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									                                                            Kindergarten Reading Pacing Guide for 2009-10
                                  First Quarter                              Second Quarter                               Third Quarter                             Fourth Quarter
                        Knows 6 or more Concepts of Print          Knows 7-10 or more Concepts of Print         Knows 11-14 or more Concepts of          Knows 15-18 Concepts of Print
                        Handles book correctly                     Understands the concepts of first and          Print                                   Focuses on print with 1:1 match
                        Understands directionality of print         last in text (can be in word, line, page,    Understands that left page proceeds        Crunchy Munchy
                          (left to right, top to bottom, return      or book)                                       the right                               Understands the use of a comma
                          sweep)                                     Phonics Lessons K ELC 4-6                     Make a Valentine                           When Goldilocks Went to the House of
                          One, Two, Three, What Comes First?        Understands the difference between           Understands the difference between a       the Bears, Riding in My Car,
                          Walking in the Woods                       letters and words                              letter, a word and a sentence             5 Brown Monkeys
                        Understands concept of letters              Phonics Lessons K LK 10, 13, 14, 16            Oh No, Hands Hands Hands                Understands that the left page proceeds
                          Phonics Lessons K LK 1-7                  Focuses on print with 1:1 match              Identifies upper case and lower case      the right
                        Focuses on print with 1:1 match             Phonics Lessons K ELC 7                        letters                                  5 Little Monkeys
                          Phonics Lessons K ELC 3                    A Week With Aunt Bea                          RunAway                                  Understands that the text reads left to
                          Let’s Sing It, Cluck, Cluck               Understands that text reads from left        Understands and applies use of            right
      Concepts About




                        Distinguishes between picture and print     to right                                       question marks when reading              There’s A Whole In the Bucket
                         Big Black Bug, Open Shut Them                I’m Gonna Miss You, A Honking Jam             Chickens                                Understands the use of quotation
          Print




                        Identifies front cover of book             Understands the return sweep from the        Understands the use of quotation          marks
                         Little Bears                                end of one line of text to beginning of        marks                                    The Three Bears
                        Identifies upper case & lower case          next                                          Three Little Monkeys
                         letters.                                    I Eat Leaves                                 Understands the return sweep from the
                         Itch Itch Poor Dog Bright                  Understands the left page proceeds             end of one line to beginning of the
                        Understands the use of the period when      right                                          next
                         reading.                                    A Trip to the City                              The Little Overcoat
                         Who Lives in the Sea?                      Understands use of question mark             Focuses on print with 1:1 match
                                                                     At Work
                                                                    Understands where a word begins or
                                                                     ends
                                                                      The Monster Stomp
                                                                    Understands use of a period
                                                                     Is this a Monster?




Revised 2009-10                                                                                                                                                                                   1
                                                                                  Kindergarten Reading Pacing Guide for 2009-10
                                                       First Quarter                             Second Quarter                               Third Quarter                              Fourth Quarter
                                             Hears and repeats initial sounds in        Hears and repeats initial and final        Hears multiple sounds in words             Hears multiple sounds in words
                                              words                                       sounds in words                             Phonics Lessons K PA 15, 17                Deletes sounds in words
                                              Phonics Lessons K PA 8-9                    Phonics Lessons K PA 10-12                 Distinguishes number of syllables in a      Phonics Lessons K PA 25,26
                                             Hears rhymes                               Distinguishes the number of syllables       word                                       Generates words that rhyme
                                              Phonics Lessons K PA 1,3                    in a word                                   Phonics Lessons K PA 16                     Phonics Lessons K PA 19- 21
                                             Orally blends onset & rhyme into a          Phonics Lessons K PA 4-6                   Blends syllables                           Distinguishes number of syllables in a
                                              word                                       Identifies words that rhyme                 Phonics Lessons K PA 16                     word
               Phonemic Awareness




