Lower Township Elementary Schools
Reading
Grade Level Kindergarten
Adopted August 28, 2024
Lower Township Elementary Schools
English Language Arts
Grade K
Reading
Lower Township Board of Education
Gary Douglass, President
Monica DiVito, Vice President
Tricia Ryan, Secretary
Cindy Baldacchini
Lauren Cox
Lauren Randle
Lindsey Selby
Patrica Smith
Joseph Thomas
Jon Vile
Lower Township District Administration
Jeff Samaniego, Superintendent
Sarah Bowman, Supervisor of Curriculum and Instruction
Christina Granero, Supervisor of Academic Achievement
Debra Keeler, Supervisor of Special Services
Interdisciplinary Connections |
Social Studies: 6.1.2.Geo.SV.4: Identify examples of geospatial data (e.g., landmarks on the school grounds, the spatial location of each student’s assigned seat in the classroom, needs more thought). Activity: Students will use post-it notes to label their classroom community. Visual and Performing Arts: 1.2.2.Cr1a: Discover, share and express ideas for media artworks through experimentation, sketching and modeling. 1.1.2.D.1 Identify the basic elements of art and principles of design in diverse types of artwork. Activity: Students will draw a picture and label the picture. |
Integration of Technology |
Life Literacies and Key Skills- Technology Literacy: 9.4.2.TL.2: Create a document using a word processing application. Activity: Students are placed in small groups, partners, or rug clubs to contribute as a team during word and letter games. Students will then create their own game for letters and words. |
21st Century Skills |
Personal Financial Literacy: 9.1.2.CR.1: Recognize ways to volunteer in the classroom, school and community. There are actions an individual can take to help make this world a better place. |
Career Education |
Career Awareness, Exploration, Preparation, and Training: 9.2.2.CAP.1: Make a list of different types of jobs and describe the skills associated with each job. Activity: Students will be given a homework assignment to have a parent read a story to them. The students will draw pictures to retell the story and share them in class. A discussion of why reading and writing skills are necessary will follow. |
Unit 1 We Are Readers |
SUBJECT: English Language Arts GRADE LEVEL: Kindergarten READING UNIT TITLE: Unit- 1 We Are Readers LENGTH OF STUDY: 35 days K Pacing Guide START OF UNIT: Mid-end of September END OF UNIT: November |
Unit Learning Goals |
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Materials | |
Primary | Supplemental |
Mentor Texts Emergent Storybooks: A Big Mooncake for Little Star by Grace Lin Bulldozers by Kathryn Clay Caps for Sale: A Tale of a Peddler, Some Monkeys and Their Monkey Business by Esphyr Slobodkina The Three Billy Goats Gruff by Paul Galdone Max and the Tag-Along Moon by Floyd Cooper Information Texts: Fur, Feather, Fin - All of Us Are Kin by Diane Lang Pack: Strength in Numbers by Hannah Salyer |
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Reading- Daily Targets | Instructional Activities |
Session 1: Reading the World “Today I want to teach you that readers walk through the world in a special way. They don’t just see things—they read things.” | Everyday students will:
Voiceovers/coaching at tables:
High leverage table conferences to teach:
Support for Multi-Language Learners page 9 |
Session 2: Reading Books to Learn about the World “Today I want to teach you that you can sit anywhere, open up a book, and presto! You start to learn so many things about the world.” | |
Session 3: Learning How Books Work “Today I want to teach you that when you want to read a book, like when you want to eat a banana, it’s best to get started in the proper way. You look at the cover (and sometimes at the back too). Then you start reading the book at the front, and you read it page by page, top to bottom, top to bottom.” | |
Session 4: Readers Reread “Today I want to teach you that when readers want to learn so much from their books, they don’t just read them once. No way! They read them again. They reread their books!” | |
Session 5: Readers Read by Themselves and with Others “Today I want to teach you that you can read by yourself and with a partner. When you read with a partner, you sit hip to hip, put one book in the middle, turn the pages, and read together.” | |
Session 6: Readers Talk about Their Learning with a Partner: Marking “Wow” Pages “Today I want to teach you that when you read without your partner, you can mark parts of your book that you want to later share. You mark your ‘wow’ pages, and then when you and your partner get together, you can reread and talk about them, like we just did.” | |
Session 7: Readers Notice and Learn New Ideas and New Words “Today I want to teach you that thoughtful readers read books in the same way that little boy was reading the rotten log. You notice things by looking closely, and you ask questions. Two questions that you can ask are, ‘What’s that?’ and ‘What’s that called?’” | |
Session 8: Readers Add a Pinch of Their Thinking to the Page “Today I want to teach you that readers have their own thoughts about their books that they can share with a friend. You can add a little pinch of you by sharing “wow” pages with each other and other places where you wonder, connect, and question.” | |
Session 9: Readers Learn from Words in Books Too “Today I want to teach you that when you read books again and again, you can pay attention to not just the pictures, but also the words. You can listen for a word you say a lot and then try to find it on the page.” | |
BEND II Session 1: Pictures Help! “Today I want to teach you that when you have heard a story a zillion times, you can practically read it all by yourself. You look at the pictures, remember how the story goes, and then story-tell it to yourself, page by page. It will sound almost as if you’re reading it aloud.” | Everyday students will:
