Course Mission

Design
Methodology

Instructional
Approach

Modeled Read Aloud

I Do Shared Reading
You Do Interactive Reading
We Do Guided Reading
Independent Reading
Su
pp
ort
To transition students from emergent literacy to beginning literacy.

This course is constructed using the precepts of Understanding by Design. As such, in

addition to mapping the course's scope and sequence, this syllabus also stipulates desired
outcomes. Desire outcomes encompass enduring understanding, skills, and knowledge.

This course utilizes The Balanced Approach to Literacy Instruction. Literacy instruction
consists of a four pillared approach:
1) Oral Language
2) Word Study
3) Reading
4) Writing

Balanced Literacy
Framework
Reading Writin
Modeled Read Aloud Modeled Writing
Shared Reading Shared Writing
Interactive Reading Interactive Writing
Guided Reading Guided Writing
Independent Reading Independent Writing
Su
pp
ort

Word Study Oral Language

Phonological Awareness Oral Fluency
Phonemic Awareness Oral Accuracy
Phonics Listening for Topic/Gist
High Frequency Words Listening for Specific
Vocabulary Information
Vocabulary Strategies Listening for Mood
High Frequency Words Listening for Specific
Vocabulary Information
Vocabulary Strategies Listening for Mood
racy
k
Writing
Modeled Writing
Shared Writing I Do

