2014-2015 Literacy Instructional Plans Seminole County...
Transcript of 2014-2015 Literacy Instructional Plans Seminole County...
2014-2015 SCPS Reading Instructional Plan
2014-2015 Literacy Instructional Plans
Seminole County Public Schools
Kindergarten
Page 1
SCPSLiteracyPlan2014-2015GradeK_Updated_Recent_shareFINAL.xlsx
Seminole County Public Schools2014-2015
K-5 Literacy Writing Committee
School Board of Seminole County
Karen Almond
Dr. Tina Calderone
Amy Lockhart
Dede Schaffner
Superintendent of Schools
Dr. Walt Griffin
Deputy Superintendent of Instructional
Excellence and Equity
Dr. Anna-Marie Cote
Elementary Executive Directors
Dr. Marion Cummings
Dr. Beth Sharpe
Director of Teaching and Learning
Dr. Corbet Wilson
Elementary Curriculum Coordinator
Shawn Harrold
Writing Committee
Elementary Reading Specialist
Courtney Kavanaugh
Title One Literacy Specialist
Jane Moore
Teachers
Allison Carothers Catherine Schubert
Susan DeMint Tenesha Wells-Eason
Lesley O'Reilly Tammy Uliano
Marianne Wells Betsy Simmons
Elliott Hershey Stacey Parsons
Kelli Reyes Jeannette Smalley
Sharri Tatum Mary Legg
Nikhail Wright Tara Heston
Debra Zacharias Jill Pecoraro
Meredith Turnage Linda Richard
Kerri Baurnis Dorretta McLaurin
Mary Estes Malcolm Cooper Adolph Pernal
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2014-2015 SCPS Reading Instructional Plan
Rationale for the 2014-2015 Literacy Plan
The 2014-2015 Literacy Instructional Plan aligns the Language Arts Florida Standards with resources found across our district and has been created as a suggested
pacing in order to guide teachers in planning standards-based instruction. The document reflects our current thinking related to the intent of the Language Arts
Florida Standards and covers the remaining weeks in the 2014-2015 school year. Each unit of instruction is based on 5 to 6 weeks of 120 minutes daily, with 90
uninterrupted reading and 30 to 40 minutes of writing instruction. Interventions should be delivered through small group instruction outside of the 120-minute
block. Teachers should be utilizing district-relevant programs and formative and summative assessments in order to differentiate instruction to meet the needs of
their students.
Teachers should be using complex texts, including a greater number of informational texts than in previous years, when teaching comprehension tasks. Additional
materials like photos, print media, first-hand documents and websites have been provided as resources of complex text. We recognize that every school may not
have access to all of these items and have therefore included multiple resources that focus on the standard. Additional materials may be available and teachers
are encouraged to add resources that align to their grade-level standards that have been approved by the district or school site. A copy of the Language Arts
Florida Standards can be found at: www.cpalms.org
Learning goals, standards and scales have been provided within this plan as an example for teachers. These scales and goals should be modified in order to best fit
students' needs based on formative assessments.
Terms Used in Plan: PA - Phonemic Awareness, RWN- Reader's & Writer's Notebook, GOTS- Guide on the Side, CL- Customized Literacy TE- Teacher Edition, SE- Student Edition
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SCPSLiteracyPlan2014-2015GradeK_Updated_Recent_shareFINAL.xlsx
M T W T F S S M T W T F S S M T W T F S S M T W T F S S
1 2 1 2 3 4 5 6 7 1 2 3 4 1
3 4 5 6 7 8 9 8 9 10 11 12 13 14 5 (6 7 8 9 10 11 2 3 4 5 6 7 8
10 11 12 13 14 15 16 15 16* 17* 18*) 19 20 21 12 13 14 15 16 17 18 9 10 11 12 13 14 15
17 18 19 20 21 22 23 22 23 24 25 26 27 28 19 20 21 22 23 24 25 16 17 18 19 20 21 22
24 25 26 27 28 29 30 29 30 31 26 27 28 29 30 31 23 24 25 26 27 28
M T W T F S S M T W T F S S M T W T F S S
1 1 2 3 4 5 1 2 3
2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10
9 10 11 12) 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17
16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22* 23 24
(23 24 25 26 27 28 29 27 28 29 30 25 26* 27*) 28 29 30 31
30 31
Student Non-Attendance Day First/Last Day
* Early Release Day ( Beginning of Grading Period ) End of Grading Period
GRADE K for 2014 - 2015
March April
January February
May
November December
Comprehension Foundational Standards Language
LAFS.K.RL.1.3 or LAFS.K.RI.1.2 & LAFS.RI.1.4
LAFS.K.RF.3.3a, LAFS.K.RF.3.3a, LAFS.K.RF.2.2.d
LAFS.K.RF.2.d, LAFS.K.RF.3.a, LAFS.K.RF.3.b, LAFS.K.RF.3.c
LAFS.K.L.1.1, 1.1b & LAFS.K.L.3.5, LAFS.K.L.1.2
Additional Standards Reading High-Frequency Standards
LAFS.RL.2.5,LAFS.K.RI.2.6,LAF
S.K.SL.1.1,
LAFS.K.SL.2.4,LAFS.K.SL.2.5,L
AFS.K.SL.2.6, LAFS.K.L.3.6,
LAFS.K.RI.4.10,
LAFS.K.RL.4.10
Unit or EOY Assessment Review based on formative assessments
LAFS.K.RI.1.1 LAFS.K.RF.2.2d, LAFS.K.RF.3.3a,b,c LAFS.K.L.3.4b, LAFS.K.L.1.1, LAFS.K.L.1.2
LAFS.K.RI.1.2 & LAFS.K.L.3.4 LAFS.K.RF.2.2d, LAFS.K.RF.3.3a,b,c LAFS.K.L.3.4b, LAFS.K.L.1.1, LAFS.K.L.1.2
LAFS.K.L.1.1, LAFS.K.L.3.4, LAFS.K.L.1.2
Ongoing
LAFS.K.RI.1.2
S.S. Essential Standards
SS.K.A.2.1 . SS.K.A.2.4
SS.K.G.3.1,SS.K.G.3.2
,SS.K.C.1.2
SS.K.G.2.1
SS.K.E.1.3
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Reading Street 2013 Trade Book Library List TITLE AUTHOR ISBN
GRADE 1
Uno: Blue-Ribbon Beagle Spinner, Stephanie 9780448450735
Best Friends Edwards, Roberta 9780448445670
Emperor Penguins Edwards, Roberta/Schwartz, Carol 9780448446646
Babies in the Bayou Arnosky, Jim 9780142414637
Mama's Little Duckling Parker, Marjorie 9780142415320
Nobunny's Perfect Dewdney, Anna 9780142415337
Little Cloud Carle, Eric 9780698118300
Johnny Appleseed Demuth, Patricia Brennan 9780448411309
T-Rex Is Missing! Depaola, Tomie 9780448428703
Bones and the Birthday Mystery (#5) Adler, David A. 9780142414323
Badgers Fancy Meal Holub, Joan 9780142401064
From Slave to Soldier Deborah Hopinson 068939669
GRADE 2
Isla Dorros, Arthur 9780140565058
The Old House Edwards, Pamela Duncan 9780142414804
Cam Jansen 13 and the Mystery at the Haunted House Adler, David 9780142402108
Henry and Mudge and the Big Sleepover Cynthia Rylant 0689834519
Earthquake Marion Dane Bauer 1416925511
On Earth Karas, G. Brian 9780142410639
Where Fish Go In Winter Koss, Amy Goldman 9780142300381
Second Grade Rules, Amber Brown Danziger, Paula /Ross, Tony 9780142404218
Coming Home Soon 0448413345
Rainbow Tulip, The Mora, Pat 9780142500095
Legend of the Indian Paintbrush, The dePaola, Tomie 9780698113602
Virgie Goes to School with Us Boys Elizabeth Fitzgerald Howard 0689877935
Grade 3
Uncle Jed's Barbershop Margaret King Mitchell 0689849137
Legend of the Bluebonnet, The dePaola, Tomie 9780698113596
Bug Out! Clarke, Ginjer L. 9780448445434
Miss Rumphius Cooney, Barbara 9780140505399
Charlotte's Web E. B. White 9780064400558
Jeff Corwin: Snakes Corwin, Jeff 9780448451770
Lowji Discovers America Candance Fleming 1416958320
Scraps of Time A Song for Harlem McKissack, Patricia 9780142412381
Scraps of Time The Home-Run King McKissack, Patricia 9780142414590
George Did It Jurmain, Suzanne Tripp 9780142408957
The Bat Boy and His Violin Gavis Curtis 0689830122
The Storm Cynthia Rylant 068984882X
Grade 4
House in the Mail, The Wells, Rosemary & Tom/Andreasen, Dan 9780142400616
Abby Takes a Stand McKissack, Patricia /James, Gordon C. 9780142406878
Because of Winn Dixie Kate Di Camillo 0763616052
The Year of Miss Agnes Kirkpatrick Hill 0689851243
Yours Truly, Goldilocks Alma Flor Ada 0689844522
Boy, Were We Wrong About Dinosaurs! Kudlinski, Kathleen 9780142411933
Frindle Robert Burleigh 0698114256
Who Was Marco Polo? Holub, Joan 9780448445403
James and the Giant Peach Dahl, Roald 9780142410363
Flight Burleigh, Robert 9780698114258
Mieko and the Fifth Treasure Coerr, Eleanor 9780698119901
Stuart Little E. B White 9780064400565
Grade 5
Celia Cruz, Queen of Salsa Chambers, Veronica 9780142407790
Number the Stars Lois Lowry 0440802911
Three Cups of Tea Mortenson, Greg/Relin, David Oliver 9780142414125
Shiloh Phillis Reynolds Naylor 0689835825
So You Want to Be An Inventor? St. George, Judith /Small, David 9780142404607
Kid Who Invented the Popsicle, The Wulffson, Don L. 9780141302041
Mary On Horseback Wells, Rosemary 9780141308159
Immigrant Kids Freedman, Russell 9780140375947
No Talking Andres Clements 1416916245
Maniac Magee Jerry Spinelli 316809063
The Phantom Tollbooth Norton Juster 0394820371
Mr. Poper Peguin's Richard and Florence Atwater 0316058432
2. Determine central ideas or themes of a
text and analyze their development; summarize the key
supporting details and ideas.
LAFS.K.RL.1.2. With prompting and support, retell
familiar stories, including key details.
3. Analyze how and why individuals,
events, and ideas develop and interact over the course
of a text.
LAFS.K.RL.1.3. With prompting and support, identify
characters, settings, and major events in a story.
With assistance, students will understand
what key details are and be able to ask and answer questions about them. They
need to put key details in sequential order to retell
a story they know. They also have to be able to recognize and name elements
in a story.
Use questions and prompts such as:
Can you tell me what happened at the beginning of the story? What
happened after that? What happened at the end of the story?
Can you find the part that tells where the story takes place (picture or
words)?
Who was in the story? Can you find
(picture or words) this character?
Grade K Unpacking Standards- Language Arts
CCR ANCHOR STANDARD Language Arts Florida Standard Paraphrase
Reading Literature (RL)Key Ideas and Details (Cluster 1)
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.
LAFS.K.Rl.1.1. With prompting and support, ask and
answer questions about key details in a text.
Grade K Unpacking Standards- Language Arts
CCR ANCHOR STANDARD Language Arts Florida Standard Paraphrase
Integration of Knowledge and Ideas (Cluster 3)7. Integrate and evaluate content presented
in diverse media and formats, including visually and
quantitatively, as well as in words.
LAFS.K.RL.3.7. 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).
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.
(None)
LAFS.K.RL.4.10. Actively engage in group reading
activities with purpose and understanding.
10. Read and comprehend complex literary
and informational texts independently and proficiently.
Actively engaged students are responsible
for their own learning.
Reading Literature (RL)
Range of Reading and Level of Text Complexity (Cluster 4)
With assistance, students will understand
the relationship between illustrations and the story and how the illustrations
help explain the story. Students will look for similarities and differences in
characters‟ experiences within stories they know.
Use questions and prompts such as:
Look at the picture. Can you tell me what is happening in the story? How
does the picture help you?
What is the same about the characters in the two stories? What is different?
How did the characters solve the problem in the two stories? Did they solve
the problem in the same way?
LAFS.K.RL.3.9. With prompting and support, compare
and contrast the adventures and experiences of characters in
familiar stories.
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.
Craft & Structure (Cluster 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.
LAFS.K.RI.2.4. With prompting and support, ask and
answer questions about unknown words in a text.
With assistance, students should
understand how a piece of informational text is structured. At this level,
students
ask and answer questions about words they do not know; they can identify the
main print concepts/features of a book and understand the roles of both
author and illustrator.
Use questions and prompts such as:
What do you do when you come to a word you do not know? What can help
you? (glossary, use context)
What is the job of the author? What is the job of the illustrator? Show me the
front of the book. Show me the back of the book.
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.
LAFS.K.RI.2.5. Identify the front cover, back cover, and
title page of a book.
6. Assess how point of view or purpose
shapes the content and style of a text.
LAFS.K.RI.2.6. Name the author and illustrator of a text
and define the role of each in presenting the ideas or information in
a text.
Grade K Unpacking Standards- Language Arts
Reading Informational Text (RI)
CCR ANCHOR STANDARD Language Arts Florida Standard Paraphrase
Print Concepts (Cluster 1)Students will understand basic print
features. They will learn that:
books have a correct position that print has specific directionality
print has meaning and is made up of letters
Use questions and prompts such as: Show me where to begin reading.
Where do I go from there? After that?
Which page do I read first? Point to the words as I read.
LAFS.K.RF.1.1. 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.
None
CCR ANCHOR STANDARD Language Arts Florida Standard Paraphrase
Grade K Unpacking Standards- Language Arts
Phonological Awareness (Cluster 2)LAFS.K.RF.2.2. 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.1 (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.
None Use questions and prompts such as:
Which word rhymes with this one? Clap the syllables in this word.
Say each sound you hear in this word slowly.
What do you hear at the beginning of this word? What do you hear next? At
the end?
Reading Foundational Skills (RF)
LAFS.K.RF.2.2. 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.1 (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.
None
Grade K Unpacking Standards- Language Arts
CCR ANCHOR STANDARD Language Arts Florida Standard Paraphrase
Comprehension and Collaboration (Cluster 1)
Use questions and prompts such as:
Which word rhymes with this one? Clap the syllables in this word.
Say each sound you hear in this word slowly.
What do you hear at the beginning of this word? What do you hear next? At
the end?
LAFS.K.SL.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 rules for discussions (e.g., listening to
others and taking turns speaking about the topics and texts
under discussion).
b. Continue a conversation through multiple exchanges.
1. Prepare for and participate effectively in
a range of conversations and collaborations with diverse
partners, building on others‟ ideas and expressing their
own clearly and persuasively.
LAFS.K.SL.1.2. 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.
2. Integrate and evaluate information
presented in diverse media and formats, including
visually, quantitatively, and orally.
3. Evaluate a speaker‟s point of view,
reasoning, and use of evidence and rhetoric.
LAFS.K.SL.1.3. Ask and answer questions in order to
seek help, get information, or clarify something that is not
understood.
Students in kindergarten will engage in
conversations about grade-appropriate topics and texts. In order to do so,
students will need ample opportunities to take part
in a variety of rich, structured conversations. Students actively engage as part
of a whole class, in small groups, and with a partner, sharing the roles of
participant, leader, and observer. Students at this level should engage in
collaborative conversations (such as book groups, literature circles, buddy
reading), and
develop skills in active (close) listening and group discussion (looking at the
speaker, turn taking, linking ideas to the speakers‟ idea, sharing the floor, etc).
