Kindergarten Third Grading Period Reading CURRICULUM OVERVIEW

Big Idea RationaleCycles and PatternsAn integrated curriculum deepens children’s knowledge of themselves and the world around them. Literacy skills such as phonemic awareness, alphabetic principle, vocabulary development, fluency and comprehension, are taught and learned in a relevant real-world context that builds on their understanding of cycles and patterns that occur in world in which they live.

As Winter changes to Spring, young children begin to explore the patterns and cycles that occur in nature. By now, they have learned letters and sounds and are seeing the patterns in words as they begin to decode. Through literature, young children begin to see the patterns in stories and learn about life cycles through expository texts. As they listen, read and write about these experiences their learning becomes meaningful and relevant.

TEKS TEKS Specificity - Intended Outcome

Con

cept

s

(1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences. The student is expected to:

(C) participate in rhymes, songs, conversations, and discussions

(D) listen critically to interpret and evaluate (K-3);

(E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works

(F) identify the musical elements of literary language such as its rhymes or repeated sounds

(2) Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:

(A) connect experiences and ideas with those of others through speaking and listening(B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures

(3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions. The student is expected to:

(A) choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate

(C) ask and answer relevant questions and make contributions in small or large group discussions (D) present dramatic interpretations of experiences, stories, poems, or plays (K-3); and (E) gain increasing control of grammar when speaking such as using subject-verb agreement, complete

sentences, and correct tense

(4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words. The student is expected to:

(B) use vocabulary to describe clearly ideas, feelings, and experiences (C) clarify and support spoken messages using appropriate props such as objects, pictures, or charts (D) retell a spoken message by summarizing or clarifying (K-3).

(5) Reading/print awareness. The student demonstrates knowledge of concepts of print. The student is expected to:

(D) know the difference between individual letters and printed words (E) know the difference between capital and lowercase letters (K-1); (F) recognize how readers use capitalization and punctuation to comprehend (K-1); (G) understand that spoken words are represented in written language by specific sequences of letters (K-1)

” I CAN” statements highlighted in yellow should be displayed for students.I can: (Yo puedo)

Listen to stories read aloud. Make connections to stories read aloud. Answer questions and participate in discussions. Retell stories by acting them out. Understand that what is said can be written. Use new vocabulary to describe ideas, feelings and

experiences. Name upper and lower case letters. Track words read during shared reading. Name the parts of a book. Show an understanding that print moves left to right and top to

bottom. Show an understanding that written words are separated by

spaces. Name syllables in words. Use rhyming skills to form new words. Name common sounds letters represent. Name initial sounds of objects and pictures. Apply letter-sound correspondences of a set of consonants

and vowels to begin to read Discuss meanings of words and develop vocabulary through

meaningful/concrete experiences Develop vocabulary by listening to and discussing both

familiar and conceptually challenging selections read aloud Recognize and read high frequency words. Predict what might happen next in a story read to me. Ask and answer questions about the setting, characters, and

parts of stories read aloud.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 1 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

(H) recognize that different parts of a book such as cover, title page, and table of contents offer information

(6) Reading/phonological awareness. The student orally demonstrates phonological awareness (an understanding that spoken language is composed of sequences of sounds). The student is expected to:

(B) identify, segment, and combine syllables within spoken words such as by clapping syllables and moving manipulatives to represent syllables in words

(C) produce rhyming words and distinguish rhyming words from non-rhyming words

(D) identify and isolate the initial and final sound of a spoken word (K-1);

(E) blend sounds to make spoken words such as moving manipulatives to blend phonemes in a spoken word

(F) segment one-syllable spoken words into individual phonemes, clearly producing beginning, medial, and final sounds (K-1).

(7) Reading/letter-sound relationships. The student uses letter-sound knowledge to decode written language. The student is expected to:

(A) name and identify each letter of the alphabet (B) understand that written words are composed of letters that represent sounds (C) learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read

(8) Reading/vocabulary development. The student develops an extensive vocabulary. The student is expected to:

(A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (B) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections

read aloud (C) identify words that name persons, places, or things and words that name actions (K-1).

(9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud. The student is expected to:

(A) use prior knowledge to anticipate meaning and make sense of texts (B) establish purposes for reading or listening such as to be informed, to follow directions, and to be

entertained (C) retell or act out the order of important events in stories

(10) Reading/literary response. The student responds to various texts. The student is expected to: (A) listen to stories being read aloud (B) participate actively (react, speculate, join in, read along) when predictable and patterned selections are

read aloud(C) respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways

that reflect understanding and interpretation

(D) describe how illustrations contribute to the tex (11) Reading/text structures/literary concepts. The student recognizes characteristics of various types of texts. The student is expected to:

(A) distinguish different forms of texts such as lists, newsletters, and signs and the functions they serve (K-3);

(B) understand simple story structure (K-1); t

Retell or act out the order of a story read aloud. Use prior knowledge to anticipate meaning and make sense of

texts Distinguish fiction from nonfiction, including fact and fantasy Draw conclusions from information gathered Use pictures, print, and people to gather information and

answer questions

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 2 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

(C) distinguish fiction from nonfiction, including fact and fantasy (K-3);

(D) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2); and

(E) understand literary terms by distinguishing between the roles of the author and illustrator such as the author writes the story and the illustrator draws the pictures

(12) Reading/inquiry/research. The student generates questions and conducts research about topics introduced through selections read aloud and from a variety of other sources. The student is expected to: (A) identify relevant questions for inquiry such as "Why did knights wear armor?" (K-3);

(B) use pictures, print, and people to gather information and answer questions (C) draw conclusions from information gathered (D) locate important areas of the library/media center .

(13) Reading/culture. The student reads or listens to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:

(A) connect his/her own experiences with the life experiences, language, customs, and culture of others (B) compare experiences of characters across cultures

(14) Writing/spelling/penmanship. The student develops the foundations of writing. The student is expected to:

(A) write his/her own name and other important words(C) use phonological knowledge to map sounds to letters to write messages (K-1); (D) write messages that move left-to-right and top-to-bottom on the page (E) gain increasing control of penmanship such as pencil grip, paper position, and beginning stroke

(15) Writing/composition. The student composes original texts. The student is expected to: (A) dictate messages such as news and stories for others to write (B) write labels, notes, and captions for illustrations, possessions, charts, centers (K-1);

(C) write to record ideas and reflections (K-3);

(D) generate ideas before writing on self-selected topics (K-1);

(E) generate ideas before writing on assigned tasks (K-1);

(16) Writing/inquiry/research. The student uses writing as a tool for learning and research. The student is expected to:

(A) record or dictate questions for investigating (B) record or dictate his/her own knowledge of a topic in various ways such as by drawing pictures, making

lists, and showing connections among ideasEvidence of Learning

Using TPRI, 80 % of the students will meet middle of the year expectations.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 3 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

How do we use letters? Why do we need letters? How do letters and sounds make words? How do rhyming words help us read? How do words work together? How are books organized? How can learning new words help us understand what we read? How can we learn new words and make them part of our vocabulary? How can we make sense of books that are read aloud to us? How can I tell reality from fiction?

Child separates a four word sentence into individual words. (Pre-K III. B.1) Child combines syllables into words.(Pre-K III.B.4) Can produce a word that rhymes with a given word. (Pre-K III.B.6) Child recognizes 10 letter sounds. (Pre-K III. C.3) Child retells or reenacts a story after it is read aloud. (Pre-K III. D.1) Child asks and answers appropriate questions about the book. (Pre-K III . D.3) Child asks to be read to or asks the meaning of written text. (Pre-K III. A.3) Child uses books and other written materials to engage in reading-like behavior.

The Teaching PlanInstructional Model & Teacher Directions

The teacher will … So students can… Resources

WEEK 1-2: Night SkyDay 1-5Morning Message: (10 minutes)The Morning Message is a daily interactive activity that introduces students to the writing process as well as concepts of print. Note: In an effort to maximize instructional time, we strongly suggest that the message be written in advance and not be done as interactive writing. Be sure to include the high frequency words that are being introduce each particular week. . The message may include the day of the week, the weather, information about the day’s activities, the “I can” statements and/or a quote from a student.  Children can do interactive activities such as counting the number of words in a sentence, the number of letters in a word, and highlighting identical words or selected letters. As you and your students read the Morning Message , focus on the following concepts:

Left to right progression of text Return sweep Print carries a message Punctuation, like period and question mark One to one correspondence Spaces between words

After reading the Morning Message together, cut a couple of Wikki Stix in half and bend them into circles. Select a couple of letters or high frequency words for the students to search for in the Morning Message (AKA- Mystery Letters or Mystery Words).  As the students find the letters or words in the message, have them come up to the chart and place the Wikki Stix circles around them. 

During the Morning Message the students will:

Review concepts of print. Look for familiar letters in

text. Look for familiar high

frequency words in the text. Begin to read familiar text.

Links: (20 minutes) Follow the Daily Instructional Routines in the Links to Reading First , Unit 3 Week 6NOTE: Because the 3rd Nine Weeks begins on a Wednesday, Days 1 and 2 of Links have been embedded into Days 3-5 as review. Please review the lessons for days 1 and 2 and provide the instruction based on your student’s needs.

During the Links Lesson students will: Review classroom rules and

routines with the teacher. Participate in phonemic

awareness and phonics activities that are outlined in Scott Foresman Links.

Scott Foresman Links To Reading First Unit 3Scott Foresman Lectura Volumen 3

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 4 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Day 3 Day 4 Day 5 Phonemic Awareness: (Review-

listen for and identify /p/, /h/, and /g/)

listen for /i/, discriminate medial /i/

Connect Sound to Letter: Recognize, Review and practice i/i/

Integrate Sounds and Letters: Review letter Names and Sounds: Aa, Bb, Ff, Gg, Hh, Ii, Nn, Pp, Ss, Tt

Practice Blending Strategy: a, b, f, g, h, i, n, p, s, t Non-decodable Words- Review

High Frequency Words- up, a, I, go can, a

Decodable Reader 22Pgs. 57-59

Phonemic Awareness: Review and Discriminate- /p/, /h/, /g/, /a/, /i/

Connect Sound to Letter: Review, Practice and Categorize: p/p/, h/h/, g/g/, a/a/;, i/i/

Integrate Sounds and Letters: Review Letter Names and Sounds Practice Blending Strategy: a, g, h, i, n, p, t

High-Frequency Words- Review Non-decodable words up, a, I, go

Pgs. 59-61

Phonemic Awareness: Review and Assess /p/, /h/, /g/, /a/, /i/

Connect Sound to Letter: Review and Assess: Pp, Hh, Gg, Aa, Ii

Practice: p/p/, h/h/, g/g/, a/a/;, i/i/ Integrate Sounds and Letters:

Cumulative Review: Aa, Bb, Ff, Gg, Hh, Ii, Nn, Pp, Ss, Tt Practice Blending Strategy: a, b, f, g, h, i, n, p, s, t

Non-decodable Words- Review High-Frequency Word-can, a

Decodable Reader 22Repeated readings

Pgs. 61-63

Destrezas de conciencia fonémicas y fonéticas

Note: Rhyming is not addressed in the Links and must be taught. Use rhyming activities to transition student to centers. Suggested activities:

Catch a Rhyme The teacher throws a ball of yarn or a beach ball to a child and says, “Tell me a word that rhymes with lawn.” The

child says a rhyming word and throws the ball back to the teacher. “Tell me a word that rhymes with lawn. I’ll give you a hint; when I’m tired, I sometimes [acts out a long yawn].”

Rhyming Hunt Play this game with a small group of students. Choose an object in the classroom like “chair” and

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 5 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Día 1 Día 2 Día 3 Repaso de destrezas Cartel de rimas y canciones de

fonética 18-Día de campo Relacionar el sonido y la

letra: Emparejar sonidos y letras con las silabas abiertas con t, f, b, ch

Silabas abiertas con t, f, b, ch

Pg. 215

Repaso de destrezas Volver al Cartel de rimas y

canciones de fonética 18-Día de campo

Relacionar el sonido y la letra: pida a los ninos que escriban palabras con los sonidos de la silabas abiertas con t, f, b, ch

Pg. 219

Explorar la ilustraciones del librito de fonética La banda de Tomas

Relacionar el sonido y la letra: Lea en voz alta del librito de fonética La banda de Tomas; pídales a los niños que se fijen en las palabras que comienzan con las silabas abiertas con t, b, f, ch.

