Standards / Calkins Reading Workshop (Bends) / Calkins Writing Workshop (Bends) / Other Literacy Components / Read Aloud / Resources
Kindergarten: August/September Kindergarten: August/September
RL 1Demonstrate understanding of the organization and basic features of print.
RL 2.1 Recognize and produce rhyming words.
RL 2.2 Count, pronounce, blend, and segment syllables in spoken words.
RL 3.1 Produce one-to-one letter-sound correspondences for each consonant.
This work will continue throughout the year, but will not always be listed in each unit.
RI 1Demonstrate understanding of the organization and basic features of print.
RI 2.1 Recognize and produce rhyming words.
RI 2.2 Count, pronounce, blend, and segment syllables in spoken words.
RI 3.1 Produce one-to-one letter-sound correspondences for each consonant.
W 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
W 5.3 Write letter(s) for familiar consonant and vowel sounds.
C 1.1 Explore and create meaning through play, conversation, drama, and story-telling.
C1.4 Participate in conversations with varied partners about focused grade level topics and texts in small and large groups.
C 1.2 Practice the skills of taking turns, listening to others, and speaking clearly.
C 5.1 Use voice inflection, expression, rhythm, and rhyme, when presenting poems, short stories, role-plays, or songs.
/ We Are Readers
Bend I: Launching with Learn-About-the-World Books (Informational)
  • Readers read stories and about the world
  • Reading privately and with a partner
  • Readers read from the front cover to the back cover
  • Rereading is important
  • Read pictures and words
Serravallo
1.1 engagement, stamina
1.2 summarizing
1.4 sequencing, storytelling
1.5 sight Word, automaticity
1.6 storytelling, elaborating
1.7 storytelling, dramatic play
1.9 monitoring for meaning, inferring
1.10 transitional words and phrases
1.11 monitoring for meaning
1.12 monitoring for meaning
1.16 monitoring for meaning, inferring
1.17 word choice
1.18 fluency
1.19 synthesizing
2.3 monitoring engagement
2.4 focus, monitoring for meaning
2.5 retelling, monitoring for meaning
2.22 recommending books
10.5 visualizing, inferring
Bend II: Reading Old Favorite Storybooks (Literary)
  • Turning stories read to you into stores you read
  • Readers can read stories they have heard many times
  • Using characters words when reading old favorites
  • Using more and more of the exact wording
  • Using words to join the pages together
  • Finding, pointing to, and reading some of the words
Serravallo
1.6 storytelling, elaborating
1.7 storytelling, dramatic play
1.8 fluency, expression
1.12 monitoring for meaning
1.13 fluency, expression
1.19 synthesizing
3.1 integrating sources of information
3.2 one-to-one matching
3.5 integrating sources of information, decoding
3.6 integrating sources of information, decoding
3.13 decoding / Launching the Writing Workshop
Bend I: We Are All Writers
  • Use pictures and words to tell about something you know
  • Look back at your writing and add more
  • Pictures show what you want to write
  • Say words slowly to hear sounds
Bend II: Writing Teaching Books
  • Plan how your book will go
  • Writing partners help each other
  • Say words slowly over and over to hear sounds
Bend III: Writing Stories
  • Tell stories to prepare to write
  • Touch each page to plan story
  • Add details to pictures
  • Speech bubbles
  • Stretching out the words
Bend IV: Preparing for Publication / Shared Reading
At this time in the year you’ll want to choose texts that are fun to read, or may present rhyme and pattern to support children in phonological awareness and help them hold onto the text. Overall, these books should be great fun and accessible, as this is a time to welcome children into the world of print.
Word Study Focus
Phonological Awareness (auditory)
  • Rhyming
Select certain words from the text and have kids generate rhyming words/sounds ie. me: see, tree, be, dee, lee etc. or cat: hat, sat, mat, rat etc.
  • Syllables
Select several words from the text. Have children clap the syllables in each word.
  • Letter Sounds
Choose a specific letter sound, this could be the first letter of a child’s name. Read a page slowly, tell students to clap if they hear a word that starts with that sound.
  • Word Boundaries
Read a sentence from the text, have children clap and count each word as you read.
