Kindergarten Reading Scope and Sequence Overview 2009 ~ 2010
1st 9wks 2nd 9wks 3rd 9wks 4th 9wks
oral language development oral language development
oral language development
Listening &
rhyming rhyming
Speaking
rhyming oral language development
purpose for listening
purpose for listening purpose for listening purpose for listening
respond to read alouds
verbal and nonverbal communication verbal and nonverbal communication describing feelings and experiences
orally retell by summarizing or clarifying spoken
speaking in complete sentences dramatic interpretations interpreting and evaluating
message
asking questions interpreting and evaluating oral summarize and clarify spoken messages
interpreting and evaluating
asking questions
asking questions
Print Awareness
directionality print conveys meaning
parts of the book (front and back of book, title, spine, directionality differences between letters and words print conveys meaning
pages, title page, dedication) author/illustrator differences between letters and words punctuation differences between letters and words
print conveys meaning words divided by spaces capitalization punctuation
print conveys spoken language differences between capital and lower case letters parts of a book (table of contents, glossary, index) capitalization ˜ ifferences between letters and words
d
differences between letters and words differences between letters and words
rhyming initial, final, and medial sounds rhyming
Phonological
rhyming
Awareness
syllable combining syllable combining
dividing sentences initial and final sounds
phoneme segmentation and blending phoneme manipulation
initial sounds syllable segmentation
onset and rime onset and rime
identifying syllables phoneme segmentation and blending
initial, final, and medial sounds
Phonics
sounds of letters sounds of letters
name of letters name of letters onset and rime (word families) onset and rime (word families)
sounds of letters sounds of letters inflectional endings inflectional endings
blends and digraphs blends and digraphs
Vocabulary
discussing meanings of words
discussing meanings of words discussing meanings of words
discussing meanings of words listening to read-alouds
listening to read-alouds of challenging texts listening to read-alouds of challenging texts
school vocabulary identify people, places, things, and actions
identify people, places, things, and actions identify identify people, places, things, and actions identify
listening to read-alouds identify vocabulary terms that describe feelings and
vocabulary terms that describe feelings and experiences vocabulary terms that describe feelings and experiences
*high frequency words (1 word a week) experiences
high frequency words (2 to 3 words a wk.) high frequency words (2 to 3 words a wk.)
high frequency words (2 to 3 words a wk.)
Comprehension
set purpose for reading use prior knowledge use prior knowledge use prior knowledge
exposure to narrative text and unique features purpose for reading purpose for reading purpose for reading
make connections story structure (setting and characters) exposure retell important events responding to literature (acting out)
use prior knowledge to different genres and unique features (poetry) sequence of events distinguish fiction from nonfiction
respond to literature (discuss and act out important respond to literature (act out important events) responding to literature (acting out) make connections
events) distinguish fiction from nonfiction distinguish fiction from nonfiction exposure to different genres and unique features
understand the purpose of illustrations make connections make connections identify relevant questions for inquiry
exposure to different genres and unique features gather information
Sequence for Introducing Letter-
Pacing Guide for Introducing Letters and
Sound Correspondences for the First
Sound Correspondence
Semester
1 m = (m) 2 weeks m, ă
2 t = (t) 1 week t, ă
3 s = (s) 1 week s, ă
4 ă 1 week f, ĕ
5 f = (f) 1 week d, ĕ
Introduce one
6 d = (d) 1 week h, ĕ
section of
7 h = (h) 1 week r, ĕ
letters every
8 r = (r ) 1 week g, ŏ
two weeks. Begin
9 ĕ 1 week l, ŏ
introducing
10 g = (g) 1 week c, n, ŏ
letters on the
11 l = (l) 1 week b, ŭ
second week of
12 c = (c ) 1 week p, k, ŭ
school. All
13 n = (n) 1 week v, w, ŭ
letters should be
14 ŏ 1 week z, ĭ
taught by
15 b = (b) 1 week j, w, ĭ
Christmas break.
16 p = (p) 1 week q, y, x, ĭ
Introduce
17 k = (k)
captial and lower
18 v = (v)
case letters
19 w = (w)
simultaneously.
20 ŭ
21 j = (j)
22 z = (z)
23 ĭ
24 q = (kw)
25 y = (y)
26 x = (ks)
Sequence for Introducing Letter-Sound Correspondences
for the First Semester
1 o, a, e, i ,u 2 weeks
2 m=(m) 1 week
3 p=(p) 1 week
4 t=(t) 1 week
5 l = (l) 1 week
6 d = (d) 1 week
7 s = (s) 1 week
8 n = (n) 1 week
9 d = (d) 1 week
10 v = (v) 1 week
11 l = (l), h=(h) 1 week
12 f=(f), q=(q) 1 week
13 b=(b), l=(l) 1 week
14 r=( r), c=( c) 1 week
15 j=(j), k=(k) 1 week
16 y=(y), x=(x), z=(z) 1 week
17 ch=(ch), w=(w) 1 week
18 ñ=(n), g=(g) 1 week
Kindergarten Spanish High-Frequency
Kindergarten High-Frequency Words
Words
1st Nine 2nd Nine 3rd Nine 4th Nine 1st Nine 2nd Nine 3rd Nine 4th Nine
Weeks Weeks Weeks Weeks Weeks Weeks Weeks Weeks
a are all al yo ya
am be came con a cada
an but for de acquí cómo
and come from del dijo día
at do her el ellos dónde
can got him en está hace
go had of es estoy hay
he have one la fue mamá
I here out los gusta o
in his saw Review me hoy papá
Review of
is if she of all mi las porque
all words
it like that words no le pero
me look their por lo puedo
my on then qué quiero quién
no said they sí son se
see so this tú soy tengo
the there went un también tenía
to up were una veo todos
we was with y vez vamos
student' nombre de
you your
s name estudiante voy viene
Kinder Spelling Patterns
ă ĕ ĭ ŏ ŭ
-ack -ell -ing -op -uck
-an -est -in -ock -ug
-aw -et -ot -ump
-ap
-at
One spelling pattern is introduced every week beginning the
second semester
Clint ISD Instructional Planning Guide - Kindergarten Reading
2009 - 2010 Clint Independent School District August 24-October 23 1st Nine Weeks - (44 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
1(C) participate in rhymes, songs, Focus poem participation in rhymes rhyme Dr. Jean songs; Alpha chants, Big Books,
conversations, and discussions (K-3) and songs PAYC appendix G
1(F) identify the musical elements of Focus poem identify the rhythm of sound Nursery Rhymes, Making Meaning; PAYC
literary language such as its rhymes or spoken and written appendix G
repeated sounds (K-1) language
R For second language learners when
2(A) connect experiences and ideas Author Study introducing new concepts include a visual
with those of others through speaking Hello, Red Fox representation, acting out, describing using
and listening (K-3) Hands, Pie in the make connections to the senses, use concrete objects, use non-
linguistic representations and hands-on
Sky, Draw Me a Star others and written text experiences.
2(B) compare language and oral Teacher
traditions (family stories) that reflect observation of R It is important to activate prior knowledge
customs, regions, and cultures (K-3) engaged and and use knowledge of reading skills in the
meaningful native language to transfer skills into
3(A) choose and adapt spoken use appropriate verbal English.
communication for participation in
language appropriate to the audience,
introductions and whole and small
purpose, and occasion, including use of
conversations (ex. group discussions
appropriate volume and rate (K-3)
3(B) use verbal and nonverbal Name of the Day, tone and volume) Dr. Jean "Tooty Ta" and other related
communication in effective ways such Simon Says, Hokey use appropriate songs
as in making announcements, giving Pokey nonverbal
directions, or making introductions (K- communication (ex.