                                              Who Lives in the Sea?                       Phonics Lessons K PA 13                    Identifies words that rhyme                  Phonics Lessons K WS 4
                                             Orally blends 2-4 phonemes into a          Says words slowly to hear sounds            Phonics Lessons K PA 14                    Orally blends 3-5 phonemes into a
                                              word                                        Phonics Lessons K PA 7                     Orally segment words with 2-4               word
                                              What Comes First?                           It Didn’t Frighten Me, I Eat Leaves         phonemes                                     When Goldilocks Went to the House
                                             Orally segments words with 2-4              Is This a Monster?                          Make A Valentine                            of the Bears, Riding In My Car,
                                              phonemes into individual phonemes          Orally blend 2-4 phonemes into a           Orally blend phonemes into a word           There’s a Hole in the Bucket,
                                              Walking in the Woods                        word                                        Run Away, Hands Hands Hands,                Crunchy Munchy
                                                                                           A Trip to the City, At Work, A Week        The Little Overcoat
                                                                                          With Aunt Bea
                                                                                         Orally segments words with 2-4
                                                                                          phonemes into individual phonemes
                                                                                          The Monster Stomp



                                             Names letters(10-20 or more)               Names letters (21-44 or more)              Names all letters (45-52)                  Names all letters (50-52)
                                              Phonics Lessons K LK 1 -7                   Phonics Lessons K LK,13, 14                 Phonics Lessons K LK 15                    Knows letter sounds (50-52)
                                             Knows letter sounds                        Recognizes differences between             Recognizes differences between upper        Phonics Lessons K LK 21
                                             Recognizes environmental print              numerals and letters                        and lower case letters                     Applies knowledge of letter sounds to
                                             Uses pictures to predict words and         Knows letter sounds                         Phonics Lessons K LK 17-18                  decode unfamiliar words
      Sources of Information/Cuing System




                                              construct meaning                           Phonics Lessons K LS 1 – 5                 Knows letter sounds                         The Three Bears
                                             Uses text structures such as repetitive     Phonics Lessons K PA 17                     Phonics Lessons K LS 6-8                   Uses patterns of oral language to
                                                                                         Uses pictures to predict words and         Applies knowledge of letter sounds to
          (Includes Systemic Phonics)




                                              language patterns, rhyme, and story                                                                                                 predict words and phrases
                                              structure to predict at the story level     construct meaning                           decode unfamiliar words                    Predicts unknown words and confirms
                                                                                         Uses text structures such as repetitive     Phonics Lessons K PA 22-24                  predictions by cross-checking pictures
                                                                                          language patterns, rhyme, and story         Oh No, Chickens, Itchy Owies                and letters
                                                                                          structure to predict at the story level     A Mouse Snack                              Predicts, confirms, and self-corrects
                                                                                         Uses front and back cover information      Uses text structures such as repetitive     using a growing knowledge of all
                                                                                          to help predict content                     language patterns, rhyme, and story         three cuing systems
                                                                                         Uses analogy as a strategy to problem-      structure to predict at the story level    Rereads to gain meaning or to assist
                                                                                          solve unfamiliar words                     Predicts unknown words and confirms         problem-solving on unfamiliar words
                                                                                          Phonics Lessons K SP 1, 2                   predictions by cross-checking pictures     Uses analogy as a strategy to problem
                                                                                          Phonics Lessons K WSA 3                     and letters                                 solve unfamiliar words
                                                                                                                                     Rereads to confirm meaning                  Phonics Lessons K SP 6 ,7
                                                                                                                                     Self-corrects to maintain accurate,         Phonics Lessons K WSA 6-9
                                                                                                                                      meaningful reading
                                                                                                                                     Uses analogy as a strategy to problem-
                                                                                                                                      solve unfamiliar words
                                                                                                                                      Phonics Lessons K SP 3-5
                                                                                                                                      Phonics Lessons K WSA 4




Revised 2009-10                                                                                                                                                                                                       2
                                                      Kindergarten Reading Pacing Guide for 2009-10
                            First Quarter                             Second Quarter                             Third Quarter                             Fourth Quarter
                   Practices fluent reading when             Practices fluent reading when             Reads 20 WPM at Mondo level A/B          Reads 30 WPM at Mondo level C
                     following along with an experienced       following along with an experienced       Rereads known text to gain confidence    Rereads known text to gain confidence
                     reader Big, Black Bug,                    reader                                     and pace                                  and pace
                     Open, Shut Them, Little Bears            Rereads known text to gain confidence     Attends to ending punctuation to aid     Focuses on chunks of text rather than
                     Let’s Sing It, Poor Dog Bright, One,      and pace                                   in phrasing                               single words
                  Two, Three, Cluck, Cluck, Walking in the    Repeats reading a text emphasizing        Reads nonfiction more slowly using       Reads while observing punctuation
                  Woods                                        rhythm, rhyme and language patterns        text features as aids to fluency          When Goldilocks Went to the House of
                   Rereads known text to gain confidence      It Didn’t Frighten Me                      Make A Valentine                          Bears
                     and pace                                 Matches spoken word to written word       Reads while observing punctuation        Reads using rhythm, rhyme, and
                   Reads non-fiction at correct speed         I’m Gonna Miss You, A Honking Jam          Oh No!, Chickens                          meaningful chunks
                     What Comes First?                        Reads using illustrations as an aid to    Reads with expression observing           Five Little Monkeys
       Fluency




