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Printable Behavior Charts for Kindergarten

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					                         KINDERGARTEN - READING
                              3rd NINE WEEKS

Assessment: Assess students who have some sight vocabulary with the
Running Record.

Reading / Literature Content: 40% of total language arts instruction including:

Poetry, Songs, Finger Plays (40%)
Fiction (30%)
Nonfiction (30%)


Benchmark Reading Skills Standards of Learning
                    (new for the nine weeks – check off skills as taught)

No new Reading Standards are introduced during the third nine weeks.


Benchmark Reading Skills Standards of Learning
       (taught previous nine weeks – continue to review - check off skills as reviewed)

_____ K.5      Understand how print is organized and read

_____ K.5 a    Hold print materials in the correct position

_____ K.5 b    Identify the front cover, back cover and title page of a
               book

_____ K.5 c    Follow words from left to right and from top to bottom on a
               printed page

_____ K.6      Demonstrate an understanding that print makes
               sense

_____ K.6 a    Explain that printed materials provide information

_____ K.6 b    Identify common signs and logos

_____ K.6 d    Read and explains own writing and drawings

_____ K.7      Develop an understanding of basic phonetic principles

_____ K.7 a    Identify and name upper and lower case letters of the alphabet



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_____ K.7 b   Match consonant and short vowel sounds to appropriate letters

_____ K.7 c   Identify beginning consonant sounds in single syllable words

_____ K.8     Demonstrate comprehension of fiction and nonfiction

_____ K.8 a   Use pictures to make predictions about content

_____ K.8 c   Discuss characters, settings, and events

_____ K.8 e   Identify what an author does and what an illustrator does

_____ K.8 f   Identify the topics of nonfiction selections




                                                                              2
                          PACING GUIDE – READING

Suggested Activities for Continued Review of Previous Nine Weeks SOLs

SOL K.5

     Resources, Materials, and Activities

             DOE Curriculum Framework Essential Knowledge – Kindergarten

             Standards of Learning Enhanced Scope and Sequence Plus

             Big Books

             “Book Looks”

             Calendar

             Daily News

             Recipes

             Charts and Sentence Strips

             Rhymes and Poems

     Assessments

             Scott Foresman Assessment Handbook

             Teacher observation of journals, writing centers, and writing folders

             Informal assessments


SOL K.6

     Resources, Materials, and Activities

             DOE Curriculum Framework Essential Knowledge – Kindergarten

             Standards of Learning Enhanced Scope and Sequence Plus

     Assessments

             Scott Foresman Assessment Handbook

             Teacher observation of journals, writing centers, and writing folders

             Informal assessments




                                                                                     3
SOL K.7
     Resources, Materials, and Activities:

             Ooples and Boo-noo-noos

             PALS Website

             Picture Cards in Words Their Way

             Scott Foresman (books and charts)

             Tactile alphabet activities

             Alphabet books, songs, and poems

             Rigby Alphastarters

             Flash cards

             Games: Zip Around, Memory, Bingo

             DOE Curriculum Framework Essential Knowledge – Kindergarten

             Standards of Learning Enhanced Scope and Sequence Plus


     Assessments

             Scott Foresman Assessment Handbook
                     -Reading behavior checklist - page 89
                     -Early literacy behaviors - pages 114-117

             Rhyme Time participation

             Phonemic Awareness in Young Children
                   -Chapter 7 - Initial and final sounds
                   -Chapter 8 - Phonemes

             Informal assessment using flashcards, ABC Bingo, Zip Around, picture sorts,
                     and computer games


SOL K.8

     Resources, Materials, and Activities

             Scott Foresman Take Home Readers

             DOE Curriculum Framework Essential Knowledge – Kindergarten

             Standards of Learning Enhanced Scope and Sequence Plus

             Book Look



                                                                                           4
Reread Big Books

Story Mapping

DLTA

Modeling

Wordless Books

Flannel Boards/Puppets/Props




                               5
                         KINDERGARTEN - WRITING
                             3rd NINE WEEKS

Assessments: The classroom teacher throughout the year will assess the
journals and writing folders of each Kindergarten student.

Writing Content: 40% of total language arts instruction


Benchmark Writing Process / Handwriting Standards of Learning
                    (new for the nine weeks – check off skills as taught)

_____ K.10     Print his/her first and last names

_____ K.11     Write to communicate ideas

_____ K.11 a Draw pictures and/or use letters and phonetically spelled words to
             write about experiences, stories, people, objects, and events


Benchmark Writing Process / Handwriting Standards of Learning
       (taught previous nine weeks – continue to review - check off skills as reviewed)


_____ K.9       Print the uppercase and lowercase letters of the alphabet
                independently

_____ K.10      Print his/her first name

_____ K.11      Write to communicate ideas

_____ K.11 a Draw pictures and/or use letters and phonetically spelled words to
             write about experiences, stories, people, objects, and events

_____ K.12      Explore the use of available technology of reading and writing


.