Voiceovers/coaching at tables:
High leverage table conferences to teach: Emergent Storybook Reading
Comprehension:
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Session 2: Making the Words You Read Match the Words on the Page “Today I want to teach you that when you read a Star Storybook—really, when you read anything—you need to pay attention to what’s on that page. The words you say should match what’s on that page.” | |
Session 3: Readers Use Exact Character Words “Today I want to teach you that when you’re reading your Star Storybooks, you can make the story sound really great by using the exact words the characters say. The exact words make the characters pop out of their books and right into reading workshop.” | |
Session 4: If There Are a Lot of Words, There’s a Lot of Story “Today I want to teach you that looking at the words in the book can give you a hint about how to tell the story. If you see a lot of words on the page, then you know you need to say a lot about that part.” | |
Session 5: Readers Use Special Connecting Words to Put Storybook Pages Together “Today I want to teach you that one way to make your storybook reading even better is to use words that connect the pages together. You read one page, and then put in connecting words like and then and after that before you read the next page.” | |
Session 6: Readers Use the Repeating Parts in Books to Help Them Story-Tell “Today I want to teach you that when you read a book over and over again you can try to use some of the exact words from the book. Some of the words, especially words that repeat, become words that you know by heart. They become words that you can say exactly like the book says them.” | |
Session 7: Readers Can Point To and Read Some Words in Their Star Storybooks “Today I am going to teach you that you can use the titles of your Star Storybooks to help you find and read those words throughout your books. You can story-tell each page to help you remember the words, and then you’ll hunt for the words of the title (or others you may be able to find) before you turn each page.” | |
Session 8: Adding Labels to the Pictures in Our Star Storybooks “Today I want to teach you that you can make labels for the pictures in your Star Storybooks. The labels can remind you of the important parts of the story.” | |
Celebration Children make a parade, holding up their favorite books. They might make signs and banners. They walk through the school on the parade, with children cheering them and the books they love. Children finish by sharing favorite books with partners. | |
Standards Priority Standards are in bold* |
RF.K.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. RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). A. Recognize and produce rhyming words. RF.K.4. Read emergent text with one-to-one correspondence to develop fluency and comprehension skills. A. Read emergent-readers with purpose and understanding. B. Read grade level text for purpose and understanding. RL.K.1. With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how). RL.K.2. With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how). RL.K.3. With prompting and support, identify characters, settings, and major events in a story. RL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. RL.K.7. 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). RI.K.1. With prompting and support, ask and answer questions about key details in a text. RI.K.2. With prompting and support, identify the main topic and retell key details of a text. RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K.5. Identify the front cover, back cover, and title page of a book. RI.K.7. 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). RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. A. Follow agreed-upon norms for discussions (e.g., listening to others with care and taking turns speaking about the topics and texts under discussion). B. Continue a conversation through multiple exchanges. New Jersey Student Learning Standards for English Language Arts SL.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly. |
Accommodations and Modifications | |
Special Education |
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Multilingual Learners |
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Students At-Risk of School Failure |
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Gifted and Talented |
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Students with 504 Plans |
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Formative | Assessing and Conferring to Support Emergent Storybook Reading (print on Flight) page 106 |
Summative | Concepts About Print
Letter/Sound Identification page 166 |
Benchmark | |
Alternative | |
Unit 2 Sharing Reading |
SUBJECT: English Language Arts GRADE LEVEL: K READING UNIT TITLE: Unit 2- Sharing Reading LENGTH OF STUDY: 35 Days START OF UNIT: November END OF UNIT: January |
Unit Learning Goals Sharing Reading | |
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Materials | ||
Primary | Supplemental | |
Mentor Texts: I Can Read by Michele Dufresne Materials/Tools
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Reading- Daily Targets | Instructional Activities |
Bend I Session 1: Readers Study Words Everywhere “Today I want to teach you that to be a reader, it helps to be the kind of person who can find and study the words that are all around you.” | Everyday students will:
Assessment and Instruction of Key Skills of the Bend: page 40. Provides you with tiered instruction for Letter/sound and HFW.
