use. Shows understanding of word relationships and nuances rhyme, noun, author, illustrator, include in word meanings by sorting common objects into categories (e.g. shapes, foods) thereby showing a sense of the concepts the categories represent. Language Arts Shows understandings of word relationships by Grammar Focus identifying the real-life connections between words and Nouns for People their use. Ongoing Grammar Focus Sample Objectives (I can): Participate in shared writing and group editing activities Print letters (K, L, M, N, O). Recognize capital letters Recognize for people. Name all upper- and lower-case letters Use a capital when I write about myself. “I” Print upper and lower-case letters Use new words I have learned from conversations and being read to. Performance Assessments Journeys Grab-and-Go, Lesson 1 Journeys Reader’s Notebook, Lesson 1 SCS Kindergarten Report Card Assessment Book Teacher-created Week 6-Lesson 2 Reading Selections Big Book: How Do Dinosaurs Go to School? Read Aloud: Friends at School Essential Question: Why is it important to follow at school? Reading Foundational Skills Demonstrates the ability to track words left to right in a Print Concepts, Phonemic Awareness, Phonics, Fluency RF.K.1a-Follow words from left to right, top to bottom, and book. Read and write letters Pp, Qq, Rr, Ss, Tt page by page. Identifies all upper- and lowercase letters of the alphabet. Beginning Sounds RF.K.1d-Recognize and name all upper- and lowercase letters Demonstrates the ability to identify beginning sounds. Pause for Punctuation of the alphabet. Demonstrates the ability to recognize and read high High Frequency Words: I, like RF.K.2d-Isolate and pronounce sounds in frequency words. Decodable Readers words. We Go To School RF.K.3c-Read common high-frequency by sight (e.g., I, Sample Objectives (I can): I Like like). Recognize high frequency words, I and the. Identify letters. Ongoing Routines Listen to fluent reading. Focus on accuracy and purpose Echo reading, choral reading, independent oral reading Practice reading talking” (e.g., smooth, expressive) “like Performance Assessments
use. Shows understanding of word relationships and nuances in word meanings by sorting common objects into categories (e.g. shapes, foods) thereby showing a sense of the concepts the categories represent. Shows understandings of word relationships by identifying the real-life connections between words and their use. Sample Objectives (I can): Print letters (K, L, M, N, O). Recognize for people. Use a capital “I” when I write about myself. Use new words I have learned from conversations and being read to. rhyme, noun, author, illustrator, include Language Arts Grammar Focus Nouns for People Ongoing Grammar Focus Participate in shared writing and group editing activities Recognize capital letters Name all upper- and lower-case letters Print upper and lower-case letters Performance Assessments Journeys Grab-and-Go, Lesson 1 Journeys Reader’s Notebook, Lesson 1 SCS Kindergarten Report Card Assessment Book Teacher-created Week 6-Lesson 2 Reading Selections Big Book: How Do Dinosaurs Go to School? Read Aloud: Friends at School Essential Question: Why is it important to follow at school? Reading Foundational Skills RF.K.1a-Follow words from left to right, top to bottom, and page by page. RF.K.1d-Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2d-Isolate and pronounce sounds in words. RF.K.3c-Read common high-frequency by sight (e.g., I, like). Demonstrates the ability to track words left to right in a book. Identifies all upper- and lowercase letters of the alphabet. Demonstrates the ability to identify beginning sounds. Demonstrates the ability to recognize and read high frequency words. Sample Objectives (I can): Recognize high frequency words, I and the. Identify letters. Listen to fluent reading. Print Concepts, Phonemic Awareness, Phonics, Fluency Read and write letters Pp, Qq, Rr, Ss, Tt Beginning Sounds Pause for Punctuation High Frequency Words: I, like Decodable Readers We Go To School I Like Ongoing Routines Focus on accuracy and purpose Echo reading, choral reading, independent oral reading Practice reading “like talking” (e.g., smooth, expressive) Performance Assessments
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