                                                                                          6
                              PACING GUIDE – WRITING
SOL K.10        The student will print his/her first and last names.

Resources, Materials, and Activities

       DOE Curriculum Framework Essential Knowledge – Kindergarten

       Standards of Learning Enhanced Scope and Sequence Plus
              -pages 273-274 Written Communication Skills
              -pages 301-302 Morning Message
              -pages 331-332 My First Writings

        Journals

        Writing Center

        Daily Writing Activities

        Model writing

        Teacher dictation

Assessments

        Teacher observation

        Student written assignments

        Writing folders

SOL K.11        The student will write to communicate ideas.

                a. Draw pictures and/or use letters and phonetically spelled words
                   to write about experiences, stories, people, objects, and events.

Resources, Materials, and Activities

        Labels pictures

        Leaves a blank for initial consonants when taking dictation (__all = ball)

        DOE Curriculum Framework Essential Knowledge – Kindergarten

        Standards of Learning Enhanced Scope and Sequence Plus
               -pages 273-274 Written Communication Skills
               -page 297       Modeled Writing
               -page 298       Shared Writing
               -page 299       Interactive Writing
               -page 300       Guided Writing
               -pages 30-302   Morning Message
               -page 304       Parts of a Story From Start to Finish
               -pages 305-306 Posting the Writing Process
               -page 308       Making A List


                                                                                     7
              -pages 309-310     Brainstorming Topics for Writing
              -page 314          Focus on the Topic
              -pages 331-332     My First Writings
              -pages 333-335     Drawing the Details

     Journals

     Writing Center

     Daily writing activities

     Model writing

     Teacher dictation


Suggested Activities for Continued Review of Previous Nine Weeks SOLs

SOL K.9

     Resources, Materials, and Activities

              Zaner/Blosser Handwriting Program

              DOE Curriculum Framework Essential Knowledge – Kindergarten

              Standards of Learning Enhanced Scope and Sequence Plus


     Assessments

              Teacher observation of journals, writing centers, and writing folders

SOL K.10

     Resources, Materials, and Activities

              Have names visible all around the classroom.

              Name puzzles

              Use tactile materials to write names: beans, sand, pudding, finger paints

              DOE Curriculum Framework Essential Knowledge – Kindergarten

              Zaner Bloser Handwriting Program

              Journals

              Writing Center

              Daily Writing Activities

              Model Writing



                                                                                          8
             Teacher Dictation

             Standards of Learning Enhanced Scope and Sequence Plus

     Assessments

             Teacher observation of journals, writing centers, and writing folders

             RCPS Fun With Science (Kindergarten workbook)

SOL K.12

     Resources, Materials, and Activities

             Computer software and RCPS recommended websites

             Listening centers with tapes and CDs

             DOE Curriculum Framework Essential Knowledge – Kindergarten

             Standards of Learning Enhanced Scope and Sequence Plus

             RCPS Technology Standards of Learning – Kindergarten

             Technology resources

             Bailey’s Bookhouse

             Chicka Chicka Boom Boom

             Computer Classroom Kindergarten

             Reader Rabbit Kindergarten

             Clarisworks

             Kid Pix

             High frequency word lists

             Listening Centers with CDs

             Videos

     Assessments

             Teacher observation of skill, practice, and word processing software

             RCPS Kindergarten Benchmarks for Technology




                                                                                     9
       KINDERGARTEN – ORAL LANGUAGE/WORD STUDY
                     3rd NINE WEEKS

Oral Language Content: 20% of total language arts instruction

Students should be involved in Rhyme Time for 15-20 minutes daily. Refer to
pages 137-143 in Phonemic Awareness in Young Children for daily schedule.
Supplement rhyme time with songs from Ooples and Boo-Noo-Noos, etc.