Interactive Writing You Do

Guided Writing We Do

Independent Writing
t
or
pp
Su

Oral Language
al Fluency
al Accuracy
stening for Topic/Gist
stening for Specific
ormation
stening for Mood
stening for Specific
ormation
stening for Mood
 Unit 0 + Unit 1 - Topical Guiding Question
How do we learn new words?
How do we name things?
How do we tell people about ourselves?
What do we listen for when people talk?
What can we find in a book?
What sounds can we hear in words?
How can letters tell us how to read a new
word aloud?
How do we learn to read a sight word?
How can we use our listening skills to help
us become better at reading aloud?
What can pictures tell us about a text?
How do we get ready to write?
Unit 0 + Unit 1 Enduring Understandings
Learning a new word is an interminable
process, not an finite event. It is made of
many and various experiences. There are
many things to learn about a word. Its
definition is just the beginning.
We name things using nouns. Nouns are a
part of speech. Things that we can name
include people, places, animals, things,
feelings, and ideas.
Meeting and getting to know new people is a
dialogue, not a monologue. It's a social
interaction, not a transaction one. We are
cultivating mutual good feeling, not
transfering information. An essential part of
telling people about ourselves is giving them How do we prepare to speak?
an opportunity to talk about themselves.
Over time, we will get to know each other
better. A good introduction is measured not
by how much you say, but how much
someone wants to talk to you again.
When we listen to people talk, we should
focus on figuring out the topic on which their
speaking, details they are using to give
information on this topic, and the mood of the
speaker.
A book contains many things. It has a front
and back cover. It has a spine and pages. It
has print that might tell a story or give us
information. It also might have pictures. On How do we show words and ideas in print?
the cover of the book, we can usually find the
name of the book's author and the book's
illustrator.
We can hear many different sounds it words.
Each sound has its own special qualities that How can we put the sounds in a word
make it unique and distinguishable from
other sounds.
Printed letters represent sounds it words.
Letter are how we write sounds. Know each How do we remember the sounds letters
sound the letters in the word make can show make?
us how to read a new word aloud.
When we first learn a sight word, we look at
it ltter by letter, following the letters left to
right. However, as sight words become more How can learning sight words make us better
familiar, we should look at the letters all at
once, paying special attention to the first and
last letter.
We can listen to how more experienced
readers use expression and intonation when
they read aloud and try to imitate them as we
read.
Pictures can give us important information
about characters, settings, events, or key
ideas in a text.
Before we write, we need to decide what to
write about and list the important people,
ideas, or events we might talk about in our
writing.
Unit 2 - Topical Guiding Question
.Learning new words increases the number
of books can read ourselves as well as
increase the number of books we can
understand when others read to us. We can How can we categorize words? How can
How can learning new words make us better
better visualize descriptions and become
readers?
more aware of relationships between ideas their meanings?
or events. We are also better able to talk
about the books we read, which in turn leads
to deeper understanding.
What do verbs tell us?
How do we decide what's important when we
listen?
together? How can we take them apart?
Since sight words are words that appear very Where can we see sight words outside of our
often in print, learning sight words can help classroom? What does this tell us about
readers?
us read much more quickly.
How do we read with emotion?
How do print and pictures go together in a
book?
What should we do in a draft?
Unit 2 Enduring Understandings
categorizing words help us better understand
Verbs tell us what someone or something is
doing. They can tell us actions, but they can
also tell us about conditions, for example
what people have or feel. Verbs always tell something is a sentence?
us something about a noun, so we usually
see nouns and verbs together.
Preparing to speak is a lot like preparing to
write. Thinking about our goal for speaking,
what we want to talk about, the order in
which we want to present our ideas, and
what words we might need when speaking
can help us prepare, especially when we are
talking about something difficult or unfamiliar.
When we listen, we usually listen for a
purpose. Knowing what our purpose is will
usually give us clues as to what is important How do we know what we don't need to
to listen for. We want to focus on the
information that helps us reach our listening
goal.
Print uses the letters of the alphabet to
represent words. These words are put
together into sentences. We read letters,
words, and sentences left to right, top to
bottom, page to page.
We can blend sounds to put them together.
What are the different parts of a spoken
We can pause between sounds to take them
word?
apart.
Using phonics knowledge is the best way to
remember it. The more we read aloud, the How can we use phonics knowledge to help
better we will remember the sounds us write words?
individual letters make.
sight words?
We can change the volume and tone of our
voice to read with emotion. We can also How do we know what feelings we should
think about what our voice sounds like when read with?
we feel different emotions.
In stories, pictures often show characters,
places, and important events in a story. In
texts that teach or explain, a picture might
show us an important fact or idea. It also
might give us further information.
The most important thing to do in a draft is to
get all our ideas down or paper. We should
concentrate most on the big picture. We
shouldn't worry about it being perfect. We
can improve by revising. We can fix spelling
and punctuation during editing.
Unit 3 - Topical Guiding Question
What is a sentence? How do we know if
How do we know if it's our turn to talk?
listen to?
How can we arrange print on a page?
Phonics knowledge allows us to take words
we already know how to say and give us a
code for turning them into written words. The
rules connect the sounds in spoken
language to the letters in the alphabet.
What do we need to understand to
understand a story?
How do we make our drafts better?
Unit 3 Enduring Understandings Unit 4 - Topical Guiding Question Unit 4 Enduring Understandings Unit 5 - Topical Guiding Question Unit 5 Enduring Understandings
Words have many different qualities which
There are no right words, but there are more
can be used to categorize them, for example Certain noun-verb, verb-noun, adj-noun, etc.
or less appropriate ones in any giving
part of speech, similar meaning, type, initial collocations are common. Being aware of
situation. We need to think about what our
sound, rime, etc. Categorizing words by part How do we choose the right word to talk collocations can help us sound more native-
goal is for speaking. Is it to describe? Which words do we often see together?
of speech, similarity in meaning, or type can about something? like in our speech. It also allows us to
Explain? Entertain? Are we trying to clear or
provide us with meaningful comparisons and remember and use readymade phrases,
are we trying to be interesting? We also
contrasts that clarify and refine the word's giving our speech greater automaticity.
need to think about our audience
meaning.
A sentence expresses a complete thought. It
We often use adjectives to describe things. Pronouns take the place of nouns. We use
tells us about someone or somethings and it
They tell us about a noun. They tell us color, them so we don't have to keep repeating
tells what this someone or something is
size, speed, texture, etc. They can also tell nouns. If we had to say the noun every time
doing. It can also tell us what someone or What are are pronouns? Why do we use
How can we describe things? us feelings and opinions, such as happy, we wanted to refer to it, our speaking would
something has, is, or feels. Most sentences them?
sad, beautiful, or delicious. Adjectives give be awkward and repetitive. Since pronouns
have at least a noun and a verb. however,
us many different kinds of informaiton about are short words, using pronouns makes
sentences might given us much more
nouns. speaking much faster and smoother.
information as well.
Recognizing conversation cues are an
important part of being a good Listening carefully can help us be more
A conversation is a partnership. We want to
conversationalist. Some are verbal, like considerate and insightful speakers. It is
keep others involved, so it's important to find
when someone asks, "well, what do you what allows us to talk with each other rather
ways to include them in the conversation. If
think?" Others are body language cues, such How do we know when our turn to speak is How can being a good listener make us than talk at ech other. When we listen
we notice people looking away, fidgeting, or
as when a person stops speaking, closes over? better speakers carefully, we are less likely to interrupt. We
not paying attention, we've probably been
their moth and looks at you. Paying attention are also better able to maintain the flow of
talking to long and should allow others to
to a person's face is important, exspecially conversation as what we say more directly
have a turn.
when we are on a computer and cannot see relates to what others are saying.
their whole body.
We never listen to every single word Often a person states their topic near the
someone says. We can pay less attention to beginning of their speaking. However, The words people use to talk about
those things that aren't related to our How can we figure out what someone is sometimes a person doesn't explicitly state How do we listen for people's feelings when something as well as their volume, tone of
purposes for listening. If we try to focus on talking about? (topic & gist) their topic and we must pay attention to key they speak? voice, tempo, and other expressive qualities
everything, we often end up understanding details and decide what these key details can help us figure out how the speaker feels.
nothing. have in common.
We can use different sized print, different
I can use my finger to follow print. I follow the Books use empty space to make them more
colors, and different kinds of print (fonts). We
words from left to right. Pointing to the word comfortable to look at nd read. They use
can give print its own space or put print in
we, or another person, reads aloud. When empty space to separate individual words
our pictures. Some books, like comics books,
How do we follow print? we get to the end of a line, we drop down to How do books use empty space? and to separate sentences. They also use
even put print right in characters' mouths.
the next line and start back at the left of the empty space to separate individual lines of
However, no matter how print is arranged,
new line. When we turn pages, we turn them text. We can also often find empty space
we follow it in the same way: left to right, top
to the left. between illustrations and print.
to bottom.
Spoken words can be divided into Phonemes can be heard in three places in a We can distinguish similar words by listening
phonemes, onset-rime, and syllables. Where do we hear the different sounds word: at its beginning, in its middle, and at its carefully to their beginning, middle, and end
How can we distinguish similar words?
Phonemes make onsets and rimes. An onset (phonemes) in words? end. Some words have no beginning or end sounds and hearing where their sounds are
and rhyme together makes a syllable. sound, but all words have a middle sound. different.
Phonics gives us a way to think about the
individual sounds in a word and what letters
We can use phonics to categorize words by
we use to write these sounds. Even if we
How does phonics knowledge help us How can we use phonics knowledge to put initial, medial, or final sound. We can also
don't spell the word correctly, if we use
become better spellers? words into groups? cateogrize words by spelling patterns, such
phonics rules to spell the word, other people
as different ways to spell /k/.
will be able to figure out the word we want to
spell.
We can see sight words on many billboards,
Sorting sight words into families can help us There are many tools we can use to study
signs, menus, websites, etc., even in a
How can we group the sight words we know remember sight words. We can group them What tools can we use to help us study sight sight words, such as word walls, key chains,
country whose first language isn't English.
into families? by first letter, by the number of letters, in the words? flashcards, and game. Different tools work
This tell us that sight words are important to
words, part of speech, etc. well for different people.
learn if we want to learn to read.
The importance of the imformation being
given, the type of situation being described,
Just like music has tune and tempo, reading
the words the author uses are all clues that Punctuation marks give us information on
has tone, rate, and intonation. Changing our
can tell us what kind of feelings to rad with. How is reading aloud like singing? How do How do punctuation marks make us change what kind of expression to use when we read
rate, our tone of voice, and intonation
Also, we should pay attention to the kind of we put music in our reading? our voice when reading? as well as what kind of intonation to use,
appropriately can help make our reading
text we are reading. Stories usually have especially at the end of a sentence.
more pleasant sounding and musical.
more emotion in them than texts that explain
or teach something.
Not all texts are stories. Texts which are Visualizing descriptions and explanations
stories have characters, settings, and a plot. can help us see how different details fit
We need to examine the characters, setting, Is everything we read a story? How do we
Some texts are information texts. These How can making a picture in our minds help together to form a whole as well as show us
and important events in a story can give us know if we are reading a story, or if we are
texts tell us something about a topic by us better understand a text? the relationships between these details. We
important clues to understanding a story. reading something that is not a story?
giving us details, usually facts, about this can see things all at once rather than one
topic. thing at a time.
We can think about what information our
draft is missing, the order in which we talk Publishing a piece of writing is what makes it
We check that our writing using correct
about things, and how vividly we describe How do we get our writing ready to give to finished. Publishing might involve printing
spelling, capitalization, and punctuation When is a piece of writing finished?
them then decide where we should add more other people to read? and binding a book or creating an e-book to
before giving our writing to others to read.
details, make our order clearer, and improve put on a computer.
our descriptions.
 Unit 5.5 + Unit 6 - Topical Guiding Question
How can we connect different kinds of words bring weather, clothes, activities, holidays, What are different ways we can describe and
together?
How can we express when things happen?
The two main purposes of questions is to
deepen and broaden our knowledge of a
topic. For example, we can use questions to
How can we use questions to find out more? ask a person for further details to expand on Why is it important to ask questions?
a topic they are already talking about. We
can also use questions to ask for further
examples or information.
What are the habits of a good listener?
What is punctuation for? What can it tell us?
What are syllables? Why are they important?
How can learning phonics help us become
better speakers?
How do you like to study sight words? Why?
How do we read a sentence?
How do we know what a text is about?
How do we come up with ideas for writing?
Unit 5.5 + Unit 6 - Enduring Understandings
Thinking about different situations and what
these situations entail can help us relate
different word families together. For
example, thinking about seasons can help us
etc. into relation. The more thoroughly we explain things?
investigate a situation, the more clearly we
can see aspects of this situation and how
they relate. This reveals connections
between different word families.
There are many ways to express when
something happens. We can use time words
and phrases, such as "yesterday" or "in the
winter." We can also use sequencing words, What can verbs tell us about the actions and
such as "before" or "next." Verb tenses also conditions they name?
tell us if something is happening now, if it
has already happened, or if it has happened
yet.
A good listener pays attention to what is
important to the speaker so that when it is
their turn to talk, they can relate what they
say to the speaker's main points. Also, a
good listener shows respect, doesn't
interrupt, and maintains eye contact.
Punctuation is a system of printed marks we
use to help us read printed texts. They tell us
where senences end and tell us what kind of What text features can we use to divide text
intonation to use as we read. We might also into smaller parts?
find them inside sentences to spearate
sentences into parts.
We can divide words into syllables. A syllable
has one vowel sound. It might also have
ocnsonant sounds. Some words only have How are onset and rime related to
one syllable. Syllables are important
because they give us information on how to
say longer words correctly.
Learning phonics rules allows us to more
easily and independently transfer words we
encounter and learn while reading into our
oral vocabulary.
Different people like to study sight words in
different ways. The better we understand
How do sight words make us feel?
how we like to learn, the better we can study
sight words in ways that word well for us.
Figuring out why the sentence is being said,
which words in the sentence are important, How do we know how fast or slow we should
and paying attention to punctuation are clues read?
that can tell us how the read a sentence.
Looking at key details together and making
an inference can tell us the topic or plot of a How can information and events in a text be
text. The topic or plot is what the text is
about.
Discussing a topic or story idea with others
can help us come up with ideas. Also,
looking at the important parts or a piece or
writing, such as character, setting, and plot in
a story, can help us come up with ideas.
Unit 7 - Topical Guiding Question Unit 7 Enduring Understandings Unit 8 - Topical Guiding Question
There are many ways to describe and
explain things. How we describe and explain
is dictate by why we are talking about these
things in the first place. We can talk about
What words can we use to talk about what
things in terms of their physical
we see and do in space?
characteristics, their function, our personal
experiences and feelings, other things which
they are like, things with which the go
together, their parts, etc.
Verbs do more than just name an action or
condition. They also tell us about when an
action or condition happens. In English,
What are prepositions? What kinds of
important information about time is contained
information can they add to sentences?
in verbs, such as if an action has already
happened, is happening now, or hasn't
happened yet.
Asking questions does more than allow us to
get more information. Asking questions also
shows that we are interested and value what How can we describe something clearly?
a person says. Additionally, we can ask
questions to check if we've understood.
Our purpose for listening determines what
kinds of questions we should be asking. If we
are listening for transactional purposes, such
as getting directions, our questions should
relate to key details that will help us achieve
our transactional goal. If our reason for
How do we know what questions to ask in a
listening is social, then questions that show How can we check that we understand?
conversation?
we are interested in what the speaking is
saying are more appropriate. These might be
questions about the thing or event the
person is taling about, but they also might be
questions about the speaker's opinions or
feelings.
We often use commas to separate
sentences into smaller parts. We can find Why do we use punctuation inside of
commas between clauses as well as sentences?
between words in a list.
We build onsets and rimes out of phonemes. How does changing a sound change a word?
phonemes?
Since rimes are made of phonemes, we can
use phonics rules to figure out how rimes are
How can we combine our knowledge of
spelled so that when we see or hear a word's How can learning phonics rules make us
onset and rime with our knowledge of
rime, we can think about its spelling pattern, more independent readers?
phonics.
rather than the individual sounds and letters,
allowing us to read and spell faster.
Since many sight words don't obey phonics
rules, they might make us feel frustrated.
They also might make us wonder what good
Should we care about what sight words
phonics rules are. It is alright to feel this way.
mean or do in a sentence?
We can talk to our teachers and classmates
to find ways to deal with sight words and
their challenges.
We want to read at a rate that allows our
audience to understand what we are reading.
How can thinking about the narrator help us
If a text is difficult for an audience, we can
read aloud better?
stop a little longer at commas and end
punctuation.
We can use sequencing, cause-effect, and
problem-solution structures to link How do we know what comprehension skill
linked together? information together. How we link things will help us understand a text?
together depends on the purpose of a text.
During pre-writing, we come up with content
for writing that we might use. When we see
our ideas starting to fit together into a
How do we know when we are ready to start somewhat clear story we want to tell or How do we identify what we need to revise in
writing a draft. explanation of a topic, we might be ready to our drafts?
write a draft. However, sometimes we find
that we don't have what we need for a draft
and have to return to the prewriting stage.
Unit 8 Enduring Understandings Unit 9 - Topical Guiding Question Unit 9 Enduring Understandings Unit 10 - Topical Guiding Question Unit 10 Enduring Understandings
There are many strategies we can use to talk
around a word. Some are non-verbal, such
Position, direction, size, shape, color, and as gesture and drawing. However, others are We don't always need a teacher or a
movement are all essential aspects of verbal. We can describe the thing whose dictionary to learn new words. We can pay
What can we do when we don't have the How can we figure out what new words
physical space. Rules and relationships word we don't have at the moment in many attention to how a word is used and the other
"right word?" mean?
between people and communites help us talk ways. We can describe it physically. We can words with which it is used to give us clues
about social space. explain its use. We can refer back to shared about its meaning.
experience. Communication breakdown
need not stifle communication.
Keeping track or pronouns can be hard when
Actjectives bring nouns to life. They tell us
a speaker is using a lot of them.
the size, color, and shape of nouns. They
Remembering what is unique about each
Prepositions are words we use to relate one can tell us how many. They tell us how
pronoun can help us keep them straight.
noun to another noun. We can use people feel. They can tell us how good (or
How do we keep track of pronouns, Another thing to remember is that pronouns
prepositions to tell us where a noun is, in What can adjectives tell us about a noun? bad) something is. Most qualities of a noun
especially when there are a lot of them? always refer to nouns that have alreaddy
which direction it is going, the noun's use, can be reported using adjectives. Since
been mentioned. Asking questions to clarify
and who or what owns the noun. adjectives give us information about anouns,
can also help, especially when more than
they are important clues to look at when
two people are talking and there is confusion
deciding if two nouns are smiliar or different.
about "you."
To describe something clearly, we need to
first be clear about what the goal of our
description is. There is lots of information we Adding details, descriptions, clear
Sequencing, relating means to ends, relating
provide about a person, place, or thing, such How do we say more to make our speech explanations, and explicitly relating events or
How do we connect ideas together? causes to effects are all techniques we cabn
as name, size, interests, actions, location, more vivid and informative? ideas are techniques we can use to make
use to connect ideas together.
and function. We must consider what sort of our speech more vivid and informative.
information helps us best meet the purpose
of our speaking.
Active listeners listen for a purpose. They
When we don't understand, we can ask a ask questions to show interest and extend
We can try to use our own words to rephrase
question. When we ask a question, we make understanding. They might also take notes
what someone says. We can also ask yes-no How can we check that we understand?What What is an active listener? What does an
clear to ourselves what it is that we don't on key points, or at least try to remember
questions that we think we know the answer can we do when we don't understand? active listener do?
understand. We can ask the speaker or we them. Active listeners maintain eye contact
to.
can ask other listeners. and use other types of body language to
show they are listening.
Rules about print direction and spacing make At the front of a book, we often find pages
We use punctuation inside a sentence to it easier to share and enjoy books. Without that don't tell a story or tak about a topic, but
separate different ideas, things, or speakers the same rules for every book, we would give us information about the book. Books
in a sentence. Different ideas and things are Why do we need rules about print direction have to spend time figuring out in which What are the different kinds of pages in a usually have a title page and a copyright
usually separated by commas. We use and spacing? direction we should read letters, words, and book? page. We might find a table contents. This
quotation marks to separate someone talking sentences for every book. Also, we would tells us what is on the different pages of the
in a story from the person telling the story. have to spend more time figuring out where book. Some books have an introduction that
words and sentences began and ended. tells us about the book, or about its author.
We can add, delete, and substitute Rhyming, adding, deleting, substituting
We can change the beginning, middle, or phonemes, rimes, and event syllables to phonemes and rimes are all ways we can
end sound of word. Adding, removing, or transform one word into another. We can How can we play with sounds? What can we play with sounds. Playing sounds makes us
How can I change one word into another?
chagning just one changes the word into a also change one word into another by learn from playing with sounds? better listeners because it makes pay
new word. switching the place of beginning and ending attention to words that sound the same and
phonemes. different.
Learning phonics rules gives us tools for Phonics rules are a great guide for telling us
Adding other letters to a word can change a
decoding print into speech that we can use how to read and spell words, but these rules
vowel's sound rather than adding a new
when we read alone. We can discover words How can we change the sound a vowel have many exceptions. We should rely on
sound to a word. Adding "silent e" to the end How useful are phonics rules?
that are already part of our oral or listening makes? our reading and spelling experience and not
of a word will change a short vowel to a long
vocabulary as we read, allowing us to read just blindly apply phonics rules to every
vowel so that the vowel says its name.
and understand more on our own. situation.
Sight words that we learned as sight words We can compare how quickly, smoothly, and
Although we often think of sight words as
Are their any sight words that we can use but now know how to decode tells us that independently we can read sight words in
words we learn to read aloud, knowing what
phonics rules to decode that we couldn't there are many phonics rules left to learn. It Has learning sight words improved our texts now as compared to earlier in the
these words mean or do in a sentence is
decode when we learned them? What does also tells us that some words are so reading? How do we know? course. We can also look at what kinds of
important if we want to understand what we
this tell us about sight words? important to beginning reading that we need problems we have when we read now as
are reading.
to learn them immediately. compared to earlier in the course.
Sometimes we read aloud to entertain.
Sometimes we read aloud to share
We can think about a character's personality
Thinking about the narrator's emotions and information. Thinking about our audience can
How can we use our voices to bring a story's and feelings then use appropriate expression How can thinking about our audience help us
opinions can help us read aloud with more help us figure out how fast to read as well as
characters to life? and intonation as we read to bring characters become better at reading aloud?
appropriate rate, expression, and intonation. where we might want to pause, add
to life.
explanations, repeat ourselves, or add
actions.
Both stories and informational texts can Knowing how to read allow us to read and
contain problem-solution and cause-effect understand books without a teacher or
Thinking about what kind of text we are
relationships. However, only stories have parent. The word is full of text. Reading can
reading, why the text was written, and what
characters, settings, and plots, Stories are tell us what food is at a restaurant. We can
kinds of sentences are in the text are How are stories and informational texts
usually written to entertain us, but some are How can we use reading to learn new things? find books in the library or on the Internet to
important clues for telling us which alike? How are they different?
written to teach us something. Informational learn about something that interests us.
comprehension skills we should use to
texts are on a particular topic and give us There are "how-to" books that show us how
understand a text.
details about this topic. Informational texts to use computers, build things, or make our
are usually written to teach us something. own clothing.
Using accepted punctuation and spelling is a
The pictures, colors, and print we choose as
Thinking about the type of writing and its courtesy to the reader. It allows the reader to
Is punctuation and spelling important in well as how we choose to arrange pictures or
goals can help us develop questions that will read a piece of writing more easily. As such, Is how a book looks important?
writing? print can make a book look more or less
help us identify what we need to revise. spelling and punctuation is important for
attractive to a reader.
making a good impression on the reader.
Hour

Notice: There are two reading texts in each module of Unit 1 to Unit 3. Students will use the second reading te
reading phase in the fifth teaching hour of Language Arts.
 Weekly Opener, Big Idea, Essential Question, Oral Vocabulary
Picture Walk (building Oral Vocab), Modeled Read (inc. incidental voc. learning), Retell & Reflect (+ sentence
frames)
Picture Walk (+ sentence frames), Phonological Awareness, Phonemic Awareness,

Phonics, HFW, Modeled Reading

Shared/Interactive read (re-read), Individual Reading, Text-to-Self (+ sentence frames)

Shared/Interactive Writing, Guided Reading (SGT)

Notice: There are two reading texts in each module of Unit 1 to Unit 3. Students will use the second reading text as a pro
reading phase in the fifth teaching hour of Language Arts.
 Material
Weekly Opener Video

Big Book, Retell Cards, ELD Handbook

Wonders Reading/Writing Workshop Text;
ELD Handbook
Wonders Reading/Writing Workshop Text;
ELD Handbook
Wonders Reading/Writing Workshop Text;
ELD Handbook;
Student Generated Text (SGT); ELD Handbook

ading text as a production practice during the individual

Arts.
 Key Texts Vocabulary
Topical Open Essential Reading/Writing Productive Academic
Lesson Week Module Questions Picture Big Book Workshop Vocabulary (Oral) Receptive Vocabulary Vocabulary Conversation Conventions Speaking Skill

K1
Unit 0: Start Smart
Big Idea - What do we need to learn?