Phonics
  • Exploring letters
Choose a child’s name. Search for words in the book that begin with the same letter as that name. When children find the letter, have them name it and say the sound.
Track your finger under the words, have the children clap every time they see a specific letter in the text.
Vocabulary Development (concepts)
If there are unfamiliar words in the text, choose one or two to talk about with the students. Have students turn and talk, prompting them to
“Describe it. What does it do? What does it look like?”
 “Act it out”
Use interactive writing to create a picture dictionary of some of these words. / Reading
  • The Carrot Seed by Ruth Krauss
  • Three Bill Goats Gruff by Paul Galdone
  • Caps for Saleby Esphyr Slobodkina
  • The Beetle Alphabet Book by Jerry Pallotta
  • Knuffle Bunny by Mo Willems
  • “We Are Gathering” song lyrics
  • Trucks by Wil Mara
Writing
  • Freight Train by Donald Crews
  • Creak! Said the Bedby Phyllis Root
  • Naked Mole Rat Gets Dressedby Mo Willems
/ Big Books
  • Mrs. Wishy Washy by Joy Cowley
Shared Reading Sessions (pgs. 122-130) in We Are Readers by Lucy Calkins and Natalie Louis
Standards / Calkins Reading Workshop (Bends) / Calkins Writing Workshop (Bends) / Other Literacy Components / Read Alouds / Resources
Kindergarten: October Kindergarten: October
RL1.4 Recognize and name all upper- and lowercase letters of the alphabet
RL2.1 Recognize and produce rhyming words.
2.2 Count, pronounce, blend, and segment syllables in spoken words.
RL 6.1 Describe the relationships between illustrations and the texts.
RL 7.1 With guidance and support, retell a familiar text; identify beginning, middle, and end in a text heard or read.
RL 8.1 With guidance and support, read or listen closely to:
  1. Describe characters and their actions.
RI 10.1 With guidance and support, ask and answer questions about known and unknown words.
Reading Informational Text RI
W2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.
C 1.1 Explore and create meaning through play, conversation, drama, and story-telling.
C5.1 Use voice inflection, expression, rhythm, and rhyme, when presenting poems, short stories, role-plays, or songs.
/ Emergent Reading: Looking Closely At Familiar Text
Heinemann Online Resources
(To Understand Emergent Reading in this context, look at Sulzby’s work)
Bend 1:Readers Reread and Look Closely at Books They Know Well to Make Their Reading Sounds Like a Story
  • Making it sound like a story
  • Thinking about how the character feels
  • Paying attention to when characters have strong feelings
  • Using the picture to make sense of the story
  • Rereading and retelling to get reading going again
  • One to one matching
Bend 2:Readers Reread and Write Words to Look Closely and Notice More in the Story
  • Making labels for pictures
  • Using snap words on labels to make phrases
  • Labeling feelings
  • Writing sentences that go with your book
Bend 3:Readers Invent Fun Things to Do with Books They Know Really Well and Have Studied Closely
  • Making a plan for partner reading
  • Partners ask questions
  • Selecting parts of the story to share
/ Looking Closely: Observing, Labeling, and Listing Like Scientists
IF…THEN…book
Bend 1: Living Like Writers, Living Like Scientists
  • Observations
Bend 2: Making Books Just Like the Ones We Read: Studying Mentor Texts
  • Mentor texts
Bend 3: Writing More: Adding Details & Information and Writing Phrases or Sentences
  • Adding more information to my books
Bend 4: Becoming Researchers: Scientists Make Connections, Predict, have Ideas, and Compare and Contrast
  • Writing books from what I have learned
/ Shared Reading
Word Study Focus
Phonological Awareness
  • Rhyming
Select certain words from the text and have kids generate rhyming words/sounds ie. me: see, tree, be, dee, lee etc. or cat: hat, sat, mat, rat etc.
  • Syllables
Select several words from the text. Have children clap the syllables in each word.
  • Letter Sounds
Choose a specific letter sound, this could be the first letter of a child’s name. Read a page slowly, tell students to clap if they hear a word that starts with that sound.
  • Word Boundaries
Read a sentence from the text, have children clap and count each word as you read.
Phonics
  • Exploring letters
Choose a child’s name. Search for words in the book that begin with the same letter as that name. When children find the letter, have them name it and say the sound.