Kindergarten students are able to confirm understanding of a text read aloud
or information presented in multiple formats. Kindergarten students should be
able to listen to what a speaker says and then ask questions to gain
comprehension if
something is not understood. Students need to have strategies for asking
questions that are on topic. They also need to know strategies for
understanding and answering questions asked of them.
Speaking and Listening (SL)
3. Evaluate a speaker‟s point of view,
reasoning, and use of evidence and rhetoric.
LAFS.K.SL.1.3. Ask and answer questions in order to
seek help, get information, or clarify something that is not
understood.
Students in kindergarten will engage in
conversations about grade-appropriate topics and texts. In order to do so,
students will need ample opportunities to take part
in a variety of rich, structured conversations. Students actively engage as part
of a whole class, in small groups, and with a partner, sharing the roles of
participant, leader, and observer. Students at this level should engage in
collaborative conversations (such as book groups, literature circles, buddy
reading), and
develop skills in active (close) listening and group discussion (looking at the
speaker, turn taking, linking ideas to the speakers‟ idea, sharing the floor, etc).
Kindergarten students are able to confirm understanding of a text read aloud
or information presented in multiple formats. Kindergarten students should be
able to listen to what a speaker says and then ask questions to gain
comprehension if
something is not understood. Students need to have strategies for asking
questions that are on topic. They also need to know strategies for
understanding and answering questions asked of them.
Paraphrase
Language (L)Conventions of Standard English (Cluster 1)
An understanding of language is essential
for effective communication. “The inclusion of Language standards in their own
strand should not be taken as an indication that skills related to conventions,
knowledge of language, and vocabulary are unimportant to reading, writing,
speaking, listening, and viewing; indeed, they are inseparable from such
contexts.”
Kindergarten students must have a command of the grammar and usage of
spoken and written standard English. Standards that are related to conventions
are appropriate to formal spoken English as they are to formal written English.
At this level, emphasis is on using complete sentences, forming questions,
using plurals, and the more commonly used prepositions. With conventions,
students are becoming adept at ending punctuation, capitalizing (I), and
spelling simple words.
2. Demonstrate command of the
conventions of standard English capitalization,
punctuation, and spelling when writing.
LAFS.K.L.1.2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation. c. Write a letter or letters for
most
consonant and short-vowel sounds
(phonemes).
d. Spell simple words phonetically, drawing on knowledge of sound-letter
relationships.
LAFS.K.L.1.1. Demonstrate command of the
conventions of standard English grammar and usage when
writing or speaking.
a. Print many upper- and lowercase letters.
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/ (e.g.,
dog, dogs; wish, wishes).
d. Understand and use question words (interrogatives) (e.g.,
who, what, where, when, why, how).
e. Use the most frequently occurring prepositions (e.g., to,
from, in, out, on, off, for, of, by, with).
f. Produce and expand complete
sentences in shared language activities.
1. Demonstrate command of the
conventions of standard English grammar and usage
when writing or speaking.
Grade K Unpacking Standards- Language Arts
CCR ANCHOR STANDARD Language Arts Florida Standard
Vocabulary Acquisition and Use (Cluster 3)As students at this level focus on word
acquisition and use, the intent of the CCSS is to introduce grammatical
knowledge in basic ways that will be relearned in more sophisticated contexts
in the upper grades.
The overall focus of language learning in regards to vocabulary acquisition is to
guide students as they make purposeful language choices in writing and
speaking in order to communicate effectively in a wide range of print and
digital texts. Students need to understand the diversity in standard English and
the ways authors use formal and informal voice (dialects,
registers) to craft their message for specific purposes. Students also need
strategies for learning to make these kinds of choices for themselves as they
write and speak in different contexts and for different purposes.
Learning words at this stage includes exploring different shades of the same
verb (run/sprint), adjectives of differing intensity, and inflectional forms;
understanding categories of common concepts/objects; and defining words by
category.
4. Determine or clarify the meaning of
unknown and multiple-meaning words and phrases by
using context clues, analyzing meaningful word parts,
and consulting general and specialized reference
materials, as appropriate.
LAFS.K.L.3.4. Determine or clarify the meaning of
unknown and multiple-meaning words and phrases based on
kindergarten reading and content.
a. Identify new meanings for familiar words and apply them
accurately (e.g., knowing duck is a bird and learning the verb to
duck).
b. Use the most frequently occurring inflections and affixes (e.g., -
ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an
unknown word.
5. Demonstrate understanding of word
relationships and nuances in word meanings.
LAFS.K.L.3.5. With guidance and support from adults,
explore word relationships and nuances in word meanings.
a. Sort common objects into categories (e.g., shapes, foods) to gain a
sense of the concepts the categories represent.
b. Demonstrate understanding of frequently occurring verbs and
adjectives by relating them to their opposites (antonyms).
c. Identify real-life connections between words and their use (e.g., note
places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same
general
action (e.g., walk, march, strut, prance)
by acting out the meanings.
Grade K Unpacking Standards- Language Arts
CCR ANCHOR STANDARD Language Arts Florida Standard Paraphrase
Language (L)
An understanding of language is essential
for effective communication. “The inclusion of Language standards in their own
strand should not be taken as an indication that skills related to conventions,
knowledge of language, and vocabulary are unimportant to reading, writing,
speaking, listening, and viewing; indeed, they are inseparable from such
contexts.”
Kindergarten students must have a command of the grammar and usage of
spoken and written standard English. Standards that are related to conventions
are appropriate to formal spoken English as they are to formal written English.
At this level, emphasis is on using complete sentences, forming questions,
using plurals, and the more commonly used prepositions. With conventions,
students are becoming adept at ending punctuation, capitalizing (I), and
spelling simple words.
2. Demonstrate command of the
conventions of standard English capitalization,
punctuation, and spelling when writing.
LAFS.K.L.1.2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation. c. Write a letter or letters for
most
consonant and short-vowel sounds
(phonemes).
d. Spell simple words phonetically, drawing on knowledge of sound-letter
relationships.
As students at this level focus on word
acquisition and use, the intent of the CCSS is to introduce grammatical
knowledge in basic ways that will be relearned in more sophisticated contexts
in the upper grades.
The overall focus of language learning in regards to vocabulary acquisition is to
guide students as they make purposeful language choices in writing and
speaking in order to communicate effectively in a wide range of print and
digital texts. Students need to understand the diversity in standard English and
the ways authors use formal and informal voice (dialects,
registers) to craft their message for specific purposes. Students also need
strategies for learning to make these kinds of choices for themselves as they
write and speak in different contexts and for different purposes.
Learning words at this stage includes exploring different shades of the same
verb (run/sprint), adjectives of differing intensity, and inflectional forms;
understanding categories of common concepts/objects; and defining words by
category.
5. Demonstrate understanding of word
relationships and nuances in word meanings.
LAFS.K.L.3.5. With guidance and support from adults,
explore word relationships and nuances in word meanings.
a. Sort common objects into categories (e.g., shapes, foods) to gain a
sense of the concepts the categories represent.
b. Demonstrate understanding of frequently occurring verbs and
adjectives by relating them to their opposites (antonyms).
c. Identify real-life connections between words and their use (e.g., note
places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same
general
action (e.g., walk, march, strut, prance)
by acting out the meanings.
Grade K Unpacking Standards- Language Arts
CCR ANCHOR STANDARD Language Arts Florida Standard Paraphrase
Craft & Structure (Cluster 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.
LAFS.K.RL.2.4. Ask and answer questions about
unknown words in a text.
Students in kindergarten should be able to
recognize a story, a poem, a book, and other forms of text. At this level, they
ask and answer questions about words they do not know across various kinds
of texts by using story context. Kindergarten students also identify the author
and illustrator of a story and the part each plays in telling the story.
Use questions and prompts such as:
What can you do when you come to a word you do not know? (use context)
Can you tell me what kind of book this is? How do you know?
Who is the author? What is his/her job? Who is the illustrator? What is his/her
job?
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.
LAFS.K.RL.2.5. Recognize common types of texts (e.g.,
storybooks, poems).
6. Assess how point of view or purpose
shapes the content and style of a text.
LAFS.K.Rl.2.6. With prompting and support, identify the
author and illustrator of a story and define the role of each in telling
the story.
Reading Literature (RL)
Reading Informational Text (RI)
Grade K Unpacking Standards- Language Arts
CCR ANCHOR STANDARD Language Arts Florida Standard Paraphrase
3. Analyze how and why individuals,
events, and ideas develop and interact over the course
of a text.
LAFS.K.RI.1.3. With prompting and support, describe
the connection between two individuals, events, ideas, or pieces of
information in a text.
With assistance, students will understand
what key details are and be able to ask and answer questions about them. They
should be able to state the main idea in their own words. At this level, students
are required to tell how two individuals, events, ideas
or information are linked together.
Use questions and prompts such as:
Using what you read, write (dictate or draw) or ask your own questions
about an important idea from this text.
What is the main idea of this text? Can you find one of the important
ideas in this text? Can you find another
important idea?
Can you tell me how these two ideas are the same? Can you tell me how
they are different?
Key Ideas and Details (Cluster 1)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.
LAFS.K.RI.1.1. With prompting and support, ask and
answer questions about key details in a text.
2. Determine central ideas or themes of a
text and analyze their development; summarize the key
supporting details and ideas.
LAFS.K.RI.1.2. With prompting and support, identify
the main topic and retell key details of a text.
CCR ANCHOR STANDARD Language Arts Florida Standard Paraphrase
Integration of Knowledge and Ideas (Cluster 3)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).
LAFS.K.RI.3.7 With prompting and support, identify the author and
illustrator of a text and define the role of each in presenting the ideas or
information in a text.
8. With prompting and support, identify
the reasons an author gives to support points in a text.
LAFS.K.RI.3.8. Identify the reasons an author gives to
support points in a text.
With assistance, students will understand
how illustrations help explain the text and discuss similarities and differences in two texts that
share the same main idea. At this level, students should also develop the ability to recognize the
author‟s reasoning by finding support within the text.
Use questions and prompts such as:
Look at this picture. Can you tell how the author uses this picture to help you understand the
topic?
What does this picture add to your thinking about what you (we) read?
Can you find the reason why the author thinks that…? Can you find the reason why the author
believes…?
How are these two books showing the same topic in different ways?
9. With prompting and support, identify
basic similarities in and differences between two texts
on the same topic (e.g., in illustrations, descriptions, or
procedures).
10. Read and comprehend complex literary
and informational texts independently and proficiently.
LAFS.K.RI.4.10. Actively engage in group reading
activities with purpose and understanding.
Actively engaged students are responsible
for their own learning.
Range of Reading and Level of Text Complexity (Cluster 4)
LAFS.K.RI.3.9. Identify basic similarities in and
differences between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures).
Reading Informational Text (RI)
Grade K Unpacking Standards- Language Arts
LAFS.K.RF.3.3. Know and apply grade-level phonics
and word analysis skills in decoding words.
a. Demonstrate basic knowledge of letter- sound correspondences by
producing the primary or most frequent sound for each consonant.
b. Associate the long and short sounds with the 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.
Students continue learning specific
strategies for decoding words in texts. Learning letter-sound correspondence, vowel
patterns, and high frequency words enhances decoding, spelling ability, and vocabulary
development.
Use questions and prompts such as: Does that sound right?
Does that look right?
Does that make sense?
Look at the word, does it look like…? You said…does it look like…?
Look at the beginning of that word, can you get it started?
Fluency (Cluster 4)LAFS.K.RF.4.4. Read emergent-reader texts with
purpose and understanding.
Fluency helps the reader process language
for meaning and enjoyment. Fluent readers are able to focus attention on the
meaning of the text. Readers at this stage benefit from opportunities to read
texts multiple times at an independent level.
Use questions and prompts such as: Make your voice sound like talking. Listen
to me and read it like this. Does that make sense?
Does that sound right?
Grade K Unpacking Standards- Language Arts
CCR ANCHOR STANDARD Language Arts Florida Standard Paraphrase
Phonics and Word Recognition (Cluster 3)
Reading Foundational Skills (RF)
None
None
LAFS.K.RF.4.4. Read emergent-reader texts with
purpose and understanding.
Fluency helps the reader process language
for meaning and enjoyment. Fluent readers are able to focus attention on the
meaning of the text. Readers at this stage benefit from opportunities to read
texts multiple times at an independent level.
Use questions and prompts such as: Make your voice sound like talking. Listen
to me and read it like this. Does that make sense?
Does that sound right?
None
Grade K Unpacking Standards- Language Arts
CCR ANCHOR STANDARD Language Arts Florida Standard Paraphrase
Presentation of Knowledge and Ideas (Cluster 2)4. Present information, findings, and
supporting evidence such that listeners can follow the
line of reasoning and the organization, development,
and style are appropriate to task, purpose, and
audience.
LAFS.K.SL.2.4. Describe familiar people, places, things,
and events and, with prompting and support, provide additional
detail.
Kindergarteners should be able to report
facts and relevant details about an experience. This should be done orally, with
some detail, and with clarity of thought and emotions. They should be able to
add visual displays to illuminate chosen facts or details.
In order to do so, students will need multiple opportunities to present
information to others and develop
behaviors that will lead to the ability to add appropriate visual displays.
Students will need to engage in behaviors
that lead to the natural expression of ideas both verbally and in writing: turn
and talk, small group discussion, and emergent listening and speaking learning
centers. Students will also need a purposeful focus throughout ELA on choice-
making.
For example, kindergarten students need to be able to choose visual displays
that add to and support their thinking about a topic. Students must
be able to articulate their ideas in a way that is purposeful and appropriate to
the audience.
5. Make strategic use of digital media and
visual displays of data to express information and
enhance understanding of presentations.
LAFS.K.SL.2.5. Add drawings or other visual displays to
descriptions as desired to provide additional detail.
6. Adapt speech to a variety of contexts and
communicative tasks, demonstrating command of
formal English when indicated or appropriate.
LAFS.K.SL.2.6. Speak audibly and express thoughts,
feelings, and ideas clearly.
Speaking and Listening (SL)
Kindergarteners should be able to report
facts and relevant details about an experience. This should be done orally, with
some detail, and with clarity of thought and emotions. They should be able to
add visual displays to illuminate chosen facts or details.
In order to do so, students will need multiple opportunities to present
information to others and develop
behaviors that will lead to the ability to add appropriate visual displays.
Students will need to engage in behaviors
that lead to the natural expression of ideas both verbally and in writing: turn
and talk, small group discussion, and emergent listening and speaking learning
centers. Students will also need a purposeful focus throughout ELA on choice-
making.
For example, kindergarten students need to be able to choose visual displays
that add to and support their thinking about a topic. Students must
be able to articulate their ideas in a way that is purposeful and appropriate to
the audience.
6. Adapt speech to a variety of contexts and
communicative tasks, demonstrating command of
formal English when indicated or appropriate.
LAFS.K.SL.2.6. Speak audibly and express thoughts,
feelings, and ideas clearly.
Language (L)Knowledge of Language (Cluster 2)
3. (Begins in grade 2)3. Apply knowledge of language to
understand how language functions in different
contexts, to make effective choices for meaning or style,
and to comprehend more fully when reading or
listening.
Grade K Unpacking Standards- Language Arts
CCR ANCHOR STANDARD Language Arts Florida Standard Paraphrase
Vocabulary Acquisition and Use (Cluster 3 Cont.)LAFS.K.L.3.6. Use words and phrases acquired through
conversations, reading and being read to, and responding to texts.
6. Acquire and use accurately a range of
general academic and domain-specific words and
phrases sufficient for reading, writing, speaking, and
listening at the college and career readiness level;
demonstrate independence in gathering vocabulary
knowledge when encountering an unknown term
important to comprehension or expression.