Aplicar/Evaluar Conocimiento de la relación entre el sonido y la letra

Pg. 223-231

ask a child to think of a word that rhymes, like “bear”. Then ask a child to choose another object from the class and ask the children to give you a rhyming word for it. The words can be nonsense words.

Sing-Along Sing rhymes and songs with your students, such as “Down by the Bay” or “Miss Mary Mack” Then discuss some rhyming words present in the rhymes you sang.

Match Pictures that Rhyme Create a matching game of pictures or objects that rhyme. Play the game with a small group.

Day 1-5Literacy Centers (40 minutes)Encourage active learning and provide opportunities for children to respond critically and creatively. As the children talk, listen, read, write and play, the teacher should provide small group instruction.. Transition students from center time to clean-up time by teaching them a song, chant or rhyme that will consistently signal the transition. Suggested center activities for the Night Sky Theme are as follows. As this theme is four weeks long, it will be necessary for the teacher to add activities to each center to keep the students engaged throughout the entire unit.

Writing Center: Provide opportunities for children to engage in meaningful writing that reflects the Night Sky theme, using a variety of writing materials. Provide star, moon or sun shaped paper, or black paper and glow-in-the-dark chalk for students to write star, moon, earth facts and outer-space stories. Provide vocabulary words on sentence strips such as launch, walkie-talkie, float, moon rock, space suit, helmet, boots, etc. Be sure to include pictures or simple illustrations of each word. Model and encourage the students to write about the night sky using the vocabulary words and high frequency words you have already introduced.

Library Center: Provide opportunities for children to self select from a variety of books reflect of the Night Sky theme. Model for children how to hold and interact with books. Children must be taught to handle books with care.

ABC Center: Provide opportunities for children to engage in meaningful alphabet experiences that reflect the Night Sky theme such as a letter/sound matching game. Use star, moon, space shuttle, sun shaped die-cuts. Cut out two sets of each shape. On one set write the letter and on the other draw or glue a picture of an object that begins with each letter. The students can match the letters to the appropriate pictures in a pocket chart or on the table. Make an uppercase/ lowercase matching game, a rhyming game.

Moon and Stars Sight Word / Moon and Stars Sight Word Spanish matching game Space Letter Bottle - Remove the label from an empty water bottle. Print out the stars on yellow cardstock.

Cut our each star and place it in the bottle. Add rice or aquarium gravel to the bottle. Have the children shake the bottle looking for each letter. Provide a yellow highlighter for the children to use to highlight each letter they find on the record sheet.

Listening Center: Select a book and tape that reflect the Night Sky theme. If you cannot find a book and tape, choose an appropriate book and record yourself reading the book

Art Center: Add black, blue, yellow, and white construction paper to the Art Center. Add collage materials such as star stickers, foil wrapping paper, colored chalk, scraps of laminating film, etc. Encourage children to make night sky pictures and write about or label their drawings. Have children use watercolors to paint coffee filters. Children glue painted filters to black construction paper to make planets. Have students draw things they would see in the sky at night (stars, moon, etc) on one side of a sheet of paper. On the other side, have them draw things they would see in the sky in the day (sun, clouds, etc). Make Space Play Dough and add star and moon shaped cookie cutters. Include sight words on sentence strips to the Art Center and have students form the words with play dough. Note: During Literacy Centers, the children are asked to write about their products or label their products. If there is not a literacy connection at there center, close it during the 40 minute Literacy Center time.

Dramatic Play: Create a space shuttle/space station using a refrigerator box. Add old ski boots for moon boots, make helmets out of empty milk jugs, add old computer keyboards, walkie-talkies, for mission control and use foil for covering things. Students can pretend to be astronauts and will practice new vocabulary by using the props made available to them. Label the items interactively with the students. Then before you add them to the

Students will: Listen as teacher introduces

each of the Literacy Centers Listens as teacher models

how to use and clean-up the materials in each center.

Use the Center Management System as created by the teacher to plan and engage in Literacy Center activities

Appropriately use the materials in the Writing, Library, ABC, Listening and Art Centers.

Interact with the teacher and other students in each of the literacy centers.

Demonstrate more independence while engaging in literacy center activities.

Practice literacy skills through hands-on activities.

Learn, participate in and respond to the transition song, chant or rhyme that signals the transition from center time to clean-up time.

Appropriately clean-up the materials in the Writing, Library, ABC, Listening and Art Centers.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 6 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

props in the center, cut off the initial sound. Add a basket of magnetic letters and have students look for the missing initial sounds on the labels and place the appropriate letter on each label. Write out the Moon Chant onto sentence strips and add it to the Dramatic Play Center for the children to read.

Pocket Chart Center: Create a simple rhyme about space. Write onto sentence strips and place them in a pocket chart. On a separate sentence strip simple illustrations of the objects described in the rhyme. Have students manipulate the pictures matching them to the appropriate words.

Math Center: Print out the Rocket Number Word / Rocket Number Word Spanish game and add it to the center. Use die-cut of stars moons, suns, space shuttle and create a one-to-one correspondence game by writing the number on ones set of die-cuts a nd drawing the corresponding number of dots, stars etc. on the other set. Provide moon or star sequence and have students sort and graph by color or shape.

Science Center: Add a variety of expository texts about space to this center. Add glow in the dark objects, lite-brite game, a globe and a solar system model for the children to explore. Make moon prints by adding white tempra paint to water and dish soap in a small (plastic cereal bowl). Have children use a straw (with a hole pierced half-way up the straw to prevent swallowing) to blow bubbles way over the top of the bowl. Children then press a black sheet of construction paper down onto the bubbles, popping them and leaving a moon shape with craters. Have students write a moon fact on a sheet of writing paper and attach it to their moon picture.

Blocks/Construction Center: Add plastic space shuttle models, plastic rockets, plastic astronauts, star maps, solar system maps, etc. Note: This center must have a literacy activity during the 40 minute Literacy Center time. If you do not have a literacy activity for Blocks, then this center must be closed during 40 minute Literacy Center time.

Write the Room: Provide clip boards, paper, “special” pencils, (perhaps ones to match the theme) for children to use to write their words. Include an acrostic using the words “star”, “Earth, “launch” etc. ask the children to hunt for and write down words that begin with each letter of the word.

Shared Reading: (10 minutes) Shared reading is a process that is done over the entire week using the same text. Suggested Title (Suggested Spanish Title)

While conducting shared reading, encourage children to focus on both the pictures and the text to make predictions and to generate meaning. Begin with a 'picture walk' in which you guide students through a preview of the story. Read to students and check predictions against the text of the story. As you read, ask questions to elicit words and phrases that are used in the text. Revisit the text over several days, touching on a new print concept each day.Day 1: Make Predictions using the front/back cover, introduce book, title, author, and illustrator

Write down the Title, Author, and Illustrator (Título, Autor e Ilustrador) on a Chart Read for enjoyment and discuss predictions and reactions to the text in order to check comprehension.

Day 2: Reread the book with the children; focus their attention on new vocabulary Write new vocabulary on a chart or sentence strips and place in pocket chart Locate high frequency words and increase sight word vocabulary. High frequency words introduced in

context can be added to the word wall.Day 3: Reread the book with the children, focus on print conventions such as

“This is where we start reading…at the end of this line we go to the next line- return sweep”. (“Aquí es dónde comenzamos a leer… al terminar esta línea seguimos en la próxima línea”)Pointing to each word as you read (concept of word).

Difference between a letter and a word. Identify first and last letter of a word.

Day 4: Reread the book with the children experimenting with intonation and expression focus on expanding print conventions or other language targets.

Talk about quotation marks, punctuation, etc. Phonemic awareness, rhyming words

Day 5: Reread and respond (resources can be oral, written, or visual, depending on the shared reading book).

During Shared Reading the students will: Actively listen to the

Shared Reading text. Focus on pictures and

text to make predictions and generate meaning.

Look for familiar letters in text.

Look for familiar high frequency words in the text.

Identify concepts of print.

Identify concepts of phonemic awareness such as rhyming, alliteration,

segmenting syllables, etc.

Begin to identify punctuation.

Respond to story through writing, art or drama.

Week 1: Shared Reading:Suggested Title

(Suggested Spanish Title)

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 7 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Examples of possible responses/extensions: Brainstorm what might happen next or a different ending Record facts or information on a data chart Map the story using a graphic organizer Invite students to respond in journals Produce puppet shows Respond with art activities

Daily Small Group Instruction (40 minutes divided up among groups) Small group instruction occurs while students are in Literacy Centers.Suggested activities for small group instruction:

Letter/Word Work Using children’s names play name games (based on child’s level). Sample activities include (but are not limited to): counting letters in your name, match picture to name, sort the letters in your name, letter concentration, name puzzles, sort the names, ABC bingo, upper/lower case matching.

Phonemic Awareness Play rhyming games such as those located on the Florida Center for Reading Research Click on “for Teachers” and then click on “Student Center Activities K-1”

Decodable Readers/Phonics Readers/Independent Readers- Use the Scott Foresman Decodable Readers, Phonics Readers and Independent Readers. Build background knowledge if necessary, and make predictions based on the picture walk. Read the story and point to the words, allow the students to chime in when appropriate. When students have mastered the SF books, choose books from a variety of sources such as Hampton Brown, Rigby, Wright Group, Sunshine, etc.*Keep the lessons short and interactive with challenging yet achievable activities

Before Reading: Select an appropriate text for each small group Prepare an introduction of text Briefly introduce the story Leave some questions to be answered through reading

During Reading: Listens as students read Confirms students problem-solving attempts and successes Interacts with individual students to assist with problem solving Makes anecdotal notes about strategy use of individual readers

After Reading: Talks about the story with the students Invites personal response Returns to the text for one or two teaching opportunities such as decoding strategies, finding evidence in the

text. Assesses children’s understanding of what they read

Before Reading-Students will: Engage in conversation about

the story Raise questions Notice information in textDuring Reading- Students will: Read the text aloud as a group Request help in decoding or

problem-solvingAfter Reading- Students will: Talk about the whole story Check predictions and react

personally to the story

Revisit the text at points of problem-solving as guided by teacher

May reread the story to a partner or independently

Scott Foresman Decodable Readers, Phonics Readers and Independent Readers

TPRI Activity Guide Florida Center For

Reading Research

Day 1-4Daily Read Alouds: (20 minutes)Pre-select quality children’s literature with rich language that engages students in listening and sparks their interest. Select titles that reflect the Night Sky theme. Include a variety of genres such as: fiction and nonfiction. Introduce Comprehension Skill with a Read Aloud– Retelling (Recordar y volver a contar)

Focus: Retelling is the ability to summarize and organize the elements of a story. It involves processing the key

Students will: Actively listen to quality

children’s literature read aloud. Observe as the teacher thinks

out loud while reading. Begin to use the retelling

Week 1-2Suggested Read Aloud titles: The Moon

Walk I Want to be an

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 8 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

points of the text and explaining those points in your own words. Good listening skills are an important part of this strategy. (Trisha Callella, Reading Comprehension: Tools for Tackling Text. CTP, 2000.)

Review with students the five key elements that make up a story: setting (scenario), characters (personajes), problem (problema/conflicto), solution (resolución), and conclusion (conclusion). Draw a picture of a large hand on an anchor chart and label the fingers with the names of the key elements. Also include pictures next to the words to help non-readers identify each of the elements on the hand.

Teach the students how to retell a story using a fiction book that reflects the theme. Draw a large hand on a sheet of chart paper. On the thumb write the word setting (scenario), on the index finger write the word characters (personajes); on the middle finger write the word problem (problema/conflicto); on the ring finger write the word solution (resolución); and on the pinkie finger write the word conclusion (conclusion).