3); eye-contact)
3C) ask and answer relevant questions make contributions question
and make contributions in small or during group
large group discussions (K-3); discussions
School Vocabulary
shapes people colors locations numbers
Page 5 of 39 11/16/2011 12:41 PM
Clint ISD Instructional Planning Guide - Kindergarten Reading
2009 - 2010 Clint Independent School District August 24-October 23 1st Nine Weeks - (44 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
speak in complete
3(E) gain increasing control of sentences
grammar when speaking such as using
subject-verb agreement, complete
sentences, and correct tense (K-3)
4(A) learn the vocabulary of school School tour, labeling understand and use shapes Teacher
such as numbers, shapes, colors, areas and items in school vocabulary people observation of fcrr.org
directions, and categories (K-1); classroom colors effective
5(A) recognize that print represents numbers communication
Name of the Day,
spoken language and conveys locations using school
morning message
vocabulary
meaning such as his/her own name Fountas and Pinnell
Student names (i.e.. Pocket charts, class
and signs such as Exit and Danger Phonics
books, interviews)
(K-1); ELC Lesson 1 p. 71
ELC Lesson 2 p. 75 understand print
conveys a message
5(G) understand that spoken words parts of a book
are represented in written language Name of the Day, (title page, title,
Student names, fcrr.org
by specific sequences of letters (K- morning message spine, front cover
and back cover of
1);
the book, pages,
5(H) recognize that different parts of a author, and
book such as cover, title page, and illustrator)
Big book Lessons Big Books, fcrr.org
table of contents offer information (K- author
1) illustrator
5(B) know that print moves left-to- Modeling, shared understand left-to-right Application of concepts of print fcrr.org
right across the page and top-to- reading/writing with directionality top-to-bottom demonstrated during shared reading
big books and focus
bottom (K-1); poems
Fountas and Pinnell
Phonics
LK Lesson 4 p. 223-6
LK Lesson 5 p. 227-30
PA Lesson 7 p. 129-32
Page 6 of 39 11/16/2011 12:41 PM
Clint ISD Instructional Planning Guide - Kindergarten Reading
2009 - 2010 Clint Independent School District August 24-October 23 1st Nine Weeks - (44 days of instruction)
Standards Lesson Processes/ Skills/ Vocabulary Performance Resources/ Materials
Concepts Indicator
Introducing the idea understand left-to-right Application of fcrr.org
of a word directionality top-to-bottom concepts of print
Hearing words in demonstrated
6(A) demonstrate the concept of
Sentences during shared
words by dividing spoken sentences
Fountas and Pinnell reading
into individual words (K-1)
Phonics
ELC Lesson 3 p. 79
PA Lesson 7 p. 129-32
Feed the animals identify and form syllables Teacher fcrr.org PA.021 PAYC (Adams) 6A pg 50
Clapping names syllables observation of
Fountas and Pinnell orally identifying
6(B) identify, segment, and combine Phonics and forming
syllables within spoken words such as PA Lesson 4 p. 117-20 syllables in words
by clapping syllables and moving PA Lesson 5 p. 121-4
manipulatives to represent syllables in PA Lesson 6 p. 125-8
words (K-1)
6(C) produce rhyming words and Hearing rhymes distinguish rhyming rhyming Teacher observation of students' ability to fcrr.org, FP PA1-3
distinguish rhyming words from Fountas and Pinnell words from non- non-rhyming orally demonstrate the difference between pg.105-116;
non-rhyming words (K-1) Phonics rhyming words rhyming and non-rhyming words Alphachants;
PA Lesson 1 p. 105-8 Reading Matters
PA Lesson 2 p. 109-12
PA Lesson 3 p. 113-16
6(D) identify and isolate the initial and I'm Thinking of identify and isolate initial/beginning DIBELS/IDEL Testing Window for DIBELS and IDEL
final sound of a spoken word (K-1) Something initial sound sound Oct. 5-16, 2009
Fountas and Pinnell
Phonics
LS p. 309-42
Page 7 of 39 11/16/2011 12:41 PM
Clint ISD Instructional Planning Guide - Kindergarten Reading
2009 - 2010 Clint Independent School District August 24-October 23 1st Nine Weeks - (44 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
Letter Bingo; recognize and name uppercase/ capital DIBELS/IDEL fcrr.org, various
Match Letters; upper case and lower letter Kinder report card (Identify letters of publishers or teacher
Alpha Games case letters lower case letters the alphabet and produces letter sounds) made
Fountas and Pinnell
7(A) name and identify each letter of Phonics
the alphabet (K-1) LK Lesson 1 p. 211-14
LK Lesson 2 p. 215-18
LK Lesson 3 p. 219-22
LK Lesson 4 p. 223-26
LK Lesson 5 p. 227-30
7(C) learn and apply letter-sound Blending sounds/letters learn letter-sound sounds (each Kinder report card Vowel instruction: ĭ, ĕ, ă, ŏ
correspondences of a set of previously introduced correspondence of letter represents a (Identify letters of the Making words
consonants and vowels sound) alphabet and
consonants and vowels to begin to
vowels produces letter
read (K-1) sounds)
consonants
Through focus learn and use school Consonant instruction: m, t, s, f, d, r, g,
poems, shared vocabulary M, T, S, F, D, R, G, L
8(A) discuss meanings of words and
reading and read
develop vocabulary through
alouds
meaningful/concrete experiences (K-2)
Through focus shapes Teacher
poems, shared people observation of
reading and read colors effective use of
alouds numbers learned vocabulary
8(B) develop vocabulary by listening locations
to and discussing both familiar and
conceptually challenging selections
read aloud (K-3)
Page 8 of 39 11/16/2011 12:41 PM
Clint ISD Instructional Planning Guide - Kindergarten Reading
2009 - 2010 Clint Independent School District August 24-October 23 1st Nine Weeks - (44 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
Through focus poems, use prior knowledge Teacher Letter-Sounds materials should:
shared reading, and ☺Separate auditory and/or visually similar letters
and begin to use observation of
(e.g., e/i, d/b).
read alouds personal connections students' ☺Introduce some continuous sounds early (e.g., /m/,
Listening Log to make sense of the meaningful /s/).
Responses ☺Teach the sounds of letters that can be used to
text contributions to
9(A) use prior knowledge to anticipate Comprehension Toolkit build many words (e.g., m, s, a, t).
discussions of text ☺Introduce lower case letters first unless upper case
meaning and make sense of texts (K-3) Book 1 Monitoring
Comprehension p. 2-17 letters are similar in
Interactive Read Alouds configuration (e.g., Similar: S, s, U, u, W, w;
Dissimilar: R, r, T, t, F, f).
Use Prior Knowledge p. 1-
4
Through focus understand the purpose
poems, shared for listening and
reading and read reading
9(B) establish purposes for reading or alouds
listening such as to be informed, to Interactive Read
follow directions, and to be entertained Alouds Read for a
(K-3) Purpose p. 75-78
Interactive Read act out important events DRA/EDL; read alouds, shared texts,
9(C) retell or act out the order of Alouds Readers events guided reading texts; Kilgo question stems
important events in stories (K-3) Theater p. 78
Listening Log Teacher
TAKS Obj. 1 & 3
Response observation of
contribute to purposeful Read alouds, listening center texts, shared
discussion of read- reenactment of reading, fcrr.org
Interactive Read
10(A) listen to stories being read aloud important events
Alouds p. 75-78
aloud (K-1) Listening Log
Page 9 of 39 11/16/2011 12:41 PM
Clint ISD Instructional Planning Guide - Kindergarten Reading
2009 - 2010 Clint Independent School District August 24-October 23 1st Nine Weeks - (44 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
Group and individual Teacher Shared Reading selections
participation observation of
Interactive Read students'
Alouds Circular, meaningful
10(B) participate actively (react, cumulative structure p.
speculate, join in, read along) when contributions to
147-50
predictable and patterned selections are Interactive pocket discussions of text
read aloud (K-1) chart, circular stories,
shared reading and
writing of songs and
nursery rhymes
Interactive Read respond to literature in Listening Center, books on tape, read
Alouds Interpret such a way that alouds
through drama and reflects understanding Genres
10(C) respond through talk, performance p. 29- and ability to interpret
movement, music, art, drama, and 32 text
writing to a variety of stories and Readers' Theater,
poems in ways that reflect Readers' response (ie Narrative Poetry
understanding and interpretation (K-1) dramatic
interpretations, art nursery
personal
exhibits or class fairy narrative rhymes
books) tales
Class books, class understand the purpose illustrations Teachers Read alouds,
discussions of illustrations observation of listening center
Writers' Workshop students' texts, shared reading,
WFTB (teaching understanding of fcrr.org
10(D) describe how illustrations drawing) how illustrations
contribute to the text (K-1) Wordless Books- contribute to text
focus on story
Interactive Read
Alouds p. 79-84
Page 10 of 39 11/16/2011 12:41 PM
Clint ISD Instructional Planning Guide - Kindergarten Reading
2009 - 2010 Clint Independent School District August 24-October 23 1st Nine Weeks - (44 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
Chart text forms as distinguish features of narrative Teacher observation Thinking Maps
encountered narrative text poetry of students' ability to
Class labels distinguish between a
Book Patches Lost and
poems
11(A) distinguish different forms of narrative and a poem
Found from
texts such as lists, newsletters, and Comprehension Toolkit
signs and the functions they serve (K- Environmental Print
3) TAKS Obj. 3 Concepts of Print
Context:
Even before children learn to read, they need a firm understanding of how the world of print works. Children who have plenty of experiences with books and printed material
understand concepts of print. Others without such experiences may lack such understanding.
