Kindergarten

ELA Pacing Guide Overview

The pacing guide is a tool to help teachers address the state standards while using the Christina School District Kindergarten ELA curriculum. To achieve this, the CSD Kindergarten ELA curriculum may need to be supplemented with a variety of other resources, such as, trade books, newspapers, magazines, and the Internet. To allow the teacher greater flexibility, pacing is indicated for each theme rather than individual stories. Although a daily read aloud is no longer listed, it is still expected to part of daily instruction.

Enduring understandings and essential questions from the standards are identified for each theme. These are the big ideas to guide the unit. The essential questions should focus instruction during the unit. It is encouraged that the themes essential questions be posted.

Dates are provided for all district assessments. Assessments are listed as formative or summative. Formative assessments are used to guide instruction. Summative assessments are given at set times during instruction when it is felt the student has mastered the concept. They show the student’s ability to use strategies and skills in another setting or with a new text.

Ongoing assessments include: grade-level created, school created, teacher created, selection tests, performance tasks, observation, etc.

Summative assessment may include the above, but must show student’s ability to transfer strategies and skills to new selections and situations.

The five strands of reading instruction (comprehension, phonics, phonemicawareness, vocabulary and fluency) are aligned to the core curriculum materials.

  • Whole group instruction should be 20 minutes daily concentrating on comprehension and vocabulary. The strategies and skills for mini-lessons are listed. Explicit vocabulary should be developed more deeply so that they become part of the students’ speaking vocabulary. Explicit vocabulary instruction of three selected words should take place weekly.
  • Phonics and phonemic awareness. New skills will be introduced during whole group time. However, in depth work is done in small group according to need.
  • Targeted Instruction (Differentiated Small Group Instruction) should be 30 minutes daily concentrating on individual student needs as determined by various diagnostic tools (spelling inventory, phonics inventory, kindergarten assessment, etc). The Targeted Instruction Binder lessons (available through your literacy coach/instructional coach) should be used during this time to specifically address the needs of each student.
  • Fluency activities will be include letter and sound recognition and high frequency word recognition. The high frequency words are a combination of words from Houghton Mifflin, CSD curriculum, and the Fry List. If these words are not in your core curriculum, you will need to incorporate these in other activities such as morning message and predictable charts. The HFWs assessed are in italics

The numbers (such as 2.4e), indicate the standard and the cluster expectation/performance indicator for that grade. Please reference them in the GLEs for more a detailed explanation of what is expected.

Kindergarten CSD ELA Curriculum Pacing Guide 2009-2010

Theme –ACommunity of Learners Dates – 9/1-9/18
Enduring Understandings:2) Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the ‘surface’ of the text to find the meaning. 6) Good readers may use many strategies that work, and they quickly try another one when the one they are using doesn’t work. They not only know many different strategies, but they never get stuck in persisting with one that isn’t working. 10) The impact of a text on a reader is influenced by the reader’s experience. 11) The reader’s interaction with text changes with time and experience. 13) Good readers employ strategies to help them understand text.
Essential Questions:5) What do good readers do? What do they do when they do not understand? How do texts differ? How should I read different types of text? 17) How does literature reveal us to ourselves?
Assessments / Formative:DIBELS(9/8 – 9/30)/ChristinaSchool District Kindergarten Assessment – Baseline
Summative: Anecdotal records and performance tasks that show student’s ability to use the strategy and skills in other settings**

Teacher Read Aloud

Selections:
Comprehensionlesson:
Skill(s):
Explicit Vocabulary(2.1): / Teacher Discretion/Possible choices:
David Goes To School The Little Engine That Could Swimmy Rainbow Fish Charlie the Caterpillar Hands Are Not For Hitting Me First The Ant & The Grasshopper
Making text to self connections (2.4k)
Story discussion
respect/cooperation/responsibility
Fluency
Shared ReadingSelection:
Skill:
HFW/s:(2.1):
Independent Reading: / Alphabet Song/ABC books(2.1) / ABC Song/ABC books(2.1)
Nursery Rhymes
Huggles’ Breakfast
front to back
a / ABC Song/ABC books(2.1)
Nursery Rhymes
Huggles Can Juggle
Title/Author(2.4bl/T)
an
Shared Writing Focus: / Build familiarity with print – left to right; top to bottom; concept of letter, word, sentence
Phonological Awareness
Listening Activities:
Rhyming Activities(2.1): / PAYC pg. 16*
Roll-a-rhyme – FPA pg. 36 / PAYC pg. 23*
Rhyme and Move – SRR #14
Phonics/ABeCeDarian(2.1) / Getting to Know You – Connecting Children’s Names to Letters and Sounds(2.1)
(Month-by-Month Reading and Writing for Kindergarten – Cunningham)
Social Studies / Follow the Rules (Citizenship)
Science

*See last page for Kindergarten Pacing Guide Resources-08-09

**Summative assessment may include the above but must show students ability to transfer strategies and skills to new selections and situations.