After reading the story to the class, have the kids hold up their thumb and talk about the setting. Have the students hold up their index finger and ask what they can tell you about the characters. Do the same with the middle, ring and pinkie fingers. As the students retell the story elements, they should support their information as well.

Day 5Read Alouds: (20 minutes)

Prior to the lesson create the Comprehension Process Chart Select a title that reflects the Night Sky theme. Complete the Comprehension Process Chart as you read aloud to the children. Write out these headings on a large chart tablet. Title, Author Illustrator Purpose Predict React/Reflect Summary

Before reading, illicit responses from students and fill out the Title, Author, Illustrator, Purpose, and Prediction. During reading, as you “think aloud”, fill out the React/Reflect. After reading, illicit responses from students and fill out the Summary.

graphic organizer to retell the text read aloud.

Begin to name setting, characters, problem, solution and conclusion of the text read aloud.

Astronaut My Book of

Space There’s No

Place Like Space Good Night

Moon Kitten’s First

Full Moon Papa, Please

Get The Moon For Me

Happy Birthday Moon

Moon Cake Big Silver

Space Shuttle Stars! Stars!

Stars! Me and My

Place in Space Moon La Primera

Caminata Lunar Astronautas Buenas

Noches Luna La primers

luna llena de gatita La luna se fue

de fiesta Dime porque

cambia de forma la luna

Luz de noche Luna Si you fuera a

la luna Mi gran libro

de espacio Mira como

salen las estrellas Brilla, brilla

linda estrella Como atrapar

una estrella Yo, astronauta Los

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 9 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

astronautas

Vocabulary: Weeks 1-2 (Night Sky)Vocabulary: (English)

launch walkie-talkie float moon rock space suit helmet boots

Vocabulary: (Spanish) lanzar walkie-talkie flotar pierda de la luna traje de astronauta casco botas

The Teaching Plan Instructional Model & Teacher Directions

The teacher will … So students can… Resources

WEEK 2: The Night Sky Day 1-5Morning Message: (10 minutes)The Morning Message is a daily interactive activity that introduces students to the writing process as well as concepts of print. Note: In an effort to maximize instructional time, we strongly suggest that the message be written in advance and not be done as interactive writing. Be sure to include the high frequency words that are being introduce each particular week. . The message may include the day of the week, the weather, information about the day’s activities, the “I can” statements and/or a quote from a student.  Children can do interactive activities such as counting the number of words in a sentence, the number of letters in a word, and highlighting identical words or selected letters. As you and your students read the Morning Message , focus on the following concepts:

Left to right progression of text Return sweep Print carries a message Punctuation, like period and question mark One to one correspondence Spaces between words

After reading the Morning Message together, cut a couple of Wikki Stix in half and bend them into circles. Select a couple of letters or high frequency words for the students to search for in the Morning Message (AKA- Mystery Letters or Mystery Words).  As the students find the letters or words in the message, have them come up to the chart and place the Wikki Stix circles around them. 

During the Morning Message the students will:

Review concepts of print. Look for familiar letters in

text. Look for familiar high

frequency words in the text. Begin to read familiar text.

Links: (20 minutes) Follow the Daily Instructional Routines in the Links to Reading First , Unit 4 Week 1

Day 1 Day 2 Day 3 Day 4 Day 5 Phonemic

Awareness: introduce Identify and listen for /k/

Connect Sound to Letter:Introduce and practice c/k/

Integrate Sounds

Phonemic Awareness: introduce, isolate and identify /k/

Connect Sound to Letter: Introduce and Practice c/k/

Integrate Sounds and Letters:Review Letter Names

Phonemic Awareness: discriminate medial /k/Connect Sound to Letter: Review Letter Names and Sounds,Practice Blending Strategy: a, b, c, f,

Phonemic Awareness: review and isolate medial /i/distinguish /i/ and /k/

Connect Sound to Letter: Review c/k/ and i/i/, practice c/k/ and i/i/, words

Integrate Sounds and Letters:

Phonemic Awareness: Review and assess- /k/Connect Sound to Letter: Review and Assess: c/k/Integrate Sounds and Letters: Cumulative Review

During the Links Lesson students will: Participate in phonemic

awareness and phonics activities that are outlined in Scott Foresman Links.

Scott Foresman Links To Reading First Unit 4

Scott Foresman Lectura Volumen 4

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 10 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

and Letters:Review Letter Names and Sounds-Aa, Bb, Ff, Gg, Hh, Ii, Nn, Pp, TtBlend Phonemes

High-Frequency Words: Introduce Non-decodable

words- get, where Review big, in, aPgs. 4-5

and Sounds- Aa, Bb, Cc, Gg, Hh, Ii, Mm, Nn, Pp, Rr,Practice Blending Strategy a, b, c, g, h, I, m, n, p, r

High-Frequency Words- Practice Non-decodable Words: where, get

Review: big, in, a

Pgs. 5-7

m, n, p, t Non-decodable

Words- Review High Frequency Word-I, aIntroduce Story Word

Decodable Reader 23

Pgs. 6-8

Review Letter Names and Sounds-Aa, Bb, Cc, Gg, Hh, Ii, Mm, Nn, Pp, Ss,Practice Blending Strategy-a, b, c, g, h, I, m, n, p, s

High-Frequency Words- Practice Non-decodable Words: where, get

Review: big, in, aPgs. 8-10

and assess Aa, Bb, Cc, Ff, Mm, Nn, Pp, TtPractice Blending: a, b, c, f, m, n, p, t

Non-decodable Words- Review High-Frequency Word- I, aPractice story word

Decodable Reader 23Repeated readings

Pgs. 10-11

Destrezas de conciencia fonémicas y fonéticas: Lectura Volumen Cuatro

Note: Rhyming is not addressed in the Links and must be taught. Use rhyming activities to transition student to centers. Suggested activities:

Catch a Rhyme The teacher throws a ball of yarn or a beach ball to a child and says, “Tell me a word that rhymes with lawn.” The child says a rhyming word and throws the ball back to the teacher.

“Tell me a word that rhymes with lawn. I’ll give you a hint; when I’m tired, I sometimes [acts out a long yawn].”

Rhyming Hunt Play this game with a small group of students. Choose an object in the classroom like “chair” and ask a child to think of a word that rhymes, like “bear”. Then ask a child to choose another object from the class and ask the children to give you a rhyming word for it. The words can be nonsense words.

Sing-Along Sing rhymes and songs with your students, such as “Down by the Bay” or “Miss Mary Mack” Then discuss some rhyming words present in the rhymes you sang.

Match Pictures that Rhyme Create a matching game of pictures or objects that rhyme. Play the game with a small group

Day 1-5Literacy Centers (40 minutes)Encourage active learning and provide opportunities for children to respond critically and creatively. As the children talk, listen, read, write and play, the teacher should provide small group instruction.. Transition students from center time to clean-up time by teaching them a song, chant or rhyme that will consistently signal the transition. Suggested center activities for the Night Sky Theme are as follows. As this theme is four weeks long, it will be necessary for the teacher to add activities to each center to keep the students engaged throughout the entire unit.

During Literacy Centers SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 11 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Día 1 Día 2 Día 3 Día 4 Día 5 Silabas ga, go, guCartel de rimas y

canciones de fonética 19- Regalos

Relacionar el sonido y la letra-practicar sonidos y letras

Palabras de uso frecuente: papa y mama

Pg. 33

Silabas ga, go, guCartel de rimas y

canciones de fonética 19- Regalos

Relacionar el sonido y la letra- ga, go, gu

Pg. 37

Silabas ga, go, gu

Explorar las ilustraciones del librito de fonetica- El gato y el gusano

Pg 41

Silabas ga, go, gu

Repasar- cha, che, chi, cho, chu

Relacionar el sonido y la letra-practicar sonidos y letras

Pg. 45

Silabas ga, go, gu Aplicar/Evaluar:

Conciencia fonemica- ga, go, gu

Pg. 49

Writing Center: Provide opportunities for children to engage in meaningful writing that reflects the Night Sky theme, using a variety of writing materials. Provide star, moon or sun shaped paper, or black paper and glow-in-the-dark chalk for students to write star, moon, earth facts and outer-space stories. Provide vocabulary words on sentence strips such as launch, walkie-talkie, float, moon rock, space suit, helmet, boots, etc. Be sure to include pictures or simple illustrations of each word. Model and encourage the students to write about the night sky using the vocabulary words and high frequency words you have already introduced.

Library Center: Provide opportunities for children to self select from a variety of books reflect of the Night Sky theme. Model for children how to hold and interact with books. Children must be taught to handle books with care.

ABC Center: Provide opportunities for children to engage in meaningful alphabet experiences that reflect the Night Sky theme such as a letter/sound matching game. Use star, moon, space shuttle, sun shaped die-cuts. Cut out two sets of each shape. On one set write the letter and on the other draw or glue a picture of an object that begins with each letter. The students can match the letters to the appropriate pictures in a pocket chart or on the table. Make an uppercase/ lowercase matching game, a rhyming game.

Moon and Stars Sight Word/ Moon and Stars Sight Word Spanish matching game Space Letter Bottle- Remove the label from an empty water bottle. Print out the stars on yellow cardstock.

Cut our each star and place it in the bottle. Add rice or aquarium gravel to the bottle. Have the children shake the bottle looking for each letter. Provide a yellow highlighter for the children to use to highlight each letter they find on the record sheet.

Listening Center: Select a book and tape that reflect the Night Sky theme. If you cannot find a book and tape, choose an appropriate book and record yourself reading the book.

Art Center: Add black, blue, yellow, and white construction paper to the Art Center. Add collage materials such as star stickers, foil wrapping paper, colored chalk, scraps of laminating film, etc. Encourage children to make night sky pictures and write about or label their drawings. Have children use watercolors to paint coffee filters. Children glue painted filters to black construction paper to make planets. Have students draw things they would see in the sky at night (stars, moon, etc) on one side of a sheet of paper. On the other side, have them draw things they would see in the sky in the day (sun, clouds, etc). Make Space Play Dough and add star and moon shaped cookie cutters. Include sight words on sentence strips to the Art Center and have students form the words with play dough. Note: During Literacy Centers, the children are asked to write about their products or label their products. If there is not a literacy connection at there center, close it during the 40 minute Literacy Center time.

Dramatic Play: Create a space shuttle/space station using a refrigerator box. Add old ski boots for moon boots, make helmets out of empty milk jugs, add old computer keyboards, walkie-talkies, for mission control and use foil for covering things. Students can pretend to be astronauts and will practice new vocabulary by using the props made available to them. Label the items interactively with the students. Then before you add them to the props in the center, cut off the initial sound. Add a basket of magnetic letters and have students look for the missing initial sounds on the labels and place the appropriate letter on each label. Write out the Moon Chant onto sentence strips and add it to the Dramatic Play Center for the children to read.

Pocket Chart Center: Write out a rhyme about space onto sentence strips and place them in a pocket chart. On a separate sentence strip add simple illustrations of the objects described in the rhyme. Have students manipulate the pictures matching them to the appropriate words.

Math Center: Print out the Rocket Number Word / Rocket Number Word Spanish game and add it to the center. Use die-cut of stars moons, suns, space shuttle and create a one-to-one correspondence game by writing the number on ones set of die-cuts a nd drawing the corresponding number of dots, stars etc. on the other set. Provide moon or star sequence and have students sort and graph by color or shape.

Science Center: Add a variety of expository texts about space to this center. Add glow in the dark objects, lite-brite game, a globe and a solar system model for the children to explore. Make moon prints by adding white tempra paint to water and dish soap in a small (plastic cereal bowl). Have children use a straw (with a hole pierced

students will: Listen as teacher introduces

each of the Literacy Centers Listens as teacher models how

to use and clean-up the materials in each center.

Use the Center Management System as created by the teacher to plan and engage in Literacy Center activities

Appropriately use the materials in the Writing, Library, ABC, Listening, Library, Art, Dramatic Play, Pocket Chart, Math Science, Blocks and Write the Room Centers.