Goals:
•To explore the different concepts of print
•To understand how to talk with children about the concepts
•To model a typical session with young children
Materials/Preparation:
Simple, easy-to-read books
Activity:
Concepts of print is a global term that includes concepts related to conventions, purpose, and functions of print. As we work with young children, we can help them develop an
understanding of the following concepts:
•The purpose of print – that it carries meaning
•The different forms of print – signs, newspapers, books, etc.
•The relationship between print and the spoken word
•How to hold a book and turn pages one at a time •How stories work – many have a beginning, middle, and end
•The concept of a word and word boundaries
•The difference between a word and a letter
•The parts of a book – front cover, back cover, title page, etc.
•Directionality – how to read left to right, top to bottom
Think aloud as you read with children. "Thinking aloud" is an effective teaching strategy. For example, you might say, "The cover of the book gives me a lot of good information
about the story. It tells me the title and who wrote the story and drew the pictures. Remembering the title of the book will help me better understand the story as I read."
Page 11 of 39 11/16/2011 12:41 PM
Clint ISD Instructional Planning Guide - Kindergarten Reading
2008 - 2009 Clint Independent School District October 26-Jan. 15 2nd Nine Weeks - (44 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
1(A) determine the purposes) for understand purpose for information
Principles of Learning: Accountable Talk
listening such as to get information, to listening solve Accountable Talk is the observable indicator of a
solve problems, and to enjoy and enjoy rigorous curriculum and socializing intelligence.
Students must use sound evidence from the criteria
appreciate (K-3) charts, rubrics, and sample responses to discuss how to
improve their own thinking and writing as well as that
1(B) respond appropriately and respond appropriately of others. Teachers model the use of Accountable
courteously to directions and questions Any class discussion to questions Talk in individual, group and whole class discussions.
(K-3) Model Stems for Student Responses:
1(C) participate in rhymes, songs, participate in song, rhyme I discovered that....
conversations, and discussions (K-3) rhymes and This reminds me of....
conversations
listen to interpret and explain I predict....
1(D) listen critically to interpret and
I noticed that....
evaluate (K-3) evaluate
I wonder....
use appropriate verbal I was confused by....
communication for Student Comments: I agree because..I disagree
3(A) choose and adapt spoken introductions, Teacher because... Why do you think that? Can you tell me
language appropriate to the audience, conversations, and observation of more about that? Can you show me in the text? Can
you explain that another way?
purpose, and occasion, including use of making announcements engaged and
appropriate volume and rate (K-3) (monitor tone, volume meaningful
and rate) participation in
3(B) use verbal and nonverbal use appropriate whole and small
communication in effective ways when nonverbal group discussions.
making announcements, giving communication (eye
directions, or making introductions (K- contact)
3)
make contributions story See accountable talk reference sheet
3(C) ask and answer relevant during group poem
questions and make contributions in discussions using
small or large group discussions (K-3) question stems
Flannel board, dramatize experiences
3(D) present dramatic interpretations interactive pocket and poems
of experiences, stories, poems, or plays chart activities
(K-3)
Page 12 of 39 11/16/2011
Clint ISD Instructional Planning Guide - Kindergarten Reading
2008 - 2009 Clint Independent School District October 26-Jan. 15 2nd Nine Weeks - (44 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
speak in complete
3(E) gain increasing control of Teaching Phonemic Awareness
sentences using correct 1. Phonemic Awareness is a critical component
grammar when speaking such as using tense of reading instruction but not an entire reading
subject-verb agreement, complete program. It absolutely needs to be taught, but
sentences, and correct tense (K-3) should only be 10-15 minutes per day of your
reading instruction.
4(A) learn the vocabulary of school Fountas and Pinnell Teacher 2. If you focus on just a few types of phonemic
such as numbers, shapes, colors, Phonics WM observation awareness, you get better results. There are a
directions, and categories (K-1)h Lesson 1 p. 403-6 lot of skills in phonemic awareness, but
research has found that blending and
4(C) clarify and support spoken Student clarify and support segmentation are the 2 critical skills that must
messages using appropriate props such demonstrations; spoken messages using object be taught. Instruction must focus on blending
and segmenting words at the phoneme, or
as objects, pictures, or charts (K-3) Show and Tell; objects sound level. This is an auditory task.
3. Research has found that you get better
Fountas and Pinnell
results when teaching phonemic awareness to
Phonics LK
small groups of children rather than an entire
5(B) know that print moves left-to- Lesson 7 p. 235-8 class.
understand left to right Shared Reading
right across the page and top-to-bottom Lesson 8 p. 239-42 4. Phonemic awareness needs to be taught
directionality top to bottom Report Card
(K-1) Lesson 10 p. 247-50 explicitly. The instructional program must
Lesson 12 p. 255-8 show children what they are expected to do.
ELC Lesson 6 p. 91-4 Teachers must model skills they want children
Modeled through to perform before the children are asked to
5(C) understand that written words are understand words are word demonstrate the skill.
shared reading and Shared Reading
separated by spaces (K-1) separated with spaces space 5. Teachers increase effectiveness when the
focus poems manipulation of letters is added to phonemic
5(D) know the difference between Fountas and Pinnell recognize the difference awareness tasks. Phonemic awareness is an
Report Card
individual letters and printed words (K- Phonics between individual letters auditory skill, but once children start to
LK Lesson 11 p. 251-4 and words
Shared Reading become familiar with the concept, teachers can
1)
introduce letter tiles or squares and manipulate
Sort letters them to form sounds and words.
(magnetic letters or
letter tiles)
5(E) know the difference between Fountas and Pinnell distinguish capital and capital
Phonics uppercase Shared Reading
capital and lowercase letters (K-1) lowercase letters
LK Lesson 9 p. 243-6 lowercase
LK Lesson 10 p. 247-50
Page 13 of 39 11/16/2011
Clint ISD Instructional Planning Guide - Kindergarten Reading
2008 - 2009 Clint Independent School District October 26-Jan. 15 2nd Nine Weeks - (44 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
Teaching Phonemic Awareness
1. Phonemic Awareness is a critical component of
reading instruction but not an entire reading
program. It absolutely needs to be taught, but should
only be 10-15 minutes per day of your reading
instruction.
5(G) understand that spoken words are 2. If you focus on just a few types of phonemic
understand print
represented in written language by Shared Reading awareness, you get better results. There are a lot of
conveys message skills in phonemic awareness, but research has
specific sequences of letters (K-1)
found that blending and segmentation are the 2
critical skills that must be taught. Instruction must
focus on blending and segmenting words at the
phoneme, or sound level. This is an auditory task.
3. Research has found that you get better results
when teaching phonemic awareness to small groups
of children rather than an entire class.
4. Phonemic awareness needs to be taught explicitly.
The instructional program must show children what
they are expected to do. Teachers must model skills
they want children to perform before the children
are asked to demonstrate the skill.
5. Teachers increase effectiveness when the
manipulation of letters is added to phonemic
awareness tasks. Phonemic awareness is an auditory
skill, but once children start to become familiar with
title the concept, teachers can introduce letter tiles or
squares and manipulate them to form sounds and
page words.