                    Reads reflecting rhythm and rhyme         fluency                                    punctuation                              Reads with expression using phrasing
                      observing punctuation                    I Eat Leaves, The Monster Stomp            Run Away                                  There’s a Hole in the Bucket
                      Itch! Itch!, Who Lives in the Sea?      Reads while observing punctuation         Reads with expression, meaningful        Reads with expression with dialogue
                                                               A Trip to the City, Is This a Monster?     phrases and chunks                        and quotation marks
                                                              Repeats reading as an aid to fluency       Hands Hands Hands                         Crunchy Munchy
                                                               At Work                                   Reads with speed and accuracy            Reads dialogue with quotation marks
                                                              Reads with speed and accuracy              Three Little Monkeys, The Itchy-Owies     The Three Bears
                                                               A Week with Aunt Bea                      Adjusts reading rate depending on
                                                                                                          word meaning
                                                                                                          The Little Overcoat
                                                                                                         Repeat reads, listening for and
                                                                                                          repeating sounds in a song
                                                                                                          A Mouse Snack




Revised 2009-10                                                                                                                                                                        3
                                                                    Kindergarten Reading Pacing Guide for 2009-10
These indicators                         First Quarter                             Second Quarter                                Third Quarter                                Fourth Quarter
are designed for
whole class                    Confirms or rejects predictions based      When reading fiction, identifies basic      Thinks about and articulates the global     Combines understandings gained from
instruction                     on a reading of the text                    character traits or motives                  message of the text                           other texts and message/information
                                Big Black Bug; Open, Shut Them;             It Didn’t Frighten Me; A Trip to the         Make a Valentine                              from text to gain understanding of text
                                Who Lives in the Sea?                       City                                        Uses past experience and prior                When Goldilocks Went to the House of
                               Follows sequence of directions by          Develops an awareness of different           knowledge to connect to author’s              the Bears
                                 locating action words                      text types by noticing their different       message                                     Uses past experience and prior
                                 Open, Shut Them                            structures (e.g.: fantasy or realistic       Make a Valentine                              knowledge to identify important
                               Uses text structures such as repetitive     fiction)                                    Understands that nonfiction text              details (plot, setting, etc.) to assist in
                                language, rhyme, and story structure        It Didn’t Frighten Me                        conveys new knowledge through the             summarizing fiction and synthesizing
                                to assist predictions                      Recognizes and uses rhyme, rhythm            use of diagrams, labels, and other text       into coherent understandings
                                Little Bears                                and pattern to predict language              features                                       When Goldilocks Went to the House
                               Uses knowledge of how the world             structures in more complex texts             Make a Valentine                              of the Bears; The Three Bears
                                works, illustration, and text to assist     It Didn’t Frighten Me; A Week With          Reads simple nonfiction text to find        When reading, stops to regain
                                with simple inference                       Aunt Bea                                     answers to specific questions and for         meaning; rereads, attending to
      Reading Comprehension