Appropriately clean-up the materials in each of the Centers.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 12 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

half-way up the straw to prevent swallowing) to blow bubbles way over the top of the bowl. Children then press a black sheet of construction paper down onto the bubbles, popping them and leaving a moon shape with craters. Have students write a moon fact on a sheet of writing paper and attach it to their moon picture.

Blocks/Construction Center: Add plastic space shuttle models, plastic rockets, plastic astronauts, star maps, solar system maps, etc. Note: This center must have a literacy activity during the 40 minute Literacy Center time. If you do not have a literacy activity for Blocks, then this center must be closed during 40 minute Literacy Center time.

Write the Room: Provide clip boards, paper, “special” pencils, (perhaps ones to match the theme) for children to use to write their words. Include an acrostic using the words “star”, “Earth, “launch” etc. ask the children to hunt for and write down words that begin with each letter of the word.

Shared Reading: (10 minutes) Shared reading is a process that is done over the entire week using the same text. Suggested Title (Suggested Spanish Title)

While conducting shared reading, encourage children to focus on both the pictures and the text to make predictions and to generate meaning. Begin with a 'picture walk' in which you guide students through a preview of the story. Read to students and check predictions against the text of the story. As you read, ask questions to elicit words and phrases that are used in the text. Revisit the text over several days, touching on a new print concept each day.

Day 1: Make Predictions using the front/back cover, introduce book, title, author, and illustrator Write down the Title, Author, and Illustrator (Título, Autor e Ilustrador) on a Chart Read for enjoyment and discuss predictions and reactions to the text in order to check comprehension.

Day 2: Reread the book with the children; focus their attention on new vocabulary Write new vocabulary on a chart or sentence strips and place in pocket chart Locate high frequency words and increase sight word vocabulary. High frequency words introduced in

context can be added to the word wall.Day 3: Reread the book with the children, focus on print conventions such as

“This is where we start reading…at the end of this line we go to the next line- return sweep”. (“Aquí es dónde comenzamos a leer… al terminar esta línea seguimos en la próxima línea”)Pointing to each word as you read (concept of word).

Difference between a letter and a word. Identify first and last letter of a word.

Day 4: Reread the book with the children experimenting with intonation and expression focus on expanding print

During Shared Reading the students will: Actively listen to the

Shared Reading text. Focus on pictures and

text to make predictions and generate meaning.

Look for familiar letters in text.

Look for familiar high frequency words in the text.

Identify concepts of print.

Identify concepts of phonemic awareness such as rhyming, alliteration, segmenting syllables, etc.

Begin to identify punctuation.

Respond to story through writing, art or drama.

Week 2: Shared Reading:Suggested Title (Suggested Spanish Title)

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 13 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

conventions or other language targets. Talk about quotation marks, punctuation, etc. Phonemic awareness, rhyming words

Day 5: Reread and respond (resources can be oral, written, or visual, depending on the shared reading book).Examples of possible responses/extensions:

o Brainstorm what might happen next or a different endingo Record facts or information on a data charto Map the story using a graphic organizero Invite students to respond in journalso Produce puppet showso Respond with art activities

Daily Small Group Instruction (40 minutes divided up among groups) Small group instruction occurs while students are in Literacy Centers.Suggested activities for small group instruction:

Letter/Word Work Using children’s names play name games (based on child’s level). Sample activities include (but are not limited to): counting letters in your name, match picture to name, sort the letters in your name, letter concentration, name puzzles, sort the names, ABC bingo, upper/lower case matching.

Phonemic Awareness Play rhyming games such as those located on the Florida Center for Reading Research Click on “for Teachers” and then click on “Student Center Activities K-1”

Decodable Readers/Phonics Readers/Independent Readers- Use the Scott Foresman Decodable Readers, Phonics Readers and Independent Readers. Build background knowledge if necessary, and make predictions based on the picture walk. Read the story and point to the words, allow the students to chime in when appropriate. When students have mastered the SF books, choose books from a variety of sources such as Hampton Brown, Rigby, Wright Group, Sunshine, etc.*Keep the lessons short and interactive with challenging yet achievable activitiesBefore Reading:

Select an appropriate text for each small group Prepare an introduction of text Briefly introduce the story Leave some questions to be answered through reading

During Reading: Listens as students read Confirms students problem-solving attempts and successes Interacts with individual students to assist with problem solving Makes anecdotal notes about strategy use of individual readers

After Reading: Talks about the story with the students Invites personal response Returns to the text for one or two teaching opportunities such as decoding strategies, finding evidence in the text. Assesses children’s understanding of what they read

Before Reading-Students will: Engage in conversation about

the story Raise questions Notice information in text

During Reading- Students will: Read the text aloud as a group Request help in decoding or

problem-solving

After Reading- Students will: Talk about the whole story Check predictions and react

personally to the story Revisit the text at points of

problem-solving as guided by teacher

May reread the story to a partner or independently

Scott Foresman Decodable Readers, Phonics Readers and Independent Readers

TPRI Activity Guide Florida Center For

Reading Research

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 14 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Daily Read Alouds: (20 minutes) Pre-select quality children’s literature with rich language that engages students in listening and sparks their interest. Select titles that reflect the Night Sky theme. Include a variety of genres such as: fiction and nonfiction.

Day 1: Introduce Comprehension Skill with a Read Aloud– Predicting/ PredecirFocus Lesson: Predict what you think will happen and why. What clues can we find in the story that helps us with our predictions).When modeling predicting, use a new read aloud. Preview the text to look for good places to model. Mark stopping points where you will think aloud and make predictions. Make predictions about the title or sections of the text.

Ask students if they ever try to guess what is going to happen next when watching a movie. Explain that good readers do that when reading by using what they already know along with clues from the story to make predictions.

Show students your thinking by talking through a prediction using the title and cover illustrations of the read aloud. Make a connection to personal experiences whenever possible.

Stop two to three times to adjust or make new predictions based on textual evidence/personal experience. After the read aloud, remind students that good readers make predictions when they are reading.

Day 5Read Alouds: (20 minutes)

Prior to the lesson create the Comprehension Process Chart Select a title that reflects the Night Sky theme. Complete the Comprehension Process Chart as you read aloud to the children. Write out these headings on a large chart tablet. Title , Author Illustrator Purpose Predict React/Reflect Summary

Before reading, illicit responses from students and fill out the Title, Author, Illustrator, Purpose, and Prediction. During reading, as you “think aloud”, fill out the React/Reflect. After reading, illicit responses from students and fill out the Summary.

During Read Alouds, students will:

Actively listen to quality children’s literature read aloud.

Observe as the teacher thinks out loud while reading.

Learn to look for clues within the text or pictures to make predictions.

Begin to tell the purpose for reading the text

Use context clues to make meaning of unknown words.

Suggested Read Aloud titlesWeek 1-4See week 1

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 15 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

The Teaching Plan Instructional Model & Teacher Directions

The teacher will …Instructional Model & Teacher

DirectionsThe teacher will …

Instructional Model & Teacher DirectionsThe teacher will …

WEEK 3: Out In The BarnyardDay 1-5Morning Message: (10 minutes)The Morning Message is a daily interactive activity that introduces students to the writing process as well as concepts of print. Note: In an effort to maximize instructional time, we strongly suggest that the message be written in advance and not be done as interactive writing. Be sure to include the high frequency words that are being introduce each particular week. . The message may include the day of the week, the weather, information about the day’s activities, the “I can” statements and/or a quote from a student.  Children can do interactive activities such as counting the number of words in a sentence, the number of letters in a word, and highlighting identical words or selected letters. As you and your students read the Morning Message , focus on the following concepts:

Left to right progression of text Return sweep Print carries a message Punctuation, like period and question mark One to one correspondence Spaces between words

After reading the Morning Message together, cut a couple of Wikki Stix in half and bend them into circles. Select a couple of letters or high frequency words for the students to search for in the Morning Message (AKA- Mystery Letters or Mystery Words).  As the students find the letters or words in the message, have them come up to the chart and place the Wikki Stix circles around them. 

During the Morning Message the students will: Review concepts of print. Look for familiar letters in text. Look for familiar high frequency

words in the text. Begin to read familiar text.

Links: (20 minutes) Follow the Daily Instructional Routines in the Links to Reading First , Unit 4 Week 2

During the Links Lesson students will: Participate in phonemic

awareness and phonics activities that are outlined in Scott Foresman Links.

Scott Foresman Links To Reading First Unit 4

Scott Foresman Lectura Volumen 4

Day 1 Day 2 Day 3 Day 4 Day 5 Phonemic Awareness: Listen for

and Identify /d/. Connect Sound to Letter:

Introduce and practice d/d/. Integrate Sounds and Letters:

Review Letter Names and Sounds-Aa, Cc, Dd, Ff, Gg, Hh, Ii, Nn, Pp, Tt;Blend Phonemes

High-Frequency Words - Review Non-decodable words- get where,

up

Phonemic Awareness: Introduce, isolate and identify /d/ and Identify initial and medial /a/

Connect Sound to Letter:Introduce and Practice d/d/

Integrate Sounds and Letters:Review Letter Names and Sound;Practice Blending Strategy- a, b, c, d, h, I, m, n, p, t

High-Frequency Words - Review Non-decodable words- get where,

up

Phonemic Awareness: Discriminate /d/

Connect Sound to Letter: Review letter names and sounds- Aa, Bb, Cc, Dd, Gg, Hh, Ii, Nn, Pp, Tt

Practice blending strategy a, b, c, d, g, h, I, n, p, t High-Frequency Words- Review

High frequency word-a, the Decodable Reader 24

Phonemic Awareness: review, isolate and distinguish /k/, /d/

Connect Sound to Letter: Review and practice d/d/, c/k/

Integrate Sounds and Letters:Review Letter Names and sounds- Aa, Cc, Dd, Ff, Hh, Ii, Nn, Pp, Rr, Ss Practice Blending Strategy- a, c, d, f, h, I, n, p, r, s

High-Frequency Words- Review Non-decodable words- get, where,

Phonemic Awareness: Review and assess- /d/

Connect Sound to Letter: Review and assess /d/Integrate Sounds and Letters: Cumulative Review- Aa, Bb, Cc, Dd, Gg, Hh, Ii, Nn, pp, TtPractice Blending Strategy- a, b, c, d, g, h, I, n, p, t

Review High Frequency Word- a, the

Decodable Reader 24

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 16 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Pgs. 14-15 Pgs. 15-16 Pgs. 17-18 upPgs. 18-20

Repeated readingsPgs. 20-21

Destrezas de conciencia fonémicas y fonéticas- Lectura Volumen Cuatro

Día 1 Día 2 Día 3 Día 4 Día 5 Silabas abiertas gue, gui Cartel de rimas y canciones de

fonética 20-Cumple anos Olguita

Pg. 71

Silabas abiertas gue, gui Cartel de rimas y canciones de

fonética 20-Cumple anos Olguita Practicar sonidos y letras-

silabas gue y gui

Pg. 75

Silabas abiertas gue, gui Explorar las ilustraciones del librito

de fonetica- Miguelito y el guiso Practicar sonidos y letras- silabas

gue y gui

Pg. 79

Silabas abiertas gue, gui Conciencia fonémica-Repasar ga, go,

gu Practicar sonidos y letras- Silabas

gue y gui

Pg. 83

Silabas abiertas gue, gui Aplicar/Evaluar- palabras

con la silabas gue y gui

Pg. 87

Note: Rhyming is not addressed in the Links and must be taught. Use rhyming activities to transition student to centers. Suggested activities: Catch a Rhyme

The teacher throws a ball of yarn or a beach ball to a child and says, “Tell me a word that rhymes with lawn.” The child says a rhyming word and throws the ball back to the teacher.“Tell me a word that rhymes with lawn. I’ll give you a hint; when I’m tired, I sometimes [acts out a long yawn].”

Rhyming Hunt Play this game with a small group of students. Choose an object in the classroom like “chair” and ask a child to think of a word that rhymes, like “bear”. Then ask a child to choose another object from the class and ask the children to give you a rhyming word for it. The words can be nonsense words.