5(H) recognize that different parts of a
spine
book such as cover, title page, and recognize the parts of Report Card
front cover
table of contents offer information (K- a book Shared Reading
back cover
1)
author
illustrator
Page 14 of 39 11/16/2011
Clint ISD Instructional Planning Guide - Kindergarten Reading
2008 - 2009 Clint Independent School District October 26-Jan. 15 2nd Nine Weeks - (44 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
6(B) identify, segment, and combine Teacher Read Alouds
syllables within spoken words such as One of the most important things adults can do
observation of in preparing children for success in school and
by clapping syllables and moving identify and segment
syllables students' ability to in reading is to read aloud with them.
manipulatives to represent syllables in syllables
orally produce ☺Listeners build listening and comprehension
words (K-1) rhyming words skills through discussion during and after
reading.
☺Listeners increase their vocabulary
Teacher foundation by hearing words in context.
6(C) produce rhyming words and observation of ☺Listeners improve their memory and
produce rhyming rhyming language skills as they hear a variety of writing
distinguish rhyming words from non- students' ability to styles and paraphrase their understanding.
words nonrhyming
rhyming words (K-1) orally produce ☺Listeners gain information about the world
rhyming words around them.
☺Listeners develop individual interests in a
broad variety of subjects and they develop
Fountas and Pinnell
imagination and creativity: what better way to
Phonics build skills which foster inquiry?
PA
Lesson 8 p.133-6 initial sound DIBELS/IDEL
identify and isolate the
6(D) identify and isolate the initial and Lesson 9 p. 137-40 final sound (Nonsense Word
initial (beginning) and
final sound of a spoken word (K-1) Lesson 10 p. 141-4 ending sound assessment and
final (ending) sound
Lesson 11 p. 145-8 beginning sound ISF)
LS PAYC section 7
Lesson 1 p. 309-12
Say It and Move It
Blending Sounds
and Words
Fountas and Pinnell
6(E) blend sounds to make spoken Phonics blend sounds to make
Teacher
words such as moving manipulatives to LS spoken words while I've DIBELED...; FP PH24 pg 198
observation
blend phonemes in a spoken word (K) Lesson 2 p. 313-16 moving manipulatives
Page 15 of 39 11/16/2011
Clint ISD Instructional Planning Guide - Kindergarten Reading
2008 - 2009 Clint Independent School District October 26-Jan. 15 2nd Nine Weeks - (44 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
Fountas and Pinnell Activating Prior Knowledge
6(F) segment one-syllable spoken Phonics PA segment words into One of the most important variables with
syllable
words into individual phonemes, Lesson 8 p. 133-6 individual phonemes learning is a student's prior knowledge. By
Lesson 9 p. 137-40 beginning DIBELS/IDEL tapping into what students already know,
clearly producing beginning, medial, producing beginning
Lesson 10 p. 141-4 final teachers help with the learning process. This
and final sounds (K-1) and ending sounds
Lesson 11 p. 145-8 is because learning is relating the new
Fountas and Pinnell information, or concepts, to what we already
Phonics LK capital know. Activating prior knowledge is like
7(A) name and identify each letter of recognize upper and Report Card preparing the soil before sowing the seeds of
Lesson 6 p. 231-4 uppercase
the alphabet (K-1) Lesson 7 p. 235-8 lower case letters DIBELS/IDEL knowledge says Jim Cummins.
lowercase
Lesson 8 p. 239-42 Strategies to activate prior knowledge include:
7(B) understand that written words are Fountas and Pinnell understand that letters sounds ▪Concept Map
Phonics WSA ▪K-W-L
composed of letters that represent represent sounds and vowels DIBELS/IDEL
Lesson 2 p. 455-8 ▪Brainstorming
sounds (K-1) words consonants ▪Graphic Organizer
7(C) learn and apply letter-sound Fountas and Pinnell learn letter-sound Kinder report card ▪Introduction of Key Words
Phonics sounds (each letter (Identify letters of
correspondences of a set of correspondence of represents a sound)
WSA Lesson 2 the alphabet and
consonants and vowels to begin to p. 455-8 consonants and vowels vowels
produces letter
read (K-1) consonants
sounds)
Oral Language Activities for Vowel instruction: ŏ, ŭ,
Read Alouds: before, during,
8(B) develop vocabulary by listening or after reading a story in Teacher Consonant instruction: l, n, c, b, n, k, v,
vocabulary based w, j, p, y, T, L, M, F, D, I, N, A, R, H, G, B,
to and discussing both familiar and class, teach voc. words. learn and use text observation of
Students need to know at on text read x, q, z, J, E, Q
conceptually challenging selections vocabulary effective use of
least 90-95% of the words aloud
read aloud (K-3) they are reading in order to learned vocabulary
comprehend the text. Voc.
can be pretaught using ESL Critical Features of Vocabulary Instruction
strategies: role playing,
pantomiming, using gestures,
showing real objects,
pointing to pictures, doing
quick drawings on the board, Teacher
using the Spanish equivalent
8(C) identify words that name persons, understand the observation of
and asking the students to noun
places, or things and words that name say the word in English meaning of a noun and students' ability to
verb
actions (K-1) Fountas/Pinnell Phonics verb identify nouns and
WSA Lesson 1 p. 451-4
verbs
Page 16 of 39 11/16/2011
Clint ISD Instructional Planning Guide - Kindergarten Reading
2008 - 2009 Clint Independent School District October 26-Jan. 15 2nd Nine Weeks - (44 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
Interactive Read use prior knowledge to What will
9(A) use prior knowledge to anticipate Alouds Use Prior predict probable probably
meaning and make sense of texts (K-3) Knowledge p. 1-4 events and make sense happen? noun verb
p. 1-4 of text
Interactive Read understand the purpose
Teacher
Alouds for listening and
9(B) establish purposes for reading or observation of
Theme/Author's reading
listening such as to be informed, to students
Purpose p. 135-8 persons
follow directions, and to be entertained Teacher charts to meaningful places things actions
(K-3) contributions to
model
discussions of text.
Introduce story
elements chart with
contribute to
10(A) listen to stories being read children
discussion of read
aloud (K-1) Listening Logs
aloud
Interactive Read Genres
10(B) participate actively (react, Alouds Repetition Teacher
contribute to observation of
speculate, join in, read along) when p. 211-14
discussion of read students'
predictable and patterned selections are
aloud meaningful Poetry
read aloud (K-1) Narrative Information
contributions to
discussions of nursery
text. persona rhymes list signs
Interactive Read fairy l
Alouds Drama and tales
10(C) respond through talk, respond to literature in
Play p. 231-4
movement, music, art, drama, and meaningful a manner
writing to a variety of stories and that reflects
poems in ways that reflect understanding of the
understanding and interpretation (K-1) text
Page 17 of 39 11/16/2011
Clint ISD Instructional Planning Guide - Kindergarten Reading
2008 - 2009 Clint Independent School District October 26-Jan. 15 2nd Nine Weeks - (44 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
The Jolly Postman
11(A) distinguish different forms of Series narrative Teacher observation of
distinguish features of students' ability to
texts such as lists, newsletters, and Flat Stanley lists Text to Text Connections (TTTC)
narratives, poetry, distinguish between
signs and the functions they serve (K-
lists, and signs
poems narratives, lists, poems, This part is just like…
3) TAKS Obj. 3 signs and signs That reminds me of…
I read another book where…
This is similar to…
Interactive Read
Alouds Teacher observation of
Character p. 119-23 students' ability to
11 (B) understand simple story Setting p. 115-118 identify setting and character identify characters and
structure (K-1) B-M-E p. 103-6 characters setting setting and how these
Text to Self Connections (TTSC)
story elements
Sequencing p. 99- That reminds me of…
contribute to the story
102 That made me think of the time…
I can relate….
Interactive Read fact Teacher observation of
11(C) distinguish fiction from Alouds Distinguish fantasy students' ability to
distinguish fact from distinguish between
nonfiction, including fact and fantasy Real from Make
fantasy factual information and
(K-3) Believe p. 89-98
fantasy
Fiction/Nonfiction Text to World Connections (TTWC)
Interactive Read Teacher observation of That reminds me of…
11(D) understand literary forms by This is like…
Alouds p. 219-22 students' ability to
recognizing and distinguishing among distinguish features of story distinguish features of I know about this… but I didn‟t know that.