Grade K Unpacking Standards- Language Arts
CCR ANCHOR STANDARD Language Arts Florida Standard Unpacking
Language (L)
3. (Begins in grade 2)3. Apply knowledge of language to
understand how language functions in different
contexts, to make effective choices for meaning or style,
and to comprehend more fully when reading or
listening.
LAFS.K.L.3.6. Use words and phrases acquired through
conversations, reading and being read to, and responding to texts.
6. Acquire and use accurately a range of
general academic and domain-specific words and
phrases sufficient for reading, writing, speaking, and
listening at the college and career readiness level;
demonstrate independence in gathering vocabulary
knowledge when encountering an unknown term
important to comprehension or expression.
Kindergarten Social Studies Standards
BENCHMARK CODE BENCHMARK
SS.K.A.1.1 Develop an understanding of how to use and create a timeline.
SS.K.A.1.2 Develop an awareness of a primary source.
BENCHMARK CODE BENCHMARK
SS.K.A.2.1 Compare children and families of today with those in the past.
SS.K.A.2.2Recognize the importance of celebrations and national holidays as a way of remembering and
honoring people, events, and our nation's ethnic heritage.
SS.K.A.2.3 Compare our nation's holidays with holidays of other cultures.
SS.K.A.2.4Listen to and retell stories about people in the past who have shown character ideals and principles
including honesty, courage, and responsibility.
SS.K.A.2.5 Recognize the importance of U.S. symbols.
BENCHMARK CODE BENCHMARK
SS.K.A.3.1Use words and phrases related to chronology and time to explain how things change and to
sequentially order events that have occurred in school.
SS.K.A.3.2 Explain that calendars represent days of the week and months of the year.
BENCHMARK CODE BENCHMARK
Standard 1: Historical Inquiry and Analysis
Standard 3: Chronological Thinking
Strand: GEOGRAPHY
Standard 2: Historical Knowledge
Strand: AMERICAN HISTORY
Standard 1: The World in Spatial Terms
Kindergarten Social Studies Standards
SS.K.G.1.1 Describe the relative location of people, places, and things by using positional words.
SS.K.G.1.2 Explain that maps and globes help to locate different places and that globes are a model of the Earth.
SS.K.G.1.3 Identify cardinal directions (north, south, east, west).
SS.K.G.1.4 Differentiate land and water features on simple maps and globes.
BENCHMARK CODE BENCHMARK
SS.K.G.2.1 Locate and describe places in the school and community.
SS.K.G.2.2Know one's own phone number, street address, city or town and that Florida is the state in which the
student lives.
BENCHMARK CODE BENCHMARK
SS.K.G.3.1 Identify basic landforms.
SS.K.G.3.2 Identify basic bodies of water.
SS.K.G.3.3Describe and give examples of seasonal weather changes, and illustrate how weather affects people
and the environment.
SS.K.E.1.1 Describe different kinds of jobs that people do and the tools or equipment used.
SS.K.E.1.2 Recognize that United States currency comes in different forms.
SS.K.E.1.3 Recognize that people work to earn money to buy things they need or want.
Standard 2: Places and Regions
Standard 3: Physical System
Strand: ECONOMICS
Standard 1: Beginning Economics
Kindergarten Social Studies Standards
SS.K.E.1.4 Identify the difference between basic needs and wants.
SS.K.C.1.1 Define and give examples of rules and laws, and why they are important.
SS.K.C.1.2 Explain the purpose and necessity of rules and laws at home, school, and community.
BENCHMARK CODE BENCHMARK
SS.K.C.2.1 Demonstrate the characteristics of being a good citizen.
SS.K.C.2.2Demonstrate that conflicts among friends can be resolved in ways that are consistent with being a
good citizen.
SS.K.C.2.3 Describe fair ways for groups to make decisions.
Standard 1: Foundations of Government, Law, and the American Political System
Standard 2: Civic and Political Participation
Strand: CIVICS AND GOVERNMENT
Glossary of Key Terms- ELA Close Read- Reading a short, complex passage carefully, multiple times, with a purpose that
leads to deeper comprehension.
Cloze Passage- A passage that requires students to identify the correct vocabulary words
that have been deleted from the passage.
Domain-specific words and phrases – Vocabulary specific to a particular field of study
(domain), such as the human body (CCSS, p. 32); in the Standards, domain-specific words and
phrases are analogous to Tier Three words (Language, p. 36).
Emergent reader texts – Texts consisting of short sentences comprised of learned sight
words and CVC words; may also include rebuses to represent words that cannot yet be
decoded or recognized; see also rebus.
Evidence – Facts, figures, details, quotations, or other sources of data and information that
provide support for claims or an analysis and that can be evaluated by others; should appear
in a form and be derived from a source widely accepted as appropriate to a particular
discipline, as in details or quotations from a text in the study of literature and experimental
results in the study of science.
Focused question – A query narrowly tailored to task, purpose, and audience, as in a
research query that is sufficiently precise to allow a student to achieve adequate specificity
and depth within the time and format constraints.
General academic words and phrases – Vocabulary common to written texts but not
commonly a part of speech; in the Standards, general academic words and phrases are
analogous to Tier Two words and phrases (Language, p 36).
Independent(ly) – A student performance done without scaffolding from a teacher, other
adult, or peer; in the Standards, often paired with proficient(ly) to suggest a successful
student performance done without scaffolding; in the Reading standards, the act of reading a
text without scaffolding, as in an assessment; scaffolding
Point of view – Chiefly in literary texts, the narrative point of view (as in first- or third-person
narration); more broadly, the position or perspective conveyed or represented by an author, narrator,
speaker, or character.
Print or digital (texts, sources) – Sometimes added for emphasis to stress that a given standard
is particularly likely to be applied to electronic as well as traditional texts; the standards are generally
assumed to apply to both.
Proficient(ly) – A student performance that meets the criterion established in the Standards as
measured by a teacher or assessment; in the Standards, often paired with independent(ly) to suggest
a successful student performance done without scaffolding; in the Reading standards, the act of
reading a text with comprehension; see also independent(ly), scaffolding.
Scaffolding – Temporary guidance or assistance provided to a student by a teacher, another adult,
or a more capable peer, enabling the student to perform a task he or she otherwise would not be able
to do alone, with the goal of fostering the student’s capacity to perform the task on his or her own
later on.
Text Coding- Marking a text with symbols in order to examine the structure, key ideas, details or to
examine a specific topic.
Text complexity – The inherent difficulty of reading and comprehending a text combined with
consideration of reader and task variables; in the Standards, a three-part assessment of text difficulty
that pairs qualitative and quantitative measures with reader-task considerations (CCSS, pp. ; Reading,
pp. xx).
Text complexity band – A range of text difficulty corresponding to grade spans within the
Standards; specifically, the spans from grades 2–3, grades 4–5, grades 6–8, grades 9–10, and grades
11–CCR (college and career readiness).
With prompting and support/with (some) guidance and support – See scaffolding
D Description- Words or phrases that evoke an image in the reader's mind or appeal to the five senses.
Codes for Informational Text
DE Definition- When the author defines a term to help the reader understand the concept, idea or topic.
E Expert- Information or quotes from an expert source. This can be an organization, agency or person.
SStatistic- Information that includes quantitative information that may be represented numerically, on tables, graphs or
illustrations or using words and phrases.
OObservation/Anecdote- When the author or who the author is citing provides an observation or anecdote that helps or argue
his or her claim.
EX Example- A specfic example the author uses to explain or argue a point.
What is Close Reading ? Close reading is a strategy that allows readers to dig deeper into a text by completing some or all of the following:
1. Reading the text (model or independently) to gain a key understanding
of the text.
2. Coding the text for something specific (vocabulary, evidence, opinions,
new information, etc. ) see text codes .
3. Rereading the text & discussion (whole group or small group).
4. Rereading the text to answer questions/ produce a writing task .
E
C
Text Codes
* Important Idea
! This information is interesting or surprising
? I have a question about this word/phrase/idea
Evidence to support my task or thinking
Connection to another text or another idea
LAFS.K.RF.3.3
Phonics/ Fluency PA High Freq Words Handwriting Conventions
TE pg. 23
me
with
sheAmazing
Words
TE pg. 17, 33, 51,
81, 93
First Stop Reader's Theatre
RI.1.2
LAFS.K.RF.3.3a & 3.3c, LAFS.K.RF.2.2d
This week we read a story about a little panda, Hua Mei, who grows and changes a lot
in one year. How have you grown and changed since you were a baby?
Suggested S.S. Resources
Stan
dar
ds:
SS.
K.A
.2.1
. SS
.K.A
.2.4
TE pgs.76-77 TE pgs. 100-101 RWN pg.170
Weekly Assessment OR
CCR Assessment OR
Teacher-Created
Assessment
Comprehension Toolkit Strategy Book 5 - lesson 16, p. 2; lesson 17, p. 16
Stategy Book 3 - lesson 8, p. 2 Strategy Book 6 -
lesson 19, p. 2
RWN
161
Text Study
Trucktown: Lucy can Nap or other grade level
approved standards-based text
LAFS.K.RL.3.9
DOK Stems
1. How would you
compare____?
Contrast_____?
2. What conclusions can
you draw?
3. What is your
interpretation of the
text?
High Frequency Unit Standards: LAFS.K.RI.1.2
GKU3W1 Learning Goal: With prompting & support, students will be able to identify the main topic and retell key details of a
text.
Standards Click here for Example Scale
Spelling &
Saying /n/
and /b/ TE
pg.20,
Decodable
Reader 13
Re
sou
rce
sR
ea
din
g S
tre
et
SCPS Writing Plan Focus: Informational Fall
Click for
Words
Initial
and final
/n/ and
/b/ TE
pg.18-19
RWN 163-
164RWN 166
Re
tea
ch
/Exte
nsio
n
First Stop pg.
155
Su
pp
lem
en
tal
Ma
teria
ls Optional Schl
based fluency
resources
Asse
ssm
en
t O
ptio
ns
Click for
Words
Skills
Buddy
12 -13
RWN
162 -167
Skills Buddy
pg. 17-25 -
RWN: pg. 165
Help Endangered
Animals TE SG.7
Sleuth
Initial &
Final Pg.
154
Farfallina &
Marcel
TB
Wri
tin
g
Click Here for Compare Writing Frame.
Writing Frame based on Little Panda. This is done as a shared writing.
Compare and Contrast: Best
Friends - TE pgs. 26 and 27
Compare/Contrast: pg. 65.
Close Read: pgs. 68-70
Compare/Contrast:
Close Read: TE pg. 73
TE pg. 79 - How a Panda
Changes and Grows
activity
Monitor Progress: TE pgs.
96 and 97
LAFS.K.
Upper
and
lower
case Nn
and Bb
TE pg.22
Verbs TE
pg.28
Lesson Planning Sheet
Click here for Social
Studies Resources
Unit 3
RWN pg.168
Customized Literacy Guide on the Side
CPALMS
Leveled Readers
Plot - p. 28-29
Compare and
Contrast - p. 30
Plot p. 98,
Compare and
Contrast p. 92
Concept Literacy: Pandas Grow Up (Guided Reading Level A)
Below Level: Pandas Can Nap
On-Level: The Baby Panda
Advanced: The Fawn (Guided Reading Level C)
Get Set, Roll! Reader: Lucy Can Nap
Suggested S.S. Sites
http://www.archives.
gov/ ,
www.smithsoniansou
rce.org
Visit the CPALMS website for other standards based instruction support
Click here for SCPS Writing Lesson 3.8
http://www.cpalms.org/Public/PreviewStandard/Preview/5727
LAFS.K.RF.3.3
Phonics/ Fluency PA High Freq Words Handwriting Conventions
TE 123 & 139
me
with
sheAmazing
Words
TE pgs. 117,
133, 151,
181, 193
First Stop Reader's Theatre Suggested S.S. Resources
RI.1.2
SB: pgs.
36 -
RWN:
pg. 174
and 179
Initial &
Final Pg.
154
Farfallina &
Marcel
The Fish Brothers Race
TE SG.25
Text Study
Leveled Readers
p.28-29 p. 98
Concept Literacy: Growing Up (Guided Reading Level A)
Below Level: Ric and Rin Ran!
On-Level: Tap! Rap! Bam! with Me
Advanced: We Can Do It! (Guided Reading Level C)
Get Set, Roll! Reader: Rita Ran to Rosie
Sleuth
High Frequency Unit Standards: LAFS.K.RI.1.2
GKU3W2 Learning Goal: With prompting & support, students will be able to identify the main topic and retell key details of
a text.
Standards Click here for Example Scale
Res
ou
rces
Rea
din
g S
tree
t
LAFS.K.RF.3.3a; 3.3.c; 2.2e; K.L.1.1, 1.1.b, 3.4 3.5.d, 3.6
SCPS Writing Plan Focus: Narrative Winter
Click for
Words
Initial /r/
Skills Buddy:
pgs. 37-45
RWN: pgs.
178, 181 and
184
Click for
Words
TB
Wri
ting
Upper
and
lower
case Rr
Verbs for
Now and the
Past
Writing Frame based on Little Quack. This is done as a shared writing.
LAFS.K.RL.1.2, LAFS.K.RL.1.3
Plot: The Bicycle - TE pgs.
126 and 127Retell: TE pg. TE143
Rete
ach
/Exte
nsio
n
First Stop pg.
155
Sup
ple
men
tal
Optional
School based
fluency
resources
Assessm
en
t O
ption
s
Click here for SCPS Writing Lesson 4.1,4.2,4.3
RWN pg.158
http://www.cpalms.org/Public/PreviewStandard/Preview/5727
CPALMS
Suggested S.S. Sites
Lesson Planning
Sheet
TE pgs.186-187 RWN pg.183 TE pgs.200-201
Weekly Assessment OR
CCR Assessment OR
Teacher-Created
Assessment
Comprehension Toolkit Strategy Book 5 - lesson 16, p. 2; lesson 17, p. 16
Stategy Book 3 - lesson 8, p. 2
Strategy Book 6 - lesson 19, p. 2
R spelled Rr,
TE pg.124
http://www.archives.
gov/ ,
www.smithsoniansou
rce.org
Visit the CPALMS website for other standards based instruction support
Customized Literacy Guide on the Side
Trucktown: Rita Ran to Rosie or other grade
level approved standards-based text
SB: pgs. 36 -
RWN: pg.
177
RWN:
pg. 173
Close Read: What has
happened so far in the
story? TE pgs. 159 - 165
Monitor Progress: Plot: TE
pgs. 200 and 201
DOK Stems
1. What can you say
about_______?
2. What conclusions can
you draw_______?
3. How would you
describe the sequence
of_____?
This week we read a story about a duckling, Little Quack, who as he grows can do
more things that an adult duck can do. What will you be able to do when you an
adult?Click Here for Compare Writing Frame.
Click here for Social
Studies Resources
Unit 3
Stan
dar
ds:
SS.
K.A
.2.1
. SS
.K.A
.2.4
LAFS.K.RF.3.3
Phonics/ Fluency PA High Freq Words Handwriting Conventions
TE 223 & 239
see
look
Amazing
Words
TE pgs. 217,
233, 251,
279, 291
First Stop Reader's Theatre
RI.1.2
1. What conclusions can
you draw________?
2. How would you
summarize__________?
This week we read a story about Daniel and his Father who lived long ago. We looked
at the illustrations and saw that life was different long ago. Tell how life was different
long ago.
Trucktown: The Dip or other grade level
approved standards-based text
Suggested S.S. Resources
Click Here for Compare Writing Frame.
CPALMS
Leveled Readers
p.28-29 p. 98
Concept Literacy: Long Ago and Today (Guided Reading Level A)
Below Level: Dan Can!