1
read, run, swim, line up, stand up, sit
Look at Me! understand, text,
2 What makes me Animals in ride a bike, down, take out your
communicate, Reporting
Week 1 0 special? the Park
Fun Together! count, "dress book, turn to page,
understand, text,
Taking turns talking
ability
3 What Can I Do? myself," write, make a circle, sit well,
idea, detail
draw walk, raise your hand
4

Unit 1: Take a New Step

Big Idea - What can we learn when we try new things?

5
bear, goose, fox,
6 friend, see, grumpy, worried, problem, title, Taking Turns
Week 2 How can we get happy, sad, together, farm, author, Taking turns talking Describing
7 What About I Can
1 along with new
Bear? Can I?
angry, shy, game, gem, map, illustrator, Listening carefully friends &
8 friends? excited, mix, moth, mop, noun, idea, Asking for other's ideas & friendship
confused mix, egg, milk, clue opinions
9 kitten
10
Week 3
11
12 adventure, kangaroo, Listening Carefully
climb, crawl, pouch, hop, explore,
13 movement, Eye-contact w/ speaker Reporting
How do baby animals We Can waddle, hop, afraid, ambulance, ax,
2 move?
Pouch!
I Can, We Can walk, run, astronaut, fan, hat,
detail, noun, Listening carefully actions &
14 jacket, jump, sad, idea Waiting one's turn (not ability
Week 4 fly,swim
happy interrupting)
15
16
17
18
Week 5 explore, salty,
19 see, sight, sweet, rough,
Adding New Ideas
Senses at sense,detail, Staying on topic
hear, hearing, smooth, loud, soft, Reporting
How can your senses Sam Can See observation, Connecting own ideas to
3 help you learn?
the
I Can See
smell (n., v.), seal, sing, sky,
noun, idea, others'
attributes
Seashore touch (n., v.), soap, sandwich, (sense-datum)
clue Connect personal experience
taste (n., v.) soup, bench, pond,
to conversation
duck, bird, Mom
 Week 5 explore, salty,
Adding New Ideas
see, sight, sweet, rough,
Senses at sense,detail, Staying on topic
20 hear, hearing, smooth, loud, soft, Reporting
How can your senses Sam Can See observation, Connecting own ideas to
3 help you learn?
the
I Can See
smell (n., v.), seal, sing, sky,
noun, idea, others'
attributes
21 Seashore touch (n., v.), soap, sandwich, (sense-datum)
clue Connect personal experience
taste (n., v.) soup, bench, pond,
22 duck, bird, Mom
to conversation
Week 6
23
24
Unit 2: Let's Explore
Big Idea - What can you find out when you explore?
25
Asking & Answering
26 Questions
Week 7 "watering can," Asking questions to clarify Reporting
27 brush, pan, drum, ideas actions
The dig, "stay cool,"
28 stick, mixer, peach, tool, discover, Asking questions for help occuring at the
How do tools help us Handiest Pam Can See measure, water
1 explore?
penguin, piano, pie,
Thing in the We Can See (v.), sweep, hit, sheep, soup, sap,
verb, idea, getting information instant of
29 detail Waiting after asking a question speaking
World mix
map, path, man, to give others a chance to Reporting
30 pail think and answer means & ends
Week 8 Answering questions with
31
complete ideas
32
33
34
Week 9
35 scrapbook, bicycle, Being Open to All Ideas
shape, circle,
36 spin, window, roof, Listening respectfully Reporting
What shapes do you Shapes All We Like Tam square, nature, detail,
2 see around you? Around I Like Sam rectangle,
tie, toe, top, turtle,
verb, idea, clue
Asking clarifying questions names of
37 jet, light, nut, map, Respecting others' opinions objects
triangle
tap Sharing one's opinion
38
Week 10
39
40
41
42 Providing Detail
Week 11 curious, magnifying
Using details to express
43 glass, leap, picnic,
thoughts, feelings, & ideas
Pat lantern, ambulance,
44 bug, glide, clearly.
What kind of bugs do astronaut, mix, observe, detail, Reporting
3 you know about?
I Love Bugs! Tap! Tap! flutter, fly, hop,
moth, piano, pie, verb, idea, clue
Using details to describe
position
45 Tap! crawl, climb people, places, things, &
soap, soup tie, top,
events
46 swing, table, cat,
Using details in questions to
Week 12 bug
make questions specific
47
48
Unit 3: Going Places
Big Idea - What can you learn by going to different places?
49
50
Week 13 "make a fuss,"
51 mean, tease, "pick Taking Turns
How Do stomp, yell, rule,
52 What rules do we on", insect, Taking turns speaking Giving
Dinosaurs Can I Pat It? hold, paint, cooperate,
1 follow in different
Go to Tim Can Tip It bang, "follow
inchworm,
visualize,
Listening carefully Suggestions &
53 places? invitation, mix, pin, Asking others to share ideas & Advice
School? the rules" sentence
hip, sit, tip, chair, opinions
54 cup, sip,
Week 14
55
56
57
58 volume, alarm
Week 15 clock, garbage
59 Clang! "ting-a-ling-a truck, trash can, ice
Adding New Ideas
What are the Clang! Staying on topic
60 ling," clunk, cream truck, visualize,
Nat and Tip Connecting own ideas to Reporting
2 different sounds we Beep! Beep!
Tim and Nan
thunk, ring, streetlight,nest, net, sentence, idea,
others' Sounds
61 hear? Listen to the beep, blink, " nut, fan, queen, clue
Connecting personal
City tick-tick" spoon, nap, sun,
62 tap, tin, pan, pat,
experience to conversation
Week 16 tan
63
64
65
66 Listening Carefully
Week 17 book store,
routine,
Looking at the person who is
67 flower shop,
neighborhood,
speaking
Reporting
68 Please Take We Go to See bakery, park, leash, chase, nest, Listening to the words
Sequence,
What places do you pet (v.), butcher, sentence, Reporting
3 go during the week?
Me for a Nan school,
camel, camera, visualize
someone is saying
Habitual
69 Walk Can We Go? restaurant, Respecting others by not
comb, corn, cow, Events &
bank, grocery interrupting
70 store
cube, cat, bus,
Repeating others' ideas to
Actions
Week 18 school, nap, tap
check understanding
71
72
Unit 4: Around the Neighborhood
Big Idea - What do you know about people and places in your neiborhood?
73
74
Week 19 uniform, boot(s),
Asking & Answering Questions
75 ballerina, ballet, slipper(s),
Asking questions to clarify
Whose ideas Reporting jobs,
76 farmer, soccer rubber, cleats, equipment,
What do people use Shoes? A Asking questions for help job equipment,
1 to do their jobs? Shoe for
Tom on Top player, octopus, otter, ox, adjective,
getting information and job
77 firefighter, box, fox, top (toy), detail, idea
Every Job Waiting after asking a question repsonsibilities
soldier, chef top, pat, tin, pot,
78 hop, not, cot
to give others a chance to
Week 20 think and answer
79
80
81
82
Week 21 barrio, wagon, Being Open to All Ideas
83 scare, lick, slurp, Treating all ideas, questions,
What Can corn, cake, culture,
84 munch, gobble, and comments as important.
Who are your carrot, ham, character, Reporting
2 neighbors?
You Do With Sid paleta, taco,
deer, dish, doll,
setting, event,
Asking questions for
Attributes
85 a Paleta? mad, mud, feed,sit, clarification.
tortilla, burrito adjective
sip, tap, pad, not, Respecting the opinions of
86 sad others.
Week 22
87
88
89
90
Week 23 Providing Details
91 Giving details to express
How can people help along, down, thoughts, feelings, and ideas
92 community,
I Can, You onto, over, to, correctly Reporting
3 to make your Roadwork
Can through, under,
improve, tip, in, did sequence,
Using details to describe Direction
93 community better? adjective
up people, places, and events
94 Giving details when asking to
Week 24 clear up misunderstandings
95
96

Unit 5: Wonders of Nature

Big Idea - What kinds of things can you find growing in nature?
97
98
Week 25 water (v.), chase, require,
99 plant, water
garden, seashell, character,
Taking Turns
(n.), soil, food, Taking turns talking
100 invisible, poke (v.), setting, event,
What do living things sunlight, root, Listening carefully to the Reporting
1 need to grow?
My Garden Hop Hop Hop stem,
hammer, hat, pronoun, order,
speaker Needs
101 hippo, hook, horse, pronoun,
leaf/leaves, Asking others to share their
hot, ham, hid, pan, character,
102 flower
tin, can (n.), hat setting, event
ideas and opinions
Week 26
103
104
105
106
Week 27 shine (v.), reach
107 (v.), caterpillar,
Taking Turns Reporting
How do living things branch, bark, develop, topic, Looking at the speaker Future Events
108 ladybug, squirrel,
A Grand Old trunk, flower, key detail, Listening to the speaker Making
2 changes as they
Tree
Ed and Ned fruit, seed,
racoon, elevator,
topic, key Not interrupting Predictions
109 grow? envelop, jet, net,
roots detail, pronoun Repeating ideas to check Reporting
web, not, pet, hen,
110 den, pen, pit, nap
understanding Opinions
Week 28
111
112
113
114
Week 29 delicious, bee,
115 peach, butterfly, pick, Adding New Ideas
pumpkin, truck, grocery Staying on topic Reporting
116 fresh, topic,
What kinds of things An Orange strawberry, store, feather, fire, Connecting ideas to ideas of Facts
3 grow on a farm? in January
Ron With Red cabbage, fox, rock, rope,
key detail,
others Reporting
117 pronoun, order
green beans, rose, ram, top, fin, Connecting personal Opinions
118 onion dip, rod, ran, pat, experience to conversation
Week 30 fed
119
120

K2
Unit 5.5: Start Smart

1
The Farmer
Let's Make a hammer, hippo, hook, Reporting
(U5
2 How can food bring Salad (U5 On- salad, lettuce, elevator, envelop, Intention
Week 1 0 people together?
Approachin carrot, radish,
Level Leveled pepper, potato feather, fire, fox, rock,
topic, key detail Taking turns talking
Giving
3 g Leveled rope, rose, get
Reader) Directions
Reader)
4
Unit 6: Weather for All Seasons

Big Idea: How do weather and seasons affect us?

5
Asking & Answering Questions Reporting
6 spring, weather, season, Asking questions to clarify ideas Season
Week 2 Mama, Is It summer, fall, mittens, bud, scarf, not understood Reporting
7 How are the seasons blossom (v.), balloon, sequence, key Asking questions to get information
1 Summer Is It Hot? winter, hot,
detail
Weather
8 different? warm, cool,
bat, boat, ladder, Waiting after asking a questions to
Reporting
Yet? lamp, lock, ran, led, give others time to think
cold den, bin, little, fit, Answering questions with complete Seasonal
9 ideas Activities
10
Week 3
11
temperature, shine
Being Open to Ideas
12 yesterday, (v.), sniff, splash, predict, Recognizing that all ideas,
What happens in rain/rained, sprout, baboon, sequence, key questions, & comments are
13 snow/snowed, porcupine, king, kite, detail, important Reporting Past
2 different kinds of Rain Kim and Nan was, sunny, koala, lick, pack, rock, sequence, key Asking questions for Events
14 weather? kick, bit, pack, sack,
Week 4 rainy, snowy,
dock, rock, pick, bat
detail, noun, clarification
15 windy, cloudy
(n.), back (adj.)
plural, voice Respecting others' opinions
Giving one's own opinion
16
17
18
Week 5 Providing Details
19 safe (adj.), prepare, Giving details to express
storm, storm, puddle, thoughts, feelings, and ideas
20 what, who, hide, snuggle, barn,
How can you stay Waiting Out Mack and correctly Asking
3 where, when, exit, farm, helicopter, key detail
21 safe in bad weather? the Storm Ben key, hook, lock, lamp, Using details to describe Questions
why
ring, pet, (n.), fed, "a people, places, and events
22 lot," dim, sob, rock (v.) Giving details when asking to
Week 6 clear up misunderstandings
23
24
Unit 7: The Animal Kingdom
Big Idea: What are different kinds of animals?
How can we describe and group animals?
25
26
Week 7 crawl, hyena,
27 aardvark, wombat, Taking Turns
How are some beak, skin, dig, shovel, appearance, Taking turns talking
28 Unit 7
animals alike and A Pup and a teeth, fur, umbrella, behavior, Listening carefully to the Comparing
Module ZooBorns! paws, tail, undershirt, bus, compare, speaker Contrasting
29 1 how are they Cub
different? feather, wings nut, thumb, fun, contrast, verb Asking others to share their
30 duck, up, nap, lick, ideas and opinions
Week 8 fit, hop
31
32
33
34
Week 9 Being Open to Ideas
35 "play with," gate, gorilla, guitar,
Recognizing that all ideas,
How do you take questions, & comments are
36 Unit 7 "take... for a walrus, watch (n.), responsibility,
The Birthday important Reporting
Module care of different I Hug Gus! walk," feed, window, train (v), problem,
Asking questions for Means
37 2 Pet wash, "take pup, wag, fun, tug, solution, verb
kinds of pets? clarification
care of" win, mud, wet
38 Respecting others' opinions
Week 10 Giving one's own opinion
39
40
41
42 woods, hare, snore, Providing Details
Week 11 popcorn, gopher, Giving details to express
43 cave, ocean, mole, wren, raven, thoughts, feelings, and ideas
Unit 7 habitat, wild, Reporting
44 Where do animals Bear Snores forest, ax, box, ox, correctly
Module A vet in a Van mountain, vegetables, violin,
cause, effect,
Using details to describe
Causes &
3 live? On detail Effects
45 desert, swamp volcano, vet, van, people, places, and events
46 fix, fox, sick, tag, Giving details when asking to
47
Week 12 ox, lab clear up misunderstandings
48

Unit 8: From Here To There

Big Idea: Where can you go that is near and far?