Sing-Along Sing rhymes and songs with your students, such as “Down by the Bay” or “Miss Mary Mack” Then discuss some rhyming words present in the rhymes you sang. Match Pictures that Rhyme Create a matching game of pictures or objects that rhyme. Play the game with a small group

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 17 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Literacy Centers (40 minutes) :Day 1-5Literacy Centers (40 minutes)Encourage active learning and provide opportunities for children to respond critically and creatively. As the children talk, listen, read, write and play, the teacher should provide small group instruction.. Transition students from center time to clean-up time by teaching them a song, chant or rhyme that will consistently signal the transition. Suggested center activities for the Out In The Barnyard Theme are as follows. As this theme is four weeks long, it will be necessary for the teacher to add activities to each center to keep the students engaged throughout the entire unit.

Writing Center: Provide opportunities for children to engage in meaningful writing that reflects the Out In The Barnyard theme, using a variety of writing materials. Provide barn or farm animal shaped paper for students to write farm animal facts or farm animal stories. Provide vocabulary words on sentence strips such as barn, farmer, cow, horse, pig, sheep, duck, hen, rooster, goat, etc. Be sure to include pictures or simple illustrations of each word. Model and encourage the students to write about animals using the vocabulary words and high frequency words you have already introduced. Add an old keyboard and have the children practice typing frequency words. Include the book Click, Clack, Moo Cows That Type to help the children make connections.

Library Center: Provide opportunities for children to self select from a variety of books reflect of the Out In The Barnyard theme. Model for children how to hold and interact with books. Children must be taught to handle books with care.

ABC Center: Provide opportunities for children to engage in meaningful alphabet experiences that reflect the Out In The Barnyard theme. Farm Animal Ending Sounds game / En la granja- Ultima Silaba game. Print out game and add magnetic

letters for the children to complete the words with. Tic-Tac-Toe with “ig” words /Tic-Tac-To-palabras con “ch” , print out cards, laminate them and provide

magnetic “x’s” and “o’s”. Have the children play in pairs. Letter Matching- Use farm animal die cuts to make an initial or ending letter/sound match game. Farm Beginning Sounds Bingo /Farm Beginning Sounds Bingo Spanish. Print out game and laminate it.

Cut out the picture cards and explain to the children that one child will show each card and the other will cover the appropriate corresponding letter that the picture begins with. Provide the children with counters or markers to cover the corresponding letters that match the picture cards.

During Literacy Centers the students will: Listen as teacher introduces

each of the Literacy Centers Listens as teacher models how

to use and clean-up the materials in each center.

Use the Center Management System as created by the teacher to plan and engage in Literacy Center activities

Appropriately use the materials in the Writing, Library, ABC, Listening and Art Centers, Dramatic Play, Pocket Chart, Math, Science, Blocks, and Write Around the Room.

Practice literacy concepts through hands-on activities.

Interact with the teacher and other students in each of the literacy centers.

Demonstrate more independence while engaging in literacy center activities.

Learn, participate in and respond to the transition song, chant or rhyme that signals the transition from center time to clean-up time.

Appropriately clean-up the materials in the Writing, Library, ABC, Listening and Art Centers, Dramatic Play, Pocket Chart, Math, Science, Blocks and Write Around the Room.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 18 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Listening Center: Select a book and tape that reflect the Out in the Barnyard theme. Model for the children, how to put the head phone on and turn on and rewind the tape. By color coding the buttons on the tape player (green sticker dot for play, yellow sticker dot for rewind, and red sticker dot for stop) and providing a rebus (picture/icon) chart of instructions, the children can learn to use the tape player independently.

Art Center: Provide a variety of open-ended materials for the children to create their own farm animals. Such materials can include: construction paper, tissue paper, yarn, and paint; provide a variety of beans and seeds for collage art, etc. Note: During Literacy Centers, the children are asked to write about their products or label their products. If there is not a literacy connection at there center, close it during the 40 minute Literacy Center time.

Dramatic Play: Create a farm by adding props to the dramatic play area such as a barn made from a cardboard box, a haystack, stuffed farm animals, cowboy boots, cowboy hats, western shirts, plastic eggs, a basket for gathering eggs, a bucket for milking, etc. Using interactive writing, have the children help label the props. Brainstorm farm words with the class and write each word on a sentence strip (include a picture or a sticker of each word on the sentence strip. Write the following sentence on a sheet of chart paper. “It is a _______.” Laminate it and add it to the dramatic play center. Add the predictable chart to the dramatic play center. The children use the “farm” words to create, read and write sentences. As the children interact in this center, they will practice new vocabulary by using the props made available to them.

Pocket Chart Center: Write out short poem or rhymes onto sentence strips and place them in a pocket chart. On a separate sentence strip provide illustrations of the objects described in the rhyme. Have students manipulate the pictures matching them to the appropriate words. Here are some suggestions: (Click here for printable picture cards.)

For more ideas of pocket chart stories in English and in Spanish, click here. Math Center: Print out the farm animal graph activity. Provide farm animal counters or create a die using the

animal die pictures. Print out the small pictures and tape or glue them onto a one inch cube. Have the children roll the die and color in a corresponding square on the graph. Use farm animal die cuts to create a one-to-one

correspondence match game.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 19 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Mrs. Wishy Washy

The __________is in the tub.The __________is in the tub. The __________is in the tub.The __________is in the tub.The __________is in the tub.The __________is in the tub..Señora Wishy Washy

La _______esta en la tina.El________ esta en la tina.La________ esta en la tina.El________ esta en la tina.El________ esta en la tina.El________ esta en la tina.

Science Center: Provide a variety of animal feed. Add hand lenses for the children to observe the feed and record their differences and similarities in their science journal. Add the interactive labeling of a farm animal that was done during interactive writing. Have the children draw the animal in their journal or on paper and label the parts. Provide a variety of expository texts about farm animals in the center.

Blocks/Construction Center: The Block Center provides open-ended opportunities for children to improve their visual perception, hand-eye coordination, and motor skills. Add props such plastic farm animals or small props to recreate/retell stories such as Old McDonald’ Farm or Mrs. Wishy Washy etc. Note: This center must have a literacy activity duringthe 40 minute Literacy Center time. If you do not havea literacy activity for Blocks, then this center must beclosed during 40 minute Literacy Center time.

Write the Room: Provide clip boards, paper, “special” pencils, (perhaps ones to match the Out in the Barnyard theme) for children to use to write their words. Add an acrostic for the children to use to find and write familiar words.

Shared Reading: (10 minutes) Shared reading is a process that is done over the entire week using the same text. Suggested Title (Suggested Spanish Title)

While conducting shared reading, encourage children to focus on both the pictures and the text to make predictions and to generate meaning. Begin with a 'picture walk' in which you guide students through a preview of the story. Read to students and check predictions against the text of the story. As you read, ask questions to elicit words and phrases that are used in the text. Revisit the text over several days, touching on a new print concept each day.Day 1: Make Predictions using the front/back cover, introduce book, title, author, and illustrator

Write down the Title, Author, and Illustrator (Título, Autor e Ilustrador) on a Chart Read for enjoyment and discuss predictions and reactions to the text in order to check comprehension.

Day 2: Reread the book with the children; focus their attention on new vocabulary Write new vocabulary on a chart or sentence strips and place in pocket chart Locate high frequency words and increase sight word vocabulary. High frequency words introduced in

context can be added to the word wall.Day 3: Reread the book with the children, focus on print conventions such as

“This is where we start reading…at the end of this line we go to the next line- return sweep”. (“Aquí es dónde comenzamos a leer… al terminar esta línea seguimos en la próxima línea”)Pointing to each word as you read (concept of word).

Difference between a letter and a word. Identify first and last letter of a word.

Day 4: Reread the book with the children experimenting with intonation and expression focus on expanding print conventions or other language targets.

Talk about quotation marks, punctuation, etc. Phonemic awareness, rhyming words

Day 5: Reread and respond (resources can be oral, written, or visual, depending on the shared reading book).

Students will: Actively listen to the Shared

Reading text. Focus on pictures and text to

make predictions and generate meaning.

Look for familiar letters in text. Look for familiar high frequency

words in the text. Identify concepts of print.

Identify concepts of phonemic awareness such as rhyming, alliteration, segmenting syllables, etc.

Begin to identify punctuation. Respond to story through

writing, art or drama.

Week 4Shared Reading:Suggested Title (Suggested Spanish Title)

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 20 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Examples of possible responses/extensions:o Brainstorm what might happen next or a different endingo Record facts or information on a data charto Map the story using a graphic organizero Invite students to respond in journalso Produce puppet showso Respond with art activities

Daily Small Group Instruction (40 minutes divided up among groups) Small group instruction occurs while students are in Literacy Centers.Suggested activities for small group instruction:Letter/Word Work Using children’s names play name games (based on child’s level). Sample activities include (but are not limited to): counting letters in your name, match picture to name, sort the letters in your name, letter concentration, name puzzles, sort the names, ABC bingo, upper/lower case matching.Phonemic Awareness Play rhyming games such as those located on the Florida Center for Reading Research Click on “for Teachers” and then click on “Student Center Activities K-1”Decodable Readers/Phonics Readers/Independent Readers- Use the Scott Foresman Decodable Readers, Phonics Readers and Independent Readers. Build background knowledge if necessary, and make predictions based on the picture walk. Read the story and point to the words, allow the students to chime in when appropriate. When students have mastered the SF books, choose books from a variety of sources such as Hampton Brown, Rigby, Wright Group, Sunshine, etc.*Keep the lessons short and interactive with challenging yet achievable activitiesBefore Reading:

Select an appropriate text for each small group Prepare an introduction of text Briefly introduce the story Leave some questions to be answered through reading

During Reading:Listens as students read

Confirms students problem-solving attempts and successes Interacts with individual students to assist with problem solving Makes anecdotal notes about strategy use of individual readers

After Reading: Talks about the story with the students Invites personal response Returns to the text for one or two teaching opportunities such as decoding strategies, finding evidence in the

text. Assesses children’s understanding of what they read

Before Reading-Students will: Engage in conversation about

the story Raise questions Notice information in text

During Reading- Students will: Read the text aloud as a group Request help in decoding or

problem-solving

After Reading- Students will: Talk about the whole story Check predictions and react

personally to the story Revisit the text at points of

problem-solving as guided by teacher

May reread the story to a partner or independently

Scott Foresman Decodable Readers, Phonics Readers and Independent Readers

TPRI Activity Guide Florida Center For

Reading Research

Daily Read Alouds: (20 minutes) Pre-select quality children’s literature with rich language that engages students in listening and sparks their interest. Select titles that reflect the Out in the Barnyard theme. Include a variety of genres such as: fiction and nonfiction. Day 1-5:

Day 1: Introduce Comprehension Skill with a Read Aloud– Story ElementsFocus Lesson: Who are the characters in the story? Where does the story take place? What problem does the character face?When modeling how to determine the story elements, use a new read aloud. Preview the text to look for good places

Students will: Actively listen to quality

children’s literature read aloud.

Observe as the teacher thinks out loud while reading.

Learn to look for clues within the text or pictures to make predictions.

Read Aloud Suggestions: Week 3-6 The Milk Makers Pigs Love Mud Old MacDonald Had a

Farm  Barnyard Banter Cock-a-doodle-doo!

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 21 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

to model. Mark stopping points where you will think aloud. After reading a few of the pages, ask the students: “Who are the characters in the story?” Who is the story mostly

about?” Continue reading then ask, “What time of day is it in the story?” After completing the story, ask the students “What problem does (the character/characters) have in the story?

How do you think (the character/characters) feel?

Day 5Read Alouds: (20 minutes)

Prior to the lesson create the Comprehension Process Chart Select a title that reflects the Out in the Barnyard theme. Complete the Comprehension Process Chart as you read aloud to the children. Write out these headings on a large chart tablet. Title , Author Illustrator Purpose Predict React/Reflect Summary

Before reading, illicit responses from students and fill out the Title, Author, Illustrator, Purpose, and Prediction. During reading, as you “think aloud”, fill out the React/Reflect. After reading, illicit responses from students and fill out the Summary.