High Leverage Small Groups:
Support for Multi-Language Learners
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Session 2: Reading with One-to-One Matching “Today I want to teach you that readers look for words in books. When you find them, you point under the first word and say it. Then you point under the next one and say it. Point to a word, say a word, point to a word, say a word… until you have read the entire page. Each. Word. Is. One. Word. That. You. Tap. And. Say. Point to a word, say a word!” | |
Session 3: Take a Sneak Peek before You Read “Today I want to teach you that before you read a book, it helps to do a sneak peek so you can think about what the whole book will be about. As you peek, you can look for things you know in the pictures and in the words.” | |
Session 4: Use the Pattern to Help You Read “Today I want to teach you that when a book has a pattern, kids who are just learning to read can use that pattern to figure out what the pages say. You can find and read the same words over and over.” | |
Session 5: Use Words You Know in a Snap to Figure Out the Pattern “Today I want to teach you that if you look very carefully, you can find snap words hiding in your pattern books. You can use these snap words to help you read the book and get the pattern right.” | |
Session 6: Noticing Letters and Using Sounds to Check “Today I want to teach you that the sound you hear at the beginning of a word can help you make sure your finger is pointing under the right word.” | |
Session 7: Readers Use Pointing, Patterns, Words They Know in a Snap, and Letters to Read “Today I want to teach you that readers put everything they know together to read. You can point and find snap words and check the letters to read pattern books all by yourself and with friends!” | |
Bend II Session 1: Partners Make a Plan for Reading Together “Today I want to teach you that one way reading partners can be better together is by making a plan for how to read. Then you can work together, practicing all the things you’ve learned to do as readers.” | Everyday students will:
High Leverage Small Groups:
Support for Multi-Language Learners
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Session 2: Partners Help Each Other Monitor Their Reading “Today I want to teach you that reading partners can really help each other! When partners work together with both readers’ eyes watching and both readers’ ears listening, they can notice a problem right away. Then they work together to fix it up." | |
Session 3: Partners Coach Each Other in Helpful Ways “Today I want to teach you that reading partners can help each other fix up their reading by giving little tips, showing how, and cheering each other on.” | |
Session 4: Partners Use Words They Know in a Snap as They Read “Today I want to teach you that partners can help each other by sometimes doing a snapword drill. First you find and read the snap words in your book. Then, later when you read the book, you can use the snap words to check your fingerpointing.” | |
Session 5: Partners Talk about Books “Today I want to remind you that after you read a book with a partner, you can have a little book talk. You can talk about ‘wow’ pages and add a pinch of you to any book you read. When you do this, you help each other understand your books better.” | |
Session 6: Partners Share Goals “Today I want to remind you that partners can share their goals with each other. You can think, ‘What do I want to get better at as a reader?’Then, you can ask for help with the things that feel hard.” | |
BendIII Session 1: Giving the Gift of Reading “Today I want to teach you that reading, like love, is something you can give away. When you give your reading away, you want it to be the best it can be. So, before you give it away, it helps to practice.” | Everyday students will:
High Leverage Small Groups:
Family Letter about the Work of the Unit page 163 |
Session 2: Readers Share Their Thinking “Today I want to teach you that, to give someone the gift of reading, you read the words and you share your thinking. You can do that by sharing a ‘wow’ page, or a pinch of yourself. Or you can do something new and share a favorite part. We should add this to our ‘We Are Better Together!’ chart!” | |
Session 3: Adding to Pattern Books to Represent Yourself and Your Community “Today I want to teach you that readers don’t just think about what was in the book, they also think about what was not in the book, and then by adding to pattern books you can represent yourself and your community.” | |
Session 4: Sharing What You Notice about Letters and Words “Today I want to teach you that readers can pause to study the words more closely, noticing the letters they see and the sounds they hear. When you study words, you can learn even more about letters.” | |
Session 5: Making Book Gifts “Today I want to teach you that you can make your own reading gifts, using everything you know about letters and sounds and words.” | |
Session 6: Preparing for a Community Celebration “Today I want to teach you that one really special thing readers do is give the gift of reading to the special people in their lives. You can think about the books you’ve read and loved and think, ‘Who is someone that will especially love this book too?’ Then you can give your reading away to them.” | |