49
Asking & Answering
50 Questions
Week 13 Asking questions to clarify
51 transportation,
ideas not understood Reporting
When vehicle,
52 Unit 8 What can help you truck, subway, tanker truck, tune, Asking questions to get Means of
Daddy's Dad Got a character,
Module go from here to boat, train, bus, "can't wait," "pick
setting, plot,
information Transportation
53 1 Truck Picks Job airplane, cab up," swing Waiting after asking a Sequencing
there? preposition,
Me Up questions to give others time Events
54 sequence
to think
Week 14 Answering questions with
55
complete ideas
56
57
58
Week 15 country, travel, Being Open to Ideas
59 What do you know capital, historic, Recognizing that all ideas,
Identifying
about your country? Ana Goes to president, statue, questions, & comments are
60 Unit 8 first, second, Historical
yarn, yo-yo, yolk, important
Module What do you know Washington, Pack a Bag! third, fourth,
zero, zip, zipper,
topic, key detail
Asking questions for
Landmarks
61 2 about other D.C. fifth Reporting
bus, van, mud, fix, clarification
countries? Activities
62 yet, quick, zip, zig- Respecting others' opinions
Week 16 zag Giving one's own opinion
63
64
65
66 burrow (v.), mole,
Week 17 poke, hedgehog,
Providing Details
67 squirrel, break,
distance, Giving details to express
Bringing recognize, thoughts, feelings, and ideas
68 Unit 8 day, night, far, gem, jewelry,
What do you see in opposite, correctly
Module Down the Up! Up! Up! close, bright, newspaper, umpire,
problem, Using details to describe
Reporting Time
69 3 the sky? dark, high, low vest, web, yolk,
Moon solution, people, places, and events
zoo, zig-zag, jet,
70 fix, quit, tin, can
preposition Giving details when asking to
Week 18 (n.), gas, hum
clear up misunderstandings
71
72

Unit 9: How Things Change

Big Idea: How do things change?

 73 "wash the
74 dishes,"
Week 19 "sweep the chore, contribute,
75 floor," "do the crash, cradle (n.), Taking Turns
laundry," crib, curtain, paint Taking turns talking Reporting
76 Unit 9
How can you help Jake and Dale "make (my) (v.), game, hay, Listening carefully to the Chores
Module Peter's Chair bed," "take out train, gate, rake,
plot, sequence
speaker Reporting
77 1 out at home? Help!
the trash," bake, make, Pop Asking others to share their Means & Ends
78 "mop the floor," (grandfather), late, ideas and opinions
Week 20 "set the table," gate, ate
79 "wash the
80 socks"

81
82 "follow the
Week 21 rules," "help citizen, respect,
83 other people," hen, whisper,
Listening Carefully
"be honest," gossip, thorn, calf,
84 Unit 9 Eye-contact w/ speaker
What do good Hen Hears "care for other "was born", dime, Reporting
Module We Can Play people," "take kite, lime, vine, fine cause, effect Listening carefully
Opinions
85 2 citizens do? Gossip Waiting one's turn (not
care of nature," (adj.), hike, tam,
interrupting)
86 "take turns," mile, quite, kite,
Week 22 "learn about lake
87 his country"
88
89
90
Week 23 create, wheat,
91 golden, grind, mix, Adding New Ideas
Reporting
How can things in Bread metal, car, dough, rise, globe, natural Staying on topic
92 Unit 9 Means & Ends
Look! A trees, wood, phone, rope, rose, resource, Connecting own ideas to ideas
Module nature be used to Comes to table, air, coal, hike, mole, dug, sequence, of others
Reporting
93 3 Home! Procedures &
make new things? Life heat, oil, gas rose, vine, poke, adjective Connecting personal
Processes
94 pine cone, nut, tote experiences to conversation
Week 24 (v.), pile, hope (v.)
95
96

Unit 10: Thinking Outside the Box

Big Idea: How can new ideas help us?

97
Asking & Answering
Questions
Week 25 decide, poem, idea,
Asking questions to clarify
crayon, paint, glue (v.), birthday,
ideas not understood
What can happen What's the paintbrush, birthday party, opinion,
Unit 10 Asking questions to get
A Good Time scissors, glue, cube, mule, flute, prediction, Asking
 Asking & Answering
98 Questions
Week 25 decide, poem, idea,
Asking questions to clarify
99 crayon, paint, glue (v.), birthday,
ideas not understood
What can happen What's the paintbrush, birthday party, opinion,
100 Unit 10 Asking questions to get
A Good Time scissors, glue, cube, mule, flute, prediction, Asking
Module when we work Big Idea, yarn, fume, tube, "get sequence,
information
Questions
101 1 for Luke! Waiting after asking a
together? Molly? playdough, set!" race, quick, pronoun
questions to give others time
102 tape tube, fume, cube,
to think
Week 26 fit, same, size
Answering questions with
103
complete ideas
104
105
106
Week 27 sort, shore, tool,
Being Open to Ideas
107 lamb, clam, jam, similar, voice,
Recognizing that all ideas,
In what ways are soft, hard, old, questions, & comments are
108 Unit 10 yam, cupboard, pronoun, key
All Kinds of We Come on new, curly, important Comparing
Module things alike? How straight, heavy,
queen, sheep, detail,
Asking questions for Contrasting
109 2 Families! Time! teeth, wheel, hide, compare,
are they different? light clarification
"good at," tug, joke, contrast
110 cape, wig, mess
Respecting others' opinions
Week 28 Giving one's own opinion
111
112
113
114 protect, panda,
Week 29 "plant trees,"
cub, nature Providing Details
115 "ride bikes,"
reserve, bold, Giving details to express
What ideas can you Panda comfortable, environment, thoughts, feelings, and ideas
116 Unit 10 recycle, reuse
Who Can bamboo, journey, topic, key correctly Giving
Module suggest to protect Kindergarte (old things),
game, cheese, kite, detail, pronoun, Using details to describe Suggestions
117 3 Help? "turn off lights,"
the environment? n rose, cube, save, voice people, places, and events
"use less
118 water"
tube, cube, cute, Giving details when asking to
Week 30 seed, deep, rule, clear up misunderstandings
119 bin, set (v.), wise
120
 Form Focus Reading & Orthography Skills
Receptive Concepts About High Frequency Oral Reading
Listening Skill Productive (Speaking/Writing) (Listening) Print Phonological Awareness Phonemic Awareness Phonics Skills Words Fluency Skill

Listening for What can you

Reporting Ability (can) Book Handling, I, can
Specific do? I can read none None Identify Letters Volume
I can swim. Directionality automaticity
Information at school.

I share _____ (with my Phoneme Isolation

Embedded Mm - /m/ (initial
friend). (/m/)
Clauses & final)
Listening for Attribution with verb "to be" Book Handling, Counting Words in Phoneme the
Fox thinks that Identifying Intonation
Mood and have/has Directionality Sentences Blending automaticity
bear is too far words w/ /m/
I'm happy. Phoneme
away. Categorization
Sally has red hair. Identification (/m/)

Giving Phoneme Isolation

Reporting Ability (can) Aa - /ă/ (initial
Reasons /ă/
I can run. & medial)
Listening for (because) Identifying Rhyming Phoneme we
She can swim. Book Handling Blending Intonation
Topic/Gist I like kittens Words Blending automaticity
Reporting Preference (like) Categorization
because they Phoneme
I like kittens.
are cute. Identification /ă/

Phoneme Isolation
Verb
/s/
Simple Present Tense Complements
Listening for Phoneme Ss - /s/ (initial)
(Stative Verbs) (that + noun Book Handling, Onset-Rime see
Specific Blending Blending Phrasing
I see the fish. clause) Directionality Blending automaticity
Information Phoneme Categorization
I hear the waves. I think that…
Categorization
I see that…
/m/, /ă/, /s/
 Phoneme Isolation
Verb
/s/
Simple Present Tense Complements
Listening for Phoneme Ss - /s/ (initial)
(Stative Verbs) (that + noun Book Handling, Onset-Rime see
Specific Blending Blending Phrasing
I see the fish. clause) Directionality Blending automaticity
Information Phoneme Categorization
I hear the waves. I think that…
Categorization
I see that…
/m/, /ă/, /s/
 Present Progressive Tense Phoneme Isolation
I'm jumping. Purpose
Book Handling, /p/ Pp - /p/ (initial,
She's running. Clauses (use
Listening for Directionality, Alliteration Phoneme final) a
Prepositional Phrases (with + … to…) Phrasing
Topic/Gist Words & Identification Blending Blending automaticity
instrument) I can use a
Sentences Phoneme Categorization
I can dig with a shovel. shovel to dig
Identification /p/

Phoneme Isolation
Demonstrative
/t/ Tt - /t/ (initial,
Listening for Pronouns
Page Turning, Onset-Rime Phoneme final) like
Specific Plurals w/ "-s" (these) Expression
Sentences Blending Blending Blending automaticity
Information These are
Phoneme Categorization
triangles.
Identification /t/

Purpose
Mm - /m/, Aa
Clauses (use
Prepositional Phrases (in, on, Phoneme - /ă/, Ss - /s/,
… to…) Book Handling Counting Syllables the, a, see, we,
Listening for under, in front of, behind, Segmentation Pp - /p/, Tt - /t/
Frank uses the Words & Syllable like Intonation
Mood between) Phoneme Blending
magnifying Letters Segmentation automaticity
The bug is under the leaf. Categorization Sound-Letter
glass to get a
Mapping
closer look.
 Infinitive
Clauses Phoneme Isolation
Modal Verbs (should) We need to /ĭ/
Ii - /ĭ/ (medial)
Listening for We should follow the rules. follow the Book Handling Phoneme to
Rhyme Identification Blending Intonation
Mood I should raise my hand. rules. Directionality Blending automaticity
Categorization
It is good to Phoneme
follow the Identification /ĭ/
rules.

Conjunctions Phoneme Isolation

Embedded Clauses (I hear + (and) /n/ Nn - /n/ (initial,
Listening for
gerund phrase) Nat and Nat Directionality Onset-Rime Phoneme final) and
Specific Intonation
I hear people shouting can tap. Word Spacing Blending Blending Blending automaticity
Information
outside. Sam can pat Phoneme Categorization
and tap. Identification /n/

Prepositional
Sequencing Words + Simple Phoneme Isolation
Phrases (at,
Present Tense /k/
on, in) Directionality
First, I peel the banana. Counting Syllables Phoneme Cc - /k/ (initial)
Listening for I swim at the Sentences & go
Next, I put the banana in Syllable Blending Blending Expression
Mood pool. Punctuation automaticity
mouth. Segmentaion Phoneme Categorization
I sit on the bed. Marks
Then, I bite the banana. Categorization
I read in my
Last, I chew the banana. /ĭ/, /n/, /k/
room.
 Infinitive
Clauses
(...good to...)
Phoneme Isolation
Ballet Slippers
Simple Present (Stating /ŏ/ Oo - /ŏ/ (initial,
are good to Directionality
Listening for Facts) Onset-Rhyme Phoneme medial) you Intonation (w/
dance in. Matching
Topic/Gist A firefighter uses a ladder. Segmentation Blending Blending automaticity punctuation)
Prepositional Speech to Print
A chef uses a long spoon. Phoneme Categorization
Phrases (for)
Categorization
Ballet slippers
are good for
dancing in.

Prepositional
Phoneme Isolation
Phrases (by +
Simple Present (Noun + "to /d/ Dd - /d/ (initial,
gerund)
Listening for be" + Adj.) Counting Words in Phoneme final) do
I got there by Directionality Expression
Mood Tomatoes are red. Sentences Blending Blending automaticity
running.
Fish is delicious. Phoneme Categorization
Sally learned a
Identification /d/
lot by reading.