                                Little Bears; Itch! Itch!                  Identifies cause and effect                  specific information while isolating          information at syntax, sentence and
                               Uses past experience and prior              relationships implied in the text            the main ideas in information                 word levels
                                knowledge to identify with and              It Didn’t Frighten Me                        presented                                     When Goldilocks Went to the House of
                                summarize ideas and information            Confirms or rejects predictions based        Make a Valentine                              the Bears
                                presented in an easy nonfiction text        on the reading of the text                  Articulates global message of fiction       Isolates main idea and information in
                                Little Bears; Who Lives in the Sea?;        I’m Gonna Miss You; A Honking Jam            text with supporting details using plot,      two texts and makes cross-text links in
                                What Comes First?                          Thinks about and identifies                  characterization, and/or illustrations        simple fiction
                               Thinks about and forms predictions          “knowledge of world” understandings          Oh No!; The Itchy-Owies                       When Goldilocks Went to the House of
                                about the author’s message in               gained from sources outside personal        Uses knowledge of how the world               the Bears
                                response to a picture stimulus              experience (film, TV, other people)          works, illustrations, and text to draw      Thinks and talks about images made
                                Itch! Itch!                                 that are common to the                       personal conclusions                          from personal experience or prior
                               Focuses on descriptive words or             message/content of the text                  Oh No!                                        knowledge to gain understanding
                                phrases in text and relates to common       I’m Gonna Miss You; A Honking Jam           Uses text structures such as repetitive       Riding in My Car; Five Brown
                                personal experiences or knowledge          Thinks about and articulates the global      language patterns, rhyme, and story           Monkeys
                                Itch! Itch!                                 message of the text                          structure to assist predictions             Articulates prior knowledge or
                               Retells a simple text                       I Eat Leaves                                 Oh No!                                        information from text to support
                                Itch! Itch!; Walking in the Woods          Uses knowledge of how the world             Identifies cause and effect                   conclusions
                               Identifies author’s message, purpose        works, illustrations, and text to assist     relationships implied in the text             Riding in My Car, Five Brown
                                 or bias                                    with simple inference                        Oh No!                                        Monkeys
                                Let’s Sing It                               I Eat Leaves                                Isolates relevant knowledge from             Identifies basic character traits or
                               Thinks about and identifies personal       Understands that nonfiction text             other texts and links with specific            motives when reading fiction
                                experiences and prior knowledge that        conveys new knowledge through the            message/information from text to               Five Little Monkeys
                                inform the message in the text              use of diagrams, labels, and other text      construct deeper understanding of text      Uses illustrations and text to justify
                                Let’s Sing It                               features                                     Run Away                                      inference
                               Understands that stories often have         I Eat Leaves                                Articulates both thinking and problem         Five Little Monkeys
                                problems to be solved, identifies the      Uses information gained to indicate          solving processes                           Understands that a story has a
                                problem, and predicts outcomes              similarities and differences within the      Run Away                                      beginning, middle, and end
                                Poor Dog Bright                             text                                        Understands that stories often have           Five Little Monkeys
                               Uses past experience and prior              I Eat Leaves                                 problems to be solved, identifies the       Uses past experience and prior
                                knowledge to identify important            Understands that the text conveys the        problem, and predicts outcomes                knowledge to identify important
                                details such as plot, sequence of           thoughts of the author                       Run Away                                      details (plot, sequence of events,
                                events, character traits, etc. to           A Trip to the City                          Uses past experience and prior                character traits, etc.) to establish
                                establish deeper understanding             Uses text to make links to past              knowledge to indicate a possible story        deeper understanding
                                Poor Dog Bright                             experience and prior knowledge as a          line                                          Five Little Monkeys




Revised 2009-10                                                                                                                                                                                                4
                                                                    Kindergarten Reading Pacing Guide for 2009-10
                                          First Quarter                              Second Quarter                                  Third Quarter                                 Fourth Quarter
                                Understands that a fact is something          way to ask questions of text and               Run Away                                    Isolates relevant knowledge of the
                                 that can be proven                            identify answers                              Thinks about cover information, text          world and information sources and
                                 Who Lives in the Sea?                         A Trip to the City                             type, story line, topic, nonfiction text      links this to specific messages or
                                Understands that nonfiction texts            Retells simple text                            features, and prior knowledge to form,        information in the text to construct a
                                  contain factual information that can         A Trip to the City; The Monster                confirm, or adjust predictions                deeper understanding of the text
                                  be proven Who Lives in the Sea?              Stomp; A Week With Aunt Bea                    Hands, Hands, Hands                           There’s a Hole in the Bucket
                                Thinks about and articulates the global      Confirms or rejects predictions based         Develops an awareness of different          Identifies cause and effect
                                 message of the text with supporting           on reading of text                             text types by noticing their different        relationships implied in the text
                                 details                                       At Work                                        structures (e.g.: fantasy or realistic        There’s a Hole in the Bucket
                                 One Two Three; Cluck Cluck                   Thinks about and identifies personal           fiction)                                    Recognizes and uses rhyme, rhythm,
                                Combines personal experience with             experiences and prior knowledge that           Hands, Hands, Hands                           and pattern to predict language
                                 the message from the text to gain             correspond to the book message                Uses prior knowledge of rhyme and             structures in more complex texts
                                 understanding of the text                     At Work                                        rhythm, pattern and repetition to             There’s a Hole in the Bucket
                                 One Two Three; Cluck Cluck                   Uses text to make links to past                predict the story level in more             Isolates the main idea or information
                                Thinks about cover information (title,        experience and prior knowledge as a            complex texts                                 in two texts and makes cross-
                                 illustration, back cover blurb) plus          way to ask questions of the author to          Hands, Hands, Hands; The Little               textslinks in simple fiction
                                 prior knowledge to form, confirm, or          understand the purpose or point of             Overcoat, A Mouse Snack                       There’s a Hole in the Bucket
                                 adjust predictions                            view                                          Isolates relevant prior knowledge and       Thinks about and articulates global
       Reading Comprehension