On-Level: Pam at Bat
Advanced: Fun with Gram (Guided Reading Level C)
Get Set, Roll! Reader: The Dip
Sleuth
Initial &
Final Pg.
154
Farfallina &
Marcel
When the Lights Went
Out TE SG.43
Text Study
Stan
dar
ds:
SS.
K.A
.2.1
. SS
.K.A
.2.4
LAFS.K.RI.1.3
Cause and Effect: TE pgs.
226 and 227
High Frequency Unit Standards: LAFS.K.RI.1.2
GKU3W3 Learning Goal: With prompting & support, students will be able to identify the main topic and retell key details of a
text.
Standards Click here for Example Scale
Retell: TE pg. 243Close Read: TE pgs . 260-
269
Cause and Effect: TE pg.
284, retell what is going
on in the picture. What
was the cause?....the
effect?
DOK Stems
Skills Buddy:
pg. 57-65s,
RWN pg.187-
188
RWN: pgs.
190, 193 and
196
Click for
Words
TB
Writin
g
Upper
and
lower-
case Dd
and Kk
Verbs that
add -s
Writing Frame based on George Washington Visits. This is done as a shared writing.
Initial
/d/ and
/k/ TE
pg.218-
219
http://www.archives.
gov/ ,
www.smithsoniansou
rce.org
Visit the CPALMS website for other standards based instruction support
Customized Literacy Guide on the Side
TE pgs.538-539 TE pgs.298-299
Weekly Assessment OR
CCR Assessment OR
Teacher-Created
Assessment
Strategy Bk 5 -L16, p. 2; L 17, p. 16 Stategy Bk 3 -
lesson 8, p. 2 Strategy Bk 6 - lesson 19, p. 2
RWN pg.232 RWN pg.195
Comprehension Toolkit
Suggested S.S. Sites
Click here for Social
Studies Resources
Unit 3
Lesson Planning
Sheet
Re
sou
rce
s
SCPS Writing Plan Focus: Narrative Winter Click here for SCPS Writing Lesson 4.3,4.4,4.5,4.6
Re
tea
ch
/Exte
nsio
n
First Stop
pg.156
Su
pp
lem
en
tal
Optional Schl
based fluency
resources
Asse
ssm
en
t O
ptio
ns
RWN:
pg. 185
/d/ spelled D
and /k/
spelled Kk, TE
pg. 224
Skills Buddy:
pgs. pg. 57 -
RWN: pg. 189
Skills
Buddy:
pg. 56 -
RWN:
pgs. 186
and 191
http://www.cpalms.org/Public/PreviewStandard/Preview/5727
Re
ad
ing
Str
ee
t LAFS.K.RF.3.3.a, c; 2.2d; LAFS.K.L.3.4, 3.6, 4.b
Click for
Words
LAFS.K.RF.3.3
Phonics/ Fluency PA High Freq Words Handwriting Conventions
TE 321 & 337
see
look
Amazing
Words
TE pgs. 315,
331, 349,
379, 391
First Stop Reader's Theatre
RI.1.2
Close Read: TE pg. 362
and 366
High Frequency Unit Standards: LAFS.K.RI.1.2
GKU3W4 Learning Goal: With prompting & support, students will be able to identify the main topic and retell key details of
a text.
Standards Click here for Example Scale
Monitor Progress: Plot:
TE: pgs. 396-397 ,398 and
399
DOK Stems
1. What can you say
about_____?
2. What conclusions can
you draw_________?
3. How would you
describe the sequence
of______?
This week we read a story about Farfallina and Marcel, who grow and change, but
remain friends and play together. What did you play when you were a baby and what
do you play now?Click Here for Compare Writing Frame.
Readin
g S
treet
LAFS.K.RF.3.3a, 1.b; 2.2d; 3.c; LAFS.K.L.1.1, 1.1.b, 3.4, 3.6
SCPS Writing Plan Focus: Narrative Winter
Click for
Words
Initial
and final
/f/
Skills Buddy:
pgs. 77-85
RWN:
pgs. 202, 205
and 208
Click for
Words
TB
Writin
g
Upper
and
lower
case Ff
Verbs for
Now and the
Future
Writing Frame based on Farfellina and Marcel. This is done as a shared writing.
LAFS.K.RL.1.1, LAFS.K.RL.1.3
Plot: Sometimes Ken - TE
pgs. 324 and 325Retell: TE pg. 341
Suggested S.S. Sites
Click here for Social
Studies Resources
Unit 3
Text Study CPALMS
Leveled Readers
p.28-29 p. 98
Concept Literacy: Animals Change (Guided Reading Level A)
Below Level: Dad and Fif
On-Level: Red Fans
Advanced: They Will Grow (Guided Reading Level C)
Get Set, Roll! Reader: Can Melvin Scoot?
Egg to Frog and Back TE
SG.61
Lesson Planning
Sheet
Click here for SCPS Writing Lesson 4.6
http://www.cpalms.org/Public/PreviewStandard/Preview/5727
Sleuth
Initial &
Final Pg.
154
Farfallina &
Marcel
First Stop pg.
156
Supple
me
n
tal
Optional Schl
based fluency
resources
Assessm
ent
Optio
ns
TE pgs.538-539RWN:
pg. 197
Skills
Buddy:
pg. 76 -
RWN:
pgs. 198
and 203
Skills Buddy:
pg. 77 -
RWN:
pg. 201
Re
sou
rce
s
/f/ spelled Ff
TE 322
Visit the CPALMS website for other standards based instruction support
Trucktown: Can Melvin Scoot? or other grade level
approved standards-based text
Suggested S.S. Resources
Stan
dar
ds:
SS.
K.A
.2.1
. SS
.K.A
.2.4
RWN pg.232 RWN pg.207 TE pgs. 398-399
Weekly Assessment OR
CCR Assessment OR
Teacher-Created
Assessment
Comprehension Toolkit Strategy Bk 5 -L16, p. 2; L 17, p. 16 Stategy Bk 3 -
lesson 8, p. 2 Strategy Bk 6 - lesson 19, p. 2
Customized Literacy Guide on the Side
http://www.archives.
gov/ ,
www.smithsoniansou
rce.org
Rete
ach/E
xte
nsio
n
LAFS.K.RF.3.3
Phonics/ Fluency PA High Freq Words Handwriting Conventions
TE 421 & 437
they
you
of
Amazing
Words
TE pgs. 415,
431, 449,
477, 489
First Stop Reader's Theatre
RI.1.2
Suggested S.S. Resources
Stan
dar
ds:
SS.
K.A
.2.1
. SS
.K.A
.2.4
RWN pg.216
LAFS.K.RI.1.1
Draw Conclusions: Houses -
TE pgs. 424 and 425
Retell: TE pg. 441 and 447
(Draw Conclusions)
Close Read: TE pg. 456
(Read aloud text, pgs. 2-
11)
Close Read: TE pg. 456
(Read aloud text, pgs.11-
17)
DOK Stems
1. How would you
compare_____?
Contrast_____?
2. How are ______ alike?
Different_______?
3. What concusions can
you draw______?
This week we read about how things have changed over time. Using the text, tell about
something that has changed over time.Writing Frame based on Then and Now. This is done as a shared writing.
Click Here for Compare Writing Frame.
/o/ Spelled O
TE 422
Comprehension Toolkit Strategy Book 5 - lesson 16, p. 2; lesson 17,
p. 16
Stategy Book 3 - lesson 8, p. 2
High Frequency Unit Standards: LAFS.K.RI.1.2
GKU3W5 Learning Goal: With prompting & support, students will be able to identify the main topic and retell key details of a text.
Standards Click here for Example Scale
Asse
ssm
en
t O
ptio
ns
Re
sou
rce
sR
ea
din
g S
tre
et
LAFS.K.RF.3.3; 2.2.a, d, e; 3.3.c; LAFS.K.L.3.4, 3.6, 5.c
SCPS Writing Plan Focus: Narrative Winter
Click for
Words
Initial
and
medial
/o/
SB: pg. 97-
105 s
RWN:
pgs. 214 and
220
Click for
Words
TB
Writin
g
Upper
and
lower
case Oo
Meaningful
Word Groups
RWN:
pg. 209
SB: pg. 97 -
RWN:
pg. 213
SB: pg.
96 -
RWN:
pgs. 210
and 215
Re
tea
ch
/Exte
nsio
n
First Stop
pg.156
Su
pp
lem
en
tal
Optional Schl
based fluency
resources
Trucktown: Can Max Go? or other grade level
approved standards-based text
Sleuth
Initial &
Final Pg.
154
Farfallina &
MarcelBell's Telephone
Text Study
Click here for Social
Studies Resources
Unit 3
Lesson Planning
Sheet
Concept Literacy: Old and New (Guided Reading Level A)
Below Level: Lots of Dots
On-Level: Mom the Tot
Advanced: What Can You Do? (Guided Reading Level C)
Get Set, Roll! Reader: Can Max Go?
Suggested S.S. Sites
RWN pg.219
http://www.archives.
gov/ ,
www.smithsoniansou
rce.org
Visit the CPALMS website for other standards based instruction support
Click here for SCPS Writing Text Dependent Question Lessons
TE pgs.440-441
http://www.cpalms.org/Public/PreviewStandard/Preview/5727
TE pgs.496-497
Weekly Assessment OR
CCR Assessment OR
Teacher-Created
Assessment
Plot p.28-29,
Draw Conclusions p.
32
Plot p. 98, Draw
Conclusions p.
94
Customized Literacy Guide on the Side Leveled Readers
CPALMS
LAFS.K.RF.3.3
Phonics/ Fluency PA High Freq Words Handwriting Conventions
TE 519 & 535
they
you
of
Amazing
Words
TE pgs. 513,
529, 547,
575, 587
First Stop Reader's Theatre
RI.1.2Trucktown: Go and Stop or other grade level
approved standards-based text
SCPS Writing Plan Focus: Narrative Winter
http://www.cpalms.org/Public/PreviewStandard/Preview/5727
Click here for SCPS Writing Lesson 4.7
Assessm
ent O
ptions
SB: pgs. 117-
125
RWN:
pgs. 228 and
236
TE pgs.538-539 RWN pg.232RWN:
pg. 221
SB: pg. 117 -
RWN: pg.
227
SB:
pg.116 -
RWN:
pgs. 222
and 231
Supple
men
tal
Optional Schl
based fluency
resources
Comprehension Toolkit Strategy Bk 5 -L16, p. 2; L 17, p. 16 Stategy Bk 3 -
lesson 8, p. 2 Strategy Bk 6 - lesson 19, p. 2
Suggested S.S. Resources
Plot p.28-29,
Main Idea p. 32
Plot p. 98,
Main Idea p. 96
Concept Literacy: What Makes Me Happy? (Guided Reading Level A)
Below Level: Bop and Dot
On-Level: Rob’s Dots
Advanced: Sad and Glad (Guided Reading Level C)
Get Set, Roll! Reader: Go and Stop
Stan
dar
ds:
SS.
K.A
.2.1
. SS
.K.A
.2.4
TE pgs.591-595
Weekly Assessment OR
CCR Assessment OR
Teacher-Created
Assessment- End of Unit
Assessment & Oral
Reading Fluency
RWN pg.235
Suggested S.S. Sites
http://www.archives.
gov/ ,
www.smithsoniansou
rce.org
Visit the CPALMS website for other standards based instruction support
CPALMS
Leveled Readers
Writing Frame based on The Lion and the Mouse. This is done as a shared
writing.
Click Here for Compare Writing Frame.
Sleuth
First Stop
pg.156
Customized Literacy
This week we read a story about a lion and mouse who are different, but became
friends. How are they different? How are they the same?
Text Study
Res
ou
rce
sR
eadin
g S
treet
LAFS.K.RF.3.3; 2.2.d, e; 3.3c; LAFS.K.L.1.1.f; 3.4, 3.6 LAFS.K.RI.1.1, LAFS.K.RI.1.3
Main Idea: The Tortoise and
the Hare, TE. pgs. 522 and
523
Retell: TE pg. 539
Main Idea: TE pg. 554
Close Read: The Lion and
the Mouse (pgs. 4-7 and
8-13 and 18-21) Discuss
Main Idea of whole story
Monitor Progress: TE pgs.
592-593, Cartwheels and
Butterflies - TE 594 and
595
DOK Stems
Initial
and
medial
/o/
Upper
and
lower
case Oo
Sentences
1. What can you say
about______?
2. What conclusions can
you draw about the
characters?
3. What do you notice
about______?
Click for
Words
Click here for Social
Studies Resources
Unit 3
Lesson Planning
Sheet
LAFS.K.RI.1.2
GKU3W6 Learning Goal: With prompting & support, students will be able to identify the main topic and retell key details of a
text.
Standards Click here for Example Scale R
ete
ach/E
xte
nsio
n
Click for
Words
TB
Writing
Guide on the Side
High Frequency Unit Standards:
/o/ Spelled O
TE 422
Initial &
Final Pg.
154
Farfallina &
Marcel
The Spider Weave TE
pg.SG97
LAFS.K.RF.3.3
Phonics/ Fluency PA High Freq Words Handwriting Conventions
TE 23 & 39
are
that
do
Amazing
Words
TE pgs. 17,
33, 51, 77, 89
First Stop Reader's Theatre
RL.1.3
TE pgs. 42-43
LAFS.K.RL.1.2, LAFS.K.RL.1.3
Sequence: Kate Kitten Takes
a Walk, TE pgs.26 and 27Retell: TE pg. 43
Close Read: Rooster's Off
to See the World (pgs 2-
11 and 12-21)
Monitor Progress: A Day
Like Every Other Day - TE
pgs. 96 and 97
DOK Stems
1. What can you say
about_____?
2. Can you elaborate on
the reason____?
3. How would you
summarize_____?
This week we read a story about a rooster who wanted to go out and see the world.
What do you see in the world on your way to school?
Writing Frame based on Rooster's Off to See the World. This is done as a shared
writing.
Click Here for Chronological Writing Frame.
Suggested S.S. Resources
S.S.
SS.
K.G
.3.1
,SS.
K.G
.3.2
,SS.
K.C
.1.2
Weekly Assessment OR
CCR Assessment OR
Teacher-Created
Assessment
Strategy Book 6 - lesson 20, p. 18
http://www.archives.
gov/ ,
www.smithsoniansou
rce.org
Click here for SCPS Writing Lesson 4.8,4.9,4.10,4.11
CPALMS
http://www.cpalms.org/Public/PreviewStandard/Preview
Visit the CPALMS website for other standards based instruction support
Lesson Planning Sheet
Click here for Social
Studies Resources
Unit 4
RWN pg.251 TE pgs.96-97RWN pg.248
Suggested S.S. Sites
Comprehension Toolkit
Click here for Example Info. Scale Click here for Example Lit. Scale
(literature) LAFS.K.RL.1.3 or (informational) LAFS.K.RI.1.2 & LAFS.RI.1.4
GKU4W1 Learning Goal: With prompting and support, identify the main topic and retell key details of a text & unknown words in a text or With
prompting and support, identify characters, settings, and major events in a story.
High Frequency Unit Standards:
Leveled Readers
Character p.28-29,
Sequence p.33,
Setting p.34-35
Character p.88,
Sequence p.102,
Setting p.104
Concept Literacy: What Do I See? (Guided Reading Level A)
Below Level: Hap
On-Level: A Day to Play
Advanced: The Trip (Guided Reading Level C)
Get Set, Roll! Reader: Hot!
Customized Literacy Guide on the Side
Asse
ssm
en
t O
ptio
ns
Su
pp
lem
en
tal
Ma
teri
als
Standards
Let's Explore our Words
TE SG pg.7
Text Study
Trucktown: HOT! or other grade level approved
standards-based text
SB: pg.