Prepositional Phrases (v. +

prep. + n.p.) Ii - /ĭ/, Cc - /k/,
We can go to the beach. Passive Voice Nn - /n/, Oo -
Phoneme
Listening for We walked across the bridge. (agentless) Directionality /ŏ/, Dd - /d/ and, do, go, to,
Segmentation
Specific Simple Present (Stating The stones are Matching Rhyme Identification Blending you Expression
Phoneme
Information Facts) dumped onto Speech to Print Categorization automaticity
Categorization
The gardener plants flowers. the path. Sound-Letter
The crossing guard helps me Mapping
cross a busy street.
 Adverbial
Phrases (as…
as…)
The tomatoes
Simple Present (need) in her garden
Phoneme Isolation
Plants need water. woulld grow to Title Page,
/h/
Listening for A plant needs water. be as big as Pronoun "I," Hh - /h/ (initial)
Syllable Counting Phoneme my
Specific Simple Present (inflection) beach balls. Space Blending Expression
Syllable Blending Blending automaticity
Information He needs an umbrella. Subjunctive Between Categorization
Phoneme
She needs a hat. Mood Words
Identification /h/
It needs sunlight. counterfactuals
- would)
In her garden,
the girl would
plant seashells.

Modal Verbs (will) Phoneme Isolation

Simple Past Title Page,
The tree will grow tall. /ĕ/ Ee - /ĕ/ (initial,
Tense Directionality,
Listening for The bears will dance. Onset-Rime Phoneme medial) are Intonation (w/
Squirrels ran Space
Topic/Gist Opinion Sentence Stems Blending Blending Blending automaticity punctuation)
through her Between
I like… Phoneme Categorization
leaves. Words
My favorite… Segmentation

Past Tense Phoneme Isolation

Directionality, Ff - /f/ (initial)
Listening for Negation Ron Ram ran /f/, /r/
Print-Speech Rr - /r/ (initial) with, he
Specific I don't like apples. to it. Rhyme Identification Phoneme Phrasing
Correlation, Blending automaticity
Information Apples aren't vegetables. Ned and Ron Identification
Word Length Categorization
Ram fed Ted. Phoneme Addition
 Hh - /h/ (initial)
Future Tense (going to) Ee - /ĕ/ (initial)
Listening for are, he, my,
I'm going to put tomatoes in Print-Speech Syllable Counting Phoneme Ff - /f/ (initial) Rate &
Specific Imperatives the, with
my salad. Correlation Syllable Stress Substitution Rr - /r/ (initial) Volume
Information automaticity
Imperatives Sound-Letter
Mapping

Fronting (adverbial phrases) Phoneme Isolation

Bb - /b/ (initial,
In the winter, we can go Simple Past Sentence /b/, /l/
final)
Listening for sledding. Tense Boundaries Onset-Rime Phoneme is, little
Ll - /l/ (initial) Expression
Mood Simple Present Tense (stative It was snowy. (Capitaization Segmentation Blending automaticity
Blending
verbs - like) It rained. & Punctuation) Phoneme
Categorization
I like spring. Segmentation

Phoneme Isolation
Simple Past Tense (regular Simple Past Punctuation
/k/ Kk - /k/ (initial)
verbs, was) Tense Marks (Period
Listening for Phoneme ck - /k/ (final) she, was
I walked. (Irregular vs. Rhyme Identification Intonation
Topic/Gist Blending Blending automaticity
It was snowy. Verbs) Exclamation
Phoneme Categorization
It rained. She sat. Point)
Segmentation

Hh - /h/ (initial)
Ee - /ĕ/ (initial,
Word Order (Questions) Sentence medial)
What do you like? Boundaries Ff - /f/ (initial) are, he, is,
Listening for Distinguishing Phoneme Rr - /r/ (initial)
Where are you? (Capitaization Alliteration little, my, she,
Specific Question Classification Bb - /b/ (initial, final) Expression
Simple Past Tense, Simple & Punctuation), Identification Ll (initial) was, with
Information Words Phoneme Addition
Present Tense, Simple Future Question Kk - /k/ (initial) automaticity
Tense Marks ck - /k/ (final)
Blending
Dictation
 Conjunctions (and - comparision, but - Sentence
contrast) Uu - /ŭ/ (initial,
Boundaries
Foxes and tigers both have four legs. Similies (… medial)
Listening for A bird can fly, but a fish can swim. (Capitalization Phoneme Isolation
like…) Onset-Rime Sound-Letter for, have
Specific Simple Present Tense (reporting facts) & Punctuation) /ŭ/ Expression
A tiger is big. His paws are Blending Mapping automaticity
Information Counting Phoneme Deletion
A fox has four legs. like shovels. Blending
A shark can swim. Words &
Categorization
A wolf likes to run. Sentences

Prepositional Phrases (by -

means)
We take care of a dog by
Gg - /g/ (initial,
feeding it. Prepositional
Phoneme Isolation final) Intonation (w/
We take care of cat by playing Phrases (for - Directionality
Listening for Rhyme Identification /g/, /w/ Ww - /w/ of, they punctuation)
with it. purpose) Punctuation
Mood Rhyme Generation Phoneme (initial) automaticity Pausing
Simple Present Tense Gus can wag (Commas)
Substitution Blending (commas)
(habitual actions) for fun.
Categorization
We feed the dog.
Modals (can - ability)
Our cat can run and jump.

Dependent Clauses (w/

because) Directionality
Why-Questions Phoneme Isolation Vv - /v/ (initial) Expression
Listening for Fish can live in the ocean (letters in a
Why can fish Onset-Rhyme /v/, /ks/ Xx - /ks/ (final) said, want (period vs.
Specific because they can swim. word)
live in the Segmentation Phoneme Blending automaticity exclamation
Information The vet goes in the van Letter-Sound
ocean? Substitution Categorization mark)
because she wants to see a Correlation
big cat.
 Simple Present Tense + Infinitive
Phoneme Isolation
Sequencing Words (first, next, Phrases Setting off Jj - /j/ (initial)
/j/, /kw/
last) He loves to Dialogue Qu/qu - /kw/
Listening for Onset-Rime Phoneme here, me Accuracy &
First, I go to the bus stop. ride in Daddy's (quotation (initial)
Mood Blending Blending automaticity Rate
Next, I get on the bus. truck. marks & Blending
Phoneme
Last, I ride the bus to the He can't wait to commas) Categorization
Segmentation
supermarket. see his daddy!

First
Modal Verbs (can/can't - Directionality
Conditional
permission) Sentence Phoneme Isolation Yy - /y/ (initial)
If you have a Intonation (w/
Listening for You can walk on the Great Boundaries /y/, /z/ Zz - /z/ (initial) this, what
ticket, you can Rhyme Generation Punctuation
Topic/Gist Wall. (capitalization, Phoneme Blending automaticity
see the inside Marks)
You can't drive on the Great punctuation, & Subtitution Categorization
of the White
Wall. spacing)
House.

Uu - /ŭ/ (initial,
medial)
Gg - /g/ (initial,
final)
Ww - /w/
Prepositional Phrases (time) Prepositional
(initial) for, have, they,
I can see the sun during the Phrases (like -
Matching Text Phoneme Vv - /v/ (initial) of, said, want,
Listening for day. comparison) Onset-Rime
and Categorization Xx - /ks/ (final) here, me, this, Expression
Mood The sun looks near in the The moon Segmentation
Boundaries Phoneme Addition Jj - /j/ (initial) what
morning. looks like a
Qu/qu - /kw/ automaticity
I can see the moon at night. coin.
(initial)
Yy - /y/ (initial)
Zz - /z/ (initial)
Blending
Dictation
 Infinitive Phrases (to help…)
I can wash my clothes to help
Inflectional Phoneme
my mom and dad. Directionality Syllable Counting a_e - /ā/
Listening for Endings (Verb Identification /ā/ help, too Accuracy &
I sweep the floor to help Counting Syllable Blending
Topic/Gist - Tense Phoneme automaticity Rate
around the house. Sentences Segmentation Categorization
Shifting) Blending
I take out the trash to help my
family.

Directionality
Simple Present Tense (w/ Direct Speech Punctuation
Phoneme i_e - /ī/ Intonation
Listening for inflected forms) She tells Duck, (quotation has, play
Rhyme Generation Identification /ī/ Blending (punctuation
Mood I follow the rules. "Sadie the dog marks, automaticity
Phoneme Deletion Categorization marks)
A good citizen helps people. has a thorn!" commas, end
punctuation)

Conjunctions
(and - serial
Correlation of
We can make _____ from actions)
Spoken
_____. The grows tall Phoneme o_e, o - /ō/
Listening for Language to
We can make jars from clay. and turns Syllable Counting Identification /ō/ Blending where, look
Specific Written Text Expression
We can make cars from golden. Syllable Blending Phoneme Categorization automaticity
Information (words &
metal. The baker cuts Substitution Dictation
letters in
We can make heat from coal. and gathers
words)
the wheat from
his garden.

Infinitive
Clauses
She was trying
Phoneme
Word Order (Questions) to write a Syllable Counting u_e - /ū/
Listening for Directionality Identification /ū/ good, who
 Infinitive
Clauses
She was trying
Phoneme
Word Order (Questions) to write a Syllable Counting u_e - /ū/
Listening for Directionality Identification /ū/ good, who
What do you like? poem. Syllable Blending Expression
Mood Sentences Phoneme automaticity
Where are you? They draw, Segmentation Categorization
Substitution
paint, and glue
to make his
present.

Conjunctions (and - Existential

comparision, but - contrast) "There" Phoneme
Directionality e_e, ee, e - /ē/
Listening for Foxes and tigers both have There is a girl. Onset-Rime Identification /ē/ come, does
Letter-Sound Blending Phrasing
Topic/Gist four legs. There are Blending Phoneme automaticity
Correlation Categorization
A bird can fly, but a fish can many kinds of Blending
swim. families.

Passive Voice a_e - /ā/

Modal Verbs (can, could - help, too, play,
(agentless) i_e - /ī/
giving suggestions) Identifying Phoneme has, where,
Some are Directionality o_e, o - /ō/
Listening for We could plant trees. Alliteration Categorization look, who,
chosen to live Letter-Sound u_e - /ū/ Expression
Specific Details We can ride bikes. Generating Phoneme good, come,
in the bamboo Correlation e_e, ee, e - /ē/
We think you should turn off Alliteration Substituion does
forests in the Blending
the water. automaticity
mountains. Dictation
 Composition
Comprehension Comprehension Writing Process Collaborative
Strategy Skill Grammar Focus Writing Trait Focus Writing Topic Writing Project Homework

Key details (w/

Making
photos & none none none none none none
Predictions
illustrations)

Ask & Answer

Sharing is
Questions Key details (w/
Caring (book of
(Purpose- photos & Nouns Ideas: Clues Pre-writing Personal Narrative (sharing)
I share…
Setting illustrations)
sentences)
Questions)

Ask & Answer Our Favorite

Questions Animals (book
(Purpose- of animals
Key details (w/
Setting students like,
photos & Nouns Ideas: Details Pre-writing Opinion (animals)
Questions, captioned with
illustrations)
Follow-up "I like (animal)"
during-reading OR "We like
questions) (animal)."

Ask & Answer

Questions At the Park
(Purpose- (book about
Key details (w/ Narrative Sentence (I
Setting what we
photos & Nouns Ideas: Clues Pre-writing see/hear/taste/smell/touch +
Questions, see/hear/taste/
illustrations) (object).
Follow-up smell/touch at
during-reading the park)
questions)
Ask & Answer
Questions At the Park
(Purpose- (book about
Key details (w/ Narrative Sentence (I
Setting what we
photos & Nouns Ideas: Clues Pre-writing see/hear/taste/smell/touch +
Questions, see/hear/taste/
illustrations) (object).
Follow-up smell/touch at
during-reading the park)
questions)
 Tool Belt (book
Ask & Answer Key details (w/ about tools
Explanatory Sentence (I can
Questions photos & Verbs Ideas: Details Drafting hung from a
(verb) with a/an (tool).
(Rereading) illustrations) belt that serves
as its binder)

Ask & Answer

Questions Shape Poster (w/ caption +
Verbs (stative
(Purpose- sentence, for example a poster Poster Book
Key details (w/ verbs - like,
Setting composed of a clock, a ball, the (composed
photos & see, hear, Ideas: Clues Drafting
Questions, sun, and a full moon titled from individual
illustrations) smell, taste,
Follow-up "circles" and captioned "These posters)
feel)
during-reading are circles.")
questions)

Ask & Answer

Questions Our Big Bug
(Purpose- Narrative Sentence (The bug + Book (compiled
Key details (w/
Setting verb + object. Include bug from individual
photos & Verbs Ideas: Clues Drafting
Questions, pictures that encourage use of narrative
illustrations)
Follow-up prepositional phrases.) sentences
during-reading about bugs)
questions)
 Traffic light
Sentence poster (traffic
Key details (w/ Giving Advice (The light is
Fluency: light with a
Visualize photos & Sentences Revising red/yellow/green. We should
Complete sentence
illustrations) _____.)
Sentences caption beside
each light)

The Noisy
Key details (w/ Personal Narrative (Sentences House
Visualize photos & Sentences Ideas: Clues Revising about sounds hear at home. I (compiled from
illustrations) hear + gerund phrase.) individual
sentences)

The Morning
Character, Sentence Collaborative Text - Personal
Book (book
Setting, Events Fluency: Narrative (Routines)
Visualize Sentences Revising narrating a
(w/ photos & Complete In the morning, first…, Next, …
morning
illustrations) Sentences Then…, Last...
routine)
Ask & Answer
Questions The Right Tool
(Purpose- for the Job (job
Key details (w/ Describing
Setting Descriptive Sentence (A (job) book compiled
photos & Words Ideas: Details Editing
Questions, uses a/an (adj.) + (tool). from
illustrations) (Adjectives)
Follow-up descriptive
during-reading sentences)
questions)

Ask & Answer

Questions
(Purpose- Character, Menu
Describing Word Choice:
Setting Setting, Events Descriptive Phrase (compiled from
Words Describing Editing
Questions, (w/ photos & (adj. + noun) descriptive
(Adjectives) Words
Follow-up illustrations) phrases)
during-reading
questions)

Ask & Answer

Questions Expository Sentence The People in
(Purpose- (Describing people in the my
Describing
Setting Key Details Word Choice: community & what they do, for Neighborhood
Words Editing
Questions, (Sequence) Specific Words example: The firefighter puts (compiled from
(Adjectives)
Follow-up out fires. The old people expository
during-reading exercise in the park.) sentences)
questions)
 Expository Sentence
(Describing flowers in terms of Our Favorite
Character, their sensual quality - color, Flower
"Re-Listen" Setting, Events Pronouns: he, Organization: size, odor, texture, etc.) (compiled from
Publishing
Reread (w/ photos & she, it Order *Give a selection of flowers. expository
illustrations) Allow students to choose which sentences
flower the class will write about flower)
about.