Theme1- All About Me Dates – 9/21-10/8
Enduring Understandings:5) Different readers may respond to the same text in different ways. The better responses are those that provide greater insight into the text and/or the issues raised. 6) Good readers may use many strategies that work, and they quickly try another one when the one they are using doesn’t work. They not only know many different strategies, but they never get stuck in persisting with one that isn’t working. 9) Different types of text (e.g., narrative, mystery, biog., expository, and persuasive) have different structures. Understanding a text structure helps a reader better understand its meaning. 10) The impact of a text on a reader is influenced by the reader’s experience. 11) The reader’s interaction with text changes with time and experience. 12) A good story has a pattern or plan. 13) Good readers employ strategies to help them understand text.
Essential Questions: 5)What do good readers do? What do they do when they do not understand? How do texts differ? How should I read different types of text? 8) What’s new and what’s old here? Have we run across this idea before? So what? What does it matter? 17) How does literature reveal us to ourselves?
Assessments / Formative:DIBELS(9/8 – 9/30)/CSD K Assessment baseline
Summative: Anecdotal records and performance tasks that show student’s ability to use the strategy and skills in other settings

Teacher Read Aloud

Selections:
Comprehensionlesson:
Skill(s):
Explicit Vocabulary(2.1): / I Like Me
*Chrysanthemum (2 days)
Making Connections(2.3c,2.4k)
Main Character (2.4bL)
*giggle/perfect/absolutely / From Head to Toe
We Are All Alike…
All I Am
Making Connections(2.3c.2.4k)
Descriptive vocabulary/graphic organizer(2.4e)
Size words – big/little/bigger/huge/enormous / Peter’s Chair
Whistle For Willie
Families Are Different
Making Connections(2.3c2.4k)
Compare/Contrast stories
Size words - small/tiny/gigantic
Fluency
Shared ReadingSelection:
Skill:
HFW/s:(2.1):
Independent Reading: / ABC Song/ABC books(2.1)
Nursery Rhymes
The Birthday Cake
Front to back
a / ABC Song/ABC books(2.1)
Letter-Sound Match(2.1)
I Like Me
Tracking Print
at / ABC Song/ABC books(2.1)
Letter-Sound Match (2.1)
Reread/Review
The Box
Shared Writing Focus: / Build familiarity with print – left to right; top to bottom; concept of letter, word, sentence
Phonological Awareness
Listening Activities:
Rhyming Activities(2.1): / PAYC pg 17*
Head, Shoulders song – initial sound substitute / PAYC pg 17*
PAYC–rhyming stories/FPA p40 / PAYC pg 25 *
LA pg 159 & 160
Phonics/ABeCeDarian(2.1) / Initial Sounds/ Getting to Know You – Connecting Children’s Names to Letters and Sounds / ABeCeDarian – Unit 1 (2.1)
Social Studies / Looking at People (Culture)
Science
Theme2– Fall is All Around Dates – 10/13-10/30
Enduring Understandings: 5) Different readers may respond to the same text in different ways. The better responses are those that provide greater insight into the text and/or the issues raised. 6) Good readers may use many strategies that work, and they quickly try another one when the one they are using doesn’t work. They not only know many different strategies, but they never get stuck in persisting with one that isn’t working. 10) The impact of a text on a reader is influenced by the reader’s experience. 11) The reader’s interaction with text changes with time and experience. 12) A good story has a pattern or plan.
Essential Questions:5)What do good readers do? What do they do when they do not understand? How do texts differ? How should I read different types of text? 8) What’s new and what’s old here? Have we run across this idea before? So what? What does it matter? 17) How does literature reveal us to ourselves?
Assessments / Formative:DIBELS progress monitor/Teacher Observation/Anecdotal Notes
Summative:Anecdotal records and performance tasks that show student’s ability to use the strategy and skills in other settings