Use context clues to make meaning of unknown words.

Barnyard Hullabaloo Big Red Barn "Not Now!" Said the

Cow Night Is Coming Inside

a Barn In the Country: A Rebus Read-Along Story

The Cow That Went Oink

Wake Up, Wake Up! Seasons on the Farm Parents in the Pigpen,

Pigs in the Tub Oink! Moo! How Do You

Do? A Book of Animal Sounds

Hide-and-Seek on the Farm

Farm Babies Farm Animals Mrs. Wishy-Washy Charlotte's Web ~ E.B.

White Baby Farm Animals Barnyard Lullaby Barnyard Tracks Cock-a-doodle-doo: A

Farmyard Counting Book

Cock-a-doodle-moo Cows in the Kitchen Nothing at All Quacky Duck Farm Days Farmer Duck The Hullabaloo ABC One Windy Wednesday The Thing That Bothered Farmer Brown This and That Click, Clack, Moo 

Cows That Type Rosie's Walk Animales De La Granja Los animales de la

granja

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 22 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

La vaca que decía oink Clic, clac, muu, vacas

escritoras Hay Una Vaca Entre

Las Coles La vaca Poli el granjero La Gallinita Roja El pato quiere jugar Cuando los credos

vuelen El cerdo en la granja Cerdo y Cerdito Los tres credos El Cordero Vamos a la granja de

abuela Del la granja a la mesa Spot va la granja Me divierto en la granja Visitando la granja El caballo en la granja El gallo

Vocabulary: (English)

barn farmer cow horse pig sheep duck hen rooster goat

Vocabulary: (Spanish)

establo granjero vaca caballo cerdo/cochino oveja pato gallina gallo chivo

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 23 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

The Teaching Plan

Instructional Model & Teacher DirectionsThe teacher will …

Instructional Model & Teacher DirectionsThe teacher will …

Instructional Model & Teacher Directions

The teacher will …WEEK 4: Out In The BarnyardDay 1-5Morning Message: (10 minutes)The Morning Message is a daily interactive activity that introduces students to the writing process as well as concepts of print. Note: In an effort to maximize instructional time, we strongly suggest that the message be written in advance and not be done as interactive writing. Be sure to include the high frequency words that are being introduce each particular week. . The message may include the day of the week, the weather, information about the day’s activities, the “I can” statements and/or a quote from a student.  Children can do interactive activities such as counting the number of words in a sentence, the number of letters in a word, and highlighting identical words or selected letters. As you and your students read the Morning Message , focus on the following concepts:

Left to right progression of text Return sweep Print carries a message Punctuation, like period and question mark One to one correspondence Spaces between words

After reading the Morning Message together, cut a couple of Wikki Stix in half and bend them into circles. Select a couple of letters or high frequency words for the students to search for in the Morning Message (AKA- Mystery Letters or Mystery Words).  As the students find the letters or words in the message, have them come up to the chart and place the Wikki Stix circles around them. 

During the Morning Message the students will: Review concepts of print. Look for familiar letters in text. Look for familiar high frequency

words in the text. Begin to read familiar text.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 24 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Links: (20 minutes)Follow the Daily Instructional Routines in the Links to Reading First , Unit 4, Week 3

Day 1 Day 2 Day 3 Day 4 Day 5 Phonemic

Awareness: Introduce, Listen for and Identify- /l/

Connect Sound to Letter: Introduce and Practice l/l/

Integrate Sounds and Letters: Review Letter Names and Sounds- Aa, Cc, Dd, Ff, Gg. Hh. Ii, Ll, Nn, Pp, Rr, Ss, Tt; Blend Phonemes

High Frequency Words: Introduce Non-decodable Words: one, what; Review Non-decodable Words- it, get, where, do

Pgs. 24-25

Phonemic Awareness: Introduce, Isolate and Identify- /l/

Connect Sound to Letter:Introduce and Practice- l/l/,

Integrate Sounds and Letters: Review Letter Names Aa, Cc, Dd, Ii, Ll, Mm, Pp, Rr, Ss, Tt; Practice blending: a, c, d, i, l, m, p, r, s, tHigh Frequency Words: Introduce Non-decodable Words: one, what; Review Non-decodable Words- it, get, where, do

Pgs.25-26

Phonemic Awareness: Discriminate-/l/

Connect Sound to Letter: Review Letter Names; Practice Blending Strategy: a, b, c, f, I, l, n, p, s, t

Non-DecodableWords- Review high-frequency word-get, the

Decodable Reader: 25

Pgs. 27-28

Phonemic Awareness: Review- /d/; Isolate /d/ Distinguish /d/ and /l/

Connect Sound to Letter:Review- l/l/, d/d/; Practice l/l/, d/d/ words

Integrate Sounds and Letters- Review Letter Names and Sounds: Aa, Bb, Cc, Dd, Gg, Hh, Ii, Ll, Pp, Tt

Practice Blending Strategy: a, b, c, d, g, h, I, l, p, t High Frequency

Words: Practice Non-decodable word- one, whatReview Decodable and Non-decodable Words: it, get, where, do

Pgs. 28-30

Phonemic Awareness: Review and Assess- /l/

Connect Sound to Letter:Review and Assess- l/l/,

Integrate Sounds and Letters: Cumulative Review: Aa, Bb, Cc, Ff, Ii, Ll, Nn, Pp, Ss, Tt; Practice blending strategy: a, b, c, f, I, l, n, p, s, t

Non-DecodableWords- Review high frequency word-get, the

Decodable Reader: 25

Pgs. 30-31

Destrezas de conciencia fonémicas y fonéticas Lectura CuatroDía 1 Día 2 Día 3 Día 4 Día 5

Repase el cuento ¡Fiesta! Con los niños. Repase la silaba ña.

Cartel de rimas y canciones de fonética 21- Ari, la araña

Silabas abiertas con ñ

Pg. 107

Silabas abiertas con ñ Volver al Cartel de

rimas y canciones de fonética 21- Ari, la araña

Practicar silabas: ña, ñe, ñi, ño, ñu

Pg. 111

Lea nuevamente el libro ¡Fiesta!

Librito de fonética- El Bañó

Practicar silabas: ña, ñe, ñi, ño, ñu

Pg. 115

Repasar silabas con ñ

Repasar silabas con gue, gui

Pg. 119

Repasar silabas con ñ

Evaluar la discriminación de sonidos: ñ

Pg. 123

Note: Rhyming is not addressed in the Links and must be taught. Use rhyming activities to transition student to centers. Suggested activities:

Rhyming Families – Using the “an” words from the Gingerbread Man story such as: ran, can, etc. ask children to think of other words that rhyme.

During the Links Lesson students will: Participate in phonemic

awareness and phonics activities that are outlined in Scott Foresman Links.

Scott Foresman Links To Reading First Unit 4

Scott Foresman Lectura Volumen 4

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 25 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Rhyming Hunt Play this game with a small group of students. Choose an object in the classroom like “chair” and ask a child to think of a word that rhymes, like “bear”. Then ask a child to choose another object from the class and ask the children to give you a rhyming word for it. The words can be nonsense words.

Sing-Along Sing rhymes and songs with your students, such as “Down by the Bay” or “Miss Mary Mack” Then discuss some rhyming words present in the rhymes you sang.

Match Pictures that Rhyme Create a matching game of pictures or objects that rhyme. Play the game with a small group

Weeks 3-6: Literacy Centers (40 minutes) : Writing Center: Provide opportunities for children to engage in meaningful writing that reflects the Out In

The Barnyard theme, using a variety of writing materials. Provide barn or farm animal shaped paper for students to write farm animal facts or farm animal stories. Provide vocabulary words on sentence strips such as barn, farmer, cow, horse, pig, sheep, duck, hen, rooster, goat, etc. Be sure to include pictures or simple illustrations of each word. Model and encourage the students to write about animals using the vocabulary words and high frequency words you have already introduced.

Library Center: Provide opportunities for children to self select from a variety of books reflect of the Out In The Barnyard theme. Model for children how to hold and interact with books. Children must be taught to handle books with care.

ABC Center: Provide opportunities for children to engage in meaningful alphabet experiences that reflect the Out In The Barnyard theme. Farm Sight Word Lotto /Farm Sight Word Lotto Spanish. Print out game and add magnetic letters for the

children to complete the words with. Tic-Tac-Toe with “en” words / Tic-Tac-To- palabras con “ll” , print out cards, laminate them and provide

magnetic “x’s” and “o’s”. Have the children play in pairs. Letter Matching- Use farm animal die cuts to make an initial or ending letter/sound match game. Sound It Out /Silabas. Print out game and laminate it. Cut out the picture cards and explain to the children

that one child will show each card and the other will cover the appropriate corresponding letter that the picture begins with. Provide the children with counters or markers to cover the corresponding letters that match the picture cards.

Listening Center: Select a book and tape that reflect the Out in the Barnyard theme. Model for the children, how to put the head phone on and turn on and rewind the tape. By color coding the buttons on the tape player (green sticker dot for play, yellow sticker dot for rewind, and red sticker dot for stop) and providing a rebus (picture/icon) chart of instructions, the children can learn to use the tape player independently.

Art Center: Provide a variety of open-ended materials for the children to create their own farm animals. Such

During Literacy Centers the students will: Listen as teacher introduces

each of the Literacy Centers Listens as teacher models how

to use and clean-up the materials in each center.

Use the Center Management System as created by the teacher to plan and engage in Literacy Center activities

Appropriately use the materials in the Writing, Library, ABC, Listening and Art Centers, Dramatic Play, Pocket Chart, Math, Science, Blocks, and Write Around the Room.

Practice literacy concepts through hands-on activities.

Interact with the teacher and other students in each of the literacy centers.

Demonstrate more independence while engaging in literacy center activities.

Learn, participate in and respond to the transition song, chant or rhyme that signals the transition from center time to clean-up time.

Appropriately clean-up the materials in the Writing, Library, ABC, Listening and Art Centers, Dramatic Play, Pocket Chart, Math, Science, Blocks and Write Around the Room.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 26 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

materials can include: construction paper, tissue paper, yarn, and paint; provide a variety of beans and seeds for collage art, etc. Note: During Literacy Centers, the children are asked to write about their products or label their products. If there is not a literacy connection at there center, close it during the 40 minute Literacy Center time.

Dramatic Play: Create a farm by adding props to the dramatic play area such as a barn made from a cardboard box, a haystack, stuffed farm animals, cowboy boots, cowboy hats, western shirts, plastic eggs, a basket for gathering eggs, a bucket for milking, etc. As the children interact in this center, they will practice new vocabulary by using the props made available to them. Add the following Rhyme to a pocket chart and include in the dramatic play center with a pointer.

Pocket Chart Center: Write out short poem or rhymes onto sentence strips and place them in a pocket chart. On a separate sentence strip provide illustrations of the objects described in the rhyme. Have students manipulate the pictures matching them to the appropriate words. Here are some suggestions: (Click here for printable picture cards.)

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 27 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

(Old Mac Donald song)

Old MacDonald had a farm A  B  C  D  E

Letters, letters in the hay F  G  H  I  J

With a K  L  M,  N  O  P

Pigs and ducks and bumblebees..

Q  R  S  T  U  and  V W  X  Y  Z.

(Old Mac Donald song)

El granjero Juan Jose A  B  C  D  E

Usa sombrero y botas F  G  H  I  JCon K  L  M,

N  O  P vacas y caballos en el estable

Q  R  ST  U V

Que te falta Juan Jose?¡W- X- Y  y Z!

A _________lives on a farm.A _________lives on a farm.A _________lives on a farm.A _________lives on a farm.A _________lives on a farm.A _________lives on a farm.

La_______vive en la granja.El________vive en la granja. El________vive en la granja.El _______vive en la granja.El________vive en la granja.La_______vive en la granja.

For more ideas of pocket chart stories in English and in Spanish, click here. Math Center: Print out the farm animal graph activity. Provide farm animal counters or create a die using the

animal die pictures. Print out the small pictures and tape or glue them onto a one inch cube. Have the children roll the die and color in a corresponding square on the graph. Use farm animal die cuts to create a one-to-one correspondence match game.