Celebration Students share the gift of reading with special visitors. Students read their finger pointing books and show how they can read (seesaw, choral). Teachers might snap photos of this celebration to make a class book. |
Standards |
RL.K.1 With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how). RL.K.2 With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how). RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RL.K.4 Ask and answer questions about unknown words in a text. RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RF.K.1.B Recognize that spoken words are represented in written language by specific sequences of letters. RF.K.1.C Understand that words are separated by spaces in print. RF.K.1.D Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. RF.K.2.B Count, pronounce, blend, and segment syllables in spoken words. SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.1.A Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). SL.K.1.B Continue a conversation through multiple exchanges. SL.K.2 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. SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. |
Accommodations and Modifications | |
Special Education |
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Multilingual Learners |
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Students At-Risk of School Failure |
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Gifted and Talented |
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Students with 504 Plans |
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Assessments | |
Formative | 1:1 Conferences, Running Records |
Summative | Concepts about Print Letter-Sound Identification Phonemic Awareness Assessment - begin with 2 phonemes Early Phonics Assessment Reading Progressions |
Benchmark | F&P Benchmarks |
Alternative | Projects |
Unit 3 Super Powers |
SUBJECT: English Language Arts GRADE LEVEL: K READING UNIT TITLE: Unit 3- Super Powers LENGTH OF STUDY: 35 days START OF UNIT: February END OF UNIT: March |
Unit Learning Goals | |
Reading
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Materials | ||
Primary | Supplemental | |
Mentor Texts: Materials/Tools
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Reading- Daily Targets | Instructional Activities |
Bend I Session 1: “Today I want to teach you that to be Super Readers, you need to activate your Slider Power. You need to put your finger under a word and slide through all the sounds, saying and smooshing those sounds together as you go.” | Everyday students will:
** Advice for Helping All Readers Feel Empowered during Independent Reading page 96 High Leverage Small Groups: Decoding CVC words
Comprehension
Support for Multi-Language Learners
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Session 2: “Today I want to teach you that Super Readers decide when to use one power, and when to use another power. If they come to a word like the, they can use snap-word power. But if they come to a word they don’t know, they use slider power. Super Readers get to choose.” | |
Session 3: “Today I want to teach you that when you are reading words, you need to be careful because some words look a lot alike. You need to slide through each sound all the way until you get to the tippy tip end of the word.” | |
Session 4: “Today I want to teach you that when readers slide across the letters in a word and then put those letters together, and go on to read the next word, and the next . . . they are still thinking. Readers can slide across the words and think about the books they’re reading.” | |
Session 5: “Today I want to teach you that when you make a mistake and the words sound silly or something doesn’t make sense, then it’s time to activate your fix-it power and reread the sentence so you can fix it up!” | |
Session 6: “Today I want to teach you that Super Readers team up! They remind each other to use all of their powers and make their powers stronger by using their powers together. | |
Bend II Session 1: “Today I want to teach you that readers practice! One way they practice is they reread their books over and over and each time, their reading gets better and better.” | Everyday students will:
High Leverage Small Groups: Rereading for fluency
Decoding CVC with whole word blending
Vocabulary
Comprehension
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Session 2: “Today I want to teach you that when readers read and reread to make their voices sound smooth, they can use punctuation marks to help. Punctuation marks can let readers know which words to read together smoooooothly and where to take a breath.” | |
Session 3: “Today I want to teach you that readers don’t only reread to make their voice smooth. They also reread to turn new words into snap words! When readers read words again and again, it helps those words become words they can recognize and read quickly.” | |
Session 4: “Today I want to teach you that readers reread to understand the words in their books. When they come across a word they don’t already know, they use all the pictures and the story to think about what that word might mean and how it might fit into the story.” | |
Session 5: “Today I want to teach you that getting to know the characters in books is like getting to know a new friend. The more we get to know a character, the things that make that character special, the more we understand the character, the more we care about the character.” | |
Session 6: “Today I want to teach that readers reread books to think about how the characters are feeling and then, they make their voices match those feelings.” | |
