Kashmere/Jordan Feeder Pattern Curriculum Calendar (2009-10) Kindergarten Reading/Language Arts
è: Power Objectives are to be taught throughout the year until mastered. / Our Five Senses
by Ellen Catala
/ Note: Because PK students are not independent readers, they must establish a purpose of reading a specific text by listening as it is read aloud. / Tip:
Sing the Sticky Bubble Gum song and finger
play from
http://www.pre-kpages.com/schooltheme.html / 1
ELA.K(1.2B)
Distinguish between short-vowel sounds in spoken one-syllable words (e.g., bat/bet). / 2
ELA.K(1.2C)
Recognize the change in a spoken word when a specified phoneme is added, changed, or removed (e.g., /b/l/o/w/ to /g/l/o/w/). / Tip: 3
Think-Aloud
Model self-questioning techniques prior to reading. Ask questions :
What are my purposes for reading?
Why am I reading this?
What do I think will happen?
Tip: 4 Model writing by using it in meaningful text. Students should observe you writing several times each day on the chart or an experience chart, as well as writing notes to students, parents, and others. / 5
ELA.K.5C
Identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, sizes, textures). / 6
ELA.K.16A.iii
ELA.K.5D
Use a picture dictionary to find words. / 7
ELA.K.1C
Demonstrate the one-to-one correspondence between a spoken word and a printed word in text.
ELA.K.1D / 8
ELA.K.1F
Hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right. / 9
ELA.K.10C
Discuss the ways authors group information in text (description, cause and effect, how to).
è ELA.K.13A / Tip: 10
When reading a big book aloud remembers that enthusiasm is contagious, and your students are more likely to become excited about a book if you are excited, too.
11
Learning Focus 1.3: Exploring Character and Change through Folktales, Realistic Fiction and Des. Text
Key Concepts for 1.3: Change, Opportunity, Challenge, Point Of View, Family / 12
ELA.K.6A*
Identify elements of a story including setting, character, and key events. / 13
è ELA.K.6B
Discuss the big idea (theme) of a well-known folk tale, fable (and other genre), and connect it to personal experience. / 14
ELA.K.8B
Describe characters in a story and the reasons for their actions. / 15
ELA.K.20B
Use pictures in conjunction with writing when documenting research. / 16
ELA.K.19B
Decide what sources or people in the classroom, school, library, or home can answer questions about the topic. / Content Vocabulary 17
(These are words the students should be familiar with through oral discussions. These are NOT word wall words, or words that the students should be held accountable for in any way.)
• Language Experience Chart
• Shared Writing
18
Academic Vocabulary:
• Drawing a conclusion / 19
ELA.K.20A
Gather evidence from provided text sources with adult assistance. / 20
è ELA.K.RC.D
Make inferences based on the cover, title, illustrations, and plot. / 21
è ELA.K.2G*
Blend spoken phonemes to form one-syllable words (e.g., /m/ … /a/ … /n/ says man. / 22
ELA.K.2H
Isolate the initial and final sound in one-syllable spoken words. / 23
è ELA.K.2I*
Segment spoken one-syllable words into two to three phonemes (e.g., dog: /d/ … /o/ … /g/).
(End of 1st 9 wks) / 24
25 / 26 / 27 / 28 / 29 / 30 / 31