Track your finger under the words, have the children clap every time they see a specific letter in the text.
Vocabulary Development
If there are unfamiliar words in the text, choose one or two to talk about with the students. Have students turn and talk, prompting them to
“Describe it. What does it do? What does it look
like?”
“Act it out”
Use interactive writing to create a picture dictionary of some of these words. / Possible Emergent Storybooks
  • Are You My Mother? by P. D. Eastman
  • Bunny Cakes by Rosemary Wells
  • Caps for Sale by Esphyr Slobodkina
  • The Carrot Seed by Ruth Krauss
  • Corduroy by Don Freeman
  • Crictor by Tomi Ungerer
  • Harry the Dirty Dog by Gene Zion
  • It’s Mine!By Leo Leonni
  • Jamaica Tag Along by Juanita Havill
  • Koala Lou by Mem Fox
  • Leo the Late Bloomer by Robert Kraus
  • Owl Babies by Martin Waddell
  • Snowy Day by Ezra Jack Keats
  • The Kissing Hand by Audrey Penn
  • The Little Engine That Could by Watty Piper
  • Where the Wild Things Are by Maurice Sendak
  • Will I Have a Friend by Miriam Cohen
Folktales also make excellent Emergent Storybooks
  • The Three Bears by Byron Barton
  • The Ginger Bread Boy by Paul Galdone
  • The Little Red Hen by Paul Galdone
  • The Three Billy Goats Gruff by Paul Galdone
  • Hansel and Gretel by James Marshall
  • Little Red Riding Hood by James Marshall
Writing
  • A Tree For All Seasons (Esbaum)
  • Seed (Esbaum)
  • Sprout (Esbaum)
  • Pumpkin Pie (Esbaum)
  • Apples for Everyone (Esbaum)
  • Leaf Jumpers (Gerber)
  • What is a Scientist (Lehn)
  • Look, Look, Look (Tanahobin)
  • What is Science (Kai Dotlich)
  • I Use Science Tools (Hicks)
/ Shared Reading Books
  • The Farm Concert by Joy Cowley
  • Dan the Flying Man by Joy Cowley
  • Hairy Bear by Joy Cowley
  • The Little Mouse, The Red Ripe Strawberry, and the Big Hungry Bear by Don and Audrey Wood
We Are Storybook Readers! Chart from the We Are Readers unit
Standards / Calkins Reading Workshop (Bends) / Calkins Writing Workshop (Bends) / Other Literacy Components / Read Aloud / Resources
Kindergarten: November/December Kindergarten: November/December
RL 1: Demonstrate understanding of the organization and basic features of print.
RL 3: Know and apply grade-level phonics and word analysis skills when decoding words.
RL11: Analyze and provide evidence of how the author’s choice of point of view, perspective, or purpose shapes content, meaning, and style.
RI 1: Demonstrate understanding of the organization and basic features of print.
RI 3: Know and apply grade-level phonics and word analysis skills when decoding words.
RI 11: Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing.
W 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
W5.3 Write letter(s) for familiar consonant and vowel sounds.
W5.4 Spell simple words phonetically.
W6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.
C1.3 Practice verbal and nonverbal techniques including volume and tone, eye contact, facial expressions, and posture.
C 2.1 With guidance and support, recall information from experiences or gather information from sources to ask and answer questions.
/ Superpowers: Reading With Print Strategies and Sight Word Power
Literary and Informational
This unit represents a shift from the storybooks to reading Level A and B books
Bend I: Using Superpowers to Look and Point, and Then Read Everything
  • One to One
  • Words they know in a “snap”
Serravallo
3.2 one-to-one matching
3.5 partner reading, decoding
integrating sources of information
4.2 automaticity
Bend II: Taking on Even the Hardest Words
  • Sight Word technique
  • Sounding the first letter and predicting
  • Multiple ways to attack a word
Serravallo
3.1 integrating sources of information
3.9 decoding, monitoring for meaning
integrating sources of information
3.10 integrating sources of information
4.2 automaticity
Bend III: Bringing Books to Life
  • Fluency
  • Using the pattern of text
  • Using punctuation to know when to stop
  • Retelling the story
Serravallo
1.8 fluency, expression
1.12 monitoring for meaning
1.14 inferring, monitoring for meaning
1.15 inferring, supporting ideas with evidence
4.4 phrasing
4.5 phrasing
4.6 intonation, expression / Writing For Readers
Bend I: Writing Stories That People Can Really Read.