Session 7: “Today I want to teach you that readers reread books to really understand what’s happening! They can even act out parts to understand them even better.” | |
Bend III Session 1: “Today I want to teach you that readers and writers use word-part power. They can use parts they know to read and to write lots of other words.” | Everyday students will:
High Leverage Small Groups: Decoding CVC words
Comprehension
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Session 2: “Readers use the word parts they know to help them read. When readers know little words like at in a snap, they can use that word to read words that rhyme with it. Instead of sliding through every sound—/căăăt/, cat—readers can keep word parts they know together—/c/-/ăt/. Cat!” | |
Session 3: “Today I want to teach you that you can take almost any short word and take off the beginning and make your own word part. You can study that part so when you see it again, you can use word-part power to read it.” | |
Session 4: “Today I want to teach you that Super Readers need all of their super powers to read. They use one power, then another, then another to read their books.” | |
Session 5: “Today I want to teach you that Super Readers share who they are with the people they care about. They say, ‘I am a Super Reader!’ and they show them by using all of their super powers to read.” | |
Celebration |
Standards |
RI.K.1 With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how). RI.K.4. With prompting and support, ask and answer questions about unknown words in a text RF.K.1 Demonstrate understanding of the organization and basic features of print. D. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.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/.) RF.K.4 Read emergent text with one-to-one correspondence to develop fluency and comprehension skills. A. Read emergent-readers with purpose and understanding. B. Read grade level text for purpose and understanding. SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.1.A Follow agreed-upon norms for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). SL.K.1.B Continue a conversation through multiple exchanges. SL.K.2 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. SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. RF.K.3.A Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequently used sounds of each consonant. |
Accommodations and Modifications | |
Special Education |
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Multilingual Learners |
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Students At-Risk of School Failure |
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Gifted and Talented |
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Students with 504 Plans |
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Assessments | |
Formative | 1:1 Conferences, Running Records Data Tool: Gathering Data While Observing/Listening to Students Read page 182 |
Summative | On Demand Writing Assessments Concepts about Print Letter-Sound Identification Early Phonics Assessment Reading Progressions |
Benchmark | On Demand Writing Assessments, F&P Benchmarks |
Alternative | Projects |
Unit 4 Boosting Reading Power |
SUBJECT: English Language Arts GRADE LEVEL: K READING UNIT TITLE: Unit 4- Boosting Reading Power LENGTH OF STUDY: 35 days START OF UNIT: April END OF UNIT: May |
Unit Learning Goals | |
Reading
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Materials | ||
Primary | Supplemental | |
Reading Unit of Study- Boosting Reading Power Mentor Texts Carmela Full of Wishes by Matt de la Pena Pug by Ethan Long Nick and the Fossil - Jump Rope Readers (Gold Series) Materials/Tools
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Reading- Daily Targets | Instructional Activities |
Bend I Session 1: “Today I want to teach you that to think deeply about a story, readers read the words and the pictures. They study the pictures closely to see more and understand more of the story.” | Everyday students will:
Start of the unit observation tool: page 23 (set goals) High Leverage Small Groups: Comprehension
Support for Multi-Language Learners
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Session 2: “Today I want to teach you that readers can use the pictures to think and talk about the important elements of a story. The pictures can help you understand who the characters are, where they are, and what they did in the story.” | |
Session 3: “Today I want to teach you that readers use the pictures and the words to think about what’s happening in the story now, as well as what might happen next! Readers make predictions as they read.” | |
Session 4: Video- Super readers change their thinking | |
Session 5: “Today I want to teach you that readers are always working to bring the pictures in their stories to life. When you think deeply about a story, you imagine the characters moving and talking inside the setting, like a movie in your mind.” | |
Bend II Session 1: “Today I want to teach you that the picture can help you notice when something doesn’t make sense. When the word you read doesn’t match what’s happening on the page, you look back at the word and try it again!” | Everyday students will:
High Leverage Small Groups:
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Session 2: “Today I want to teach you that readers can figure out words of any size by sliding through the sounds. No matter how many letters the word has, readers blend all the sounds from beginning to end.” | |
Session 3: “Today I want to teach you that when readers slide across the letters in a word, they make sure not to miss the middle! One letter sound can change the whole word, so readers look closely and say the sound that matches the vowel they see.” | |
Session 4: “Today I want to teach you that as you slide across a word from beginning to end, you’ll find that some letters work together to make one sound. For example, in many words, C and K work together to make the /k/ sound.” | |
Session 4 Share - Turn into a ML Double Letters Pairs Inquiry | |
Session 5: “Today I want to remind you that digraphs are letters that work together to make one sound. Sometimes, a digraph makes a sound that’s different from each of their letters. The letters ch often make the sound /ch/, the letters sh often make the sound /sh/, and the letters th often makes the sound /th/ (/Ө/).” | |
Session 6: Video Super readers are flexible | |
Session 7: Today I want to remind you that readers use everything they know as they read. They solve words by sliding across all the sounds, and they think deeply about the story too.” | |
Bend III Session 1: “Today I want to teach you that to really learn and remember words, readers need to slide through the sounds. The sounds help words stick to your brain, so that soon, you can recognize those words in a snap.” | Everyday students will:
High Leverage Small Groups:
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Session 2: Today I want to teach you that it is helpful for readers to study the words that come up most often in books. Many of these words have the digraph wh. In wh, the W and H work together to make the /w/ sound.” | |
Session 3: “Today I want to teach you that readers can learn more about the way words work from studying the words they know well. Sometimes the words you know can help you learn new words.” | |
Session 4: “Today I want to teach you that readers work on growing the set of words that they recognize automatically. You can check to see which ones you really know in a snap and make a plan to practice the words you still want to learn.” | |
Celebration |
Standards |
RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. RF.K.3.C Read high-frequency and sight words with automaticity. RF.K.2.D Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. 1 (This does not include CVCs ending with /l/, /r/, or /x/.) RL.K.10 Actively engage in group reading activities with purpose and understanding. RF.K.4.A Read emergent-readers with purpose and understanding. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. |
Accommodations and Modifications | |
Special Education |
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Multilingual Learners |
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Students At-Risk of School Failure |
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Gifted and Talented |
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Students with 504 Plans |
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Assessments | |
Formative | Conferences, Running Records |
Summative | Concepts about Print Letter-Sound Identification Early Phonics Assessment Reading Progressions |
Benchmark | F&P Benchmarks |
Alternative | Projects |
Unit 5 Avid Readers |
SUBJECT: English Language Arts GRADE LEVEL: K READING UNIT TITLE: Unit 5- Becoming Avid Readers LENGTH OF STUDY: 35 days START OF UNIT: May END OF UNIT: June |
Unit Learning Goals | |
Reading
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Materials | ||
Primary | Supplemental | |
Reading Unit of Study- Becoming Avid Readers Mentor Texts Crossings: Extraordinary Structures for Extraordinary Animals by Katy S. Duffield Danbi Leads the School Parade by Anna Kim The Wedding - Jump Rope Readers (Purple Series) Materials/Tools
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Reading- Daily Targets | Instructional Activities |
Bend I Session: 1 “Today I want to teach you that to become avid readers, it helps to study them closely. You watch and notice and think, ‘What do they do that I can do too?’” | Everyday students will:
Voiceovers/table conferences to launch unit:
Voiceovers for play dates:
High Leverage Small Groups: Comprehension:
Vocabulary
Support for Multi-Language Learners
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Session 2: “Readers, today I want to teach you that avid readers need . . . tissues. I mean it! They don’t just read the words, they also react—crying at the sad parts, laughing at the funny parts, pulling back at the surprising parts. And when you have those kinds of reactions, you often think, ‘I can’t wait to tell someone about this!’” | |
Session 3: “Today I want to teach you that when people read avidly, reacting to what we read, we often find ourselves wondering. We think, ‘Why?’ and we think, ‘How did . . .?’ and ‘Will that . . .?’” | |
Session 4: Video “Today I want to teach you that after an avid reader learns from a book (especially from a nonfiction book), that avid reader becomes sort of like the grown up, the expert, on that topic. And when you are the expert, you often take time to explain what you’ve learned to others. You try to help others know and understand what you have learned. | |