Benchmark Oral Language Skills Standards of Learning
                    (new for the nine weeks – check off skills as taught)

_____ K.2      Use listening and speaking vocabularies

_____ K.2 e    Ask about words not understood

Benchmark Oral Language Skills Standards of Learning
       (taught previous nine weeks – continue to review - check off skills as reviewed)

_____ K.1      Demonstrate growth in the use of oral language

_____ K.1 a Listen to a variety of literary forms, including stories and
            poems

_____ K.1 b Participate in choral speaking and recites short poems,
            rhymes, songs, and stories with repeated patterns

_____ K.1 c Participate in creative dramatics.

_____ K.1 d    Begin to discriminate between spoken sentences, words, and
               syllables

_____ K.1 e Recognize rhyming words.

_____ K.1 f    Generate rhyming words in a rhyming pattern

_____ K.2      Use listening and speaking vocabularies

_____ K.2 a    Use number words

_____ K.2 b    Use words to describe/name people, places, and things

_____ K.2 c    Use words to describe location, size, color, and shape



                                                                                          10
_____ K.2 d   Use words to describe actions

_____ K.2 f   Follow one-step and two-step directions

_____ K.3     Build oral communication skills

_____ K.3 a   Begin to follow implicit rules for conversation, including taking
              turns and staying on topic

_____ K.3 b   Express ideas and needs in complete sentences

_____ K.3 c   Begin to use voice level, phrasing, and intonation appropriate for
              language situation

_____ K.3 d   Listen and speak in informal conversations with peers and adults

_____ K.3 e   Begin to initiate conversations

_____ K.3 f   Participate in discussions about books and specific topics

_____ K.4     Hear, say, and manipulate phonemes (small units of sound) of
              spoken language

_____ K.4 a   Identify orally words that rhyme

_____K.4 b    Identify words orally according to shared beginning sounds

_____ K.4 e   Divide words into syllables




                                                                                  11
          PACING GUIDE – ORAL LANGUAGE/WORD STUDY


SOL K.2         The student will use listening and speaking vocabularies.

                e. Ask about words not understood.

Resources, Materials, and Activities:

        Songs

        Poems

        Daily calendar activities

        Problem of the Day (Math Series)

        Demonstrating, prompting, modeling in daily instruction

        Phonemic Awareness in Young Children - Chapter 3 “Listening Games”

        DOE Curriculum Framework Essential Knowledge – Kindergarten

        Standards of Learning Enhanced Scope and Sequence Plus
               -pages 4-6      Oral Communication
               -pages 25-26    A Duck Goes…A Pig Goes…
               -pages 27-28    It’s Round, Fuzzy, Yellow, and It Bounces

Assessments

        Teacher observation of Rhyme Time participation

        Chapter 5 – Words (Phonemic Awareness in Young Children)

        Scott Foresman Assessment Handbook
                -Oral Language Behavior Checklist - page 91
                -Early Literacy Behaviors - pages 114-117

        Scott Foresman Individual Reading Inventories:
                -Listening Comprehension - pages 16-21



Suggested Activities for Continue Practice of Previous Nine Weeks SOLs

SOL K.1
        Resources, Materials, and Activities

                Scott Foresman series

                Rigby books and Wright Group books

                Poetry and rhyme books


                                                                             12
             Chapter 5 – Words and Sentences (Phonemic Awareness in Young Children)

             Flannel board activities and Puppets

             Role playing

             Model writing

             Daily message

             Lunch and snack menus

             KinderRimes

             Ooples & Boo-noo-noos

             DOE Curriculum Framework Essential Knowledge – Kindergarten

             Enhanced Scope and Sequence Plus

     Assessments

             Teacher observation of Rhyme Time and rhyming games

             Phonemic Awareness in Young Children, Chapter 4, Rhyming, Rhyming Games

             Scott Foresman Assessment Handbook
                     -Oral Language Behavior Checklist - page 91
                     -Early Literacy Behaviors - pages 114-117
                     -Reading behavior checklist - page 89

SOL K.3
     Resources, Materials, and Activities:

             Show and Share

             Circle Time

             Centers – housekeeping, blocks

             Scott Foresman Series

             Wright Group and Rigby books

             DOE Curriculum Framework Essential Knowledge – Kindergarten

             Standards of Learning Enhanced Scope and Sequence Plus:

     Assessments

             Teacher observation of Rhyme Time participation

             Scott Foresman Assessment Handbook



                                                                                      13
             -Oral Language Behavior Checklist - page 91

             -Early Literacy Behaviors - pages 114-117



SOL K.4
     Resources, Materials, and Activities:

             Rhyming Bingo

             Rhyme sorts

             Picture Sorts

             Words Their Way

             Picture This

             Phonemic Awareness in Young Children
                   Chapter 4 – Rhyming
                   Chapter 6 – Awareness of Syllables

             Ooples and Boo-noo-noos

             DOE Curriculum Framework Essential Knowledge – Kindergarten

             Standards of Learning Enhanced Scope and Sequence Plus

     Assessments

             Teacher observation of Rhyme Time participation

             Scott Foresman Assessment Handbook:
                     -Oral Language Behavior Checklist - page 91
                     -Early Literacy Behaviors - pages 114-117

             Phonemic Awareness in Young Children
                   Chapter 6 – Awareness of Syllables




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