Science Center: Print out the animal picture cards. Laminate and cut them out. Have the children sort them as “Animals that live on the farm” and “Animals that don’t live on the farm”. Add the interactive labeling of a farm animal that was done during interactive writing. Have the children draw the animal in their journal or on paper and label the parts. Provide a variety of expository texts about farm animals in the center.

Blocks/Construction Center: The Block Center provides open-ended opportunities for children to improve their visual perception, hand-eye coordination, and motor skills. Add props such plastic farm animals or small props to recreate/retell stories such as Old McDonald’ Farm or Mrs. Wishy Washy etc. Note: This center must have a literacy activity duringthe 40 minute Literacy Center time. If you do not havea literacy activity for Blocks, then this center must beclosed during 40 minute Literacy Center time.

Write the Room: Provide clip boards, paper, “special” pencils, (perhaps ones to match the Out in the Barnyard theme) for children to use to write their words. Print out the Write the Room/Write the Room Spanish.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 28 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Shared Reading (10 minutes): Shared reading is a process that is done over the entire week using the same text. Suggested Title (Suggested Spanish Title) Conducting the Lesson While conducting shared reading, encourage children to focus on both the pictures and the text to make predictions and to generate meaning. Begin with a 'picture walk' in which you guide students through a preview of the story. Read to students and check predictions against the text of the story. As you read, ask questions to elicit words and phrases that are used in the text. Revisit the text over several days, touching on a new print concept each day.

Day 1: Make Predictions using the front/back cover, introduce book, title, author, and illustrator Write down the Title, Author, and Illustrator (Título, Autor e Ilustrador) on a Chart Read for enjoyment and discuss predictions and reactions to the text in order to check comprehension.

Day 2: Reread the book with the children; focus their attention on new vocabulary Write new vocabulary on a chart or sentence strips and place in pocket chart Locate high frequency words and increase sight word vocabulary. High frequency words introduced in

context can be added to the word wall.Day 3: Reread the book with the children, focus on print conventions such as

“This is where we start reading…at the end of this line we go to the next line- return sweep”. (“Aquí es dónde comenzamos a leer… al terminar esta línea seguimos en la próxima línea”)

Pointing to each word as you read (concept of word). Difference between a letter and a word. Identify first and last letter of a word.

Day 4: Reread the book with the children experimenting with intonation and expression focus on expanding print conventions or other language targets.

Talk about quotation marks, punctuation, etc. Phonemic awareness, rhyming words

Day 5: Reread and respond (resources can be oral, written, or visual, depending on the shared reading book).Examples of possible responses/extensions:

o Brainstorm what might happen next or a different endingo Record facts or information on a data charto Map the story using a graphic organizero Invite students to respond in journalso Produce puppet showso Respond with art activities

Students will: Actively listen to the Shared

Reading text. Focus on pictures and text to

make predictions and generate meaning.

Look for familiar letters in text. Look for familiar high frequency

words in the text. Identify concepts of print. Identify concepts of phonemic

awareness such as rhyming, alliteration, segmenting syllables, etc.

Begin to identify punctuation. Respond to story through

writing, art or drama.

Week 5Shared Reading:Suggested Title (Suggested Spanish Title)

Daily Small Group Instruction (40 minutes divided up among groups) Small group instruction occurs while students are in Literacy Centers.Suggested activities for small group instruction:

Letter/Word Work Using children’s names play name games (based on child’s level). Sample activities include (but are not limited to): counting letters in your name, match picture to name, sort the letters in your name, letter concentration, name puzzles, sort the names, ABC bingo, upper/lower case matching.

Phonemic Awareness Play rhyming games such as those located on the Florida Center for Reading Research Click on “for Teachers” and then click on “Student Center Activities K-1”

Before Reading-Students will: Engage in conversation about

the story Raise questions Notice information in text

During Reading- Students will: Read the text aloud as a group Request help in decoding or

problem-solving

After Reading- Students will:

Scott Foresman Decodable Readers, Phonics Readers and Independent Readers

TPRI Activity Guide Florida Center For

Reading Research

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 29 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Decodable Readers/Phonics Readers/Independent Readers- Use the Scott Foresman Decodable Readers, Phonics Readers and Independent Readers. Build background knowledge if necessary, and make predictions based on the picture walk. Read the story and point to the words, allow the students to chime in when appropriate. When students have mastered the SF books, choose books from a variety of sources such as Hampton Brown, Rigby, Wright Group, Sunshine, etc.*Keep the lessons short and interactive with challenging yet achievable activities

Before Reading: Select an appropriate text for each small group Prepare an introduction of text Briefly introduce the story Leave some questions to be answered through reading

During Reading: Listens as students read Confirms students problem-solving attempts and successes Interacts with individual students to assist with problem solving Makes anecdotal notes about strategy use of individual readers

After Reading: Talks about the story with the students Invites personal response Returns to the text for one or two teaching opportunities such as decoding strategies, finding evidence in the text. Assesses children’s understanding of what they read

Talk about the whole story Check predictions and react

personally to the story Revisit the text at points of

problem-solving as guided by teacher

May reread the story to a partner or independently

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 30 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Daily Read Alouds: (20 minutes) Pre-select quality children’s literature with rich language that engages students in listening and sparks their interest. Select titles that reflect the Out in the Barnyard theme. Include a variety of genres such as: fiction and nonfiction.

Day 1: Introduce Comprehension Skill with a Read Aloud– Predicting/ PredecirFocus Lesson: Predict what you think will happen and why. What clues can we find in the story that helps us with our predictions).When modeling predicting, use a new read aloud. Preview the text to look for good places to model. Mark stopping points where you will think aloud and make predictions. Make predictions about the title or sections of the text.

Ask students if they ever try to guess what is going to happen next when watching a movie. Explain that good readers do that when reading by using what they already know along with clues from the story to make predictions.

Show students your thinking by talking through a prediction using the title and cover illustrations of the read aloud. Make a connection to personal experiences whenever possible.

Stop two to three times to adjust or make new predictions based on textual evidence/personal experience. After the read aloud, remind students that good readers make predictions when they are reading.

Day 5Read Alouds: (20 minutes)

Prior to the lesson create the Comprehension Process Chart Select a title that reflects the Out in the Barnyard theme. Complete the Comprehension Process Chart as you read aloud to the children. Write out these headings on a large chart tablet. Title , Author Illustrator Purpose Predict React/Reflect Summary

Before reading, illicit responses from students and fill out the Title, Author, Illustrator, Purpose, and Prediction. During reading, as you “think aloud”, fill out the React/Reflect. After reading, illicit responses from students and fill out the Summary.

Students will: Actively listen to quality

children’s literature read aloud.

Observe as the teacher thinks out loud while reading.

Learn to look for clues within the text or pictures to make predictions.

Use context clues to make meaning of unknown words.

Read Aloud Suggestions(See Week 3)

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 31 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

The Teaching Plan Instructional Model & Teacher Directions

The teacher will …Instructional Model &

Teacher DirectionsThe teacher will …

Instructional Model & Teacher DirectionsThe teacher will …

WEEK 5: Out In The BarnyardDay 1-5Morning Message: (10 minutes)The Morning Message is a daily interactive activity that introduces students to the writing process as well as concepts of print. Note: In an effort to maximize instructional time, we strongly suggest that the message be written in advance and not be done as interactive writing. Be sure to include the high frequency words that are being introduce each particular week. . The message may include the day of the week, the weather, information about the day’s activities, the “I can” statements and/or a quote from a student.  Children can do interactive activities such as counting the number of words in a sentence, the number of letters in a word, and highlighting identical words or selected letters. As you and your students read the Morning Message , focus on the following concepts:

Left to right progression of text Return sweep Print carries a message Punctuation, like period and question mark One to one correspondence Spaces between words

After reading the Morning Message together, cut a couple of Wikki Stix in half and bend them into circles. Select a couple of letters or high frequency words for the students to search for in the Morning Message (AKA- Mystery Letters or Mystery Words).  As the students find the letters or words in the message, have them come up to the chart and place the Wikki Stix circles around them. 

During the Morning Message the students will: Review concepts of print. Look for familiar letters in

text. Look for familiar high

frequency words in the text.

Begin to read familiar text.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 32 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Links (20 minutes) Follow the Daily Instructional Routines in the Links to Reading First , Unit 4, Week 4

Day 1 Day 2 Day 3 Day 4 Day 5 Phonemic

Awareness: Introduce, Listen for and identify /o/; Identify initial and medial- /o/

Connect Sound to Letter: Introduce and Practice o/o/

Integrate Sounds and Letters: Review Letter Names and Sounds Aa, Cc, Dd, Gg, Hh, Ii, Ll, Nn, Oo, Pp; Blend phonemes

High Frequency Words: Introduce Non-decodable Words- big, in; Review Non-decodable Words- one, what, do, go,

Pgs. 34-35

Phonemic Awareness: Introduce, Isolate and Identify medial- /o/

Connect Sound to Letter:Introduce and Practice- o/o/,

Integrate Sounds and Letters: Review Letter Names Aa, Bb, Cc, Dd, Ff, Ii, Ll, Oo, Pp, Ss, Tt;

Practice Blending Strategy: a, b, c, d, I, o, p, s, t High Frequency Words: Practice Non-decodable words- big, in; Review Non-decodable Words- one, what, do, go,

Pgs. 35-37

Phonemic Awareness: Discriminate initial and medial -/o/

Connect Sound to Letter: Review Letter Names and Sounds- Aa, Bb, Cc, Gg, Hh, Ii, Nn, Oo, Pp, Tt; Practice Blending Strategy: a, b, c, g, h, I, n, o, p, t

Non-DecodableWords- Review high-frequency word- the, a

Decodable Reader: 26

Pgs. 37-38

Phonemic Awareness: Review- /l/; Isolate /l/ Distinguish /l/ and /o/

Connect Sound to Letter:Review- o/o/ and l/l/, Substitute medial vowels

Integrate Sounds and Letters- Review Letter Names and Sounds- Aa, Cc, Dd, Gg, Ii, Ll, Mm, Oo, Pp, Rr:

Practice Blending Strategy: a, c, d, g, I, l, m, o, p, rHigh Frequency Words: Practice Non-decodable Words- in, one, what, do, go,

Pgs. 38-40

Phonemic Awareness: Review and Assess- /o/

Connect Sound to Letter:Review and Assess initial and medial – o/o/

Integrate Sounds and Letters: Cumulative Review: Aa, Bb, Cc, Gg, Hh, Ii, Nn, Oo, Pp, Tt Practice blending strategy: a, b, c, g, h, I, n, o, p, t

Non-DecodableWords- Review high frequency words- the, a

Decodable Reader: 26, Repeated Readings

Pgs. 40-41

Destrezas de conciencia fonémicas y fonéticas: Lectura Volumen Cuatro

Note: Rhyming is not addressed in the Links and must be taught. Use rhyming activities to transition student to centers. Suggested activities:

Nursery Rhymes Teach traditional Nursery Rhymes to the children, focusing on the rhyming words. As the children become familiar with the rhymes, pause and let the children fill in the missing word.

During the Links Lesson students will: Participate in phonemic

awareness and phonics activities that are outlined in Scott Foresman Links.

Scott Foresman Links To Reading First Unit 4

Scott Foresman Lectura Volumen 4

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 33 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Día 1 Día 2 Día 3 Día 4 Día 5 Silabas abiertas con

v Cartel de rimas y

canciones de fonética 22- A la rorro, niña

Pg. 145

Silabas abiertas con v

Cartel de rimas y canciones de fonética 22- A la rorro, niña

Practicar sonidos y letras- silabas va, ve, vi, vo, vu

Pg. 149

Silabas abiertas con v

Librito de fonetica- ¡Vamos a navegar!