Fiction/Nonfiction
such types of text as stories, poems, stories and poems poem stories and poems
including Fantasy
and information books (K-2)
13(A) connect his/her own
experiences with the life experiences, Various Read Teacher
language, customs, and culture of Alouds-Celebrations observation of
make personal
others (K-3) students personal
connections to others
connections to
others
13(B) compare experiences of Various Versions of
characters across cultures (K-3) Cinderella
Page 18 of 39 11/16/2011
Clint ISD Instructional Planning Guide - Kindergarten Reading
2009 - 2010 Clint Independent School District January 19 - March 26 3rd Nine Weeks - (44 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
1(A) determine the purpose's) for Discussions:
listening such as to get information, to listen attentively for It is important to set the standard and expectations for
a discussion. Possible criteria includes:
solve problems, and to enjoy and a purpose RFreely participates
appreciate (K-3) RListens carefully and respectfully
RShares personal experiences and opinions
1(B) respond appropriately and respond RDisplays tolerance for different opinions
courteously to directions and questions appropriately to RShows confidence in own judgment
(K-3) questions Other resources to help in facilitating a quality
discussion are Literature Circles by Harvey Daniels,
participate in Strategic Reading by Jeffrey Wilhelm, and Invitations
1(C) participate in rhymes, songs, rhymes, songs, conversation by Reggie Routman.
conversations, and discussions (K-3) conversations, and discussion
discussions
listen critically to
1(D) listen critically to interpret and interpret
interpret and ESL Strategy
evaluate (K-3) evaluate How pre-reading relates to ELLs
evaluate
Teacher observation English language learners (ELLs) have great
1(E) listen responsively to stories and of engaged and difficulty jumping into new texts without any
listen responsively to background support. Students should know at least
other texts read aloud, including meaningful
different types of something about the topic before reading. Some
selections from classic and participation in topics may be unfamiliar to students, such as
texts
contemporary works (K-3) whole and small recreational activities at the beach if students have
never been to the beach before. Pictures, drawings, or
2(A) connect experiences and ideas connections group discussions short skits can help develop relevant background
with those of others through speaking text to self information.
and listening (K-3) make connections to connections
others and written Students need to know at least 90 to 95% of the
2(B) compare language and oral words they read if they are going to comprehend the
text text to text text. Therefore, it is important to use several
traditions (family stories) that reflect strategies to build background knowledge that leads
connections
customs, regions, and cultures (K-3) to better reading comprehension and overall
achievement for ELLs. It doesn't hurt to review many
words we often take for granted – not only for the
benefit of ELLs, but also for students who may not
use appropriate verbal
come to school with a rich vocabulary background or
3(A) choose and adapt spoken communication for exposure to certain experiences.
introductions,
language appropriate to the audience,
conversations, giving
purpose, and occasion, including use of directions, and making
appropriate volume and rate (K-3) announcements (tone,
volume, and rate)
Page 19 of 39 11/16/2011
Clint ISD Instructional Planning Guide - Kindergarten Reading
2009 - 2010 Clint Independent School District January 19 - March 26 3rd Nine Weeks - (44 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
Phoneme Segmentation
dramatize Strategically Integrate Familiar and New Information
3(D) present dramatic interpretations 1. Recycle instructional and practice examples used for
interpretations of
of experiences, stories, poems, or plays Teacher observation blending. Blending and segmenting are sides of the same
experiences, stories, coin. The only difference is whether children hear or
(K-3) of engaged and produce a segmented word. Note: A segmenting response
poems, and plays is more difficult for children to reproduce than a blending
meaningful
response. Example: "Listen, my lion puppet likes to say
speak in complete participation in the sounds in words. The sounds in mom are /mmm/ -
3(E) gain increasing control of whole and small /ooo/ - /mmm/. Say the sounds in mom with us. "
sentences using 2. Concurrently teach letter-sound correspondences for the
grammar when speaking such as using subject group discussions
correct tense and sounds children will be segmenting in words. Example:
subject-verb agreement, complete verb Letter sound /s/ and words sun and sit. Put down letter
subject-verb cards for familiar letter-sounds. Then, have children place
sentences, and correct tense (K-3)
agreement pictures by the letter that begins with the same sound as
the picture.
4(B) use vocabulary to describe 3. Non-example: Use letter-sounds that have not been
use vocabulary to taught when teaching first sound in pictures for phoneme
clearly ideas, feelings, and experiences Teacher observation
communicate isolation activities.
(K-3) of effective 4. Make the connections between sounds in words and
sounds of letters. Example: After children can segment the
clarify and support communication first sound, have them use letter tiles to represent the
4(C) clarify and support spoken using learned sounds.
spoken messages
messages using appropriate props such vocabulary 5. Non-example: Letters in mastered phonologic activities
using objects and are not used. Explicit connections between alphabetic and
as objects, pictures, or charts (K-3) phonologic activities are not made.
pictures
6. Use phonologic skills to teach more advanced reading
skills, such as blending letter-sounds to read words.
retell spoken Teacher observation Example: (Give children a 3-square strip and the letter
4(D) retell a spoken message by retell tiles for s, u, n.) Have children do familiar tasks and
messages by of students
summarizing or clarifying (K-3) summarize blending to teach stretched blending with letters.
summarizing summarizing
understand print Teacher observation
conveys a message of students' ability to
recognize own name,
names of peers, and
Fountas and Pinnell
5(A) recognize that print represents Fountas Phonics important signs
spoken language and conveys meaning WM
such as his/her own name and signs Lesson 2 p. 403-6
such as Exit and Danger (K-1) Lesson 3 p. 407-10
Lesson 4 p.415-18
Page 20 of 39 11/16/2011
Clint ISD Instructional Planning Guide - Kindergarten Reading
2009 - 2010 Clint Independent School District January 19 - March 26 3rd Nine Weeks - (44 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
understand words Teacher observation of Think-Pair-Share is a cooperative discussion
5(C) understand that written words are are divided by students' understanding strategy developed by Frank Lyman and his
separated by spaces (K-1) spaces of the purpose of colleagues in Maryland. It gets its name from the
spaces three stages of student action, with emphasis on
recognize punctuation Teacher observation of what students are to be DOING at each of those
stages.
capitalization and question mark students' ability to 1) Think. The teacher provokes students' thinking
5(F) recognize how readers use recognize
capitalization and punctuation to punctuation in period with a question or prompt or observation. The
different texts exclamation capitalization and students should take a few moments (probably not
comprehend (K-1) punctuation symbols minutes) just to THINK about the question.
mark 2) Pair. Using designated partners, nearby
neighbors, or a desk mate, students PAIR up to
understand print Teacher observation of talk about the answer each came up with. They
application of concepts compare their mental or written notes and identify
conveys a message
the answers they think are best, most convincing,
5(G) understand that spoken words are of print during shared
or most unique.
represented in written language by reading and guided 3) Share. After students talk in pairs for a few
specific sequences of letters (K-1) reading moments (again, usually not minutes), the teacher
calls for pairs to SHARE their thinking with the
rest of the class. She can do this by going around
in round-robin fashion, calling on each pair; or
recognize parts of a table of contents Report Card she can take answers as they are called out (or as
5(H) recognize that different parts of a hands are raised). Often, the teacher or a
book such as cover, title page, and book including table designated helper will record these responses on
table of contents offer information (K- of contents the board or on the overhead.