                                 What Comes First?                             At Work                                        personal experience and links them            message of text with supporting
                                Thinks about and articulates personal        Uses past experience and prior                 with a specific message and/or                details
                                 responses and conclusions and                 knowledge to identify with important           information from the text to construct        Crunchy Munchy
                                 determines if they align with the             ideas and information in nonfiction            a deeper understanding of the text          Uses photos or illustrations to confirm
                                 author’s message                              text                                           Hands, Hands, Hands                           or justify inference
                                 What Comes First?                             At Work                                       Uses prior knowledge and past                 Crunchy Munchy
                                Understands that the order of events in      Articulates the global message of              experience to generate questions of         Uses information gained to indicate
                                 nonfiction text does not change               fiction text with supporting details           text and reads with the intent of             similarities and differences within text
                                 What Comes First?                             using plot, characterizations, and/or          identifying the answers (explicit and         Crunchy Munchy
                                Clearly articulates prior knowledge or        illustrations                                  implicit) in text                           Retells a more complex text
                                 information from text to support              The Monster Stomp                              Chickens                                      Crunchy Munchy
                                 conclusions                                  Uses text read to make links to past          Combines knowledge of world and             Identifies, understands, and relates
                                 Walking in the Woods                          experience and prior knowledge as a            message/information from text to gain         more complex character traits,
                                Thinks about and identifies personal          way to ask questions of the author to          understanding of text                         motives, and story lines
                                 experiences/prior knowledge and               understand purpose                             Chickens                                      The Three Bears
                                 combines that with the message of the         The Monster Stomp                             Uses sequence in nonfiction to              Isolates relevant knowledge from
                                 text to gain understanding                   Integrates context clues and prior             construct meaning and deepen                  other texts and links it with a specific
                                 Walking in the Woods                          knowledge to determine meaning of              understanding                                 message or information in the text to
                                Recognizes and uses rhyme, rhythm,            unknown words in the text                      Chickens                                      construct a deeper understanding
                                 and pattern to predict language               The Monster Stomp                             Understands that the order of events in       The Three Bears
                                 structures in more complex texts             Articulates global message of                  nonfiction text does not change             Focuses on descriptive words or
                                 Walking in the Woods                          nonfiction text with supporting details        Chickens                                      phrases in the text and relates these to
                                                                               using headings, photos, labels,               Uses text to make links to past               common personal experiences or
                                                                               diagrams, and/or facts                         experience and prior knowledge as a           knowledge
                                                                               Is This a Monster?                             way to ask questions of text and              The Three Bears; Jewels: Children’s
                                                                              Uses photos or illustrations to confirm        identify answers                              Play Rhymes “Jewels”
                                                                               or justify an inference                        Three Little Monkeys; The Itchy-            Thinks about and articulates personal
                                                                               Is This a Monster?                             Owies                                         responses and conclusions and
                                                                              Uses information gained to indicate           Uses information gained to indicate           determines if they align with the
                                                                               similarities and differences within text       similarities and differences within the       author’s message
                                                                               Is This a Monster?                             text                                         Jewels: Children’s Play Rhymes -
                                                                              Reads simple nonfiction text to find           Three Little Monkeys                         “Row Row Row Your Boat”
                                                                               answers to specific questions and/or          Uses prior knowledge or past                Uses knowledge of how the world
Revised 2009-10                                                                                                                                                                                                   5
                                                             Kindergarten Reading Pacing Guide for 2009-10
                                  First Quarter                               Second Quarter                               Third Quarter                              Fourth Quarter
                                                                      specific information while isolating          experience to generate questions of       works, illustrations, and text to draw
                                                                      the main ideas in information                 self and clarify understandings while     personal conclusions
                                                                      presented                                     reading                                   Jewels: Children’s Play Rhymes –
                                                                      Is This a Monster?                            The Little Overcoat                       “Eenie Meenie”
                                                                     Understands that the text conveys the        Notices when reading does not make       Thinks about and forms predictions
                                                                      thoughts of the author                        sense and reads to regain meaning         about the author’s message in
                                                                      A Week With Aunt Bea                          The Little Overcoat                       response to picture stimulus
                                                                     When reading doesn’t make sense,             Uses past experience and prior            Jewels: Children’s’ Play Rhymes –
                                                                      stops, rereads, and uses all sources of       knowledge to identify important           “Patty Cake”
                                                                      information (meaning, syntax, words)          details (plot, sequence of events,       Uses the text to make links to past
                                                                      to regain meaning                             character traits, etc,) to establish      experiences and prior knowledge as a
                                                                      A Week With Aunt Bea                          deeper understanding                      way to ask questions of the text and
                                                                                                                    The Little Overcoa, A Mouse Snackt        identify answers
                                                                                                                   Thinks about and forms predictions        Jewels: Children’s Play Rhymes –
                                                                                                                    about the author’s message in             “Mary Mack”
                                                                                                                    response to picture stimulus
                                                                                                                    A Mouse Snack
                                                                                                                   Uses prior knowledge and past
                                                                                                                    experience to assist in generating
                                                                                                                    questions of text and to identify
                                                                                                                    answers
                                                                                                                    A Mouse Snack
                        Recognizes some high frequency              Recognizes some high frequency               Recognizes some high frequency             Recognizes some high frequency
                         words by sight (including first and last     words by sight (11-15 or more)                words by sight (16-25 or more)              words by sight (25 or more)
                         name) (5-10 or more)                         (Use the High Frequency Word List             (Use the High Frequency Word List            (Use the High Frequency Word List
                         (Use the High Frequency Word List            on page 73 in the Phonics Lessons K           on page 73 in the Phonics Lessons K         on page 73 in the Phonics Lessons K
                         on page 73 in the Phonics Lessons K          Notebook)                                     Notebook)                                   Notebook)
                         Notebook)                                    Phonics Lessons K HFW 1,2                     Phonics Lessons K HFW 4,5                    Phonics Lessons K HFW 6, 7
                         Phonics Lessons K ELC 1, 2                  Develops vocabulary by learning and          Develops vocabulary by learning and        Develops vocabulary by learning and
          Vocabulary




