Kindergarten
Fourth Grading Period Reading CURRICULUM OVERVIEW
Big Idea / RationaleForm, Function and Inter-relationships
An integrated curriculum deepens children’s knowledge of themselves and the world around them. Literacy skills such as phonemic awareness, alphabetic principle, vocabulary development, fluency and comprehension, are taught and learned in a relevant real-world context that builds on their understanding of the functions of the world in which they live. Children begin to learn about the individual parts of a system, the role each part plays and how these parts interact to function as a whole. / By now, children have learned letters and sounds and are gaining a better understanding of how each inter-relates with the other to form words, sentences and stories. By applying their literacy skills, young children begin to see that each component has a function that together forms good reading practices. As they listen, read and write about living objects, plants and the ocean, they begin to see the connections and learning becomes meaningful and relevant.
TEKS / TEKS Specificity - Intended Outcome
Concepts / (1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences. The student is expected to:
(C) participate in rhymes, songs, conversations, and discussions
(D) listen critically to interpret and evaluate (K-3);
(E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works
(2) Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:
(A) connect experiences and ideas with those of others through speaking and listening
(3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions. The student is expected to:
(C) ask and answer relevant questions and make contributions in small or large group discussions
(D) present dramatic interpretations of experiences, stories, poems, or plays (K-3); and
(E) gain increasing control of grammar when speaking such as using subject-verb agreement, complete sentences, and correct tense
(4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words. The student is expected to:
(B) use vocabulary to describe clearly ideas, feelings, and experiences
(C) clarify and support spoken messages using appropriate props such as objects, pictures, or charts
(D) retell a spoken message by summarizing or clarifying (K-3).
(5) Reading/print awareness. The student demonstrates knowledge of concepts of print. The student is expected to:
(E) know the difference between capital and lowercase letters (K-1);
(F) recognize how readers use capitalization and punctuation to comprehend (K-1);
(G) understand that spoken words are represented in written language by specific sequences of letters (K-1)
(6) Reading/phonological awareness. The student orally demonstrates phonological awareness (an understanding that spoken language is composed of sequences of sounds). The student is expected to:
(C) produce rhyming words and distinguish rhyming words from non-rhyming words
(D) identify and isolate the initial and final sound of a spoken word (K-1); / ” I CAN” statements highlighted in yellow should be displayed for students.
I can: (Yo puedo)
· Listen to stories read aloud.
· Make connections to stories read aloud.
· Answer questions and participate in discussions.
· Retell stories by acting them out.
· Understand that what is said can be written.
· Use new vocabulary to describe ideas, feelings and experiences.
· Name upper and lower case letters.
· Track words read during shared reading.
· Name the parts of a book.
· Show an understanding that print moves left to right and top to bottom.
· Show an understanding that written words are separated by spaces.
· Use rhyming skills to form new words.
· Name common sounds letters represent.
· Name initial and ending sounds of words.
· Blend letter-sounds to begin to read
· Give meanings of words and use new vocabulary through meaningful/concrete experiences
· Learn new vocabulary by listening to and discussing parts of a read aloud
· Recognize and read high frequency words.
· Predict what might happen next in a story read to me.
· Ask and answer questions about the setting, characters, and parts of stories read aloud.
· Retell or act out the order of a story read aloud.
· Use what I already know to make sense of texts
(E) blend sounds to make spoken words such as moving manipulatives to blend phonemes in a spoken word
(F) segment one-syllable spoken words into individual phonemes, clearly producing beginning, medial, and
final sounds (K-1). / · Tell the difference between fiction and nonfiction, including fact and fantasy
· Draw conclusions from information gathered
· Use pictures, print, and people to gather information and answer questions
(7) Reading/letter-sound relationships. The student uses letter-sound knowledge to decode written language. The student is expected to:
(A) name and identify each letter of the alphabet
(B) understand that written words are composed of letters that represent sounds
(C) learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read
(8) Reading/vocabulary development. The student develops an extensive vocabulary. The student is expected to:
(A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences
(B) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud
(C) identify words that name persons, places, or things and words that name actions (K-1).