Teacher Read Aloud

Selections:
Comprehension lesson:
Skill(s):
Explicit Vocabulary(2.1): / Seasons
Autumn Leaves
Red Leaf, Yellow Leaf
*An Apple a Day
Making connections (2.3c)
KWL/Conventions of non-fiction(2.4e,2.3a)
*several/tiny/usually / Picking Apples and Pumpkins
*Pumpkin, Pumpkin
In a Dark, Dark Wood
The Lonely Scarecrow
Making Connections (2.3c)
Sequencing (2.4e)
*scooped/collapsed/bruised / *Blueberries for Sal
Squirrels
Nuts to You
Frederick
Monitor/Clarify (2.3c)
Story structure: character/setting(2.4bL)
*hustle/tremendous/struggle
Fluency
Shared ReadingSelection:
Skill:
HFW/s:(2.1):
Independent Reading: / Letter-Sound Match (2.1) /Poems
I See Shapes
Left to right
I
What’s Round / Letter-Sound Match (2.1) /Poems
I See Colors
Picture clues(2.3c)
see / Letter-Sound Match (2.1) /Poems
Listen
Tracking print
the/to
My Painting
Shared Writing Focus: / Build familiarity with print – left to right; top to bottom; concept of letter, word, sentence
Teaching beginning writing skills – organizing ideas, letter formation, introduce capitalization and punctuation (1.1)
Phonological Awareness
Listening Activities:
Rhyming Activities(2.1):
Word /Sentences: / PAYC pg 26*
FPA pg 75
PAYC pg 40 / PAYC pg 18*
FPA pg 42
PAYC pg 41 / FPA pg 76*
FPA pg 74
PAYC pg 43
Phonics/ABeCeDarian(2.1) / Unit 1 (2.1)
Social Studies
Science / Trees
Theme3- My Five Senses Dates – 11/2-11/19
Enduring Understandings: 6) Good readers may use many strategies that work, and they quickly try another one when the one they are using doesn’t work. They not only know many different strategies, but they never get stuck in persisting with one that isn’t working. 10) The impact of a text on a reader is influenced by the reader’s experience. 11) The reader’s interaction with text changes with time and experience. 13) Good readers employ strategies to help them understand text.
Essential Questions:5)What do good readers do? What do they do when they do not understand? How do texts differ? How should I read different types of text?
Assessments / Formative:DIBELS progress monitor/Practice Retell/Teacher Observation/Anecdotal Notes
Summative:CSD KN assessment

Teacher Read Aloud

Selections:
Comprehensionlesson:
Skill(s):
Explicit Vocabulary(2.1): / See, Hear, Touch, Taste, Smell
Seven Blind Mice
What’s in My Pocket?
Monitor/Clarify(2.3c)
Noting details
senses/smell/see/taste/touch/hear / The Shape of Things
little blue and little yellow
Cat’s Colors
Predict/Infer(2.3c,2.4a)
Descriptive words
rough/smooth/soft/hard / Noisy Nora
Mice Squeak, We Speak
Who’s Making That Smell?
Predict/Infer (2.3c,2.4a)
Sequence
quiet/noisy
Fluency
Shared ReadingSelection:
Skill:
HFW/s:(2.1):
Independent Reading: / Letter-Sound Match (2.1) /Poems
Making Patterns
return sweep
in / Letter-Sound Match (2.1) /Poems
Our Pumpkin
concept of word
we/on
Apple Star / Letter-Sound Match (2.1) /Poems
In the Mirror
Punctuation (.)
my
Shared Writing Focus: / Build familiarity with print/Teach beginning writing skills/Teach beginning reading skills (high frequency words)
Phonological Awareness
Listening Activities:
Rhyming Activities(2.1):
Word /Sentences: / PAYC pg 22*
FPA pg 73
PAYC pg 45 / FPA – teacher choice*
PAYC pg. 44 / FPA – teacher choice*
PAYC – teacher choice
Phonics/ABeCeDarian / Unit 2 (2.1)
Social Studies
Science / Senses
Theme4- Once Upon a Time Dates – 11/30-12/23
Enduring Understandings:: 1) Great literature provides rich and timeless insights into the key themes, dilemmas, and challenges that we face. They present complex stories in which the inner and outer lives of human beings are revealed. 2) Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the ‘surface’ of the text to find the meaning. 9) Different types of text (e.g., narrative, mystery, biog., expository, and persuasive) have different structures. Understanding a text structure helps a reader better understand its meaning.12) A good story has a pattern or plan.13) Good readers employ strategies to help them understand text.
Essential Questions:5)What do good readers do? What do they do when they do not understand? How do texts differ? How should I read different types of text?8) What’s new and what’s old here? Have we run across this idea before? So what? What does it matter? 9) What lies beneath the surface of this text? How much does this matter? How can I uncover it? What does a reader gain by retelling a story?
Assessments / Formative:DIBELS progress monitor/Practice Retell/CSD KN assessment/ Teacher Observation/Anecdotal Notes
Summative:Anecdotal records and performance tasks that show student’s ability to use the strategy and skills in other settings

