Grade K Literacy Curriculum.pdf
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FNWSU Literacy Curriculum Grade K Fall 2010 1
FNWSU Literacy Curriculum GRADE K
Power Standard #1 Literate
Community
Students
participate as
members of a
21st century
literate
community by
creating,
comprehending,
and responding
purposefully to
a range of
media, images,
and texts.
(Aligns with Standards
1.4, 5.14)
Concepts Skills/Strategies Power Indicators Common LocalAssessment
Reading Extensively
Reading Widely and
In-Depth
Literate Community
-Listen to at least one or two books read aloud every day
-Reread, read two familiar books, charts or poems every day:
alone
with a peer
with an adult
- Read or listen to at least three different genres/ kinds of text
and a variety of authors as in the following:
literary texts: poetry/nursery rhymes, fairy tales,
fantasy, realistic fiction;
informational: content trade books, children’s
magazines
practical/functional texts: lists, signs, labels
- Self-select reading materials of personal interest
-Participate in discussions about text offering comments related
to the text or topic
Active Listening
-Ask clarifying questions
-Restate information
-Respond appropriately in a
variety of modes
-Be responsive, respectful to
the speaker
-Extend and apply
-Make connections
Speaking
-Share knowledge and
perspectives
-Show awareness of audience
by adapting language & style
-Respond effectively to
audience
-Use language expressively
-Speak clearly with
appropriate pacing and volume
-Assume roles in group
communication tasks
-Individual and
Class Reading
Logs?
-Teacher
Observations?
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FNWSU Literacy Curriculum Grade K Fall 2010 2
FNWSU Literacy Curriculum GRADE K
Power Standard #2 Reading
Strategies
Students
effectively
apply a
combination of
word
identification,
vocabulary,
monitoring, &
broad
comprehension
strategies to
help them read.
(act of reading)
(Aligns with Standards
1.1, 1.13, 1.14, 1.18, 1.19, 2.1,
2.2, 2.6, 2.9, 3.2)
Concepts Skills/Strategies Power Indicators Common LocalAssessment
Early Reading Skills &
Strategies
Phonological Awareness
Concepts of Print
Auditory recognition of
language
Visual recognition of
Phonological Awareness
-Segment sentences into words
-Recognize and produce rhyming words
-Blend syllables into words
-Identify beginning and ending sounds
-Identify and blend the onset and the rime when a
single-syllable word is produced--onset (/c/), rime (-
at)
-Isolate and sequence phonemes in single-syllable
words
-Segment words into syllables
Concepts of Print
-Recognize that print goes from left to right, top to
bottom, front to back, return sweep
-Follow continuous text (e.g., text on charts, simple
books), with tracking to demonstrate left-to-right,
top-to-bottom and return sweep
-Distinguish letters from words and numbers
-Know the parts of a book and their functions, front,
back, print, and illustrations
-Match printed words to spoken words while being
read to
-Match voice to print with 1:1 correspondence on
predictable texts
-Identify the first and last part of a word
Word ID/Vocabulary
Apply phonological
knowledge and decoding
skills (by blending onset
and rimes) and use
resources to identify
and understand
unfamiliar vocabulary
words
^F & P Initial
Sounds
^F & P Letter
Recognition
Upper & Lower
Case
^F & P
Blending
Words
^F & P
Segmenting
Words
^F & P
Phonograms
Word List (1)
^F & P Writing
Picture Names
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FNWSU Literacy Curriculum Grade K Fall 2010 3
(beginning/end of the word)
Word Study/Word
Identification/Phonics
Word identification
Analyzing word
structure
Sound-symbol
correspondence
Word patterns
Syllables
-Read approximately 20 high-frequency words
including names, environmental print (signs and
labels), and sight words
-Locate familiar words in text
- Recognize, name and write all upper/lower case
letters
-Demonstrate sound-symbol relationship
-Recognize and say the common sound of mostletters and writes a letter that goes with a spoken
sound
-Demonstrate a basic understanding of how the
letters of phonetically-regular words, going from left
to right, represent their sounds
Word ID/Vocabulary
Apply phonological
knowledge and decoding
skills (by blending onset
and rimes) and use
resources to identify
and understand
unfamiliar vocabulary
words
Vocabulary
Identifying meaning of
words
-Use strategies to identify the meaning of unfamiliar
words
-Learn new words from everyday conversation
Word ID/Vocabulary
Apply phonological
knowledge and decoding
skills (by blending onset
and rimes) and use
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FNWSU Literacy Curriculum Grade K Fall 2010 5
Correction Strategies
Monitoring and
Adjusting Strategies
sense
-Notice when something does not make sense when
reading simple text-Self-correct using meaning/structure/visual when
prompted
-Recognize when something does not make sense and
ask clarifying questions
-Use known words to self-monitor 1:1 correspondence
correcting using
sentence structure and
context cues
Level)
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FNWSU Literacy Curriculum Grade K Fall 2010 6
FNWSU Literacy Curriculum GRADE K
Power Standard
#3 Reading
Accuracy
Students read
grade
appropriate
text with
accuracy andfluency in a way
that makes
meaning clear
Aligns with Standard 1.2
Concepts Skills/Strategies
Power Indicators Common Local
Assessment
Accuracy & Fluency
Rate & Accuracy
Phrasing (e.g.
expression, punctuation)
- Read material appropriate for end of kindergarten
(levels A-C) with 90-94% accuracy.