(9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud. The student is expected to:
(A) use prior knowledge to anticipate meaning and make sense of texts
(B) establish purposes for reading or listening such as to be informed, to follow directions, and to be entertained
(C) retell or act out the order of important events in stories
(10) Reading/literary response. The student responds to various texts. The student is expected to:
(A) listen to stories being read aloud
(B) participate actively (react, speculate, join in, read along) when predictable and patterned selections are read aloud
(C) respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation
(11) Reading/text structures/literary concepts. The student recognizes characteristics of various types of texts. The student is expected to:
(A) distinguish different forms of texts such as lists, newsletters, and signs and the functions they serve (K-3);
(B) understand simple story structure (K-1);
(C) distinguish fiction from nonfiction, including fact and fantasy (K-3);
(D) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2); and
(E) understand literary terms by distinguishing between the roles of the author and illustrator such as the author writes the story and the illustrator draws the pictures
(12) Reading/inquiry/research. The student generates questions and conducts research about topics introduced through selections read aloud and from a variety of other sources. The student is expected to:
(A) identify relevant questions for inquiry such as "Why did knights wear armor?" (K-3);
(B) use pictures, print, and people to gather information and answer questions
(C) draw conclusions from information gathered
(D) locate important areas of the library/media center .
(13) Reading/culture. The student reads or listens to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:
(A) connect his/her own experiences with the life experiences, language, customs, and culture of others
(B) compare experiences of characters across cultures
(14) Writing/spelling/penmanship. The student develops the foundations of writing. The student is expected to:
(C) use phonological knowledge to map sounds to letters to write messages (K-1);
(D) write messages that move left-to-right and top-to-bottom on the page
(E) gain increasing control of penmanship such as pencil grip, paper position, and beginning stroke
(15) Writing/composition. The student composes original texts. The student is expected to:
(C) write to record ideas and reflections (K-3);
(D) generate ideas before writing on self-selected topics (K-1);
(E) generate ideas before writing on assigned tasks (K-1);
(16) Writing/inquiry/research. The student uses writing as a tool for learning and research. The student is expected to:
(B) record or dictate his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, and showing connections among ideas
Evidence of Learning
Using TPRI, 80 % of the students will meet end of the year expectations.
CURRICULUM GUIDE
· How do we use letters?
· How do letters and sounds make words?
· How do words change if we remove a sound?
· How do words work together?
· How are books organized?
· How can learning new words help us understand what we read?
· How can we learn new words and make them part of our vocabulary?
· How can we relate to the characters in stories that are read aloud to us?
· How can I tell reality from fiction? / · Child separates a four word sentence into individual words. (Pre-K III. B.1)
· Child combines syllables into words.(Pre-K III.B.4)
· Can produce a word that rhymes with a given word. (Pre-K III.B.6)
· Child recognizes 10 letter sounds. (Pre-K III. C.3)
· Child retells or reenacts a story after it is read aloud. (Pre-K III. D.1)
· Child asks and answers appropriate questions about the book. (Pre-K III . D.3)
· Child asks to be read to or asks the meaning of written text. (Pre-K III. A.3)
· Child uses books and other written materials to engage in reading-like behavior.
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will … / So students can… / Resources
WEEK 1: Everything Grows
Day 1-5
Morning Message: (10 minutes)
The Morning Message is a daily interactive activity that introduces students to the writing process as well as concepts of print. Note: In an effort to maximize instructional time, we strongly suggest that the message be written in advance and not be done as interactive writing. Be sure to include the high frequency words that are being introduce each particular week. . The message may include the day of the week, the weather, information about the day’s activities, the “I can” statements and/or a quote from a student. Children can do interactive activities such as counting the number of words in a sentence, the number of letters in a word, and highlighting identical words or selected letters. As you and your students read the Morning Message , focus on the following concepts:
· Left to right progression of text
· Return sweep
· Print carries a message
· Punctuation, like period and question mark
· One to one correspondence
· Spaces between words
After reading the Morning Message together, cut a couple of Wikki Stix in half and bend them into circles. Select a couple of letters or high frequency words for the students to search for in the Morning Message (AKA- Mystery Letters or Mystery Words). As the students find the letters or words in the message, have them come up to the chart and place the Wikki Stix circles around them. / During the Morning Message the students will:
· Review concepts of print.