Session 5: “Today I want to teach you that sometimes readers get together and think up fun things they can do with their books. It’s sort of like having reading playdates. Reading playdates are a lot like recess playdates.” | |
Session 6: “Today I want to teach you that another way to play with your books is to read them with different voices. You can decide which type of voice you want to read with—loud like a monster, scary like a witch, squeaky like a mouse, or more—and then read the whole book (or parts of it) with that voice!” | |
Bend II Session 1: “Today I want to teach you that when avid readers come to longer words, they don’t always slide letter by letter through all those letters. They know that some of the letters are partners, and they read those letter partners quickly (and I made a quick sliding gesture accompanied by a sound effect)—chooom! That’s true for T-H, like in think. And it is true for other letter partners—other digraphs—as well.” | Everyday students will:
Voiceovers for play dates:
High Leverage Small Groups:
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Session 2: “Today I want to remind you that just like when you see digraphs in a word, you say, ‘I know you’, and read them in a snap, the same thing is true of blends. You don’t even need to slide across the letters of a blend because after a while, you just read the blend in a snap." | |
Session 3: | |
Session 4: “Today I am going to teach you that to write phonics books, you start with a giant list of words, then you think of a character—it can be a made-up character. You tell what the character does—one thing, the next thing, the next thing, touching the pages and telling the story before you write. The story you tell and write uses the words on your list and also your snap words, so you can touch those words, too, as you tell the story.” | |
Session 5: “Today I want to teach you that to be a good reading teacher, it helps to think about what you like to do yourself, as a reader, and to find ways for kids to do that fun work too.” | |
Session 6: Video Doing shared reading while playing school | |
Bend III Session 1: “Avid readers don’t just slide across words. They don’t just read sentences. Avid readers also feel what their characters feel. They feel sad when their characters feel sad. They smile when their characters smile.” | Everyday students will:
High Leverage Small Groups:
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Session 2: “So today, I want to teach you that when avid readers have thoughts during reading, those thoughts are precious. Avid readers want to hold onto those thoughts so they don’t just float away. It really helps if, rather than just put a blank sticky note on the page, you draw or write a little something to remind you of what you were thinking.” | |
Session 3: “Today I want to teach you that, when thinking about a character’s feelings in a story, it helps to be as specific, as precise, as you can be. Instead of just saying, ‘He is happy,’ it’s good to think, ‘Is that the best word for it?’ and to try to find a just-right word to describe what you mean.” | |
Session 4: Video “Today I want to teach you that, when avid readers read, they do what is called close reading and book-based pretending. This means that avid readers try to act out the story better and better by paying close attention to what the story says, so they can act it out the way the author wants it to be acted.” | |
Session 5: “Today I want to teach you that reading poetry is a lot like reading songs. In fact, many poems are songs. Avid poetry readers read a poem over and over until the tune is right, the rhythm is right, the feeling is right.” | |
Session 6: “Today I want to teach you that it’s really important when you read a poem to think about the feeling of the poem. Avid poetry readers think about how the poem makes them feel, and then they make their voices match that feeling.” | |
Celebration |
Standards |
RF.K.2.E Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RL.K.5 Recognize common types of texts (e.g., storybooks, poems). RL.K.10 Actively engage in group reading activities with purpose and understanding. RI.K.1 With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how). RI.K.2 With prompting and support, identify the main topic and retell key details of a text. RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RL.K.10. Actively engage in group reading activities with purpose and understanding. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. RF.K.4 Read emergent text with one-to-one correspondence to develop fluency and comprehension skills. RF.K.4.A Read emergent-readers with purpose and understanding. RF.K.4.B Read grade level text for purpose and understanding. SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. L.K.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. |
Accommodations and Modifications | |
Special Education |
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Multilingual Learners |
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Students At-Risk of School Failure |
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Gifted and Talented |
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Students with 504 Plans |
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Assessments | |
Formative | 1:1 Conferences, Running Records |
Summative | Concepts about Print Letter-Sound Identification Early Phonics Assessment Reading Progressions |
Benchmark | F&P Benchmarks |
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