Opinions (Students choose Our Favorite

their favorite book from Picture Books
"Re-Listen" Topic & Key Pronouns: I, Organization: Stories from previous lessons. (compiled from
Publishing
Reread Details you, we Topic They use I like + title and My opinion
favorite (aspect of story) to sentences
talk/write about these stories.) about books)

Narrative Sentences (Students

complete Story Frame with a
selection of fruits and flavors to
report a trip to the farm.) Our Trip to the
We go to the (fruit) farm. We Farm
"Re-Listen" Topic & Key Organization:
Pronouns: they Publishing pick (fruit)s. They taste (flavor). (compiled from
Reread Details Order
Fruit: apple, banana, orange, completed
watermelon, pumpkin, grape, Story Frames)
lemon
Flavors: sweet, sour, spicy,
bitter, salty
 Giving Instructions
Making &
Topic & Key Organization: (Students compile an
Checking Imperatives Pre-Writing Salad Recipe
Details Topic ingredients list & Instructions
Predictions
for making the salad)

Developing Opinion w/ Details

(Students report season they
Seasons Book
Key Details like & why using "I like…" then
Visualize Plurals (-s, -es) Voice Pre-Writing (compiled from
(Sequence) supplying what they like about
writing topic)
that season. Aim is to address
all 4 seasons)

Narrative Sentences (Students Rainy Day Fun

Voice
Key Details report what they did on a rainy (compiled from
Visualize Plurals (-s, -es) (expressing Pre-Writing
(Sequence) day using "Yesterday was a narrative
feelings)
rainy day, we…) sentences)

Expository Sentences
(Weather report for yesterday,
today, tomorrow based on
Three-Day
pictures & other info. Today -
Key details (w/ Planner
stormy. Each day will include a
Visualize photos & Plurals (-s, -es) Voice Pre-Writing (compiled from
sentence about weather and a
illustrations) expository
sentence reporting an
sentences)
appropriate activity. Example:
Yestersay was rainy. We
played inside.)
 Expository Sentences
Verbs (Action (Students select an animal to
Connections
Words) - write about and collaboratively
"Re-Listen" Within Text Word Choice:
Inflectional Drafting compose 3-4 sentences about Animal Poster
reread (Compare & Specific Words
Endings (-s, - this animal explaining what it
Contrast)
ed, -ing) looks like,can do, and likes to
do)

Verbs (Action
Explanatory Text (Students
Make, Confirm, Words) - Word Choice:
Problem & choose a class pet then write Class Pet
& Revise Inflectional Describing Drafting
Solution about how they will care for it Poster
Predictions Endings (-s, - Words
and what they can do with it.)
ed, -ing)

Verbs (Action Asking & Answering Questions

Ideas: Details Animal Study
Words) - (Using supplied question words
Make, Confirm, (using Cards
Correlating Future Tense or question stems, students
& Revise questions to Drafting (compiled from
Cause & Effect Perphrastic compose questions about
Predictions generate question and
Constructions featured animals then compose
details) answer sets)
(going to, will) answers.)
 Narrative (Starter sentence:
Today, we're going to go to
the zoo. Series of 4 vehicles.
Character,
Use sequencing words to
Setting, Plot Our Trip to the
Make, Confirm, Prepositions & Sentence narrate riding them. Ender
(Sequencing Zoo (compiled
& Revise Prepositional Fluency: Revising sentence: Finally, we arrive at
Plot Events)(w/ from narrative
Predictions Phrases Sequencing the zoo. Add descriptive
photos & sentences)
details and/or sentences during
illustrations)
revision, including preposition
phrases such as "Next we ride
the boat over the river."

Description (Students choose 2

landmarks to put in a travel
Sentence
Prepositions & brochure for China and write a Visit China
"Re-Listen" Topic & Key Fluency:
Prepositional Revising description of each in which (Travel
Reread Details Sentence
Phrases they name the landmark and Brochure)
Length
supply an interesting detail
about the landmark.)

Description (Students report

what they can see in a
Sentence
Make, Confirm, Prepositions & photograph of the day sky and Counting Book
Problem & Fluency:
& Revise Prepositional Revising one of the night sky, using (compiled from
Solution Complete
Predictions Phrases numbers to report how many of descriptions)
Sentences
each thing they can see to
create I see… sentence.)
 Caption Sentences (Students
complete sentence frame We
Ask & Answer Keep It Clean!
Adjectives can _____ to keep our
Questions Sequencing Word Choice: (compiled from
(Describing Editing classroom clean, pictures
(before, during, Plot Events Vivid Diction captioned
Words) accompany. During revision,
& after reading) pictures)
see where adjectectives can be
added.)

How to Be a Good Citizen

(Students choose 3-4 pictures Good Citizen
to write about. Each picture Handbook
Adjectives shows a way one can be a (compiled from
Correlating Organization:
"Re-Listen" (Describing Editing good citizen. Each picture also How to be a
Cause & Effect Sequence
Words) has question, What do good Good Citizen
citizens do? Students use questions and
sentence stem Good resonses)
citizens… to answer question.)

Explaining a Process (Students

are given four pictures: 1) Where Does
Choosing a tree, 2) Cutting it Wood Come
Text Adjectives
Organization: down, 3) Sawing it into From?
"Re-Listen" Structure:Sequ (Describing Editing
Sequence boards, & 4) Letting the (compiled from
encing Words)
boards dry. Students describe Explaining a
the steps by which a tree Process steps)
becomes wood.)

Dialogue (Students compose

speech for a three panel comic.
Speech goes in speech
Make, Confirm, Comic Strip
Plot Structure: Word Choice: bubbles and beneath as a
 Dialogue (Students compose
speech for a three panel comic.
Speech goes in speech
Make, Confirm, Comic Strip
Plot Structure: Word Choice: bubbles and beneath as a
& Revise Pronouns Publishing (compiled from
Sequencing Specific Words caption using quotation marks
Predictions Dialogue)
and other conventions. Comic
strip suggests the inclusion of
questions.)

Comparing & Same and

Ask & Answer Contrasting(Student complete Different Book
Key details (w/ Fluency:
Questions a Venn diagram comparing & (compile from
photos & Pronouns Complete Publishing
(before, during, contrasting cats & dogs then comparison &
illustrations) Sentences
& after reading) write sentences to compare & contrast of cats
contrast them.) & dogs)

Giving Advice (Students are

Protect Our
given 3-4 pictures of people
Earth Book
Topic & Key Voice (I think, acting in an environmentally
"Re-Listen" Pronouns Publishing (compiled from
Details We think) irresponsibble way. Students
advice
use We thing you should to
sentences)
give advice.)
 Speaking
Objective
K.S1 Students will be able to follow agreed-upon discussion
rules and conventions.
K.S2 Students will be able to continue a conversation on
kindergarten topics and texts through muiltiple
K.S3 exchanges.
Students will be able to describe familiar people, places,
things, and events with fluency and accuracy, providing
additional detail when prompting.
K.S4 Students will be able to link ideas, descriptions, events,
etc. logically and coherrently over three-sentence spans
of discourse to express intended thoughts.
K.S5 Students will be able to ask and answer questions to
seek help, get information, or clarify something that is
not understood.
K.S6 Students will be able supplement speech with
appropriate references to illustrations or tables.
K.S7 Students will be able to speak audibly and
comprehensibly.
K.S8 Students will be able to report possibilities and abilities
as well as permitted and forbidden actions.
K.S9 Students will be able to report likes and dislikes.
K.S10 Students will be able to report position and direction.

K.S11 Students will be able to report when specific and general

events and conditions occur.
K.S12 Students will be able to report means and ends.

K.S13 Students will be able to report habitual actions.

K.S14 Students will be able to report conditions and actions
occuring at the time of speaking.
K.S15 Students will be able to report projected future events
and conditions, including plans, intentions, scheduled
events, and predictions.
K.S16 Students will be able to report past events and
conditions.
K.S17 Students will be able to sequence actions and steps in a
process.
K.S18 Students will be able to give advice and suggestions.
K.S19 Students will be able to compare and contrast familiar
objects and conditions.
K.S20 Students will be able express logically sound cause and
effect relationships.

Listening
Objective
K.L1 Students will be able to identify and recall key
information from an oral text.
K.L2 Students will be able to identify the topic of an oral text.

K.L3 Students will be able to identify the topic of a

conversation and integrate into the conversation without
seriously disrupting the conversation's flow.
K.L4 Students will be able to identify the mood of the speaker
and conduct self-accordingly.

Literacy
Print Concepts
Objective
K.LIT.PC1 Students will be able to turn pages of a book left to right
to advance to the next page of a book.
K.LIT.PC2 Students will be able tofollow words from left to right, top
to bottom, and page to page.
K.LIT.PC3 Students will be able to correlate a word being spoken
to its print counterpart as a text is being read aloud by
student or other.
K.LIT.PC4 Student will be able to identify the letters in a word in
sequence, left to right.
K.LIT.PC5 Students will be able to count the number of words in a
printed sentence and the number of sentences on a
printed page.
K.LIT.PC6 Students will be able to identify dialogue in print.

Phonological Aware
Objective
K.LIT.PHONO Students will be able to determine whether a pair or
1 one-syllable words rhyme.
K.LIT.PHONO Provided a one-syllable word, students will be able to
2 produce a word which rhymes with the provided word.
K.LIT.PHONO Students will be able to count the number of syllables in
3 a word.
K.LIT.PHONO Students will be able to comprehensibly pronounce
4 syllables in spoken words.
K.LIT.PHONO Students will be able to segment and blend syllables.
5
K.LIT.PHONO Students will be able to blend and segment onsets and
6 rimes of a single-syllable spoken word.
K.LIT.PHONO Students will be able to determine whether a phrase or
7 sentence contains alliteration and identify the alliterative
sound.
K.LIT.PHONO Students will be able to count the number of words in a
8 spoken sentence.

Phonemic Awaren
Objective
K.LIT.PA1 Students will be able to produce the sounds of single
phonemes with comprehensible pronunciation.
K.LIT.PA2 Students will be able to comprehensibly pronounce
initial, medial vowel, and final sounds in three-phoneme
words.
K.LIT.PA3 Students will be able to determine if a 2-3 phoneme
word contains a specified initial, medial vowel, or final
phoneme.
K.LIT.PA4 Students will be able to determine the phoneme a set of
three 2-3 phoneme words has in common.

K.LIT.PA5 Students will be able to blend and segment the

phonemes of a 2-3 phoneme word.

K.LIT.PA6 Students will be able to classify words by phoneme.

K.LIT.PA7 Students will be able to manipulate 2-3 phoneme words

by adding, deleting, and substituting single phonemes to
make new words.

Phonics
Objective
K.LIT.PH1 Students will be able to decode individual letters and
spelling patterns, both in isloation and in words, into the
sounds they represent.

K.LIT.PH2 Students will be able to decode individual letters and

spelling patterns into speech with sufficient speed and
accuracy so as to comprehensibly blend a 2-4 letter
word containing 2-3 phonemes.

K.LIT.PH3 Students will be able to distinguish and categorize

words by explicitly provided criteria, such as the sorting
words by the position of a single sound or which of two
specified sounds a word contains.

K.LIT.PH4 Students will be to use phonics rules to encode spoken

words into print.
K.LIT.PH5 Students will be able to apply phonics rules to decode
words in a text.

Alphabet Knowledge & O

Objective
K.LIT.AK1 Students will be able to identify individual letters in
isolation and in words.
K.LIT.AK2 Students will be able to write and type all twenty-six
capital and lowercase letters.

High Frequency W
 Objective
K.LIT.HFW1 Students will be able to sight read high frequency words
in isolation and in sentences.
K.LIT.HFW2 Students will be able to distinguish high frequency
words based on spelling.
Oral Reading Fluen
Objective
K.LIT.ORF1 With teacher prompting and support, students will be
able to read aloud grade-level texts at a consistent rate.