16 -
RWN:
pgs. 242
and 247
Initial &
Final Pg.
154
Bunny Day
Optional
School based
fluency
resources
First Stop pg.
156
Sleuth
Re
sou
rce
sR
ea
din
g S
tre
et
LAFS.K.RF.3.3.a; 2.2d, e; 3.c; LAFS.K.L.1.1.f, 3.4, 3.5c, 3.6
SCPS Writing Plan Focus: Narrative Winter
Click for
Words
Initial
/h/
SB: pgs. 17-
25
SB: pg. 76 -
RWN:
pgs. 246 and
252
Click for
Words
TB
Wri
tin
g
Upper
and
lower
case Hh
Naming parts
Re
tea
ch
/Exte
nsio
n
/h/ spelled
Hh
TE 24
SB: pg. 17 -
RWN:
pg. 245
RWN:
pg. 241
LAFS.K.RF.3.3
Phonics/ Fluency PA High Freq Words Handwriting Conventions
TE 119 & 135
are
that
do
Amazing
Words
TE pgs. 113,
129, 147,
179, 191
First Stop Reader's Theatre
RL.1.3
Suggested S.S. Sites
http://www.cpalms.org/Public/PreviewStandard/Preview/
Visit the CPALMS website for other standards based instruction support
Click here for Social
Studies Resources
Unit 4
Lesson Planning Sheet
LAFS.K.RL.1.1, LAFS.K.RL.1.2, LAFS.K.RL.1.7, LAFS.K.SL.1.1
Cause and Effect: Lucky
Ducky, TE pgs. 122 and 123Retell: TE pg. 139
Cause and Effect: TE pg.
154
Close Read: My Lucky
Day (pgs. 3 and 6-17), TE
pgs.174-175
Monitor Progress: The
Three Billy Goats Gruff:
TE pgs. 198 and 199
DOK Stems
1. What conclusions can
you draw about the
characters?
2. Can you elaborate on
the reason____?
3. What can you say
about_____?
This week we read a story about a pig that has a lucky day and a fox that does not.
When are you lucky? When are you not lucky?
High Frequency Unit Standards: (literature) LAFS.K.RL.1.3 or (informational) LAFS.K.RI.1.2 & LAFS.RI.1.4
GKU4W2 Learning Goal: With prompting and support, identify the main topic and retell key details of a text & unknown words in a text or With
prompting and support, identify characters, settings, and major events in a story.
Standards Click here for Example Info. Scale Click here for Example Lit. Scale
Re
sou
rce
sR
eadin
g S
treet
LAFS.K.RF.1.1.b, 2.2.d, 3.3.a; 1.1.b, 2.2d, e; 3.c; LAFS.K.L.1.1.f; 3.4, 3.6
SCPS Writing Plan Focus: Narrative Winter
Click for
Words
Initial /l/
SB: pgs. 37-
45
RWN:
pgs. 258, 261
and 264
RWN:
pg. 253
SB: pg. 37 -
RWN:
pg. 257
SB: pg.
36 -
RWN:
pgs. 254
and 259
Sleuth
Initial &
Final Pg.
154
Bunny Day A Lucky Guy TE pg.SG25
Trucktown: Are You Like Gabriella? or other
grade level approved standards-based text
TB
Writing
Upper
and
lower
case Ll
Action parts
TE pgs.138-139
Rete
ach/E
xte
nsio
n
First Stop
pg.156
Supple
menta
l
Mate
rials
Optional
School based
fluency
resources
Assessm
ent
Options
Writing Frame based on My Lucky Day. This is done as a shared writing.
Text Study
/l/ spelled Ll
TE 120
Click Here for Compare Writing
Frame. . Click Here for Contrast Writing Frame
Character p.28-29,
Sequence p.33,
Setting p.34-35
Strategy Book 6 - lesson 20, p. 18
Click for
Words
Suggested S.S. Resources
Stan
dar
ds:
SS.
K.G
.3.1
,SS.
K.G
.3.2
,SS.
K.C
.1.2
RWN pg.260 RWN pg.263
Customized Literacy Guide on the Side
Character p.88,
Sequence p.102,
Setting p.104
Concept Literacy: My Lucky Day (Guided Reading Level A)
Below Level: The Rainy Day
On-Level: Our Musical Adventure
Advanced: Pigs (Guided Reading Level C)
Get Set, Roll! Reader: Are You Like Gabriella?
TE pgs.198-199
Weekly Assessment OR
CCR Assessment OR
Teacher-Created
Assessment
Leveled Readers
Comprehension Toolkit CPALMS
http://www.archives.
gov/ ,
www.smithsoniansou
rce.org
Click here for SCPS Writing Lesson 4.11
LAFS.K.RF.3.3
Phonics/ Fluency PA High Freq Words Handwriting Conventions
TE 221 & 237
one, two,
three, four,
five
Amazing
Words
TE pgs. 215,
231, 249,
279, 291
First Stop Reader's Theatre
RL.1.3Optional Schl
based fluency
resources
LAFS.K.RL.1.1, LAFS.K.RL.1.2
Sequence: Swimming Sally,
TE pgs. 224 -225Retell: TE pg. 241
Close Read: One Little
Mouse (pgs. 1-13 and 14-
31)
Monitor Progress: The
Tale of Peter Rabbitt, TE
pgs. 298 -299
DOK Stems
1. What would happen
if_____?
2. How are _____alike and
different?
3. What can you say
about______?
This week we read about Mouse's adventures while he was looking for a home. Think
about the homes that mouse saw in the story. What home would you like to sleep in?
Click for
Words
Suggested S.S. Sites
Concept Literacy: Animal Adventures (Guided Reading Level A)
Below Level: Five For Us!
On-Level: A Home for Flap
Advanced: Frog’s New Home (Guided Reading Level C)
Get Set, Roll! Reader: Jack Is It!
Suggested S.S. ResourcesLeveled Readers
Strategy Book 6 - lesson 20, p. 18
Customized Literacy
High Frequency Unit Standards: (literature) LAFS.K.RL.1.3 or (informational) LAFS.K.RI.1.2 & LAFS.RI.1.4
GKU4W3 Learning Goal: With prompting and support, identify the main topic and retell key details of a text & unknown words in a text or With
prompting and support, identify characters, settings, and major events in a story.
Standards Click here for Example Info. Scale Click here for Example Lit. Scale
Re
sou
rce
sR
ea
din
g S
tre
et
LAFS.K.RF.2.2.c, e, 3.3.a; 2.2.c,d, e; 3.c; LAFS.K.L.1.1.f, 1.2; 3.4, 3.6
SCPS Writing Plan Focus:Informational Writing Winter
Click for
Words
Conso-
nant
Blends w/
L TE 216, r,
t, p TE 232 -
& Final
Conso-
nant
blends TE
250
Skills Buddy:
pgs. 57-65
RWN:
pgs. 266, 270
and 276
RWN:
pg. 265
Skills Buddy:
pg. 57 -
RWN: pg. 269
Skills
Buddy:
pg. 56 -
RWN:
pgs. 266
and 278
Sleuth
Initial &
Final Pg.
154
Bunny Day Adventurous Animals
TE pg.SG43
Trucktown: Jack Is It! or other grade level
approved standards-based text
TB
Wri
tin
g
Num-
eral and
number
words
Complete
sentences
TE pgs. 240-241
Re
tea
ch
/Exte
nsio
n
First Stop pg.
154
Su
pp
lem
en
tal
Asse
ssm
en
t O
ptio
ns
Writing Frame based on One Little Mouse. This is done as a shared writing.
Click Here for Opinion Writing Frame.
Text Study
Consonant
Blends
TE 222
Character p.28-29,
Sequence p.33,
Setting p.34-35
Comprehension Toolkit
Guide on the Side
Character p.88,
Sequence p.102,
Setting p.10
CPALMS
Stan
dar
ds:
SS.
K.G
.3.1
,SS.
K.G
.3.2
,SS.
K.C
.1.2
RWN pg.272 RWN pg. 275 TE pgs. 298-299
Weekly Assessment OR
CCR Assessment OR
Teacher-Created
Assessment
http://www.archives.
gov/ ,
www.smithsoniansou
rce.org
Click here for SCPS writing instructional plan
http://www.cpalms.org/Public/PreviewStandard/Preview
Visit the CPALMS website for other standards based instruction support
Click here for Social
Studies Resources
Unit 4
Lesson Planning Sheet
LAFS.K.RF.3.3
Phonics/ Fluency PA High Freq Words Handwriting Conventions
TE 321 & 337
one, two,
three, four
five
Amazing
Words
TE pg. 315,
331, 349,
381, 393
First Stop Reader's Theatre
RL.1.3
Suggested S.S. Sites
Character p.88,
Sequence p.102,
Setting p.10
Concept Literacy: What Can I Do? (Guided Reading Level A)
Below Level: Gib
On-Level: Five Bus Stops
Advanced: Five Bears(Guided Reading Level C)
Get Set, Roll! Reader: Can Big Rig Pass?
LAFS.K.RL.1.2, LAFS.K.RL.1.3
Character: Sara's
Adventure, TE pgs. 324 -
325
Retell: TE pgs. 340 and 341
Review Character - TE
pg. 356 and do a retell.
Close Read: TE pgs. 366 -
367 (Goldilocks and the
Three Bears, pgs. 18-21)
Monitor Progress:
Character: A Canary's
Song, TE pgs. 400 and 401
DOK Stems
1. How would you
describe the sequence
of_______?
2. What conclusions
can you draw?_____
3. What do you notice
about_______?
This week we read a story about Goldilocks and what she did on her adventure at the
Three Bear's Cottage. Think about what Goldilocks did during the story. Tell
Goldilocks what you think about her choices.
Click here for Social
Studies Resources
Unit 4
Lesson Planning
Sheet
High Frequency Unit Standards: (literature) LAFS.K.RL.1.3 or (informational) LAFS.K.RI.1.2 & LAFS.RI.1.4
GKU4W4 Learning Goal: With prompting and support, identify the main topic and retell key details of a text & unknown words in a text or With
prompting and support, identify characters, settings, and major events in a story.
Standards Click here for Example Info. Scale Click here for Example Lit. Scale
Re
sou
rce
sR
ea
din
g S
tre
et
LAFS.K.RF.2.2.d; 3.3.c; LAFS.K.L.1.1.f, 1.2; 3.4, 3.6
SCPS Writing Plan Focus:Informational Writing Winter
Click for
Words
Initial
and final
/g/
Skills Buddy:
pgs. 77-85
RWN:
pgs. 282 and
288
RWN:
pg. 277
Skills Buddy:
pg. 77 -
RWN:
pg. 281
Skills
Buddy:
pg. 76 -
RWN:
pgs. 278
and 283
Sleuth
Initial &
Final Pg.
154
Bunny Day A Real Adventurer TE
pg.SG61
Text Study
Click for
Words
TB
Wri
tin
g
Upper
and
lower
case Gg
Telling
sentences
TE pgs. 340-341
Re
tea
ch
/Exte
nsio
n
First Stop pg.
156
Su
pp
lem
en
tal
Ma
teri
als
Optional Schl
based
fluency
resources
Asse
ssm
en
t O
ptio
ns
Writing Frame based on Goldilocks and the Three Bears. This is done as a shared
writing.
Click Here for Opinion Writing Frame.
/g/ spelled
Gg
TE 322
Trucktown: Can Big Rig Pass? or other grade
level approved standards-based text
Character p.28-29,
Sequence p.33,
Setting p.34-35
Click here for SCPS writing instructional plan
Suggested S.S. Resources
Stan
dar
ds:
SS.
K.G
.3.1
,SS.
K.G
.3.2
,SS.
K.C
.1.2
RWN pg.284 RWN pg. 287 TE pgs. 400-401
Weekly Assessment OR
CCR Assessment OR
Teacher-Created
Assessment
Comprehension Toolkit
Strategy Book 6 - lesson 20, p. 18
Customized Literacy Guide on the Side
http://www.archives.
gov/ ,
www.smithsoniansou
rce.org
Leveled Readers
CPALMS
http://www.cpalms.org/Public/PreviewStandard/Preview
Visit the CPALMS website for other standards based instruction support
LAFS.K.RF.3.3
Phonics/ Fluency PA High Freq Words Handwriting Conventions
TE 423 & 439
here
go
from
Amazing
Words
TE pgs. 417,
433, 451,
477, 489
First Stop Reader's Theatre
RL.1.3
LAFS.K.RI.1.1, LAFS.K.L.5a
Classify and Categorize: Up
the Mountainside, TE pgs.
426-427
Retell: TE pg. 443Review Classify and
Categorize: TE pg. 458
Progress Monitor: Peggy
Penguin Goes to the
Ocean, TE pgs. 496 - 497
DOK Stems
1. What do you notice
about_____?
2. How would you
compare____?
Contrast?
3. How can you
classify______?
4. How are _______
alike?....Different?
This week we read about if we could go to Antartica for an adventure. Where would
you like to go for an adventure?
High Frequency Unit Standards: (literature) LAFS.K.RL.1.3 or (informational) LAFS.K.RI.1.2 & LAFS.RI.1.4
GKU4W5 Learning Goal: With prompting and support, identify the main topic and retell key details of a text & unknown words in a text or With
prompting and support, identify characters, settings, and major events in a story.
Standards Click here for Example Info. Scale Click here for Example Lit. Scale
Re
sou
rce
sR
ea
din
g S
tre
et
LAFS.K.RF.2.2.a, d, e; 3.3, c; LAFS.K.L.1.2.a, b; 34, 3.6
SCPS Writing Plan Focus:Informational Writing Winter
Click for
Words
Initial
and
medial
/e/
Skills Buddy:
pgs. 97-105
RWN:
pgs. 294 and
300
RWN:
pg. 289
Skills Buddy:
pg. 97 -
RWN:
pg. 293
Skills
Buddy:
pg. 96 -
RWN:
pgs. 290
and 295
Sleuth
Initial &
Final Pg.
154
Bunny Day Exploring Antarctica TE
pg.SG79
Trucktown: The Best Smell or other grade level
approved standards-based text
TB
Wri
tin
g
Upper
and
lower
case Ee
Capital letters
and periods
TE pgs.442-443
Re
tea
ch
/Exte
nsio
n
First Stop pg.
157
Su
pp
lem
en
tal
Optional Schl
based fluency
resources
Asse
ssm
en
t O
ptio
ns
Writing Frame based on If You Could Go to Antarctica. This is done as a shared writing.
Click Here for Opinion Writing Frame.
Text Study
/e/ spelled Ee
TE 424
Character p.28-29,
Sequence p.33,
Setting p.34-35
Comprehension Toolkit
Guide on the Side
Click for
Words
Suggested S.S. Sites
Character p.88,
Sequence p.102,
Setting p.10
Concept Literacy: Antarctic Adventures (Guided Reading Level A)
Below Level: The Red Hen!
On-Level: The Red Sleds
Advanced: My Walk in Antarctica (Guided Reading Level C)
Get Set, Roll! Reader: The Best Smell
Suggested S.S. Resources
Stan
dar
ds:
SS.
K.G
.3.1
,SS.
K.G
.3.2
,SS.
