal reading-enjoyment and learning-Stories can help us under stand our enjoyment. (aesthetic) or learning new information (efferent)

own lives, we enjoy words and language, humor, gain information in narrative, poetry, and nonfiction about ourselves and the world around us. Draft 10 26 07

Reading Curriculum Planning Guide Example Kindergarten EXAMPLE: Grade level teams in each school will create their own curriculum guide based on the needs of their students. Sub-Strand: Speaking and Listening STANDARD: The student will communicate effectively through listening and speakin g. Benchmarks Scope and Sequence (Skills and Concepts) How We Teach It Student Data/Assessments Materials 1. Participate in and follow agreed-upon rules for conversation and formal discussions. Provide opportunity for discussion. Model how to react to a book relating back to the text. Provide students opportunity to talk about books and a variety of topics. Model and provide opportunity for students to practice active listening and responding to what others are saying. (accountable talk) Model and provide practice following directions. Model and provide opportunity to ask each other to clarify things they say. Model and provide practice for expressing feelings and needs with one another. Play with poetry and songs. Make note of and provide positive feedback for appropriate use of voice level. Anectdotal notes on students participation. checklists 2. Initiate and sustain conversations by bringing up topics that are likely to interest others and by adding comments and asking questions. 3. Follow two step directions. 4. Attend to and understand the meaning of messages. 5. Listen to others, signaling comprehension by clarifying, agreeing, empathizing, or comment as appropriate. 6. Communicate needs, feelings, experiences, and ideas to peers and adults. 7. Recite and respond to poems, rhymes and songs. 8. Respond orally to

language patterns in stories and poems. 9. Use voice level appropriate for language situation. 10. Ask and respond to questions Draft 10 26 07

Reading Curriculum Planning Guide Example Kindergarten EXAMPLE: Grade level teams in each school will create their own curriculum guide based on the needs of their students. Sub-Strand: Viewing STANDARD: The student will become familiar with the structure of printed materia l. Benchmarks Scope and Sequence (Skills and Concepts) How We Teach It Student Data/Assessments Materials 1. Follow print with a finger (words and text) from left to right and top to bottom Knows left-to-right /toptobottom directionality Understands how to turn pages in book. Model and provide practice for looking at the correct page, pointing and saying the words. Model and provide practice in noticing when reading doesn t make sense. During read aloud and shared reading talk about the parts of a book, the print, distinguish letters from words, sentences etc. Concepts of print-Clay Observation Survey Big books Leveled text 2. Turn pages sequentially from front to back. Identifies parts of book: front and back cover. 3. Identifies, letters, words, and sentences. Understands print contains information. Distinguish letters from words. Identify letters, words, sentences. Locate one word or two words. Draft 10 26 07