  • Reread to see if it makes sense
  • Using anchor charts
  • Transition from drawing to sentences
Bend II: Tools Give Writers Extra Power
  • Using vowels to spell the middle
  • Using story telling words
  • Using partners to help your writing
Bend III: Partnering for Revision: Making Stores More Fun to Read
  • Tools to edit the draft
  • Strong leads
Bend IV: Preparing for Publication
  • Writing endings that have feeling
  • Making a piece beautiful
/ Shared Reading
You’ll work on word study activities relevant to the work students need at levels B andC.In general, you’llwant to pick books that are slightly above the independent reading benchmark—at thistime of the year, most likely A/B/C. You’ll want to make sure that you don’t read morethan one or two books at A/B and then quickly move into Level C.
Word Study Focus
Read to practice using what you know about words and letter soundsin your reading.
Phonological Awareness
  • Rhyming
Select certain words from the text and have kids generaterhyming words/sounds (e.g., play: day, say, may).
Select a word from the text. Then list several rhyming words.
Include a word that doesn’t rhyme (day, may, say, mat). Have the students identify which word does not rhyme.
  • Syllables
Choose some words from the text. Have children clap thesyllables in the words, and then practice blending thesesyllables together. (“Clap ‘play-ing,’ Then put it together—say‘playing.’”)
Phonics
Beginning Consonants
Choose a consonant. As you read the text, have students huntfor words with the same beginning consonant. When you findsuch a word, students can name the letter and say the sound.Then you or a student can mark the letter with highlighting tapeor Wikki Stix.
Upper and Lower Case Letters
• Do a word hunt with students as they read, looking for thesame letter in both upper and lowercase versions.
Vocabulary Development
If there are unfamiliar words in the text, choose one or two to talk about with the students. Have students turn and talk, prompting them to “Describe it. What does it do? What does it looklike?”
“Act it out”
Use interactive writing to create a picture dictionary of some of these words / Reading:
This Unit focuses on fiction and non-fiction
  • Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr.
  • It’s Super Mouse (Brand New Readers) by Phyllis Root
  • So Much by Trish Cooke
  • “One, Two Buckle My Shoe” song
  • “The Clean Up Song”
  • “Rain, Rain Go Away”
  • The Carrot Seed by Ruth Krauss
  • “The Itsy Bitsy Spider”
  • “Where Is Thumbkin?”
  • The Family Book by Todd Parr
  • It’s Okay to Be Different by Todd Parr
  • In The Garden by Smith, Randell, and Giles
Writing:
  • Shortcut by Donald Crews
  • A Day With Daddy by Nikki Grimes
  • The Snowy Day by Ezra Jack Keats
/ Big Books:
  • I Went Walking by Sue
Williams. Read Wagon Books
  • Mouse Has Fun by Phyllis Root,
Brand New Readers
  • Piggy and Dad Play by Bill Martin,Brand New Readers
  • Breakfast for Pickles by Michele
Dufresne. Pioneer Valley Books
Book baggies and special pointers for each student will be introduced this unit.
Small books available that match previous big books:Brown Bear, I Went Walking, Mrs. Wishy Washy, Carrot Seed
Make copies of well-known charts:
Name chart, word wall, alphabet chart, shared poems
Make co-created texts during shared or interactive writing to add to your tub of books for students to read.
Super Reader theme song on chart paper (pg. 8)
Interactive Read Aloud Sessions (pgs. 102-108) from Super Powers: Reading with Print Strategies and Sight Word Power by Lucy Calkins and Amanda Hartman
Shared Reading Sessions (pgs. 109-119) from Super Powers: Reading with Print Strategies and Sight Word Power by Lucy Calkins and Amanda Hartman
Standards / Calkins Reading Workshop (Bends) / Calkins Writing Workshop (Bends) / Other Literacy Components / Read Aloud
And Testing As A Genre / Resources
Kindergarten: January Kindergarten : January