November

January

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May

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

0.1.1.1 (Literature)

With prompting and support, ask and answer questions about key details in a text.

How do (character’s) feelings change?

What are the important ideas in the passage/story?

I think the character did ____ because…

What will the character(s) do next?

Why did the character(s) do ____?

Why is ____ important?

Teacher Observations

Dinner Disaster: Comprehension Questions (Unit 2, Week 1, BLM 5)

Analyze Plot The Three Little Pigs (Unit 2, Week 2, BLM 4)

Shoo, Fox, Shoo! Comprehension Questions (Units 4, Week 1, BLM 5)

Retell Flow Chart The Enormous Watermelon (Unit 4, Week 2, BLM 4)

Analyze Plot Katy’s First Day of School (Unit 5, Week 2, BLM 4)

Story Map (Unit 7, Week 2, BLM 3)

Sequence Chart Teddy on the Move (Unit 9, Week 2, BLM 4)

Story Map The Gingerbread Man (Unit 10, Week 2, BLM 3)

Benchmark Literacy

(Week 1 & Week 2 of Units 2, 4, 5, 7, 9, 10)

Read Alouds

October

December

March

April

0.2.1.1 (Informational Texts)

With prompting and support, ask and answer questions about key details in a text.

What details support the main idea?

What happened after ___? What happened before ___?

Which sentence is the best summary of the selection?

How are ____ alike?  How are they different?

Teacher Observations

Towns Have Many Places: Comprehension Questions (Unit 1, Week 1, BLM 5)

Making a Bird Feeder: Comprehension Questions (Unit 3, Week 1, BLM 5)

Busy in the Yard: Comprehension Questions (Unit 6, Week 1, BLM 5)

Homes: Comprehension Questions (Unit 8, Week 1, BLM 5)

Benchmark Literacy (Week 1 & Week 2 of Units 1, 3, 6, 8)

Read Alouds

September

October

November

December

January

February

March

April

May

0.3.0.1

Demonstrate understanding of the organization and basic features of print.

a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper- and lowercase letters of the alphabet.

How do letter sounds help us read?

Show me where I would start reading?

Show me the different parts of a book.

Why is knowing my letters important?

Teacher Observations

Concepts of Print Assessment

FAST Testing

Kindergarten Assessment

Benchmark Literacy (Week 3 of Units 1, 2, 3, 4, 5, 6, 7, 8, 9, 10)

Benchmark Phonics StartUp Level 1

Benchmark Phonics StartUp Level 2

November

January

February

March

May

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

0.1.2.2 (Literature)

With prompting and support, retell familiar stories, including key details.

What happened after ___?

What happened before ___?

How do (character’s) feelings change?

Teacher Observations

Analyze Plot (Unit 2, Week 2 BLM 4)

Retell Flow Chart (Unit 4, Week 2 BLM 4)

Analyze Plot (Unit 5, Week 2 BLM 4)

Story Map (Unit 7, Week 2 BLM 3)

Sequence Chart (Unit 9, Week 2, BLM 4)

Story Map (Unit 10, Week 2, BLM 3)

Benchmark Literacy

(Week 2 of Units 2, 4, 5, 7, 9, 10)

October

December

March

April

0.2.2.2 (Informational Texts)

With prompting and support, identify the main topic and retell key details of a text.

Investigate what details in the paragraph/story support the main idea?

Teacher Observation

Identify Main Idea and Supporting Details (Unit 1, Week 2, BLM 3)

Identify Sequence of Events (Unit 3, Week 2, BLM 3)

How Do Animals Adapt to Their Habitats? (Unit 6, Week 2, BLM 3)

Venn Diagram (Unit 8, Week 2, BLM 3)

Benchmark Literacy (Week 2 of Unit 1, 3, 6, 8)

September

October

November

December

January

February

March

April

May

0.3.0.2

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)

e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

How do you know if words rhyme?

Show me how to count syllables?

Apply the concept by blending these sounds to make a word.

Tell me the sounds you hear in this word.

Teacher Observations

Kindergarten Assessment

FAST Testing

Benchmark Phonics StartUp Level 1

Benchmark Phonics StartUp Level 2

January

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

0.1.3.3 (Literature)

With prompting and support, identify characters, settings, and major events in a story.

Categorize  what happened first, second, third, fourth…?

Make observations of what clues help you know where the story takes place?

Teacher Observations

Analyzing Story Elements (Unit 4, Week 2, BLM 2)

Retell Flow Chart (Unit 4, Week 2, BLM 4)

Benchmark Literacy  (Week 2 of Unit 4)

Read Alouds

October

December

March

April

0.2.3.3 (Informational Texts)

With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

How are ___ and ___ alike?  How are they different?

