Grade Level Expectations
GLE 0001.1.3 Develop and maintain phonological awareness.
GLE 0001.1.4 Begin to explore the alphabetic principle.
Common Core State Standards
Print Concepts
· 1. Demonstrate understanding of the organization and basic features of print.Phonological Awareness
2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).Phonics and Word Recognition
3. Know and apply grade-level phonics and word analysis skills in decoding words.
F Fluency4. Read emergent-reader texts with purpose and understanding.
o
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Core standards not covered in TN standards.
* c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
5. With guidance and support from adults, explore word relationships and nuances in word meanings.
· 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.Checks for Understanding
(Formative/Summative Assessment) / Activities/Strategies
I A 0001.1.3 Use capitalization when writing names. ☺
I A0001.1.4 Spell own first and last name. ☺
I 0001.1.5 Attempt to spell simple words using pre-to-early phonetic knowledge, sounds of the alphabet, and knowledge of letter names.
I A0001.1.6 Read high frequency words (e.g., the, and, can, color words, number words). ☺
I 0001.1.7 Recognize nonlinguistic representations of words (e.g., picture dictionary, room labels, common symbols such as stop signs).
I 0001.1.9 Build vocabulary by reading, listening to, and discussing a variety of literature.
Phonemic Awareness
I 0001.1.10 Maintain phonemic awareness.
· I Understand that a phoneme is one distinct sound.
· I Recognize and produce rhyming words.
· I Recognize words that have the same beginning and ending sounds.
· I A Understand words are made up of one or more syllables (e.g., students clap syllables in words.) ☺
Phonics
0001.1.11 Apply phonics generalizations in order to decode words.
· I A Recognize and name all upper and lowercase letters of the alphabet. ☺
· Understand that as letters of a word change, so do the sounds (alphabetic principle).
· I A Matches sounds to appropriate letters. ☺ / · Model for students how to write their name “rainbow writing”, tracing, painting.
· Put student name and picture on the word wall.
· Use sound cards daily and red sound tents to practice spelling and blending.
· Read Alouds – You will want to read several read-alouds each day. You can teach front cover, author, etc. You will also want to ask questions and have children make predictions as you read. Always model what a good reader is thinking while you read (linking to prior knowledge, main idea, etc.)
· See your media specialist for the following titles:
Ginger, Lilly’s Purple Plastic Purse, In the Rain with Baby Duck, Three Little Kittens, Mike and His Steam Shovel, Miss Bindergarten Gets Ready for Kindergarten, It’s Mine!, A Tree for Me, My Five Senses
· Shared Reading – You will want to visit shared reading text several times for a short lesson each time. You might use the same text for a week and pull out a different teaching point or two each time.
During the first read, model:
→Fluent expressive reading
→Book language
→Reading strategies, such as problem-solving, corss-checking, self-correcting
Teaching points during rereads may include:
· Concepts About Print: directionality, one-to-one matching, distinguishing letter, word, sentence; return sweep, text structure
· Alphabetic Principle: letter recognition, letter formation, letter-name correspondence, alphabetic order
· Phonemic Awareness / Phonics: rhythm of language, rhyming, syllabication, onset and rime, alliteration, chunking and blending, segmentation, consonants, blends, vowels, digraphs, diphthongs
· Vocabulary: high frequency words, parts of speech (e.g., nouns, pronouns, verbs, adjectives), content area vocabulary
· Comprehension: background knowledge, predicting, imaging, main idea and details, sequencing, questioning, summarizing/retelling, cause and effect, inferring
· Written Language Conventions: punctuation and capitalization, sentence structure, grammar, parts of speech, contractions, suffixes, prefixes, root words
· Guided Reading – Guided reading texts may be selected from the Macmillan McGraw-Hill leveled books or the bookroom collection based on the student’s instructional level as determined by assessments. Macmillan McGraw-Hill leveled books are not instructionally sequential. When using these leveled books, check the reading level on the back of the book and locate the accompanying lesson in the manual’s yellow (small group) pages.
· Independent Reading – During daily independent reading time, allow students to read appropriate books on their level or familiar texts. Place books from prior guided reading lessons in their book packets or browsing boxes.
Phonemic Awareness
· Using a mirror, have students watch their mouth as they say the letter sounds.
· Discuss what their lips and tongue do for each sound.
· Clap students’ names.
· Have students find the “Oddball Out”. Say three words with two that have the same beginning sound. They call out the one that is different.
· Add students’ names to word wall.
· Introduce and practice all sounds cards daily.
Standard 2: Communication
Grade Level Expectations
GLE 0001.2.1 Develop critical listening skills essential for comprehension, problem solving, and task completion.
GLE 0001.2.2 Develop critical speaking skills essential for effective communication.
Common Core State Standards
Comprehension and Collaboration
· 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.o Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
o 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. Presentation of Knowledge and Ideas
· 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.
Checks for Understanding
(Formative/Summative Assessment) / Activities/Strategies
Listening
I 0001.2.1 Use appropriate listening skills (e.g., do not interrupt, face speaker, ask questions).
I 0001.2.2 Listen attentively to speaker for specific information.
I 0001.2.3 Understand and follow simple two-step oral directions.