· Look for familiar letters in text.
· Look for familiar high frequency words in the text.
· Begin to read familiar text. / Microsoft Clipart
Links: (20 minutes)
Follow the Daily Instructional Routines in the Links to Reading First , Unit 5 Week 4
Day 1 / Day 2 / Day 3 / Day 4 / Day 5
· Phonemic Awareness:
Introduce and listen for /e/,
Identify initial and
medial /e/
Connect Sound to Letter: Recognize, Review and practice initial and medial e/e/
· Integrate Sounds and Letters: Review letter Names and Sounds: Ee, Jj Ll, Oo, Pp,Tt, Vv, Ww
Blend phonemes
· Non-decodable Words-Introduce High Frequency Words- that, you
Review: get, what, where
Pgs. 34-35 / · Phonemic Awareness:
Review, Isolate and Identify initial and medial /e/
· Connect Sound to Letter: Introduce and Practice Initial and medial e/e/
· Integrate Sounds and Letters: Review Letter Names and Sounds: Aa, B, Ee, Gg, Mm, Nn, Ss, Tt, Vv, Ww
Practice Blending Strategy: a, b, e, g, m, n, s, t, v, w
· High-Frequency Words- Practice Non-decodable Words: you, that
Review Non-decodable words get, where, what
Pgs. 36-37 / · Phonemic Awareness:
Discriminate initial and medial /e/
· Connect Sound to Letter: Review Letter Names and Sounds
Practice Blending Strategy: a,b,c,d,e,g,h,i,l,n,o,p,s,t
· Non-decodable Words- Review High-Frequency Word-a
· Decodable Reader 32
Pgs. 38-39 / · Phonemic Awareness: Review, isolate and distinguish /v/ and /e/.
· Connect Sound to Letter: Review and Practice e/e/ and v/v/ words.
· Integrate Sounds and Letters: Review Letter Names and Sounds: Ee, Bb, Ll, Nn, Oo, Pp, Tt, Vv, Ww; Practice Blending Strategy: e, b, l, n, o, p, t, v, w
· High-Frequency Words- Practice Non-decodable Words: you, that
Review Non-decodable words get, where, what
Pgs. 39-41 / · Phonemic Awareness: Review and Assess Initial and Medial /e/.
· Connect Sound to Letter: Review and Assess: initial and medial e/e/.
· Integrate Sounds and Letters: Cumulative Review; Practice Blending Strategy: a, b, c, d, e, g, h, I, l, n, o, p, s, t
· Non-decodable Words- Review High Frequency Words
· Decodable Reader 32: Repeated Readings
Pgs. 41-43
Destrezas de conciencia fonémicas y fonéticas: Lectura Volumen Cinco
Día 1 / Día 2 / Día 3 / Día 4 / Día 5
· Silabas con j
· Cartel de rimas y canciones de fonética 28- El caballito de José
· Relacionar el sonido y la letra-emparejar sonidos y letras
· Palabras de uso frecuente: ese y un
Pg. 145 / · Silabas con la j
· Cartel de rimas y canciones de fonética 28- El caballito de José
· Relacionar el sonido y la letra- ja, je, ji, jo, ju
Pg. 149 / · Silabas ja, je, ji, jo, ju
· Explorar las ilustraciones del librito de fonetica- Los amigos de Jovita
Pg 153 / · Silabas ja, je, ji, jo, ju