K.C
.1.2
Click here for Social
Studies Resources
Unit 4
Lesson Planning Sheet
RWN pg.296 RWN pg.299 TE pg. 496-497
Weekly Assessment OR
CCR Assessment OR
Teacher-Created
Assessment
http://www.archives.
gov/ ,
www.smithsoniansou
rce.org
Click here for SCPS writing instructional plan
Customized Literacy
http://www.cpalms.org/Public/PreviewStandard/Preview
Visit the CPALMS website for other standards based instruction support
CPALMS
Leveled Readers
Strategy Book 6 - lesson 20, p. 18
LAFS.K.RF.3.3
Phonics/ Fluency PA High Freq Words Handwriting Conventions
TE 519 & 535
here
go
from
Amazing
Words
TE pgs. 513,
529, 547,
581, 593
First Stop Reader's Theatre
RL.1.3
SCPS Writing Plan Focus:Informational Writing Winter Click here for SCPS writing instructional plan
Asse
ssm
en
t O
ptio
ns
Skills Buddy:
pgs. 117-125
RWN:
pgs. 308 and
316
TE pgs.538-540 RWN pg.312RWN:
pg. 301
Skills Buddy:
pg. 117 -
RWN: pg.
307
Skills
Buddy:
pg. 115 -
RWN:
pgs. 302
and 311
Su
pp
lem
en
tal
Optional Schl
based fluency
resources
Comprehension Toolkit
Strategy Book 6 - lesson 20, p. 18
Text Study
Trucktown: A Big Red Sled or other grade level
approved standards-based text
CPALMS
http://www.cpalms.org/Public/PreviewStandard/Preview
Visit the CPALMS website for other standards based instruction support
Suggested S.S. Resources
Character p.28-29,
Sequence p.33,
Setting p.34-35
Character p.88,
Sequence p.102,
Setting p.10
Concept Literacy: In the City (Guided Reading Level A)
Below Level: Meg and Hen
On-Level: We Get Set
Advanced: A Trip to Washington, D.C. (Guided Reading Level C)
Get Set, Roll! Reader: A Big Red Sled
Stan
dar
ds:
SS.
K.G
.3.1
,SS.
K.G
.3.2
,SS.
K.C
.1.2
TE pgs. 600-601
Weekly Assessment OR
CCR Assessment OR
Teacher-Created
Assessment- End of Unit
Assessment & Oral
Reading Fluency
RWN pg. 316
Suggested S.S. Sites
http://www.archives.
gov/ ,
www.smithsoniansou
rce.org
Click here for Social
Studies Resources
Unit 4
Lesson Planning Sheet
This week we read a story about Rosalba and Abuela and what they see and do when
they fly over their community. Where would you go in our community? What would
you do?
Re
tea
ch
/Exte
nsio
n
First Stop pg.
157
Customized Literacy Guide on the Side Leveled Readers
Writing Frame based on Abuela. This is done as a shared writing.
Click Here for Opinion Writing Frame.
Sleuth
Initial &
Final Pg.
154
Bunny Day City Adventures: San
Francisco TE pg.SG97
Res
ou
rces
Re
ad
ing
Str
ee
t
LAFS.K.RF.1.1.b, 2.2.c, d, 3.3; 3.3.c; LAFS.K.L.1.2.a, 3.4, 3.5.c, 3.6 LAFS.K.RL.1.2, LAFS.K.RL.1.3
Setting: A Trip to the
Country, TE pgs. 522 and
523
Retell: TE pg. 539
Review Setting: TE pg.
554
Close Read: TE pg. 566
(Abuela, pgs. 26 and 27)
Progress Monitor: Setting:
Apple Juice Tea - TE pgs.
600 and 601
DOK Stems
Initial
and
medial
/e/
Upper
and
lower
case Ee
Pronouns:
I and me
1. What could you say
about______?
2. What do you notice
about______?
3. What conclusions can
you draw?
Click for
Words
Click for
Words
TB
Writin
g
/e/ spelled Ee
TE 520
High Frequency Unit Standards: (literature) LAFS.K.RL.1.3 or (informational) LAFS.K.RI.1.2 & LAFS.RI.1.4
GKU4W6 Learning Goal: With prompting and support, identify the main topic and retell key details of a text & unknown words in a text or With
prompting and support, identify characters, settings, and major events in a story.
Standards Click here for Example Info. Scale Click here for Example Lit. Scale
LAFS.K.RF.3.3
Phonics/ Fluency PA High Freq Words Handwriting Conventions
TE 23 & 39
yellow
blue
green
Amazing
Words
TE. pgs. 17,
33, 51, 79, 91
First Stop Reader's Theatre
RI.3.8
Suggested S.S. Sites
http://www.archives.
gov/ ,
www.smithsoniansou
rce.org
LAFS.K.RL.1.1, LAFS.K.RL.1.5, LAFS.K.RL.1.10
Realism and Fantasy:
Going to the Moon, TE pgs.
26 and 27
Retell: TE pg. 43
Think, Talk, Write: TE pg.
44 Using Skills Buddy.
Review Realism and
Fantasy, TE pg. 58
Compare Characteristics:
Make-Believe Animals, TE.
pg. 103
DOK Stems
1. How is _______ related
to ______?
2. What conclusion can
be drawn from ______
texts?
3. How are ______alike
and different?
This week we read about the different types of transportation that Max uses to get to
Zeke's. Where would you go? What kind of transportation would you take?
Click here for SCPS writing instructional plan
Suggested S.S. Resources
Stan
dar
d: S
S.K
.G.2
.1
RWN pg.328 RWN pg.331
Guide on the Side
TE pgs.98-99
High Frequency Unit Standards: LAFS.K.RI.1.1
GKU5W1 Learning Goal: With prompting and support, ask & answer questions about key details in a text.
Standards Click here for Example Scale
Re
sou
rces
Read
ing S
treet
LAFS.K.RF.3.3.a; 2.2d, e; 3.3.c; LAFS.K.L.1.2.b, 3.4, 3.6
SCPS Writing Plan Focus: Narrative Spring
Click for
Words
Initial /j/
and /w/
Skills Buddy:
pgs. 17-25
RWN:
pgs. 326 and
332
RWN:
pg. 321
Skills Buddy:
pg. 17 -
RWN: pg.
325
Skills
Buddy:
pg. 16 -
RWN:
pgs. 322
and 327
Sleuth
Initial &
Final Pg.
154
Max Takes
the Train
More Public
Transportation TE
pg.SG7
Text Study
Click for
Words
TB
Wri
ting
Upper
and
lower
case Jj
and Ww
Questions
TE pgs.42-43
Rete
ach/E
xte
nsio
n
First Stop
pg. 156
Supp
lem
enta
l
Mate
rials
Optional
School based
fluency
resources
Assessm
ent
Options
Writing Frame based on Max Takes the Train. This is done as a shared writing.
Click Here for Opinion Writing Frame.
/j/ spelled Jj
and /w/
spelled Ww
TE 24
Trucktown: Blue? or other grade level approved
standards-based text
p. 30
Customized Literacy
Weekly Assessment OR
CCR Assessment OR
Teacher-Created
Assessment
Comprehension Toolkit
Strategy Book 1 - lesson 2, p. 18; lesson
3, p. 32
Strategy Book 3 - lesson 10, p. 34
CPALMS
http://www.cpalms.org/Public/PreviewStandard/Preview
Visit the CPALMS website for other standards based instruction support
Lesson Planning Sheet
Click here for Social
Studies Resources
Unit 5
Leveled Readers
p. 92
Concept Literacy: There It Goes! (Guided Reading Level A)
Below Level: The Jet
On-Level: Jan and Jem Win!
Advanced: The Bus Ride (Guided Reading Level C)
Get Set, Roll! Reader: Blue?
LAFS.K.RF.3.3
Phonics/ Fluency PA High Freq Words Handwriting Conventions
TE 121 & 137
yellow
blue
green
Amazing
Words
TE. pgs. 115,
131, 149,
185, 197
First Stop Reader's Theatre
Suggested S.S. Sites
http://www.archives.
gov/ ,
www.smithsoniansou
rce.org
LAFS.K.RI.1.1, LAFS.K.RI.1.8
Cause and Effect:
Firefighting, TE pgs. 124
and 125
Retell: TE pg. 141
Review Cause and
Effect, TE pg. 156; Close
Read of May Day, May
Day pages 4-5 and 10-11
and 28-29 and 30-31
Illustrate Cause and
Effect: TE pg. 208 -
Monitor Progress: The
Mysteries of Flight, TE pg.
204
DOK Stems
1. How is _______ related
to ______? 2. What
conclusion can be drawn
from ________ texts? 3.
How are ______alike and
different? 4 . What do you
notic about__________?
This week we read about the rescuers and transportation that help in a water
emergency. What kind of rescuer would you be? What kind of transportation would
you use?
Click here for SCPS writing instructional plan
Suggested S.S. Resources
Stan
dar
d:
SS.K
.G.2
.1
RWN pg. 340 RWN pg.343 TE pgs. 204-205
High Frequency Unit Standards: LAFS.K.RI.1.1
GKU5W2 Learning Goal: With prompting and support, ask & answer questions about key details in a text.
Standards Click here for Example Scale
Re
sou
rce
sR
ea
din
g S
tre
et
LAFS.K.RF.3.3.a; 2.2, d, e; 3.3.c; LAFS.K.L.1.2.a, b, 3.4, 3.5c, 3.6
SCPS Writing Plan Focus: Narrative Spring
Click for
Words
Final
/ks/
Skills Buddy:
pgs. 37-45
RWN:
pgs. 338 and
344
RWN:
pg. 333
Skills Buddy:
pg. 37 -
RWN: pg.
337
Skills
Buddy:
pg. 36 -
RWN:
pgs. 334
and 339
Sleuth
Initial &
Final Pg.
154
Max Takes
the Train
Fire Trucks to the
Rescue! TE pg.SG25
Click for
Words
TB
Wri
tin
g
Upper
and
lower
case /x/
Upper and
lower case
/x/
TE pg. 140-141
Re
tea
ch
/Exte
nsio
n
First Stop
pg.156
Su
pp
lem
en
tal
Ma
teri
als
Optional
School based
fluency
resources
Asse
ssm
en
t O
ptio
ns
Writing Frame based on May Day! May Day! This is done as a shared writing.
Click Here for Opinion Writing Frame.
Text Study
Trucktown: The Yellow Box or other grade level
approved standards-based text
p. 30
/ks/ spelled
Xx TE
122
Customized Literacy
Weekly Assessment OR
CCR Assessment OR
Teacher-Created
Assessment
Comprehension Toolkit
Strategy Book 1 - lesson 2, p. 18; lesson
3, p. 32
Strategy Book 3 - lesson 10, p. 34
CPALMS
R.I.3.8http://www.cpalms.org/Public/PreviewStandard/Preview/5733
Visit the CPALMS website for other standards based instruction support
Click here for Social
Studies Resources
Unit 5
Lesson Planning
Sheet
Guide on the Side Leveled Readers
p. 92
Concept Literacy: We Help (Guided Reading Level A)
Below Level: A Box for Rex
On-Level: Our Boat
Advanced: The Boat Ride (Guided Reading Level C)
Get Set, Roll! Reader: The Yellow Box
LAFS.K.RF.3.3
Phonics/ Fluency PA High Freq Words Handwriting Conventions
TE 227 & 243
what
said
was
Amazing
Words
221, 237,
255, 285, 297
First Stop Reader's Theatre
RWN pg. 355
Click here for Social
Studies Resources
Unit 5
Lesson Planning Sheet
Suggested S.S. Sites
http://www.archives.
gov/ ,
www.smithsoniansou
rce.org
Compare and Contrast: Two
Vans, TE pgs. 230 and 231Retell: TE pg. 247
Review Compare and
Contrast, TE pg. 262 ;
Close Read TE pgs. 265
and 266, 275 and May
Day May Day pgs. 8-11
and 28-29
Progress Monitor: Ready
for a Ride, TE pgs. 304 and
305
DOK Stems
1. How is _____ related to
______?
2. How are ______alike
and different?
3. What do you notice
about_____?
This week we read about all about trucks. Think about the text and look at the
illustrations. If you were a truck driver in the story, what would your truck do?
High Frequency Unit Standards: LAFS.K.RI.1.1
GKU5W3 Learning Goal: With prompting and support, ask & answer questions about key details in a text.
Standards Click here for Example Scale R
eso
urc
esR
ea
din
g S
tre
et
LAFS.K.RF.3.3; 2.2, d, e; 3.3.c; LAFS.K.L.1.1.e, 3.4, 3.6
SCPS Writing Plan Focus: Narrative Spring
Click for
Words
Initial
and
medial
/u/
Skills Buddy:
pgs. 57-65
RWN:
pgs. 350 and
356
RWN:
pg. 345
Skills Buddy:
pg. 57 -
RWN: pg.
349
Skills
Buddy:
pg. 56 -
RWN:
pgs. 346
and 351
Sleuth
Initial &
Final Pg.
154
Max Takes
the Train
Trucks in the
Neighborhood TE
pg.SG43
Click for
Words
TB
Writin
g
Upper
and
lower
case Uu
Prepositions
TE pg.246-247
Re
tea
ch
/Exte
nsio
n
First Stop pg.
157
Su
pp
lem
en
tal
Optional Schl
based fluency
resources
Asse
ssm
en
t O
ptio
ns
Writing Frame based on Trucks Roll! This is done as a shared writing.
Click Here for Opinion Writing Frame.
Text Study
Trucktown: The Tank or other grade level approved
standards-based text
p. 30
Customized Literacy
/u/ spelled
Uu
TE 288
Suggested S.S. ResourcesGuide on the Side
Click here for SCPS writing instructional plan
Leveled Readers
p. 92
Concept Literacy: What Carries Loads? (Guided Reading Level A)
Below Level: The Mud Bug
On-Level: Our Pup Bud
Advanced: Ming on the Job (Guided Reading Level C)
Get Set, Roll! Reader: The Tank
TE pgs. 304-305
Weekly Assessment OR
CCR Assessment OR
Teacher-Created
Assessment
Comprehension Toolkit Strategy Book 1 - lesson 2, p. 18; lesson 3,
p. 32
Strategy Book 3 - lesson 10, p. 34
CPALMS
R.I.3.8 http://www.cpalms.org/Public/PreviewStandard/Preview/5733
Visit the CPALMS website for other standards based instruction support
Stan
dar
d: S
S.K
.G.2
.1
RWN pg.262
LAFS.K.RF.3.3
Phonics/ Fluency PA High Freq Words Handwriting Conventions
TE 327 & 343
what
said
was
Amazing
Words
TE. pgs. 321,
337, 355,
389, 401
First Stop Reader's Theatre
TE pgs.408-409
Click here for Social
Studies Resources
Unit 5
Lesson Planning Sheet
Suggested S.S. Sites
Click here for SCPS writing instructional plan
http://www.archives.
gov/ ,
www.smithsoniansou
rce.org
LAFS.K.RL.1.1, LAFS.K.RL.1.3
Plot: The El, TE pgs. 330
and 331
Retell: TE pg. 347 - Think,
Talk, and Write: TE pg. 348
Plot: The Little Engine
That Could,
Comprehension activity
at the bottom of TE pg.
353
Plot/Text Comparison: TE
pg. 408, Compare
Hiawatha Passing to The
Little Engine That Could
DOK Stems
1. Can you explain how
_______ affected
_________?
2. What can you say
about______?
3. What conclusions can
you draw?
4. How are ______alike
and different?
This week we read about The Little Blue Engine. Write to the Little Blue Engine's
company to tell them about the job she did.
High Frequency Unit Standards: LAFS.K.RI.1.1
GKU5W4 Learning Goal: With prompting and support, ask & answer questions about key details in a text.
Standards Click here for Example Scale
Re
sou
rces
Read
ing S
treet
LAFS.K.RF.3.3.b; 2.2.d; 3.3.c; LAFS.K.L.1.1.b, c; 3.4, 3.6
SCPS Writing Plan Focus: Narrative Spring
Click for
Words
Intial
and
medial
/u/
Skills Buddy:
pgs. 77-85
RWN:
pgs. 362 and
368
RWN:
pg. 357
Skills Buddy:
pg. 77 -
RWN: pg.