-Reread easy texts independently with accuracy
- Read predictable books, Levels A-C, with support
- Read easy texts with support
- Read and reread charts, class names and
environmental print (labels & signs)
Accuracy: Read
appropriate materials
for end of K with 90-
94% accuracy.
Fluency: Oral reading
of material appropriate
for end of grade K,
demonstrate phrasing,
expression and
attention to text
features.
^F & P
Benchmark
Assessment
Text Level C
90-94%(Instructional
Level)
^F & P 25 High
Frequency
Word
Assessment
Benchmark
100%
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FNWSU Literacy Curriculum Grade K Fall 2010 7
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FNWSU Literacy Curriculum Grade K Fall 2010 9
FNWSU Literacy Curriculum GRADE K
Power Standard
#5 Reading
Comprehension
Students read,
understand,
interpret and
analyze literary
texts.
Aligns with Standards
1.3, 1.15, 2.1, 2.2, 2.7, 2.11
Concepts Skills/Strategies Power Indicators Common Local
Assessment
Initial Understanding
of Literary Text
(Comprehension)
When listening to or reading text, students will be
able to cite evidence from the text to:
Identify characters in the story and their actions
Retell the story in own words or re-enacts it with
the events and relevant details in the correct
sequence
Use prior knowledge and sense of story to
understand text
Demonstrate they know the meaning of the story
Recognize terms: author and illustrator
Reread and find answers to questions
-Identify characters
-Recall details in order
to respond to literal
questions about what
was read
-Make predictions and
connections
F & P Level C
(Instructional
Level)
Comment [DFS2]: Just focus on LITERARY
text…revise power indicators.
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FNWSU Literacy Curriculum Grade K Fall 2010 10
Analysis and
Interpretation of
Literary Text/ Citing
Evidence
When listening to or reading text, students will be
able to cite evidence from the text to:
Identify physical characteristics or personality
traits of main characters
Identify problems within the story
Infer author’s message/lesson of a simple story
Make predictions and connections based on
illustrations or story
Generate personal response by comparing stories
or other texts to personal experience, prior
knowledge, or other books
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FNWSU Literacy Curriculum Grade K Fall 2010 11
FNWSU Literacy Curriculum GRADE K
Power Standard #2 Writing
Dimensions/
Process
Students apply
the processes
of writing
including
drafting,revising, editing,
and critiquing to
create a written
product for the
purpose of
communication,
discovery, or
expression.
Concepts Skills/Strategies Power Indicators Common LocalAssessment
Prewriting, Drafting,
Revising, Editing,
Publishing
Pre-write
- Use background knowledge and experiences to
generate ideas for drawing and writing (with or
without prompting)
- State purpose and audience before writing
Draft
-Write or draw a simple message that communicates
the writer’s purpose
- Construct a written text or drawing to convey an
idea or story
-Express information in a logical, sequential way
Prewriting
Generate and share
ideas using pictures,
words (oral or written)
given a topic or focus
Drafting
Develop a given topic or
focus using pictures
and/or words
Formative
PS #4
(response to
informationa
l text OR
report)
PS #5
(narrative)
Summative
None atthis level
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FNWSU Literacy Curriculum Grade K Fall 2010 12
FNWSU Literacy Curriculum GRADE K
Power Standard #3
Writing
Conventions &
Structures
Students
demonstrate
command of the
structures ofEnglish language
by writing with
appropriate
English grammar
and conventions.
Concepts Skills/Strategies Power Indicators Common LocalAssessment
Concepts of Print,
Grammar, Usage,
Mechanics, Spelling,
Handwriting
Concepts of Print
- Distinguish between lower case and upper case
letters
- Write lower case and upper case letters correctly
- Write from left to right, top to bottom
- Begin to use spaces between words
- Write own name with upper case and lower case
letters
Grammar/Usage/Mechanics (GUM)
When writing or speaking,
-Form regular plural nouns by adding s or es orally
-Use question words (who, what, where, when, how)
Spelling
- Use a variety of strategies to approximate
conventional spelling
- Use correct initial and final consonant to spell
Students will build
meaning with…
Words separated by
spaces, Capitals with
names and first words,
and periods
Students will edit for
clarity …
Reading their words out
loud.
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FNWSU Literacy Curriculum Grade K Fall 2010 13
- Begin to spell grade appropriate sight words
Handwriting
- Grasp pencil appropriately
- Begin legible printing using appropriate strokes for
letter information
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FNWSU Literacy Curriculum Grade K Fall 2010 14
FNWSU Literacy Curriculum GRADE K
Power Standard
#4
Informational
Writing
Students will
write
informational
pieces with
purpose,
organization,
voice and
details in order
to show thinking
through
analysis,
synthesis and
evaluation.
Concepts Skills/Strategies Power Indicators Common LocalAssessment
Purpose, Voice,
Organization, Details
Response to Informational Text
- Articulate parts of a book (in a group setting)
-Use prior knowledge or reference to text to support
a given focus, using pictures and/or labels
- Arrange pictures in a logical, sequential way
- Through a shared writing activity, include details
and information related to the topic and/or focus
Reports
-Identify details/information related to topic or to a
given focus (pictures may include labels)
Purpose: n/a
Voice: n/a
Organization: n/a
Details (Elaboration):
Use prior knowledge
and/or reference to
text in order to list or
illustrate details to
support a given focus.
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