                         Phonics Lessons K HFW 1, 2, 4                using words in common categories              using words in common categories             using words in common categories
                        Develops vocabulary by learning and          (for example, color words, number             (for example, color words, number            (for example, color words, number
                         using words in common categories             words, days of the week)                      words, days of the week)                     words, days of the week)
                         (for example, color words, number            Phonics Lessons K WM 1                        Phonics Lessons K WM 3-5                     Phonics Lessons K WM 6, 7
                         words, days of the week)                    Develops and uses content vocabulary         Develops and uses content vocabulary       Develops and uses content vocabulary
                         Big Black Bug, Little Bears                  connected to grade level key concepts         connected to grade level key concepts        connected to grade level key concepts
                        Develops and uses content vocabulary        Develops new vocabulary through              Develops new vocabulary through            Develops new vocabulary through
                         connected to grade level key concepts        meaningful concrete experiences               meaningful concrete experiences              meaningful concrete experiences
                        Develops new vocabulary through                                                                                                       Recognizes simple compound words
                         meaningful concrete experiences                                                                                                         Phonics Lessons K WS 3
                                                                                                                                                                Understands concept of plurals
                                                                                                                                                                 Phonics Lessons K WS 1
                        Chooses a variety of reading materials for independent reading
                        Explores books at a variety of levels to develop a life-long love of reading
       Purpose




                        Gets daily practice reading books at their independent level




Revised 2009-10                                                                                                                                                                                     6
                                                                  Kindergarten Reading Pacing Guide for 2009-10
                               Send home independent books to read nightly
       Ideas for Homework      Use the Connect With Home resources available on the Fountas and Pinnell Teaching Resources CD-Rom for appropriate homework practice of skills block lessons. The
                                Connect With Home resources can be found in the Lesson Materials and Template, Materials and Games section of the CD-Rom. These resources are available in English and
                                Spanish.
                               Send home High Frequency Words appropriate for the grade level to practice reading and writing




Revised 2009-10                                                                                                                                                                                      7

								
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