361
Skills
Buddy:
pg. 76 -
RWN:
pgs. 358
and 363
Sleuth
Initial &
Final Pg.
154
Max Takes
the Train
The Transcontinental
Railroad TE pg.SG61
Click for
Words
TB
Wri
ting
Upper
and
lower
case Uu
Nouns
TE pg.346-347
Rete
ach/E
xte
nsio
n
First Stop pg.
157
Supp
lem
enta
l
Mate
rials
Optional
School based
fluency
resources
Assessm
ent
Options
Writing Frame based on The Little Engine That Could. This is done as a shared writing.
Click Here for Opinion Writing Frame.
Text Study
Trucktown:Bump!Bump!Bump! or other grade level
approved standards-based text
Compare and
Contrast p. 30,
Plot p. 28-2
/u/ spelled
Uu TE
328
Suggested S.S. ResourcesLeveled Readers
Compare and
Contrast p. 92,
Plot p. 98
Concept Literacy: Trains Work Hard (Guided Reading Level A)
Below Level: Six Cubs
On-Level: Bud Likes Mud
Advanced: The Big Train (Guided Reading Level C)
Get Set, Roll! Reader: Bump! Bump! Bump!
Weekly Assessment OR
CCR Assessment OR
Teacher-Created
Assessment
Comprehension Toolkit Strategy Book 1 - lesson 2, p. 18; lesson 3, p. 32
Strategy Book 3 - lesson 10, p. 34
Customized Literacy Guide on the Side
CPALMS
R.I.3.8 http://www.cpalms.org/Public/PreviewStandard/Preview/5733
Visit the CPALMS website for other standards based instruction support
Stan
dar
d: S
S.K
.G.2
.1
RWN pg.362 RWN pg.367
LAFS.K.RF.3.3
Phonics/ Fluency PA High Freq Words Handwriting Conventions
TE 431 & 447
where
come
Amazing
Words
TE. pgs. 425,
441, 459, 487,
499
First Stop Reader's Theatre
Suggested S.S. Sites
http://www.archives.
gov/ ,
www.smithsoniansou
rce.org
LAFS.K.RI.1.1, LAFS.K.RI.1.2
Main Idea: Traveling in
London, TE. pgs. 434 and
435
Retell: TE pg. 451
Review Main Idea: TE
pg. 466; Close Read:
TE pg. 473 (On the
Move, pgs 12-13);
Compare/Contrast
two texts: On the
Move vs. Max Takes
the Train
Have children identifiy
Main Idea of May Day,
May Day, Trucks Roll, and
The Little Engine That
Could by drawing the
modes of transportation
in each story and
comparing and
contrasting.
DOK Stems
1. How is _____related to
_________?
2. What conclusion can be
drawn from _________
texts?
3. How are ______alike
and different?
4. What do you notice
about __________?
This week we read about the different forms of transportation people use around the
world. Which form of transportation would you like to try? Where can it take you?
Suggested S.S. Resources
Stan
dar
d: S
S.K
.G.2
.1
RWN pg.376 RWN pg.379 TE pgs. 506-507
Weekly Assessment OR
CCR Assessment OR
Teacher-Created
Assessment
High Frequency Unit Standards: LAFS.K.RI.1.1
GKU5W5 Learning Goal: With prompting and support, ask & answer questions about key details in a text.
Standards Click here for Example Scale
Click for
Words
Initial /v/
and /z/
Skills Buddy:
pgs. 97-105
RWN:
pgs. 374 and
380
RWN:
pg. 369
Skills Buddy:
pg. 97 -
RWN: pg. 373
Skills
Buddy:
pg. 96 -
RWN:
pgs. 370
and 375
Sleuth
Initial &
Final Pg.
154
Max Takes
the Train
Our Travels in Thailand
TE pg.SG79
Click for
Words
Click Here for Opinion Writing Frame.
/v/ spelled Vv
and
/z/ spelled Zz
TE 322
Re
sou
rce
s
Comprehension Toolkit
Strategy Book 1 - lesson 2, p. 18; lesson 3, p. 32
Strategy Book 3 - lesson 10, p. 34
Customized Literacy Guide on the Side
TB
Wri
tin
g
Upper
and
lower
case Vv
and Zz
Nouns in
sentences
TE pgs. 450-451
Re
tea
ch
/Exte
nsio
n
First Stop pg.
156
Su
pp
lem
en
tal
Re
ad
ing
Str
ee
t
LAFS.K.RF.2.2.d, 3.3.a; 2.2.d, e; 3.3.c; LAFS.K.L.1.1.b, c, f; 3.4, 3.6
SCPS Writing Plan Focus: Informational Spring
Optional Schl
based fluency
resources
Asse
ssm
en
t O
ptio
ns
Writing Frame based on On the Move! This is done as a shared writing.
Visit the CPALMS website for other standards based instruction support
Click here for SCPS writing instructional plan
Leveled Readers
Compare and
Contrast p. 92, Main
Idea p. 96
Concept Literacy: We Travel
Below Level: Bev and Vin
On-Level: The Big Jazz Band
Advanced: Get on the Bus
Get Set, Roll! Reader: Putt! Putt! Pop!
Text Study
Trucktown:Putt! Putt! Pop! or other grade level
approved standards-based text
Compare and
Contrast p. 30,
Main Idea p. 32
Click here for Social
Studies Resources
Unit 5
Lesson Planning SheetCPALMS
R.I.3.8 http://www.cpalms.org/Public/PreviewStandard/Preview/5733
LAFS.K.RF.3.3
Phonics/ Fluency PA High Freq Words Handwriting Conventions
TE 529 & 545
where
come
Amazing
Words
TE pgs. 523,
539, 557,
591, 603
First Stop Reader's Theatre
Optional
School based
fluency
resources
http://www.cpalms.org/Public/PreviewStandard/Preview/5733
Visit the CPALMS website for other standards based instruction support
Trucktown:Yes! or other grade level approved
standards-based text
SCPS Writing Plan Focus: Informational Spring Click here for SCPS writing instructional plan
Asse
ssm
en
t O
ptio
ns
Skills Buddy:
pgs. 117-125
RWN:
pgs. 388 and
396
TE pgs. 548-549 RWN pg.392RWN:
pg. 381
Skills Buddy:
pg. 117 -
RWN:
pg. 387
Skills
Buddy:
pg. 116 -
RWN:
pgs. 382
and 391
Suggested S.S. Resources
Compare and
Contrast p. 30,
Draw Conclusions p.
32
Compare and
Contrast p. 92,
Draw Conclusions p.
94
Concept Literacy: I Go to School (Guided Reading Level A)
Below Level: Quinn
On-Level: Quinn Can Do It!
Advanced: Catch the Ball! (Guided Reading Level C)
Get Set, Roll! Reader: Yes!
Stan
dar
d: S
S.K
.G.2
.1
TE pgs. 610-611
Weekly Assessment OR
CCR Assessment OR
Teacher-Created
Assessment- End of Unit
Assessment & Oral
Reading Fluency
RWN pg. 393
Comprehension Toolkit
Strategy Book 1 - lesson 2, p. 18; lesson 3, p.
32
Strategy Book 3 - lesson 10, p. 34Suggested S.S. Sites
http://www.archives.
gov/ ,
www.smithsoniansou
rce.org
CPALMS
R.I.3.8
Click here for Social
Studies Resources
Unit 5
Lesson Planning Sheet
Re
sou
rce
sT
B W
ritin
g
This week we read about the different ways children around the world get to school.
Which way do you think would be the most fun?
Re
tea
ch
/Exte
nsio
n
First Stop pg.
156
Customized Literacy Guide on the Side Leveled Readers
Writing Frame based on This is the Way We Go to School. This is done as a shared
writing.
Click Here for Opinion Writing Frame.
Sleuth
Initial &
Final Pg.
154
Max Takes
the Train
School Buses: Now and
Then TE pg.SG.97
Text Study
Su
pp
lem
en
tal
Ma
teri
als
High Frequency Unit Standards: LAFS.K.RI.1.1
GKU5W6 Learning Goal: With prompting and support, ask & answer questions about key details in a text.
Standards Click here for Example Scale
Re
ad
ing
Str
ee
t
LAFS.K.RF.3.3, a; 2.2.d; 3.3.c; LAFS.K.L.1.1.b, 3.4, 3.5.b, 3.6 LAFS.K.RI.1.1, LAFS.K.RI.3.8
Draw Conclusions: TE pgs.
532 and 533
Retell: TE pg. 549; Think,
Talk and Write: TE pgs. 550
and 551
Review Draw
Conclusions: TE pg.564 -
Close Read, TE pgs. 567
and 568 (pgs. 6-9) and
TE pg. 570, (pgs. 12-13)
and TE pg. 574 T,
pagpgs. es 20-21) and TE
576, (pgs. 24-25) and TE
580 pgs. ( 32-33) and TE
582 TE, (pgs. 36-37)
Progress Monitor: Henry
Hikes to Fitchburgh, TE
pgs. 610 and 611 -
Optional: Count Ways to
Travel, TE pg. 615
DOK Stems
Initial /y/
and /kw/
Upper
and
lower
case Yy
and Qq
Verbs
1. How is ______ related
to ______?
2. What conclusion can be
drawn from _________
texts?
3. How are ______alike
and different?
4. What do you notice
about__________?Click for
Words
Click for
Words
/y/ Spelled Yy
and /kw/
Spelled qu,
/z/ Spelled Zz
TE pg.530
LAFS.K.RF.3.3
Phonics/ Fluency PA High Freq Words Handwriting ConventionsTE 23 & 39
here, do,
little, with,
what
Amazing
Words
TE pgs. 17,
33, 51, 81, 93
First Stop Reader's Theatre
TE pgs. 100-101
Lesson Planning Sheet
Click here for Social
Studies Resources
Unit 6
Suggested S.S. Sites
Click here for SCPS writing instructional plan
http://www.archives.
gov/ ,
www.smithsoniansou
rce.org
LAFS.K.RI.1,1, LAFS.K.RI.1.8
Compare and Contrast:
AHouse for Freckles, TE pgs.
26 and 27
Retell: TE pg. 43 and Think,
Talk and Write, TE pg. 44
Close Read: TE pg. 61
and 62 (Building With
Dad, pgs. 8-11) - TE pg.
64 (pgs. 14-15) and TE
pg. 66 (pgs. 18-19) and
TE pg. 68 (pgs. 22-23)
and TE 72 (pgs. 30-31)
Read Main Selection: TE
pg. 87 - Progress Monitor,
Good Morning Digger, TE
pgs. 100 and 101
DOK Stems
1. What can you say about
________?
2. What do you notice
about ________
3. What is your
interpretation of the
text?
4. Can you elaborate on
the reason______?
This week we read a story about a boy and his dad watching the construction of the
boy's new school. Think about the text and look at the illustrations. How do you think
think the boy feels? How do you know?
High Frequency Unit Standards: LAFS.K.RI.1.2 & LAFS.K.L.3.4
GKU6W1 Learning Goal: With prompting and support, the student will identify the main topic & determine the meaning of
unknown words.
Standards Click here for Example Scale
Re
sou
rce
sR
ea
din
g S
tre
et
LAFS.K.RF.3.3.b; 2.2.d,e; 3.3.c; LAFS.K.L.1.1, 3.4, 3.5, 3.6
SCPS Writing Plan Focus: Informational Spring
Click for
Words
Initial
and
media
/a/ and
/i/
Skills Buddy:
pgs. 17-25
RWN:
pgs. 406 and
412
Sleuth
Initial &
Final Pg.
154
The Night
Worker
Let's Build a New
School TE pg.SG7
Text Study
Trucktown:A Nap or other grade level approved
standards-based text
RWN:
pg. 401
Click for
Words
TB
Wri
tin
g
Uper
and
lower-
case
Aa & Ii
Pronouns
I and me
TE pg. 42-43
Re
tea
ch
/Exte
nsio
n
First Stop pg.
156
Su
pp
lem
en
tal
Optional Schl
based fluency
resources
Asse
ssm
en
t O
ptio
ns
Writing Frame based on Building with Dad. This is done as a shared writing.
Click Here for Opinion Writing Frame.
Skills Buddy:
pg. 17 -
RWN:
pg. 405
Skills
Buddy:
pg. 16 -
RWN:
pgs. 402
and 407
Draw Conclusions
p.32, Compare and
Contrast
p. 30
Fluency
TE 24 /a/
Spelled Aa
and /i/
Spelled Ii
Suggested S.S. ResourcesLeveled Readers
Draw
Conclusions
p.94,
Compare and
Contrast p. 92
Concept Literacy: What Do We Need? (Guided Reading Level A)
Below Level: A Stand for Tim
On-Level: Max and Jane
Advanced: Homes (Guided Reading Level C)
Get Set, Roll! Reader: A Nap
Weekly Assessment OR
CCR Assessment OR
Teacher-Created
Assessment
Comprehension Toolkit
Strategy Book 1 - lesson 2, p. 18; lesson
3, p.32
Customized Literacy Guide on the Side
CPALMSRI.1.1 http://www.cpalms.org/Public/PreviewStandard/Preview/5726
Visit the CPALMS website for other standards based instruction support
Stan
dar
d: S
S.K
.E.1
.3
RWN pg.408 RWN pg. 411
LAFS.K.RF.3.3
Phonics/ Fluency PA High Freq Words Handwriting ConventionsTE 123 & 139
where, is, go
that
come
Amazing
Words
TE pg.
117,133,151,
179,191
First Stop Reader's Theatre
RWN pg. 423
Click here for Social
Studies Resources
Unit 6
Lesson Planning Sheet
Suggested S.S. Sites
http://www.archives.
gov/ ,
www.smithsoniansou
rce.org
LAFS.K.RL.1.3
Character: The Monkeys
Build a Tree House, TE pgs.
126 and 127
Retell: TE pg. 143 - Think,
Talk and Write: TE pg. 144
Review Character, TE pg.
158 - Animal Attributes,
TE pg. 189;
Progress Monitor: The
Elves and the Shoemaker,
TE pgs. 198 and 199
DOK Stems
1. What do you notice
about _________?
2. What is your
interpretation of the
text?
3. Can you elaborate on
the reason______?
4. What conclusions can
you draw?
This week we read a story about farm animals working together in Old MacDonald's
workshop. Each animal has a tool that makes a noise. What do you do to help at home
or school? What tool would you use? What do you think it would sound like?
High Frequency Unit Standards: LAFS.K.RI.1.2 & LAFS.K.L.3.4
GKU6W2 Learning Goal: With prompting and support, the student will identify the main topic & determine the meaning of
unknown words.
Standards Click here for Example Scale
Re
sou
rce
sR
eadin
g S
treet
LAFS.K.RF.2.2.d, e, 3.3.b; 2.2, d,e; 3.3.c; LAFS.K.L.1.1.e, 3.4, 3.6
SCPS Writing Plan Focus: Informational Spring
Click for
Words
Initial
and
medial
/o/
Skills Buddy:
pgs. 37-45
RWN:
pgs. 418 and
424
RWN:
pg. 413
Skills Buddy:
pg. 37 -
RWN: pg.
417
Skills
Buddy:
pg. 36 -
RWN:
pgs. 414
and 419
Sleuth
Initial &
Final Pg.
154
The Night
Worker
The Carpenter's Helper
TE pg.SG25
Click for
Words
TB
Writing
Upper
and
lower
case Oo
Preposi-tional
phrases
TE pgs. 142-143
Rete
ach/E
xte
nsio
n
First Stop pg.
156
Supple
men
tal
Optional Schl
based fluency
resources
Assessm
ent
Options
Writing Frame based on Old MacDonald had a Workshop. This is done as a shared
writing.
Click Here for Opinion Writing Frame.
