Longview ISDKindergarten ELA Unit 1-1-6

Kindergarten TEKS with Specificities
K.1Listening/Speaking/Purposes. The student listens attentively and engages actively in a variety of oral language experiences.
K.1FIdentify the musical elements of literary language such as its rhymes or repeated sounds
(K-1).
K.5Reading/Print Awareness. The student demonstrates knowledge of concepts of print.
K.5ARecognize that print represents spoken language and conveys meaning such as his/her own name and signs such as Exit and Danger (K-1).
•Recognizes environmental print, labels, signs and his/her name
•Utilizes word wall
•Participates in shared and interactive writing
K.5DKnow the difference between individual letters and printed words (K-1).
•Frame letters and words in continuous text (shared reading, guided reading.)
K.5EKnow the difference between capital and lowercase letters
(K-1).
•Identify the difference between capital and lowercase letters in big books and other text.
K.5GUnderstand that spoken words are represented in written language by specific sequences of letters (K-1).
•Recognizes high frequency words in print.
K.5HRecognize that different parts of a book such as cover, title page, and table of contents offer information (K-1).
•Identifies the title, author and illustrator on the cover and title page.
•Recognizes table of contents.
K.6Reading/Phonological Awareness. The student orally demonstrates phonological awareness (an understanding that spoken language is composed of sequences of sounds).
K.6CProduce rhyming words and distinguish rhyming words from non-rhyming words (K-1).
•Identify rhyming words through poems, nursery rhymes and songs. / K.7Reading/Letter-Sound Relationships. The student uses letter-sound knowledge to decode written language.
K.7AName and identify each letter of the alphabet (K-1).
•Recognize the names of the letters in sequence and in random order (upper and lowercase.)
•Matches capital to lowercase letters.
K.7BUnderstand that written words are composed of letters that represent sounds (K-1).
•Associate letters with sounds in written words during the reading of continuous text.
K.10Reading/Literary Responses. The student responds to various texts.
K.10DDescribe how illustrations contribute to the text (K-1).
•Take picture walks to establish meaning of text.
•Use picture clues as a reading strategy.
K.11Reading/Text Structures/ Literary Concepts. The student recognizes characteristics of various types of texts.
K.11EUnderstand literary terms by distinguishing between the roles of the author and illustrator (K-1).
Distinguish between roles of the author and the illustrator.
•Recognizes the author writes the words of the story.
•Recognizes the illustrator draws the pictures.
K.12Reading/Inquiry/Research. The student generates questions and conducts research about topics introduced through selections read aloud and from a variety of other sources.
K.12DLocate important areas of the library/media center (K-1).
Locate:
•Check-out desk
•Reference books
•Fiction books / K.14Writing/Spelling/Penmanship. The student develops the foundations of writing.
K.14AWrite his/her own name and other important words (K-1).
Write with increasing fluency and automaticity including:
•Prints his or her own name with appropriate placement of capital and lower-case letters
•Print family member names and/or other words meaningful to individual students
•Print some high frequency words
K.14EGain increasing control of penmanship such as pencil grip, paper position, and beginning stroke (K).
K.15Writing/Composition. The student composes original texts.
K.15ADictate messages such as news and stories for others to write (K-1).
Dictate messages through:
•Morning messages
•Reading responses
•Shared writing
______
Word Works Lessons
Pinnell & Fountas
Week 1: establish routines
Week 2: ELC1, ELC 2 PA1,
Week 3: PA2, LK1, LK2
Week 4: LK3, LK4, ELC3
Week 5: PA3, PA4, PA5
Week 6: PA6, PA7, LK5
Estrellita Program
for Bi-Lingual
Sonidos iniciales
Note: Last two weeks may be used to make-up missed lessons.

8/27/2007DRAFT