K.LIT.ORF2 With teacher prompting and support, students will be

able to read aloud grade-level texts with appropriate
expression.
K.LIT.ORF3 With teacher prompting and support, students will be
able to use appropriate intonation when reading
statements, questions, and exclamations.
K.LIT.ORF4 With teacher prompting and support, students will be
able to pause for commas and end-punctuation.

Comprehension
General
Objective
K.LIT.COM1 With teacher prompting and support, students will be
able to identify the author and ilustrator of a text and
define the role of each in telling a story or presenting the
ideas in an informational text.
K.LIT.COM2 With teacher prompting and support, students will be
able to determine the relationships between illustrations
and the text in which these illustrations appear.
K.LIT.COM3 With teacher prompting and support, students will be
able to use illustrations to make logically sound, though
not necessarily accurate predictions about the content of
a text.

K.LIT.COM4 With teacher prompting and support, students will be

able to check the accuracy of predictions while reading
a text and revise predictions accordingly.
K.LIT.COM5 With teacher prompting and support, students will be
able to answer questions about key details of a text.
K.LIT.COM6 With teacher prompting and support, students will be
able to identify the cause of a specified effect as well as
the effect of a specified cause in a text.
K.LIT.COM7 With teacher prompting and support, students will be
able to identify a problem presented in a text and how
that problem was solved.
K.LIT.COM8 Students will be able to recognize the value and utility of
reading.
Literature
K.LIT.COM9 With prompting and support, students will be able to
retell familiar stories, including key detail.
K.LIT.COM10 With prompting and support, students will be able to
identify characters, setting, and plot events in a story.
Informational Text
K.LIT.COM12 With prompting and support, students will be able to
identify the main topic and retell the key details of an
informational text.

Writing
Objective
K.LIT.WR1 Students will be able to use a combination of supplied
graphics, drawing, dictation, and writing to compose
opinion pieces in which they state their topic and their
opinion on the topic.

K.LIT.WR2 Students will be able to use a combination of supplied

graphics, drawing, dictation, and writing to compose
informational and explanatory texts in which they state
their topic and supply relevant information on the topic.

K.LIT.WR3 Students will be able to use a combination of supplied

graphics, drawing, dictation, and writing to narrate a
single event or several loosely linked events in the order
in which they occurred.

K.LIT.WR4 With prompting and support, students will be able to

collaborate to ask and respond to questions and
suggestions to add details to strengthen writing.
K.LIT.WR5 With prompting and support, students will be able to
locate and correct mistakes in capitalization, end
punctuation, and spelling of CVC and high frequency
words.

Cognitive
Objective
K.COG1 Students will be able to observe and actively seek
relevant information.

K.COG2 Students will be able to find alternative solutions to a

problem.
K.COG3 Students will be able to persist in working on tasks over
time, including being able to leave a task and return to it
later to complete it.
K.COG4 Students will be able generate a rule, strategy, or idea
from one learning experience and apply it to new
content.

K.COG5 Students will be able to sort objects into groups and

state the rule used to classify these objects.
K.COG6 Students will be able to relate events to sequence and
tense.

K.COG7 Students will be able to relate objects to position and

direction as well as report this relation using appropriate
positional or directional prepositions.
K.COG8 Students will be able to relate simulated objects in a
digital environment to their material counterparts.

K.COG9 Students will be able to manipulate simulated objects on

a shared digital platform to complete assigned tasks.

K.COG10 Students will be able to use a keyboard to input and edit

text.
K.COG11 Students will be able to engage in sustained role play.
K.COG12 Students will be able to use digital props and settings to
support role play.

Social-Emotiona
Objective
K.SE1 Students will be able to regard parents, teachers, and
appropriate members of the community as resources
and positive role models.
K.SE2 Students will be able to manage own feelings, including
describing feelings and their causes.
K.SE3 Students will be able to take actions to avoid possible
disputes relating to needs and wants.
K.SE4 Students will be able to determine and complete own
task without adult assistance.
K.SE5 Students will be able to take responsibility for care of
simulated classroom environment.

K.SE6 Students will be able to follow and determine reasons

for classroom routines.
K.SE7 Students will be able to follow and determine reasons
for classroom rules.
K.SE8 Students will be able to determine what another person
might need or want.
K.SE9 Students will be able to share and assert the rights of
others to a turn.
K.SE10 Students will be able to negotiate with classmates to
reach a compromise.
 Speaking
Evidence
well-formedness of verbal output, relevance of verbal
output, behavior
well-formedness of verbal output, relevance of verbal
output
well-formedness of verbal output

well-formedness of verbal output

well-formedness of verbal output

correlation between verbal output and illustration/table

well-formedness of verbal output

well-formedness of verbal output

well-formedness of verbal output

well-formedness of verbal output

well-formedness of verbal output

well-formedness of verbal output

well-formedness of verbal output

well-formedness of verbal output

well-formedness of verbal output

well-formedness of verbal output

well-formedness of verbal output

well-formedness of verbal output

well-formedness of verbal output

well-formedness of verbal output

Listening
Evidence
verbal output, action, gesture, multiple-choice question
(text, objects, pictures), written output
verbal output, action, gesture, multiple-choice question
(text, objects, pictures), written output
verbal output, behavior (student & other participants),
conversation conventions

verbal output (student & speaker), action, gesture,

multiple-choice question (text, objects, pictures), written
output, behavior (student & speaker)

Literacy
Print Concepts
Evidence
Students click on right arrow to advance to next
page/slide of an e-book.
tracking, underlining, oral reading

tracking, circling, underlining, verbal output, oral reading

tracking, underling, verbal output

verbal output, gesture, multiple-choice question

verbal output, pointing, circling, underlining

Phonological Awareness
Evidence
verbal output, action, gesture, computer input

verbal output, multiple choice question (picture, object),

action, drawing
verbal output, gesture, multiple-choice question

verbal output with attention to syllable segmentation and

stress
verbal output

verbal output

verbal output, action, gesture, computer input

verbal output, gesture, multiple-choice question

Phonemic Awareness
Evidence
verbal output
verbal output

verbal output, action, gesture, computer input

verbal output, action, gesture, multiple-choice question

(sound)

verbal output

verbal output, physical/virtual sorting

verbal output, action, gesture, multiple-choice questions

(picture, object)

Phonics
Evidence
verbal output

verbal output

verbal output, physical/virtual sorting

verbal output, written output, typed output, multiple-

choice question
verbal output

Alphabet Knowledge & Orthography

Evidence
verbal output, multiple-choice question

written output, typed output

High Frequency Words

Evidence
verbal output

verbal output, physical/virtual sorting, multiple-choice

question
Oral Reading Fluency
Evidence
verbal output

verbal output

verbal output

verbal output

Comprehension
General
Evidence
verbal output, gesture, task output (multiple-choice
questions, matching, graphic organizers, etc.), written
output

verbal output, task output (multiple-choice questions,

matching, graphic organizers, etc.), written output

verbal output, task output (multiple-choice questions,

matching, graphic organizers, etc.), written output

verbal output, task output (multiple-choice questions,

matching, graphic organizers, etc.), written output

verbal output, task output (multiple-choice questions,

matching, graphic organizers, etc.), written output
verbal output, task output (multiple-choice questions,
matching, graphic organizers, etc.), written output

verbal output, task output (multiple-choice questions,

matching, graphic organizers, etc.), written output

Students choose to read on own and seek information

from printed matter.
Literature
verbal output, picture sequencing, picture matching,
picture selection
verbal output, task output (multiple-choice questions,
matching, graphic organizers, etc.), written output
Informational Texts
verbal output, picture sequencing, picture matching,
picture selection

Writing
Evidence
pre-writing output (includes verbal output - ideas &
discussion, image selection, graphic organizers, etc.),
draft, revision output (includes verbal output -
suggestions & discussion, written output), editing
(includes verbal output - suggestions & discussion,
written output), publishing (includes verbal output - ideas
& discussion, finalized presentation)

pre-writing output (includes verbal output - ideas &

discussion, image selection, graphic organizers, etc.),
draft, revision output (includes verbal output -
suggestions & discussion, written output), editing
(includes verbal output - suggestions & discussion,
written output), publishing (includes verbal output - ideas
& discussion, finalized presentation)

pre-writing output (includes verbal output - ideas &

discussion, image selection, graphic organizers, etc.),
draft, revision output (includes verbal output -
suggestions & discussion, written output), editing
(includes verbal output - suggestions & discussion,
written output), publishing (includes verbal output - ideas
& discussion, finalized presentation)

verbal output - suggestions & discussion, written output

verbal output - suggestions & discussion, written output

Cognitive
Evidence
This may come through verbal or written report. It also
may be exemplified by the creation or selection of items
with specfied qualities.
verbal output, material output (creation of an object or
process), written output
behavior, sustained concentration, willingness to release
or resume task, time needed for release or resumption
of task
task completion process (rather than product)

verbal output, sorting output, written output

verbal output, sequencing of images or text, written

output

verbal output, gesture, circling, multiple-choice question,

drawings, written output

verbal output, behavior, gesture, written output

behavior (interactional output)

typed output

verbal output, behavior, gesture, written output

verbal output, behavior, gesture, written output

Social-Emotional
Evidence
verbal output, behavior, written output

verbal output, behavior, image selection, drawing,

written output
verbal output, behavior (including interactions with
platform)
verbal output, behavior (including interactions with
platform), written output, other task output
interactions with platform

verbal output, behavior, written output

verbal output, behavior, written output

verbal output, behavior, written output

verbal output, behavior

verbal output, behavior

 Key Forms, Phrases, & Words
conversation conventions

none

none

none

what, who, when, where, why, how

none

none

can

like, don't like, favorite

prepositions of place
prepositions of direction
time words (nouns), prepositional phrases (fronted &
non-fronted)
with-phrases
by-phrases
purpose clauses
simple present tense
simple present tense (stative verbs, verb "to be")
present progressive tense
simple future tense (will, going to)

simple past tense (regular & irregular verbs)

first, next, then, last

should, can, could, I think…

…and… both…, but

because

Notes
none
none

none

none

Notes
none

none

none

none

none

none

Notes
none

Student produced word may be a nonsense word.

none

none

Segmentation will require teacher support. Students are

not expected to independly segment syllables.
none

none

Sentences may countain words multiple syllables.

Notes
/ă/, /ĕ/, /ĭ/, /ŏ/, /ŭ/, /ā/, /ē/, /ī/, /ō/, /ū/, /b/, /d/, /f/, /g/, /h/,
/j/, /k/, /ks/, /kw/, /l/, /m/, /n/, /p/, /r/, /s/, /t/, /v/, /w/, /y/, /z/
/ă/, /ĕ/, /ĭ/, /ŏ/, /ŭ/, /ā/, /ē/, /ī/, /ō/, /ū/, /b/, /d/, /f/, /g/, /h/,
/j/, /k/, /kw/, /l/, /m/, /n/, /p/, /r/, /s/, /t/, /v/, /w/, /y/, /z/
Excludes final /l/, /r/, and /ks/
/ă/, /ĕ/, /ĭ/, /ŏ/, /ŭ/, /ā/, /ē/, /ī/, /ō/, /ū/, /b/, /d/, /f/, /g/, /h/,
/j/, /k/, /ks/, /kw/, /l/, /m/, /n/, /p/, /r/, /s/, /t/, /v/, /w/, /y/, /z/

/ă/, /ĕ/, /ĭ/, /ŏ/, /ŭ/, /ā/, /ē/, /ī/, /ō/, /ū/, /b/, /d/, /f/, /g/, /h/,
/j/, /k/, /ks/, /kw/, /l/, /m/, /n/, /p/, /r/, /s/, /t/, /v/, /w/, /y/, /z/
Excludes final /l/ and /r/
/ă/, /ĕ/, /ĭ/, /ŏ/, /ŭ/, /ā/, /ē/, /ī/, /ō/, /ū/, /b/, /d/, /f/, /g/, /h/,
/j/, /k/, /kw/, /l/, /m/, /n/, /p/, /r/, /s/, /t/, /v/, /w/, /y/, /z/
Excludes final /l/, /r/, and /ks/
/ă/, /ĕ/, /ĭ/, /ŏ/, /ŭ/, /ā/, /ē/, /ī/, /ō/, /ū/, /b/, /d/, /f/, /g/, /h/,
/j/, /k/, /kw/, /l/, /m/, /n/, /p/, /r/, /s/, /t/, /v/, /w/, /y/, /z/
Excludes final /l/, /r/, and /ks/
Produced words may be non-sense words.