Text Study
Trucktown:Get Set, Roll! or other grade level
approved standards-based text
Draw Conclusions
p.32, Compare and
Contrast
p. 30
Customized Literacy
Fluency
TE 124
/o/ Spelled
Oo
Suggested S.S. ResourcesGuide on the Side
Click here for SCPS writing instructional plan
Leveled Readers
Draw
Conclusions
p.94,
Compare and
Contrast p. 92
Concept Literacy: We Build a Birdhouse (Guided Reading Level A)
Below Level: Let’s Play Hopscotch
On-Level: Fix the Big Box
Advanced: The Best Club Hut (Guided Reading Level C)
Get Set, Roll! Reader: Max, the Hot Rod
TE pgs.198-199
Weekly Assessment OR
CCR Assessment OR
Teacher-Created
Assessment
Comprehension Toolkit
Strategy Book 1 - lesson 2, p. 18; lesson
3, p.32
CPALMSRI.1.1 http://www.cpalms.org/Public/PreviewStandard/Preview/5726
Visit the CPALMS website for other standards based instruction support
Stan
dar
d:
SS.K
.E.1
.3
RWN pg. 420
LAFS.K.RF.3.3
Phonics/ Fluency PA High Freq Words Handwriting Conventions
TE 221 & 237
the, was, to
like
from
Amazing
Words
TE pgs. 215,
231, 249,
279, 291
First Stop Reader's Theatre
RWN pg.435
Click here for Social
Studies Resources
Unit 6
Lesson Planning
Sheet
Suggested S.S. Sites
http://www.archives.
gov/ ,
www.smithsoniansou
rce.org
LAFS. K. RI.1.1, LAFS.K. RI.1,2
Main Idea: The Best Nest,
TE pgs. 224 and 225
Retell: TE pg. 241 - TE Pg.
244 (Respond to
Literature)
Review Main Idea, TE
pg. 256 - Close Read: TE
pgs. 259 -261 (Building
Beavers, pgs. 6-11)
Illustrate Main Idea
(graphic organizer) TE pg.
302 - Progress Monitor:
TE pgs. 298 and 299
DOK Stems
1. What can you say about
_________?
2. What facts would you
select to support
________?
3. What conclusions can
you draw?
4. Can you elaborate on
the reason_______?
This week we read about beavers building their homes. Think about what you learned
and look at the illustrations. Why do you think beavers build their lodge in a pond?
Unit Focus Standards: LAFS.K.RI.1.2 & LAFS.K.L.3.4
GKU6W3 Learning Goal: With prompting and support, the student will identify the main topic & determine the meaning of
unknown words.
Standards Click here for Example Scale
Res
ou
rces
Readin
g S
treet
LAFS.K.RF.3.3.b; 2.2.d,e; 3.3.c; LAFS.K.L.1.1.f, 1.2, 3.4, 3.6
SCPS Writing Plan Focus: Informational Spring
Click for
Words
Initial
and
medial
/e/
Skills Buddy:
pgs. 57-65
RWN:
pgs. 430 and
436
RWN:
pg. 425
Skills Buddy:
pg. 57 -
RWN:
pg. 429
Skills
Buddy:
pg. 56 -
RWN:
pgs. 426
and 431
Sleuth
Initial &
Final Pg.
154
The Night
Worker
How the Beaver Got a
Paddle-Tail TE pg.SG43
Click for
Words
TB
Writing
Upper
and
lower
case Ee
Telling
sentences
TE pg.240-241
Rete
ach/E
xte
nsio
n
First Stop pg.
156
Supple
menta
l
Mate
rials
Optional
School based
fluency
resources
Assessm
ent O
ptions
Writing Frame based on Building Beavers. This is done as a shared writing.
Click Here for Opinion Writing Frame.
Text Study
Trucktown:A Bug Dent or other grade level approved
standards-based text
Draw Conclusions
p.32, Compare and
Contrast
p. 30
Customized Literacy
Fluency
TE 222
/e/ Spelled
Ee
Suggested S.S. ResourcesGuide on the Side
Click here for SCPS writing instructional plan
Leveled Readers
Draw
Conclusions
p.94,
Compare and
Contrast p. 92
Concept Literacy: Busy Beavers (Guided Reading Level A)
Below Level: Gus Will Stop
On-Level: Go Camping
Advanced: A Small Trip (Guided Reading Level C)
Get Set, Roll! Reader: A Big Dent
TE pgs. 298-299
Weekly Assessment OR
CCR Assessment OR
Teacher-Created
Assessment
Comprehension Toolkit
Strategy Book 1 - lesson 2, p. 18; lesson
3, p.32
CPALMSRI.1.1 http://www.cpalms.org/Public/PreviewStandard/Preview/5726
Visit the CPALMS website for other standards based instruction support
Stan
dar
d: S
S.K
.E.1
.3
RWN pg.432
##
LAFS.K.RF.3.3
Phonics/ Fluency PA High Freq Words Handwriting Conventions
TE 305 & 337
for, my, of
we, yellow
Amazing
Words
TE pgs. 315,
331, 349,
381, 393
First Stop Reader's Theatre
TE pg. 400-401
Click here for Social
Studies Resources
Unit 6
Lesson Planning
Sheet
Suggested S.S. Sites
Click here for SCPS writing instructional plan
http://www.archives.
gov/ ,
www.smithsoniansou
rce.org
LAFS. K. RL.1.3
Plot: A Home for the Night,
TE pgs. 324 and 325
Retell: TE pg. 341; Think,
Talk, and Write, TE pg. 342
Create a Plot, TE pg. 391
- Guide Comprehension,
TE pg. 387
Progress Monitor, Night
in the Country, TE pg. 400
and 401 - Wrap Up Your
Week: Illustrate Plot
(Story Map) TE pg. 404 -
DOK Stems
1. What do you notice
about ______?
2. What is your
interpretation of the
text?
3. Can you elaborate on
the reason________? 4.
What conclusions can
you draw?
This week we read about Alistair and Kip going on an adventure out to sea that begins
with a boat and ends with a whale helping them get home. If you went on an
adventure, how would you travel and who would you ask to help you home?
Unit Focus Standards: LAFS.K.RI.1.2 & LAFS.K.L.3.4
GKU6W4 Learning Goal: With prompting and support, the student will identify the main topic & determine the meaning of
unknown words.
Standards Click here for Example Scale
Re
sou
rce
sR
ea
din
g S
tre
et
LAFS.K.RF.3.3.a, b; 2.2.b,d; 3.3.c; LAFS.K.L.1.1.d, 1.2.a, 3.4, 3.6
SCPS Writing Plan Focus: Opinion Writing
Click for
Words
Initial
and
medial
/u/
Skills Buddy:
pgs. 77-85
RWN:
pgs. 442 and
448
Skills Buddy:
pg. 77 -
RWN pg. 441
RWN:
pg. 437
Skills
Buddy:
pg. 76 -
RWN:
pgs. 438
and 443
Sleuth
Initial &
Final Pg.
154
The Night
Worker
Two Talented Friends
TE pg.SG 61
Click for
Words
TB
Wri
tin
g
Upper
and
lower
case Uu
Questions
TE pgs. 340-341
Re
tea
ch
/Exte
nsio
n
First Stop pg.
156
Su
pp
lem
en
tal
Ma
teri
als
Optional
School based
fluency
resources
Asse
ssm
en
t O
ptio
ns
Writing Frame based on Alistair and Kip's Great Adventure. This is done as a shared
writing.
Click Here for Opinion Writing Frame.
Text Study
Trucktown:Mud Fun or other grade level approved
standards-based text
Draw Conclusions
p.32, Compare and
Contrast
p. 30
Fluency
TE 322
/u/ Spelled
Uu
Suggested S.S. ResourcesLeveled Readers
Draw
Conclusions
p.94,
Compare and
Contrast p. 92
Concept Literacy: What Can We Make Together? (Guided Reading Level A)
Below Level: We Get Up!
On-Level: A Busy Day
Advanced: The Box (Guided Reading Level C)
Get Set, Roll! Reader: Mud Fun
Weekly Assessment OR
CCR Assessment OR
Teacher-Created
Assessment
Comprehension Toolkit
Strategy Book 1 - lesson 2, p. 18; lesson
3, p.32
Customized Literacy Guide on the Side
CPALMSRI.1.1 http://www.cpalms.org/Public/PreviewStandard/Preview/5726
Visit the CPALMS website for other standards based instruction support
Stan
dar
d:
SS.K
.E.1
.3
RWN pg. 444 RWN pg. 447
LAFS.K.RF.3.3
Phonics/ Fluency PA High Freq Words Handwriting Conventions
TE 423 & 439
have, they,
fourtwo
blue
Amazing
WordsTE pgs. 417,
433,451, 477,
489
First Stop Reader's Theatre
TE pgs. 496-497
Click here for Social
Studies Resources
Unit 6
Lesson Planning Sheet
Suggested S.S. Sites
Click here for SCPS writing instructional plan
http://www.archives.
gov/ ,
www.smithsoniansou
rce.org
LAFS. K.RL.1.1, LAFS.K.RL.1.3
Setting: The Perfect Place,
TE pgs. 426 and 427
Retell, TE pg. 443 - Think,
Talk, and Write, TE pgs. 444
and 445
Building a House: TE pg.
449, Review Setting, TE
pg. 458; - Close Read: TE
pg. 460 (The House That
Tony Built, pgs 4-5)
Progress Monitor: A
House By the Sea, TE pgs.
496 and 497
DOK Stems
1. What do you notice
about _________?
2. What is your
interpretation of the
text?
3. What conclusions can
you draw?
4. Can you elaborate on
the reason_____?
This week we read a story about all the people and steps it takes to build Tony's new
house. Think about something you can build and tell what you would do first, next, and
last.
Unit Focus Standards: LAFS.K.RI.1.2 & LAFS.K.L.3.4
GKU6W5 Learning Goal: With prompting and support, the student will identify the main topic & determine the meaning of
unknown words.
Standards Click here for Example Scale
Re
sou
rce
sR
eadin
g S
treet
LAFS.K.RF.3.3, a, b; 2.2.d; 3.3.c; LAFS.K.L.1.1.f,1.2.a, b, 3.4, 3.6
SCPS Writing Plan Focus: Opinion Writing
Click for
Words
Initial,
medial
and final
sounds
Skills Buddy:
pgs. 97-105
RWN:
pgs. 454 and
460
RWN:
pg. 449
Skills Buddy:
pg. 97 -
RWN: pg.
453
Skills
Buddy:
pg. 96 -
RWN:
pgs. 450
and 455
Sleuth
Initial &
Final Pg.
154
The Night
Worker
What Did the Architect
Do? TE pg.SG79
Click for
Words
TB
Writing
Lower
case
letters
Exclama-tions
TE pgs. 442-443
Rete
ach/E
xte
nsio
n
First Stop pg.
156
Supple
menta
l
Mate
rials
Optional
School based
fluency
resources
Assessm
ent O
ptions
Writing Frame based on The House That Tony Lives In. This is done as a shared
writing.
Click Here for Chronological Writing Frame.
Text Study
Trucktown:Spin Spin or other grade level approved
standards-based text
Draw Conclusions
p.32, Compare and
Contrast
p. 30
Fluency
TE 424
Decode
Suggested S.S. ResourcesLeveled Readers
Draw
Conclusions
p.94,
Compare and
Contrast p. 92
Concept Literacy: Who Builds a House? (Guided Reading Level A)
Below Level: My Big Bug
On-Level: Build a Home
Advanced: Our Camping Trip (Guided Reading Level C)
Get Set, Roll! Reader: Spin!
Weekly Assessment OR
CCR Assessment OR
Teacher-Created
Assessment
Comprehension Toolkit
Strategy Book 1 - lesson 2, p. 18; lesson
3, p.32
Customized Literacy Guide on the Side
CPALMSRI.1.1 http://www.cpalms.org/Public/PreviewStandard/Preview/5726
Visit the CPALMS website for other standards based instruction support
Stan
dar
d: S
S.K
.E.1
.3
RWN pg.456 RWN pg. 460
LAFS.K.RF.3.3
Phonics/ Fluency PA High Freq Words Handwriting Conventions
TE 519 & 535
you, see, said
look
three
Amazing
WordsTE pgs. 513,
529, 547, 575,
587
First Stop Reader's Theatre
Suggested S.S. Sites
Skills Buddy:
pgs. 117-125
Skills
Buddy:
pg. 116 -
RWN:
pgs. 462
and 471
Skills Buddy:
pg. 117 -
RWN:
pg. 467
RWN:
pg. 461
Fluency: TE
pg. 520
Decode
http://www.archives.
gov/ ,
www.smithsoniansou
rce.org
Asse
ssm
en
t O
ptio
ns
RWN:
pgs. 468 and
476
TE pg. 538-539RWN pg.469-
470
SCPS Writing Plan Focus: Opinion Writing Click here for SCPS Writing Lesson 3.8
Su
pp
lem
en
tal
Ma
teri
als
Optional
School based
fluency
resources
Comprehension Toolkit
Strategy Book 1 - lesson 2, p. 18; lesson
3, p.32
Text Study
Trucktown:Big Rosie or other grade level approved
standards-based text
Suggested S.S. Resources
Stan
dar
d: S
S.K
.E.1
.3
TE pgs. 594-595
Weekly Assessment OR
CCR Assessment OR
Teacher-Created
Assessment- End of Unit
Assessment & Oral
Reading Fluency
RWN pg.471
RI.1.1 http://www.cpalms.org/Public/PreviewStandard/Preview/5726
CPALMS
Visit the CPALMS website for other standards based instruction support
Click here for Social
Studies Resources
Unit 6
Lesson Planning Sheet
This week we read all about how ants build their nests. Which animal would you be?
Tell about the home you would build.
Re
tea
ch
/Exte
nsio
n
First Stop pg.
156
Customized Literacy Guide on the Side Leveled Readers
Draw
Conclusions
p.94,
Compare and
Contrast p. 92
Concept Literacy: Ants Build (Guided Reading Level A)
Below Level: Look at the Red Bird
On-Level: Where Do Animals Live?
Advanced: Safe Places for Animals (Guided Reading Level C)
Get Set, Roll! Reader: Big Rosie
Writing Frame based on Ants and Their Nests. This is done as a shared writing.
Click Here for Opinion Writing Frame.
Sleuth
Initial &
Final Pg.
154
The Night
Worker
Some Amazing Ants TE
pg.SG97
Draw Conclusions
p.32, Compare and
Contrast
p. 30
Re
sou
rce
sR
ea
din
g S
tre
et
LAFS.K.RF.2.2.d, 3.3.a; 2.2, 2.2.d; 3.3.c; LAFS.K.L.1.1.f; 3.4, 3.6 LAFS.K.RI.1.1, LAFS.K.RI.1.10
Draw Conclusions: A Prairie
Dog Home, TE pgs. 522 and
523
Retell, TE pg. 539; - Think,
Talk, and Write, TE pgs. 540
and 541
Close Read: TE pgs. 558-
560, (Ants and Their
Nests, pgs. 6-11)
Wrap Up Your Week, TE
pg. 598; - Progress
Monitor: Animals' Houses,
TE pgs. 594 and 595
DOK Stems
Initial,
medial
and final
sounds
Upper
and
lower
case
Complete
sentences
1. What can you say
about _________?
2. What facts would
you select to support
_________?
3. What conclusions
can you draw?
4. Can you elaborate on
the reason________?
Click for
Words
Click for
Words
TB
Wri
tin
g
Unit Focus Standards: LAFS.K.RI.1.2 & LAFS.K.L.3.4
GKU6W6 Learning Goal: With prompting and support, the student will identify the main topic & determine the meaning of
unknown words.
Standards Click here for Example Scale