Teacher Observations

Pedestal Words Chart (Unit 1, Week 2, BLM 5)

Venn Diagram The Life Cycle of a Frog (Unit 3, Week 2, BLM 5)

How Do Animals Adapt to Their Habitats? (Unit 6, Week 2, BLM 3)

Venn Diagram Children Past and Present (Unit 8, Week 2, BLM 3)

Benchmark Literacy

(Week 2 of Units 1, 3, 6, 8)

September

October

November

December

January

February

March

April

May

0.3.0.3

Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-

one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are,

do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

How does knowing letters and sounds help us read?

Teacher Observations

Kindergarten Assessment

FAST Testing

Benchmark Phonics StartUp Level 1

Benchmark Phonics StartUp Level 2

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

0.1.4.4 (Literature)

Ask and answer questions about unknown words in a text.

What can I use to figure out words I do not know in a story?

Teacher Observations/Class Discussions

Benchmark Literacy

(Week 2 of Units 2, 4, 5, 7, 9, 10)

October

December

March

April

0.2.4.4 (Informational Texts)

With prompting and support, ask and answer questions about unknown words in a text.

What can I use to figure out words I do not know in a story?

Teacher Observations

Vocabulary Notebook (Unit 1, Week 2, BLM 2)

Vocabulary Notebook (Unit 3, Week 2, BLM 2)

Vocabulary Notebook (Unit 6, Week 2, BLM 2)

Word Map (Unit 6, Week 2, BLM 5)

Vocabulary Notebook (Unit 8, Week 2, BLM 2)

Benchmark Literacy

(Week 2 of Units 1, 3, 6, 8)

Read Alouds

October

November

December

January

February

March

April

May

0.3.0.4

Read emergent-reader texts with purpose and understanding.

Identify the sequence of events

Compare and contrast

Identify the main idea and supporting details

Teacher Observations

A-Z Guided Reading Assessment

Benchmark Literacy (Units 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 Small Group Leveled Texts)

Benchmark Phonics StartUp Level 2

A-Z Leveled Readers

October

November

December

January

February

March

April

May

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

0.1.5.5

Recognize common types of texts (e.g., storybooks, poems).

Critique how are fiction and non-fiction texts different?

Critique what is the difference between a story and a poem?

Teacher Observation

Read Alouds

Benchmark Literacy Big Books (Week 2 of Units 1, 2, 3, 4, 5, 6, 7, 8, 9, 10)

Benchmark Phonics StartUp Level 2 Letter Poems & Rhymes

September

October

November

December

January

February

March

April

May

0.2.5.5

Identify the front cover, back cover, and title page of a book.

Investigate what you see on the front/back cover of the book?

Find the title. How many words are in the title?

Teacher Observations

Concepts of Print Assessment

FAST Testing

Benchmark Literacy

(Weeks 2 & 3 of Units 1, 2, 3, 4, 5, 6, 7, 8, 9, 10)

Read Alouds

September

October

November

December

January

February

March

April

May

6. Assess how point of view or purpose shapes the content and style of a text.

0.1.6.6 (Literature)

With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Who is the author?  What does the author do?

Who is the illustrator?  What does the illustrator?

Teacher Observations

Concepts of Print Assessment

FAST Testing

Benchmark Literacy

(Week 2 of Units 2, 4, 5, 7, 9, 10 & Week 3 of Units 1, 2, 3, 4, 5, 6, 7, 8, 9, 10)

Read Alouds

0.2.6.6 (Informational Texts)

Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Who is the author?  What does the author do?

Who is the illustrator?  What does the illustrator?

Teacher Observations

Concepts of Print Assessment

FAST Testing

Benchmark Literacy (Week 2 of Units 1, 3, 6, 8)

Read Alouds

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*

0.1.7.7 (Literature)

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).

How do pictures help you interpret the story?

Benchmark Literacy

0.2.7.7 (Informatinal Texts)

With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

How do pictures help you interpret  the information in book?

N/A

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

0.1.8.8

(Not applicable to literature)

0.2.8.8

With prompting and support, identify the reasons an author gives to support points in a text.

What details support the main idea?

December

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

0.1.9.9 (Literature)

With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

How are ___ and ___ alike?  How are they different?  

Teacher Observation

Venn Diagram

Gingerbread Theme

0.2.9.9 (Informational Texts)

With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Compare and contrast these two stories.

Teacher Observation

Venn Diagram

Zoo animal theme

American Symbols theme

Life cycles

November

January

February

March

May

10. Read and comprehend complex literary and informational texts independently and proficiently.

0.1.10.10 (Literature)

Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks.

How can you connect whole group to personal reading?

Teacher Observations

Benchmark Literacy

(Week 2 of Units 2, 4, 5, 7, 9, 10)

Read Alouds

October

December

March

April

0.2.10.10 (Informational Texts)

Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks.

How can you connect whole group to personal reading?

Teacher Observations

Benchmark Literacy (Week 2 of Units 1, 3, 6, 8)

Read Alouds