1)
6(B) identify, segment, and combine Fountas and Pinnell identify, segment, syllables Teacher observation of
syllables within spoken words such as Fountas Phonics SP and combine students' ability to
Lesson 2 p. 347-50 orally identify,
by clapping syllables and moving syllables
Lesson 3 p. 351-4 segment, and combine
manipulatives to represent syllables in Lesson 4 p.355-8 syllables
words (K-1) Lesson 5 p. 359-62
6(C) produce rhyming words and produce rhyming Teacher observation
distinguish rhyming words from non- Fountas and Pinnell words of students' ability to Phonics Instruction
rhyming words (K-1) Fountas Phonics PA produce rhyming
Lesson 13 p. 153-6 Oral Word Play Games using big words
Lesson 14 p. 157-60
words
SP ���� Counting Syllables with Pictures
Lesson 2 p.347-50 ���� Two, Three and Four Syllable Words
Lesson 3 p. 351-4 ���� Beginning and Ending Game
Lesson 4 p. 355-8
Lesson 5 p. 359-62
���� Second Syllable Sound Game
Page 21 of 39 11/16/2011
Clint ISD Instructional Planning Guide - Kindergarten Reading
2009 - 2010 Clint Independent School District January 19 - March 26 3rd Nine Weeks - (44 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
identify and isolate ▪DIBELS/IDEL
Fountas and Pinnell
Fountas Phonics medial and final ▪Initial Sound Internet Sources
PA
sounds of spoken Fluency/Palabras sin Phonics
Lesson 12 p. 149-52 http://www.kidzone.ws/phonics/index.htm
words studio
Lesson 17 p. 169-72 Vocabulary
6(D) identify and isolate the initial and
Lesson 18 p. 173-6
final sound of a spoken word (K-1) http://jc-
LS
Lesson 3 p. 317-20
schools.net/tutorials/vocab/index.html
Lesson 4 p. 321-4 Comprehension
Lesson 5 p. 325-8 http://www.readwritethink.org/
Lesson 6 p. 329-32 http://readinglady.com/
http://literacytoolbelt.tripod.com/
Fountas and Pinnell blends sounds to Teacher observation http://www.readingquest.org/strat/home.htm
of students blending l
Fountas Phonics make spoken
6(E) blend sounds to make spoken Word Study
WSA words sounds
words such as moving manipulatives to Lesson 3 p. 459-62 http://www.betterendings.org/homeschool/
Words/Root%20Words.htm
blend phonemes in a spoken word (K) Lesson 4 p. 463-66 http://reading.uoregon.edu/pa/pa_teach.php
PA
Lesson 16 p. 165-8 Reading Resources
www.ed.helper.com
Fountas and Pinnell segment one middle DIBELS/IDEL Eric Carle Author Study
Phonics PA Phoneme http://jbuoy.myweb.uga.edu/ChLitPortfolio/
Lesson 12 p. 149-52
syllable words into
6(F) segment one-syllable spoken Segmentation Carle.htm#footer
Lesson 17 p. 169-172 individual
words into individual phonemes, Lesson 18 p. 173-6 phonemes
clearly producing beginning, medial,
producing
and final sounds (K-1)
beginning, medial
and final sounds
Fountas and Pinnell recognize and name sounds (each ▪DIBELS/IDEL
Phonics LK upper case and lower letter represents a ▪Kinder report card
Lesson 13 p.259-62 (Identify letters of the
Lesson 14 p. 263-6
case letters sound)
7(A) name and identify each letter of vowels alphabet and produces
Lesson 15 p. 267-270
the alphabet (K-1) letter sounds)
Lesson 16 p. 271-4 consonants
Lesson 17 p. 275-78
Lesson 18 p. 279-282
Lesson 19 p. 283-6
Page 22 of 39 11/16/2011
Clint ISD Instructional Planning Guide - Kindergarten Reading
2009 - 2010 Clint Independent School District January 19 - March 26 3rd Nine Weeks - (44 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
7(C) learn and apply letter-sound Fountas and Pinnell learn letter-sound Kinder report card ā, ē, ō, ī, ū, aw, oo, yu, ə (one vowel
Phonics correspondence of (Identify letters of the sound for every week)
correspondences of a set of PA
all consonants and alphabet and produces
consonants and vowels to begin to Lesson 17 169-72
vowels letter sounds)
read (K-1) SP
Lesson 2 p. 347-50
Lesson 3 p. 351-4
Lesson 4 p. 355-8
Lesson 5 p. 359-62
Fountas and Pinnell Testing Window for DIBELS and IDEL
8(A) discuss meanings of words and Phonics
learn to use new Jan. 19-29, 2009
develop vocabulary through WM
vocabulary Testing Window for DRA/EDL
meaningful/concrete experiences (K-2) Lesson 2 p. 407-10 Teacher observation
Lesson 3 p. 411-14 Jan. 19-Feb. 5, 2009
of effective use of
8(B) develop vocabulary by listening learned vocabulary
to and discussing both familiar and
conceptually challenging selections
read aloud (K-3)
8(C) identify words that name persons, identify nouns and nouns Choral Reading
places, or things and words that name verbs Choral Reading, like Duet Reading, is designed to:
verbs improve sight vocabulary develop effective read
actions (K-1) aloud skills develop ability to sight read aloud.
Teacher observation
of students' In order for skills to improve students need to:
use prior knowledge ▪point to the word as it is spoken
9(A) use prior knowledge to anticipate to anticipate meaningful ▪read those words aloud that are known
meaning and make sense of texts (K-3) meaning & make contributions to ▪hear others read aloud at the same time to "fill in
discussions of text the blanks"
sense of text
Choral Reading is where the whole class reads aloud
from the same selection. The teacher also reads and
9(B) establish purposes for reading or establish purpose for sets the pace as well as modeling proper
listening such as to be informed, to reading and writing pronunciation and variation in tone.
follow directions, and to be entertained
(K-3)
retell and act out Teacher observation of
important events in purposeful reenactment
9(C) retell or act out the order of of important events
stories
important events in stories (K-3)
Page 23 of 39 11/16/2011
Clint ISD Instructional Planning Guide - Kindergarten Reading
2009 - 2010 Clint Independent School District January 19 - March 26 3rd Nine Weeks - (44 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
Teacher observation The Primary Comprehension Toolkit
of students' Book 1- Monitor Comprehension
Lesson 1 - Think About the Text
10(A) listen to stories being read meaningful Lesson 2 - Notice and Think About
aloud (K-1) contributions to Nonfiction Features
discussions of text Lesson 3 - Explore Nonfiction Features
contribute to Book 2 - Activate and Connect
discussions of read Lesson 4 - Discover Your Passion
Shared Reading Lesson 5 - Think About What You Know
alouds
10(B) participate actively (react, Poems Lesson 6 - Make Connections
Lesson 7 - Merge Thinking with New
speculate, join in, read along) when Learning
predictable and patterned selections are Book 3 - Ask Questions
read aloud (K-1) Lesson 8 - View and Read to Learn and
Wonder
Lesson 9 - Wonder About New Information
Interactive Read respond to literature interpret Lesson 10 - Use Questions as Tools for
Alouds Nonfiction p. in such a way that
Learning
223-6 reflects Lesson 11 - Read with a Question in Mind
understanding and
ability to interpret
text
10(C) respond through talk,
movement, music, art, drama, and Fiction Nonfiction
writing to a variety of stories and
poems in ways that reflect
understanding and interpretation (K-1)
Narrative Poetry Informational
personal
narrative signs list
fairy
tale animal books alphabet books
newsletters
Page 24 of 39 11/16/2011
Clint ISD Instructional Planning Guide - Kindergarten Reading
2009 - 2010 Clint Independent School District January 19 - March 26 3rd Nine Weeks - (44 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
narrative lists Teacher observation
distinguish features
11(A) distinguish different forms of poems of students' ability to
of narratives, poetry,
texts such as lists, newsletters, and informational distinguish between
lists, newsletters,
signs and the functions they serve (K- text narratives, poetry,
and informational
3) TAKS Obj. 3 newsletters and informational
text
alphabet books text
Guided Reading sequence
Groups events
Teacher observation
Center Work order
11 (B) understand simple story understand sequence of students' ability to
Read Alouds first
structure (K-1) of events in a story orally sequence
Interactive Read next
events in a story
Alouds as needed last
then
Guided Reading
Groups Teacher observation
11(C) distinguish fiction from Center Work of students' ability to
distinguish fiction fiction
nonfiction, including fact and fantasy Read Alouds distinguish between
form nonfiction nonfiction
(K-3) Interactive Read fiction and
Alouds as needed nonfiction text
Page 25 of 39 11/16/2011
Clint ISD Instructional Planning Guide - Kindergarten Reading
2009 - 2010 Clint Independent School District January 19 - March 26 3rd Nine Weeks - (44 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
Guided Reading distinguish features
Groups of stories, poems,
11(D) understand literary forms by
Center Work and informational
recognizing and distinguishing among
Read Alouds books
such types of text as stories, poems, Focus Poems
and information books (K-2) Interactive Read
Alouds as needed
Interactive Read
13 (A) connect his/her own Narrative
Alouds Connect to
experiences with the life experiences,
Experience of Others
language, customs, and culture of
p. 13-16
others (K-3)
make personal
Various versions of connections to others Teacher Setting Plot Characters Problem Resolution
The Three Little Pigs observation of
13(B) compare experiences of Interactive Read students personal
characters across cultures (K-3) Alouds Fairy connections to
Tale/Folk Tale p. 227- others Time Place
30
Page 26 of 39 11/16/2011
s, or
many
d or
Page 27 of 39 11/16/2011
r the
t the
Page 28 of 39 11/16/2011
king
not
tify
her
Page 29 of 39 11/16/2011
Page 30 of 39 11/16/2011
loud
and
Page 31 of 39 11/16/2011
ion
Page 32 of 39 11/16/2011
Page 33 of 39 11/16/2011
Clint ISD Instructional Planning Guide - Kindergarten Reading
2008 - 2009 Clint Independent School District March 29 - June 4 4th Nine Weeks - (49 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
1(A) determine the purpose(s) for Listening comprehension
listen attentively to Listening to stories read aloud by the teacher is one
listening such as to get information, to solve
solve problems and effective way for students to enrich vocabulary. It is
solve problems, and to enjoy and problem also an easier way for you to introduce
to gather information
appreciate (K-3) collect comprehension skills such as the main idea and
gather cause and effect because the students are not having
1(B) respond appropriately and respond to do the arduous work of decoding, learning new
courteously to directions and appropriately to information words, and trying to comprehend the story while
questions (K-3) questions also attempting to think about elements of the story.