Notes
Aa - /ă/; Ee - /ĕ/; Ii - /ĭ/; Oo - /ŏ/; Uu - /ŭ/; Bb - /b/; Dd -
/d/; Ff - -/f/; Gg - /g/; Hh - /h/; Jj - /j/; Kk - /k/; Ququ -
/kw/; Ll - /l/; Mm - /m/; Nn - /n/; Pp - -/p/; Rr - /r/; Ss - /s/;
Tt - /t/; Vv - /v/; Ww - /w/; Yy - /y/; Zz - /z/
Excludes final /l/, /r/, and /ks/
Aa - /ă/; Ee - /ĕ/; Ii - /ĭ/; Oo - /ŏ/; Uu - /ŭ/; Bb - /b/; Dd -
/d/; Ff - -/f/; Gg - /g/; Hh - /h/; Jj - /j/; Kk - /k/; Ququ -
/kw/; Ll - /l/; Mm - /m/; Nn - /n/; Pp - -/p/; Rr - /r/; Ss - /s/;
Tt - /t/; Vv - /v/; Ww - /w/; Yy - /y/; Zz - /z/
Excludes final /l/, /r/, and /ks/
Aa - /ă/; Ee - /ĕ/; Ii - /ĭ/; Oo - /ŏ/; Uu - /ŭ/; Bb - /b/; Dd -
/d/; Ff - -/f/; Gg - /g/; Hh - /h/; Jj - /j/; Kk - /k/; Ququ -
/kw/; Ll - /l/; Mm - /m/; Nn - /n/; Pp - -/p/; Rr - /r/; Ss - /s/;
Tt - /t/; Vv - /v/; Ww - /w/; Yy - /y/; Zz - /z/
Excludes final /l/, /r/, and /ks/
Spelling of word may not be correct, but will adhere to
phonics rules, for exampe, "cat" spelled "kat."
Words may not be decoded correctly, but will be
decoded according to learned phonics rules.
Does not apply to high frequency words learned in
course.

Notes
none

Written letters will be recognizable, but may show

inconsistency in size, shape, proportion, or stroke order.
Notes
none

none

Notes
The precise rate at which a student reads is less
important than exhibiting automaticity at what ever rate
she is reading.
WCPM benchmarks do not begin until G1.

Reading reflects character's or narrator's feelings.

Intonation may be exaggerated.

none

Notes
oral and printed texts

oral and printed texts

oral and printed texts

oral and printed texts

oral and printed texts

oral and printed texts

oral and printed texts

oral and printed texts

oral and printed texts

oral and printed texts

Notes
preferences, advice, suggestions

qualities, features, function, means & ends,

characteristic or habitual activies, directions, elements,
comparison-contrast, processes

personal narrative, trips & outings, narrating images,

routines, comic strips

none

none

Notes
quantity, size, color, shape, relation
(similarity/difference, casual, etc.), location, direction,
speed, etc.
logically sound, evidences lateral rather than linear
thinking
none
This can be seen in successful tranferences as well as
transferences which are logically sound, but
nevertheless unsuccessful. One is observing thinking
processes as mediated by the creation of output rather
than the output itself.
Objects maybe concrete objects or linguistic objects.

Sequencing is logical and indicated by sequencing

words, such as first, and next, or a numbered list. Tense
use may contain grammatical errors.
none

Students treat simulated objects in the same way as

their physical counterpart. This includes recognizing that
buttons can be pushed, pages can be turned, etc.
Students click on answers to select them. Students
correctly interact with PPT games, though not
necessarily selecting the correct answer.
none

none
Students might point out features in a setting to motivate
role play dialogue or manipulate a simulated object

Notes
Pay attention to people or social roles students "see
themselves as" and why they see themselves as these
people or in these roles.
none

none

none

This mostly involves interacting with slides according to

given instructions so as not to render slides non-
functional
none

none

Can be an actual person or a hypothetical one.

none

Compromise is voluntary, not forced.

 Essential
Chapter Vocabulary Sentence Objectives
Question
K1
Students will be able to understand the relationship between
count numbers and quantities when using objects and illustrations to
number count from 1 to 5.
one
two
Students will be able to recognize and write the numerals 1 to
three
How do we show 5 is greater than 3. 5 and represent a number of objects with a written numeral.
Chapter 1 four
how many? 2 is less than 5. Recognize and write 0.
five
zero
equal to Students will be able to use one-to-one correspondence and
greater than counting to identify and compare groups and determine which
less than group is greater than, less than, or wherther the groups are
equal to each other.

Name, recognize, and count a quantity of 6 - 10 using

six concrete objects, illustrations and drawing.
seven
eight
Recognize and write the numerals 6 - 10 and represent a
nine
number of objects with a written numeral.
ten
one more Students will be able to use one-to-one correspondence and
first 8 is greater than 6. counting to compare groups and determine which group is
What do numbers second 5 is less than 7. greater than, less than, or wherther the groups are equal to
Chapter 2
tell me? thirth One more than 7 is 8. each other.
fourth The first ball is green.
fifth
sixth Students will be able to use "one more" to identify a number
seventh that is one larger using numbers to 10.
eighth
nineth
tenth Students will be able to use ordinal numbers to tenth to
describe the position of an object.

Understand that each successive number name refers to a

quantify that is one larger.
eleven
twelve
thirteen
How can I show …
Students will be able to name, recognize, count and write the
Chapter 3 numbers bigger than nineteen
numerals 11 - 50 using concrete objects and illustrations.
10? twenty
thirty
…
one hundred
Students will be able to count to 100 by ones and by tens.

Students will be able to show ways to compose or make 4, 5,

6, 7, 8 and 9 using concrete objects, picture, and numbers.
How can I show a
Chapter 4 number in other review words
ways? Students will be able to show ways to decompose or take
apart from 4, 5, 6, 7, 8 and 9 using concrete objects, picture,
and numbers.
Students will be able to determine if the total number of
objects in two piles are equal to the number of objects in a
third pile.
plus sign Students will be able to use concrete objects to represent and
How can I use 1 plus 5 is 6.
Chapter 5 equal sign solve addition problems.
objects to add? 1 plus 5 equals 6.
add
Students will be able to use the plus symbol to show addition
and use equals symbol in addition sentences.

Students will be able to take away a number of objects from a

pile to make it equal to the number of objects in another pile.

Students will be able to model subtraction as taking away from

take away or seperating groups of objects.
How can I use are left Three (objects) are left.
Chapter 6
objects to subtract? subtract Nine minus four equals five.
minus sign Use the minus symbol (-) to show subtraction and the (=)
symbol in subtraction sentences.

Students will be able to use concrete objects to show how

many are left.

Numbers from 11 to 19 are composed of tens and ones and

one, two, three, four, five, six, seven, eight, or nine ones.
How do we show
Chapter 7 numbers 11 to 19 in Review words
another way?
Students will be able to compose and decompose numbers 11
to 19 using concrete objects and drawings to show a group pf
10 and some more.
K2
Students will be able to use dierect comparision to compare
the height and the length of objects.
length
height
shorter The train is longer.
How do I describe Students will be able to use direct measurement to compare
taller The ruler is shorter.
and compare objects objects by wight.
Chapter 8 longer The tree is taller.
by length, height,
shorter The flower is shorter.
and weight?
weight The yellow book is heavier.
heavier
lighter

Students will be able to identify objects that are alike and

alike objects that are different.
They are alike in color.
different
How do I sort They are different in shapes.
Chapter 9 sort
objects? I put (objects) together because
size
they are in the same color.
shape Students will be able to sort objects into groups by size,
shape, and counting.

The yellow birds are above.

above / below The girl is in front of the boys. Students will be able to use prepositions such as above,
Chapter How do I identify
in fornt of / behind The sun is behind the clouds. below, in front of, behind, next to, and beside to descrive or
10 positions?
next to / beside The cat is sleeping beside the place an object with respect to another object.
boy.

Students will be able to identify, name, and describe two-

dementional shapes including squares, rectangles, circles,
square triangles and hexagons.
rectangle It is a square. It has four sides
circle and four vertices.
Chapter How can I compare
triangle A triangle has three sides and Students will be able to put shapes together to form new
11 shapes? shapes.
round three vertices.
straight A circle has no sides or vertices.
side Students will be able to identify shapes in objects, and use
shapes to create new objects.

Students will be able to identify and name cubes, spheres,

How do I identify and sphere cylinders, and cones.
compare three- cube
Chapter 12 It is a cone.
dimensional cylinder
Students will be able to identify, name, and describe solid
shapes? cone
shapes in the physical world.
Unit Subject Essential Question Title Vocabulary Objectives

K1
Students will be able to get along with new
Social How can we get along with new
Let's Get Along share, take turns, tell, together classmates by learning sharing and caring each
Studies friends?
other.

Unit
1 Science How are animals alike and Kinds of Animals
walk, hop, swim, fly, run, jump, Compare the ways of how animals move and how
different? climb, paw, fur, feathers they look.

How can your senses help you Compare and describe different objects on the basis
Science Use Your Senses sweet, sour, bitter, spicy
learn? of their smell, taste, and texture.

ruler, scissors, glue, shovel,

Science How do tools help us explore? Tool Talk Report tools they can see in their daily life.
bucket, broom

Unit shape, buttons, candy,

What shapes do you see Sort and Sort Some
2 Science around you? chocolate, sticker, sandwich, Identify shapes in real life.
More!
pizza, fires, hamburger, icepop

What kind of bugs do you know bug, bee, ant, butterfly, Students will be able to identify and report different
Science Make Insect Models
about? grasshopper, criket, ladybug kinds of bugs.

Social What rules do we follow in walk, sit well, be polite, listen to Students will be able to identify and obey different
Rules and Laws
Studies different places? teacher/parents types of rules both at school and home.

Unit Science What are the different sounds Name That Sound
sound, glass, plastic, paper, Report if two different objects make the same
3 we hear? wood sound.

map,school,playgroud,classroo
Social What places do you go during m, Identify different places of a coummunity using a
Our Community
Studies the week? park, hospital, restaurant, map.
firestation
Social What do people use to do their Workers and Their teacher, doctor, nurse, cook,
Identify a variety of jobs that people perform.
Studies jobs? Tools firefighter, builder
students will be able to idenfify water and land on a
Unit Social
Who are your neighbors? Globes and Maps land, water globe.
4 Studies
Students will be able to locate a place on a map.
Social How can people help to make
Good Citizens Care clean, pick up, throw trash away Students will be able to keep their community clean.
Studies your community better?

Identify plant parts such as leaves, root, and stems.

What do living things need to plant, root, stem, leaves, water
Science Plant Parts Recognize plants need water to live and grow.
grow? (flower, fruit)
Skills: Observe, communicate, infer
Unit
5 How do living things change as first, next, last Identify and sequence the stages of the life cycle of
Science Plants and Animals
they grow? baby, child, teen, adult people and plants.

What kinds of things grow on a

Science Where Foods Grow carrots, corn, tomatoes, Identify different types of food.
farm?

K2
Social hot, cold, warm, sunny, windy, Students will be able to identify differnet weather
How are the seasons different? Seasonal Changes
Studies cloudy, rainy, snowy types.
T-shirt, pants, sweater, coat,
Unit What happens in different kinds Students will be able to I dentify what to wear in
Science Weather Wear Match dress, shorts, raincoar,
6 of weather? different seasons.
rainboots
Social How can you stay safe in bad Students will be able to identify types of bad weather
Stay Safe storm
Studies weather? and ways of staying safe in bad weather.

How are some amimals alike Students will be able to classify animals by the way
Science Animal Sort swim, walk, hop, fly
and how are they different? they move.

Unit Social How do you take care of walk the dog, clean the floor, Students will be able to report different ways of
7 Studies different kinds of pets? Pets
feed, play with (the pet) taking care of different kinds of pets.

dog house, nest, den, tree, Identidy differnet types of animal habitats.
Science Where do animals live? Animal Homes
ocean Skills: Observe, communicate, infer

Social What can help you go from here
Studies to there?
What do you know about your
Unit Social country? What do you know
8 Studies about other countries?
then, now, wagon, ship, train, Compare and contrast different types of
Past and Present
car, plane, bike, bus, taxi transportation both in old times and now.
This is My Country
map, flag, panda, Tiananmen Identify significant features of own country and other
Square, Great Wall contries.

Identify and classify objects in the sky during the day

day, night, sky, sun, cloud,
Science What do you see in the sky? Day and Night and night.
moon, star, bright, dark
Skills: Observe, record, infer
listen to teacher, do homework,
Social Things We Needs To Students will be able to identify different ways to
How can you help out at home? throw trash, clean the desk,
Studies Do help at school and home.
pick up trash, help others

Unit
9
Unit Social share, help, talk quietly in Students will be able to help classmates solve
What do good citizens do? Good Citizens Care
9 Studies public, use polite words simple problems.

How can things in nature be Students will be able to create a recycle program for
Science A Paper Picture paper, clay,cup, plate, bottle
used to make new things? the classroom.

Social What can happen when we count votes, talk and listen, Identify and use different ways (voting, group
Your Vote Counts
Studies work together? share ideas discussion) to make decisions.
size (big, small), shape (circle,
In what ways are things alike? Compare objects in their size, shape, color or
Unit Science Sort It triangle, square), color, weight
How are they different? weight.
10 (heavy, light)

Social What ideas can you suggest to Reduce, Reuse, save paper, save energy, save
Identify ways of protecting environment.
Studies protect the environment? Recycle! water

Social Studies

Problem-solving

Students will be able to use a problem-solving process to identify a problem, consider options, choose and implement a solution.

Step 1: Name the problem

Step 2: List different choices

Step 3: Think and solve the problem

Science

The Learning Cycle

Engage - Stimulates student interest and prepares them for the lesson.

Explore - Provide a hands-on exprerience around which the lesson concept is developed.

Explain - Introduces vocabulary and makes the science content understandable through words and visuals.

Evaluate - Assesses student understanding and provides opportunities for reteaching.

Extend - Links the development of science big ideas to other curriculum areas.