Teacher Read Aloud

Selections:
Comprehensionlesson:
Skill(s):
Explicit Vocabulary(2.1): / *Jack and the Beanstalk
*Jim and the Beanstalk
Three Billy Goats Gruff
Making connections – text-to-text
Fantasy/realism, graphic organizer
*crept/nod/grabbed / *Goldilocks and The Three Bears (Brett)
*Goldilocks and The Three Bears (Marshall)
Beware of the Bears
Making connections – text-to-text(2.4g)
character/setting/begin/middle/end(2.4bL)
*huge/wee/gruff / *The Gingerbread Man
*The Gingerbread Boy
The Runaway Pizza
Goodnight, Goodnight
Making connections – text-to-text
Character/setting/ begin/middle/end
*proud/politely/strutted
Fluency
Shared ReadingSelection:
Skill:
HFW/s:(2.1):
Independent Reading: / Letter-Sound Match(2.1)/Nursery Rhymes
I Can Read
concept of sentence
can
My Feet / Letter-Sound Match (2.1) Nursery Rhymes
Jigaree
-ing ending/rhyme(2.4c)
me
Who Do I See? / Letter-Sound Match (2.1) Nursery Rhymes
The Gotcha Box
Punctuation (!)
is
Shared Writing Focus: / Build familiarity with print /Beginning Writing Skills/Teach beginning reading skills
Build Phonics Skills – letter sound association/initial and final sound
Phonological Awareness
Rhyming Activities(2.1):
Word /Sentences:
Syllable: / PAYC pg 31 – Silly Sally*
PAYC pg 45
LA pg 2-41 / PAYC pg 31/ Nursery Rhymes*
LA pg 2-29
PAYC pg 56 / Nursery Rhymes*
PAYC pg 47
PAYC pg 53/WPA pg 63
Phonics/ABeCeDarian(2.1) / Unit 3 (2.1) / Unit 4 (I, n) (2.1)
Social Studies / Long Ago and Today (Patterns)/My Place on Earth (Patterns)
Science
Theme5–Winter Wonders Dates – 1/4-1/22
Enduring Understandings:: 1) Great literature provides rich and timeless insights into the key themes, dilemmas, and challenges that we face. They present complex stories in which the inner and outer lives of human beings are revealed. 2) Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the “surface” of the text to find the meaning. 6) Good readers may use many strategies that work, and they quickly try another one when the one they are using doesn’t work. They not only know many different strategies, but they never get stuck in persisting with one that isn’t working. 10) The impact of a text on a reader is influenced by the reader’s experience. 13) Good readers employ strategies to help them understand text.
Essential Questions:8) What’s new and what’s old here? Have we run across this idea before? So what? What does it matter? What does a reader gain by retelling a story?
Assessments / Formative:DIBELS Benchmark (1/4 – 1/22)/Practice Retell/CSD KN assessment/ Teacher Observation/Anecdotal Notes
Summative: Anecdotal records and performance tasks that show student’s ability to use the strategy and skills in other settings

Teacher Read Aloud

Selections:
Comprehensionlesson:
Skill(s):
Explicit Vocabulary(2.1): / A Winter Day
Snow is Falling
*Snowballs
Imagery(2.3c)
KWL(2.3a)/Noting detail
*stuff/shrinking/blob / *The Snowy Day
Millions of Snowflakes
Animals In Winter
Making connections –text-to-self(2.4k)
Classify
*dragged/adventures/heaping / *The Mitten (Brett)
*The Mitten (Tresselt)
*The Hat
Making connections – text-to-text
Compare text
*tight/generous/trudging
Fluency
Shared ReadingSelection:
Skill:
HFW/s:(2.1):
Independent Reading: / Letter-Sound Match (2.1) /Poems
Look Out Dan!
Punctuation (!)
he / Letter-Sound Match (2.1) /Poems
Yuck Soup
concept of word/sentence
go/of
Snow / Letter-Sound Match (2.1) /Poems
Monster Sandwich
Picture clues(2.3c)
it/be
Shared Writing Focus: / Teach beginning writing skills/Build phonics skills/Build phonological awareness – listen for initial/final sounds
Phonological Awareness
Rhyming Activities(2.1):
Syllable:
Initial/Final Sound: / WPA pg 52*
WPA pg 24
WPA pg 47 / WPA pg 45*
SIA pg 57
WPA pg 52 / WPA pg 61*
PAYC pg 51
WPA pg 37
Phonics/ABeCeDarian(2.1) / Unit 4 (2.1) / Unit 5 (2.1) / Unit 6 (2.1)
Social Studies / My Place On Earth (Patterns)
Science / Trees
Theme6- Friends and Neighbors Dates – 1/25-2/26
Enduring Understandings: 1) Great literature provides rich and timeless insights into the key themes, dilemmas, and challenges that we face. They present complex stories in which the inner and outer lives of human beings are revealed. 2) Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the ‘surface’ of the text to find the meaning. 6) Good readers may use many strategies that work, and they quickly try another one when the one they are using doesn’t work. They not only know many different strategies, but they never get stuck in persisting with one that isn’t working. 10) The impact of a text on a reader is influenced by the reader’s experience. 12) A good story has a pattern or plan. 13) Good readers employ strategies to help them understand text.