Speaking
I 0001.2.5 Use rules for conversation (e.g., raise hands, take turns, and focus attention on speaker).
I 0001.2.6 Speak clearly, properly, and politely, and recognize the difference between formal and informal language.
I 0001.2.8 Participate in group discussion.
· Work productively in group discussion for a particular purpose (e.g., respond to literature, solve a problem).
· Ask and respond to questions from teacher and other group members. / Activities
· Encourage students to develop a list of rules for class discussion.
· Use a “talking” stick to encourage turn-taking in group discussion. The student who is holding the talking stick has the floor.
· Use a gesture (hand signal or maintain ey contact with the student who is sharing to provide non-verbal cues for students who may interrupt inappropriately.
· Provide opportunities for students who monopolize the discussion to draw or write about additional thoughts or ideas.
· Use corrective feedback to address grammatical errors as you restate students’ responses.
· Ask students to restate simple directions or procedures for center use, class routines, etc.
· Use cloze procedure when reading a story and allow students to fill in rhyming words, repeating pattern, etc.
· Provide opportunities for student to recite or sing familiar nursery rhymes, poems of the week, songs, etc.
· Provide opportunities for students to share daily writing.
· Teach the Think, Pair, Share process. Students first think about a question or problem independently, then share their ideas with a partner, and finally, share with the group.
· Establish a listening center where students may listen to selections previously shared in read aloud or shared reading sessions.
Utilize rest periods or quiet periods as a time for listening to music or stories on tape.
Standard 3- Writing
Grade Level Expectations
GLE 0001.3.1 Use basic knowledge of simple capitalization and punctuation rules.
GLE 0001.3.2 Emply a variety of strategies to generate story ideas.
GLE 0001.3.3 Compose simple stories with teacher assistance.
GLE 0001.3.4 Compose simple stories with teacher assistance.
GLE 0001.3.5 Evaluate own and group writing using a simple classroom rubric.
Common Core State Standards
Text Types and Purposes
· 1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).· 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.
Production and Distribution of Writing
· 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.
Research to Build and Present Knowledge
· 7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).· 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Range of Writing
· NAChecks for Understanding
(Formative/Summative Assessment) / Activities/Strategies
I 0001.3.1 Brainstorm ideas with teachers and peers, use graphic organizers (e.g., webs, charts, diagrams) independently and/or in group, draw pictures to generate ideas, and use a variety of resources to gather information.
I 0001.3.4 Create legible documents for reading by forming legible upper and lower case letters, writing from left to right and top to bottom, and tracing and reproducing letters and words correctly.
I 0001.3.6 Incorporate suggestions from teachers and peers. / www.eduplace.com
· Click on graphic organizers (located in the lower right-hand corner). Use templates to generate ideas.
· Do shared and interactive writing activities.
Standard 5: Logic
Grade Level Expectations
GLE 0001.5.1 Develop an understanding of sequential events.
GLE 0001.5.2 Recognize the relationship of actions and consequences.
Checks for Understanding
(Formative/Summative Assessment) / Activities/Strategies
I 0001.5.1 Arrange three items or events in sequential order.
I 0001.5.2 Identify the likely consequence of a particular action. / · Arrange picture cards in sequential order to tell a story.
· Make shared writing stories on “How To” activities (how to tie shoes, make a sandwich, play uno, etc.) to teach steps in a process.
Standard 6: Informational Text
Grade Level Expectations
GLE 0001.6.2 Recognize that illustrations support information in the texts.
Common Core State Standards
Key Ideas and Details
· 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.
· 3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Craft and Structure
· 4. With prompting and support, ask and answer questions about unknown words in a text.· 5. Identify the front cover, back cover, and title page of a book.
· 6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
Integration of Knowledge and Ideas
· 7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).· 8. With prompting and support, identify the reasons an author gives to support points in a text.
· 9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Range of Reading and Level of Text Complexity
· 10. Actively engage in group reading activities with purpose and understanding.·
Checks for Understanding
(Formative/Summative Assessment) / Activities/Strategies
I 0001.6.2 Explore various forms of informational texts (e.g., charts, magazines, books). / · Provide examples of informational text-use for read alouds, shared/guided reading, independent reading, and centers.
· See media specialist for additional materials.
Informational Texts: Literary Nonfiction and Historical, Scientific, and Technical Texts
· My Five Senses by Aliki (1962)**
· Truck by Donald Crews (1980)
· I Read Signs by Tana Hoban (1987)
· What Do You Do With a Tail Like This? by Steve Jenkins and Robin Page (2003)*
· Amazing Whales! by Sarah L. Thomson (2005)*
Standard 7: Media
Grade Level Expectations
GLE 0001.7.1 Explore a variety of media.
Checks for Understanding
(Formative/Summative Assessment) / Activities/Strategies
I 0001.7.1 Experience and respond to a variety of media (e.g., books, audio tapes, film).
I 0001.7.2 Visit libraries/media centers and regularly check out materials. / · Provide opportunities for students to respond to various media forms through writing, evaluation sheets, and book “reviews”.
· See media specialist for additional materials and support.
Standard 8: Literature
Grade Level Expectations
GLE 0001.8.1 Explore and experience various literary genres.
GLE 0001.8.2 Employ a variety of basic reading comprehension strategies.
Common Core State Standards