listen critically to You can do this through discussions with students
1(D) listen critically to interpret and interpret or by thinking aloud about what might be the main
interpret and
evaluate (K-3) evaluate idea or the cause and effect in a section you just
evaluate finished reading. When reading aloud to ELLs:
2(A) connect experiences and ideas connections
with those of others through speaking text to self ☺Show and read the front and back pages of the
book, as well as the dedication or table of contents
and listening (K-3) make connections to connections page.
others and written ☺Use pictures, maps, objects, or drawings on the
2(B) compare language and oral Teacher observation board.
text text to text ☺Provide background knowledge on concepts that
traditions (family stories) that reflect of engaged and
connections students will need to comprehend the story.
customs, regions, and cultures (K-3) meaningful ☺Introduce the characteristics/elements of the
participation in story (characters, setting, problem, solution, plot).
use appropriate verbal whole and small ☺Pre-teach five to six key words they will
communication for encounter frequently and will need to use for the
3(A) choose and adapt spoken group discussions discussions.
introductions,
language appropriate to the audience, ☺Model how a reader self-corrects when making a
conversations, giving
purpose, and occasion, including use mistake.
directions, and making ☺Think aloud about what you are reading; stop
of appropriate volume and rate (K-3) announcements (tone, every once in a while and summarize what you
volume, and rate) have read so far.
☺Provide opportunities for students to summarize
make contributions questions or retell the story through dramatic retellings; or
3(C) ask and answer relevant use picture cards to put the story's events in
during group
questions and make contributions in sequence.
discussions using
small or large group discussions (K-3)
question stems
speak in complete
3(E) gain increasing control of
sentences using
grammar when speaking such as using subject
correct tense and
subject-verb agreement, complete verb
subject-verb
sentences, and correct tense (K-3)
agreement
Page 34 of 39 11/16/2011
Clint ISD Instructional Planning Guide - Kindergarten Reading
2008 - 2009 Clint Independent School District March 29 - June 4 4th Nine Weeks - (49 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
4(B) use vocabulary to describe ESL Strategies: For student reading
use vocabulary to Decoding and comprehension
clearly ideas, feelings, and Teacher observation
communicate ELLs benefit when they are introduced to reading
experiences (K-3) of effective through sequenced decodable books that build on
4(C) clarify and support spoken clarify and support communication previously learned letters, sounds, and words.
These books start out combining only a few
messages using appropriate props spoken messages using learned consonants and vowels. Simple decodable books
such as objects, pictures, or charts (K- using objects and vocabulary allow ELLs to read engaging and interesting stories
3) pictures even though they may only know a few letter
sounds. Fast-paced lessons can include activities for
retell spoken Teacher observation hearing sounds in words, identifying the sounds
4(D) retell a spoken message by retell associated with specific letters, and blending letter
messages by of students sounds into words. You can conduct these phonics
summarizing or clarifying (K-3) summarize
summarizing summarization activities through games and chants in which the
whole-class responds.
Fountas and Pinnell understand print Teacher observation of
5(A) recognize that print represents Phonics conveys a message students' ability to After you review the sounds that students will
spoken language and conveys ELC recognize own first and encounter in their decodable books, conduct guided
last name and reading so that students follow along in their books
meaning such as his/her own name Lesson 8 p. 99-102 as you model fluency. Read the selection again,
and signs such as Exit and Danger (K- WM classroom labels and stopping frequently to help student comprehension
Lesson 6 p. 423-6 signs by clarifying concepts, teaching unknown words,
1)
asking questions about the story, and letting
children connect these stories to their own
recognize the experiences.
5(D) know the difference between
difference between Report Card
individual letters and printed words After the guided reading, have students reread their
individual letters and Shared Reading decodable books with a partner. They can take turns
(K-1)
words reading by alternating sentences. This helps them
recognize punctuation Teacher observation focus on what they are reading because each
student only reads a small chunk. Reading with a
capitalization and question mark of students' ability to partner also creates a safety zone where they can
5(F) recognize how readers use punctuation in period recognize feel comfortable reading aloud.
capitalization and punctuation to different texts exclamation capitalization and
comprehend (K-1) Finally, conclude the activities with a class debate
mark punctuation symbols or an essay based on the reading.
5(H) recognize that different parts of recognize parts of a table of contents Report Card
a book such as cover, title page, and book including table
table of contents offer information (K- of contents
1)
Page 35 of 39 11/16/2011
Clint ISD Instructional Planning Guide - Kindergarten Reading
2008 - 2009 Clint Independent School District March 29 - June 4 4th Nine Weeks - (49 days of instruction)
Standards Lesson Processes/ Skills/ Vocabulary Performance Resources/ Materials
Fountas and Pinnell identify, segment, syllables Teacher observation Closed Syllable
Phonics SP ���� End with one or more consonants.
6(B) identify, segment, and combine and combine of students' ability to ���� The vowel sound is usually short.
Lesson 6 p. 363-6 ���� Diacritical mark: breve
syllables within spoken words such as Lesson 7 p. 367-72
syllables orally identify,
Examples in words
by clapping syllables and moving WS Lesson 3 p. 441-4 segment, and ���� met, catnip, scratch, plant
manipulatives to represent syllables in WS Lesson 4 p. 423-6 combine syllables Open Syllable
���� End in a vowel
words (K-1) WSA Lesson 8 p. 479-82 ���� The vowel sound is long
���� Diacritical mark: macron
Examples in words
6(C) produce rhyming words and Fountas and Pinnell produce rhyming Teacher observation ���� me, hobo, veto
distinguish rhyming words from non- Phonics words of students' ability to Vowel - Consonant-’e’ Syllable (Silent-e)
SP ���� A vowel followed by a consonant and a silent „e.‟
rhyming words (K-1) Lesson 6 p. 363-6
produce rhyming ���� The first vowel makes a long sound.
words ���� Diacritical mark: macron
Lesson 7 p. 367-72 Examples in words
WSA Lesson 9 p. 483-4 ���� Pipe, decide, complete
‘r’ controlled Syllable
���� A vowel followed by an „r‟ (ar, er, etc.)
���� The „r‟ gives the vowel a unique sound.
Fountas and Pinnell initial DIBELS/IDEL ���� Mark the syllable type with the letter „r‟
identify and isolate above the syllable.
