Reading/ELA Scope and Sequence

Key Topics in Kindergarten Grade Reading/ELA:

Reads Grade Level Text

Sight Words/Fluency

  • Read at a level C (Fountas & Pinellas) or 451-500 (Lexile) or DRA (3-4).

Sight Words

  • Memorize sight words from Fry Sight Word Lists (1-100)

Fluency

  • Read emergent reader texts with purpose and understanding

Phonics/Word Analysis

Vocabulary

Print Concepts

  • Follow words from left to right, top to bottom, and page by page
  • Recognize that spoken words can be represented by print for communication
  • Recognize that words are separated by spaces in print
  • Identify upper and lowercase letters
  • Identify information that different parts of a book provide (title, author, illustrator, table of contents)

Phonological Awareness

  • Recognize and produce rhyming words
  • Count, pronounce, blend and segment syllables in spoken words
  • Blend and segment onsets and rhymes of single syllable spoken words
  • Isolate and pronounce the initial, medial vowel and final sounds (cvc words)
  • Add or substitute individual sounds in simple, one syllable words to make new words

Phonics and Word Recognition

  • Identify the common sounds that letters represent
  • Associate the long and short sounds with the common spellings for vowels
  • Distinguish between similarly spelled words (ex: hat vs. hit)
  • Determine or clarify the meaning of unknown and multiple meaning words and phrases based on Kindergarten reading and content
  • Identify new meanings for familiar words and apply them accurately
  • Use the most frequently occurring inflections and affixes (ex: ed, s, re) as a clue to the meaning of unknown words
  • With guidance and support from adults, explore word relationships and nuances in word meanings
  • Sort common objects into categories to gain a sense of the concepts the categories represent
  • Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms)
  • Identify real life connections between words and their use (ex: note places at school that are colorful)
  • Distinguish shades of meaning among verbs describing the same general action by acting out the meanings
  • Use words and phrases acquired through conversations, reading and being read to and responding to text
  • Recognize that compound words are made up of shorter words
  • Use picture dictionary to find words
  • Identify the meaning of specific signs (ex: traffic)

Comprehension Skills and Strategies

Literary Text

  • With prompting and support, ask and answer questions about key details in a text.
  • With prompting and support, retell familiar stories, including key details.
  • With prompting and support, identify characters, settings, and major events in a story.
  • Ask and answer questions about unknown words in a text.
  • Recognize common types of texts (e.g., storybooks, poems).
  • With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
  • With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
  • With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
  • Actively engage in group reading activities with purpose and understanding.
  • Predict what might happen next in text based on the cover, title and illustrations
  • Recognize re-occuring phrases and characters in traditional fairy tales, lullabies and folktales from various cultures.

Informational Text

  • With prompting and support, ask and answer questions about key details in a text.
  • With prompting and support, identify the main topic and retell key details of a text.
  • With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text
  • With prompting and support, ask and answer questions about unknown words in a text.
  • With prompting and support, identify the reasons an author gives to support points in a text.
  • With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
  • Follow pictorial directions (ex: recipe, science experiment)

Writing

Conventions: spelling, capitalization, punctuation, usage grammar and Handwriting

  • Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book
  • Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
  • Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
  • Use a combination of drawing, dictating, and writing to create a short poem
  • With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
  • With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Conventions

  • Use frequently occurring nouns and verbs.
  • Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
  • Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
  • Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
  • Produce and expand complete sentences in shared language activities.

Handwriting

  • Print Neatly
  • Print uppercase and lowercase letters

Capitalization and Punctuation

  • Capitalize the first word in a sentence and the pronoun I
  • Recognize and name end punctuation.

Spelling

  • Write a letter or letters for most consonant and short-vowel sounds (phonemes).
  • Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Research

Speaking and Listening

  • Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
  • With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

  • Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
  • Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
  • Continue a conversation through multiple exchanges.
  • Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
  • Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
  • Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
  • Add drawings or other visual displays to descriptions as desired to provide additional detail.
  • Speak audibly and express thoughts, feelings, and ideas clearly.

**Need to add scope and sequence for skills with themes

Quarter Breakdown

Fry’s Sight words

Reading

1st Quarter

1-25 (review from Pre-k)

2nd Quarter

26-50

3rd Quarter

51-75

4th Quarter

76-100

End of year C; DRA 3-4