Phonics WS beginning Initial Sound
6(D) identify and isolate the initial Lesson 1 p. 433-6
initial, medial, and Examples in words
ending Fluency/Palabras sin ���� dirt, farmer, start
and final sound of a spoken word (K- Lesson 2 p. 437-40 final sounds of Vowel Pair Syllable
WSA Lesson 8 p. 479- spoken words final studio ���� Two adjacent vowels that make one sound
1) ���� Such as: ai, ay, ou, ow, oi, oy, ee, ea, ie, ei, oo
482
���� Mark the syllable type with „vp‟ above
the syllable.
Fountas and Pinnell Examples in Words
blends sounds to Teacher observation ���� food, boil, oat, cowboy, mainstay
6(E) blend sounds to make spoken Phonics PA of students blending Consonant –le Syllable
Lesson 24 p. 197-200
make spoken
���� A consonant followed by an “le” comes at the end of
words such as moving manipulatives WS Lesson 1 p. 433-36 words sounds a word.
to blend phonemes in a spoken word WS Lesson 2 p. 437-40 ���� There is no vowel sound, only the consonant and the l
are pronounced. Such as: cle, zle, fle
(K) WSA Lesson 8 p. 479-82 ���� Mark the syllable type with C-le or „f”
above the syllable.
Examples in Words
segment one middle DIBELS/IDEL ���� ripple, snuggle, table
Fountas and Pinnell
Phonics syllable words into Phoneme
6(F) segment one-syllable spoken PA individual Segmentation
words into individual phonemes, Lesson 22 p. 189-92 phonemes
clearly producing beginning, medial, Lesson 23 p. 193-6 producing
and final sounds (K-1) WS
Lesson 4 p. 445-450
beginning, medial
and final sounds
Page 36 of 39 11/16/2011
Clint ISD Instructional Planning Guide - Kindergarten Reading
2008 - 2009 Clint Independent School District March 29 - June 4 4th Nine Weeks - (49 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
Fountas and Pinnell Testing Window for DIBELS and IDEL
Phonics LK DIBELS/IDEL April 13-23, 2009
7(A) name and identify each letter of Lesson 21 p. 291-4 recognize upper and Upper and lower Testing Window for DRA/EDL
Letter
the alphabet (K-1) Lesson 22 p. 295-298 lower case letters case letters April 12-30, 2009
Lesson 23 p. 299-302 Naming
Lesson 24 p. 3302-6
7(B) understand that written words understand that sounds
are composed of letters that represent letters represent vowels DIBELS/IDEL
sounds (K-1) sounds and words consonants
7(C) learn and apply letter-sound Fountas and Pinnell learn letter-sound Kinder report card er, ar, or, oi/oy, ou/ow (one vowel sound
correspondences of a set of Phonics SP correspondence of (Identify letters of the for every week)
Lesson 6 p. 363-6 all consonants and alphabet and produces
consonants and vowels to begin to Lesson 7 p. 367-72
all vowel sounds letter sounds)
read (K-1) HF Lesson 7 p. 397-402
8(A) discuss meanings of words and Fountas and Pinnell The Primary Comprehension Toolkit
Phonics Book 4 - Infer and Visualize
develop vocabulary through
WM Lesson 12 - Infer Meaning
meaningful/concrete experiences (K- Lesson 6 p. 423-6 Lesson 13 - Learn to Visualize
2) Lesson 7 p. 427-32 Teacher observation Lesson 14 - Make Sense of New Information
learn to use new Lesson 15 - Infer and Visualize with Narrative
of effective use of Nonfiction
8(B) develop vocabulary by listening vocabulary learned vocabulary Book 5 - Determine Importance
to and discussing both familiar and Lesson 16 - Figure Out What's Important
conceptually challenging selections Lesson 17 - Paraphrase Information
Lesson 18 - Organize Your Thinking As You
read aloud (K-3) Red
Book 6 - Summarize and Synthesize
8(C) identify words that name identify nouns and nouns Lesson 19 - Summarize and Synthesize
verbs verbs Lesson 20 - Read to Get the Big Ideas
persons, places, or things and words Lesson 21 - Explore and Investigate
that name actions (K-1) Lesson 22 - Share Your Learning
Teacher observation
use prior knowledge of students'
9(A) use prior knowledge to
to predict probable meaningful
anticipate meaning and make sense of
events and make contributions to
texts (K-3)
sense of text discussions of text
Page 37 of 39 11/16/2011
Clint ISD Instructional Planning Guide - Kindergarten Reading
2008 - 2009 Clint Independent School District March 29 - June 4 4th Nine Weeks - (49 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
9(B) establish purposes for reading or understand the
listening such as to be informed, to purpose for listening
follow directions, and to be and reading
entertained (K-3)
10(A) listen to stories being read
aloud (K-1) Teacher observation
contribute to of students'
10(B) participate actively (react, discussions of read meaningful
speculate, join in, read along) when alouds contributions to
predictable and patterned selections discussions of text
are read aloud (K-1)
respond to literature in interpret
10(C) respond through talk, such a way that reflects
movement, music, art, drama, and understanding and
writing to a variety of stories and ability to interpret text
poems in ways that reflect Features of Non-Fiction Texts
understanding and interpretation (K-1) •Timeless verb constructions
•Table of contents
•Specialized vocabulary
Teacher observation •Graphical devices
distinguish features narrative •Realistic illustrations or photographs
11(A) distinguish different forms of lists of students' ability to •Index
of narratives, poetry,
texts such as lists, newsletters, and poems distinguish between •Headings and subheadings
lists, newsletters, •Definitions
signs and the functions they serve (K- informational text narratives, poetry,
and informational •Bulleted information
3) TAKS Obj. 3 newsletters and informational
text •Diagrams
alphabet books text •Captions
distinguish fiction fiction Teacher observation
form nonfiction nonfiction of students' ability to Organizational Structure of
11(C) distinguish fiction from distinguish between Non-Fiction
fiction and ☺Enumerative
nonfiction, including fact and fantasy
nonfiction text ☺Sequential
(K-3) ☺Chronological
☺Compare and Contrast
☺Cause and Effect
☺Question and Answer
☺Narrative
Page 38 of 39 11/16/2011
Clint ISD Instructional Planning Guide - Kindergarten Reading
2008 - 2009 Clint Independent School District March 29 - June 4 4th Nine Weeks - (49 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
distinguish features
11(D) understand literary forms by of stories, poems, Types of Non-Fiction Texts
recognizing and distinguishing among •Alphabet books
and informational •Counting books
such types of text as stories, poems, books •Activity books
and information books (K-2) •Concept books
•Journals, diaries, and interviews
identify a question how Teacher observation •Photo essays
12(A) identify relevant questions for
that will guide why of students' •Pop ups
inquiry such as "Why did knights •Survey books
individual student individual questions
wear armor?" (K-3) •“How To” Books
research for research
•Informational
use pictures, pictures Teacher observation •Storybooks
captions, cut-aways, captions of students' ability to •Biographies
12(B) use pictures, print, and people charts, graphs, cut-away incorporate •Life cycle books
to gather information and answer diagrams, and titles charts information gathered •Reference books
questions (K-1) graphs •Series books
to gather information
diagrams
for inquiry
titles
Internet Sources
Fluency
http://www.busyteacherscafe.com/units/fluen
draw conclusion What did you
12(C) draw conclusions from cy.htm
from inquiry on a learn about your
information gathered (K-3) Teacher observation http://www.opencourtresources.com/ocr/sight
specific topic topic? _words/grade1_sight.html
of students' ability to
Comprehension
incorporate http://home.att.net/~teaching/litcircl/chardev.
information gathered pdf
use classroom and
http://home.att.net/~TEACHING/litcircl/plot
12(D) locate important areas of the library to gather map.pdf
library/media center (K-1) information for http://www.enchantedlearning.com/graphicor
individual inquiry ganizers/storymap/
Interactive Read http://www.teachingheart.net/minioffice.html
Alouds Connect to
13 (A) connect his/her own Cultures p. 139-142
Teacher observation of
experiences with the life experiences, make personal
students personal
language, customs, and culture of connections to others connections to others
others (K-3)
Page 39 of 39 11/16/2011