Practicar sonidos y letras- silabas va, ve, vi, vo, vu

Pg. 153

Silabas abiertas con v

Repasar silabas con ñ: ña, ñe, ñi, ño, ñu

Pg. 157

Silabas abiertas con v Aplicar/Evaluar:

discriminación de sonidos

Evaluar la relación entre sonido y letra de sonidos

Pg. 161

Rhyming Hunt Play this game with a small group of students. Choose an object in the classroom like “chair” and ask a child to think of a word that rhymes, like “bear”. Then ask a child to choose another object from the class and ask the children to give you a rhyming word for it. The words can be nonsense words.

Sing-Along Sing rhymes and songs with your students, such as “Down by the Bay” or “Miss Mary Mack” Then discuss some rhyming words present in the rhymes you sang.

Match Pictures that Rhyme Create a matching game of pictures or objects that rhyme. Play the game with a small group

Weeks3-6 Literacy Centers : (40 minutes) Writing Center: Provide opportunities for children to engage in meaningful writing that reflects the Out In The

Barnyard theme, using a variety of writing materials. Provide barn or farm animal shaped paper for students to write farm animal facts or farm animal stories. Provide vocabulary words on sentence strips such as barn, farmer, cow, horse, pig, sheep, duck, hen, rooster, goat, etc. Be sure to include pictures or simple illustrations of each word. Model and encourage the students to write about animals using the vocabulary words and high frequency words you have already introduced.

Library Center: Provide opportunities for children to self select from a variety of books reflect of the Out In The Barnyard theme. Model for children how to hold and interact with books. Children must be taught to handle books with care.

ABC Center: Provide opportunities for children to engage in meaningful alphabet experiences that reflect the Out In The Barnyard theme. Rodeo Sight Word Lotto /Rodeo Sight Word Lotto Spanish. Print out game and add magnetic letters for the

children to complete the words with. Tic-Tac-Toe with “ick” words / Tic-Tac-To- palabras con “rr” , print out cards, laminate them and provide

magnetic “x’s” and “o’s”. Have the children play in pairs. Letter Matching- Use farm animal die cuts to make an initial or ending letter/sound match game. Texas Initial Sounds Game /Texas Initial Sounds Game Spanish. Print out game and laminate it. Provide the

children with magnetic letters to c that match the picture cards. Listening Center: Select a book and tape that reflect the Out in the Barnyard theme. Model for the children, how

to put the head phone on and turn on and rewind the tape. By color coding the buttons on the tape player (green sticker dot for play, yellow sticker dot for rewind, and red sticker dot for stop) and providing a rebus (picture/icon) chart of instructions, the children can learn to use the tape player independently.

Art Center: Provide a variety of open-ended materials for the children to create their own farm animals. Such materials can include: construction paper, tissue paper, yarn, and paint; provide a variety of beans and seeds for collage art, etc. Note: During Literacy Centers, the children are asked to write about their products or label their products. If there is not a literacy connection at there center, close it during the 40 minute Literacy Center time.

Dramatic Play: Create a farm by adding props to the dramatic play area such as a barn made from a cardboard

During Literacy Centers the students will: Listen as teacher

introduces each of the Literacy Centers

Listens as teacher models how to use and clean-up the materials in each center.

Use the Center Management System as created by the teacher to plan and engage in Literacy Center activities

Appropriately use the materials in the Writing, Library, ABC, Listening and Art Centers, Dramatic Play, Pocket Chart, Math, Science, Blocks, and Write Around the Room.

Practice literacy concepts through hands-on activities.

Interact with the teacher and other students in each of the literacy centers.

Demonstrate more independence while engaging in literacy center activities.

Learn, participate in and respond to the transition song, chant or rhyme that signals the transition from center time to clean-up time.

Appropriately clean-up the materials in the Writing,

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 34 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

box, a haystack, stuffed farm animals, cowboy boots, cowboy hats, western shirts, plastic eggs, a basket for gathering eggs, a bucket for milking, etc. As the children interact in this center, they will practice new vocabulary by using the props made available to them. Add the following Rhyme to a pocket chart and include in the dramatic play center with a pointer.

Pocket Chart Center: Write out short poem or rhymes onto sentence strips and place them in a pocket chart. On a separate sentence strip provide illustrations of the objects described in the rhyme. Have students manipulate the pictures matching them to the appropriate words. Here are some suggestions: (Click here/Spanish for printable picture cards.)

For more ideas of pocket chart stories in English and in Spanish, click here.

Library, ABC, Listening and Art Centers, Dramatic Play, Pocket Chart, Math, Science, Blocks and Write Around the Room.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 35 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Good Morning Farm

Good morning to the rooster, Good morning to the cows, Good morning to the piggies

in the pen. Good morning to the sheep, Good morning to the horses, Good morning to the farmer

and the hens.

Buenos Días Granja

Buenos días al gallo,Buenos días al caballo,

Buenos días al cochinito,Buenos días al borreguito,Buenos días al granjero,Buenos días al vaquero.

A-B-CDEDown on the farm’s where I want to be.F-G-HIJMilkin’ the cows and bringing in the hay.K-L-MNOWhere the plants from seedlings grow.P-Q-RSTRidin’ a horse ‘cross the fields so free.U-V-WXYBut it’s time to say good-bye.Z-Z-ZZZDown on the farm’s where I want to be.

A A-B-CDELos animales en el estable.F-G-HIJPonte el sombrero y las botas.K-L-MNOQui-qui-ri-qui dice el gallo.P-Q-RSTLa vaca pinta nos da leche.U-V-WXYLana suave da la borrega.Z-Z-ZZZ¡Esta rima esta completa!

Math Center: Create a Texas game board. Write in sight words, letters or silabas in each space. Provide the students with farm animal counters as markers and a die. Children take turns rolling the die and moving their marker to the appropriate space. They name the word, letter or silaba at the space on which they landed.

Science Center: Have the children play the sorting game “Animals that live on the farm” and “Animals that don’t live on the farm”. Add the interactive labeling of a farm animal that was done during interactive writing. Have the children draw the animal in their journal or on paper and label the parts. Provide a variety of expository texts about farm animals in the center. Blocks/Construction Center: The Block Center provides open-ended opportunities for children to improve their visual perception, hand-eye coordination, and motor skills. Add props such plastic farm animals or small props to recreate/retell stories such as Old McDonald’ Farm or Mrs. Wishy Washy etc. Note: This center must have a literacy activity during the 40 minute Literacy Center time. If you do not have a literacy activity for Blocks, then this center must be closed during 40 minute Literacy Center time.

Write the Room: Provide clip boards, paper, “special” pencils, (perhaps ones to match the Out in the Barnyard theme) for children to use to write their words. Use one of the acrostics provided at the beginning of the unit.

Shared Reading: (10 minutes) Shared reading is a process that is done over the entire week using the same text. Suggested Title (Suggested Spanish Title)

Day 1: Make Predictions using the front/back cover, introduce book, title, author, and illustrator Write down the Title, Author, and Illustrator (Título, Autor e Ilustrador) on a Chart Read for enjoyment and discuss predictions and reactions to the text in order to check comprehension.

Day 2: Reread the book with the children; focus their attention on new vocabulary Write new vocabulary on a chart or sentence strips and place in pocket chart Locate high frequency words and increase sight word vocabulary. High frequency words introduced in context can

be added to the word wall.Day 3: Reread the book with the children, focus on print conventions such as

This is where we start reading…at the end of this line we go to the next line- return sweep. (Aquí es dónde comenzamos a leer… al terminar esta línea seguimos en la próxima línea)Pointing to each word as you read (concept of word) (Apunta a cada palabra cuando leas)

Students will: Actively listen to the

Shared Reading text. Focus on pictures and text

to make predictions and generate meaning.

Look for familiar letters in text.

Look for familiar high frequency words in the text.

Identify concepts of print. Identify concepts of

phonemic awareness

Week 6Shared Reading:Suggested Title (Suggested Spanish Title)

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 36 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Difference between a letter and a word (Diferencia entre una letra y una palabra) Identify first and last letter of a word (Identificar la primera y ultima letra de una palabra)

Day 4: Reread the book with the children experimenting with intonation and expression focus on expanding print conventions or other language targets

Talk about quotation marks, punctuation, etc. Phonemic awareness, rhyming words

Day 5: Reread and respond (resources can be oral, written, or visual, depending on the shared reading book)Examples of possible responses/extensions:

o Brainstorm what might happen next or a different endingo Record facts or information on a data charto Map the story using a graphic organizero Invite students to respond in journalso Produce puppet showso Respond with art activities

such as rhyming, alliteration, segmenting syllables, etc.

Begin to identify punctuation.

Respond to story through writing, art or drama.

Daily Small Group Instruction (40 minutes divided up among groups) Small group instruction occurs while students are in Literacy Centers.Suggested activities for small group instruction:Letter/Word Work Using children’s names play name games (based on child’s level). Sample activities include (but are not limited to): counting letters in your name, match picture to name, sort the letters in your name, letter concentration, name puzzles, sort the names, ABC bingo, upper/lower case matching.Phonemic Awareness Play rhyming games such as those located on the Florida Center for Reading Research Click on “for Teachers” and then click on “Student Center Activities K-1”Decodable Readers/Phonics Readers/Independent Readers- Use the Scott Foresman Decodable Readers, Phonics Readers and Independent Readers. Build background knowledge if necessary, and make predictions based on the picture walk. Read the story and point to the words, allow the students to chime in when appropriate. When students have mastered the SF books, choose books from a variety of sources such as Hampton Brown, Rigby, Wright Group, Sunshine, etc.*Keep the lessons short and interactive with challenging yet achievable activitiesBefore Reading:

Select an appropriate text for each small group Prepare an introduction of text Briefly introduce the story Leave some questions to be answered through reading

During Reading: Listens as students read Confirms students problem-solving attempts and successes Interacts with individual students to assist with problem solving Makes anecdotal notes about strategy use of individual readers

After Reading: Talks about the story with the students Invites personal response Returns to the text for one or two teaching opportunities such as decoding strategies, finding evidence in the text. Assesses children’s understanding of what they read.

Before Reading-Students will: Engage in conversation

about the story Raise questions Notice information in text

During Reading- Students will: Read the text aloud as a

group Request help in decoding

or problem-solving

After Reading- Students will: Talk about the whole story Check predictions and

react personally to the story

Revisit the text at points of problem-solving as guided by teacher

May reread the story to a partner or independently

Scott Foresman Decodable Readers, Phonics Readers and Independent Readers

TPRI Activity Guide Florida Center For

Reading Research

Daily Read Alouds: (20 minutes) Pre-select quality children’s literature with rich language that engages students in listening and sparks their interest. Select titles that reflect the Out in the Barnyard theme. Day 1-5: Introduce Comprehension Skill with a Read Aloud– Compare and Contrast

Students will: Actively listen to quality

Suggested Read Alouds Why Cowboys Sleep

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 37 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Focus Lesson: Good readers think about how things are alike and how they are different. Before reading explain to the students that good readers compare and contrast. Compare means to think about how

things are alike. Contrast means to think about how things are different. Review the story of the Three Little Pigs. Then say today we are going to read The Three Little Javelinas (or The Fourth

little Pig) and think about how the stories are alike and how they are different.Read the story. Stop two or three times to make text to text connections with the Three little Pigs and The Three Little Javelinas .

After reading the story, create a Venn Diagram. Label one side The Three Little Pigs and the other side The Three Little Javelinas . As a class complete the Venn Diagram comparing the characters, setting, problem, etc. of both stories.

Day 5Read Alouds: (20 minutes)

Prior to the lesson create the Comprehension Process Chart Select a title that reflects the Out in the Barnyard theme. Complete the Comprehension Process Chart as you read aloud to the children. Write out these headings on a large chart tablet. Title , Author Illustrator Purpose Predict React/Reflect Summary

Before reading, illicit responses from students and fill out the Title, Author, Illustrator, Purpose, and Prediction. During reading, as you “think aloud”, fill out the React/Reflect. After reading, illicit responses from students and fill out the Summary.

children’s literature read aloud.

Observe as the teacher thinks out loud while reading.

Learn to look for clues within the text or pictures to make predictions.

Begins to tell the main idea of the story.

Use context clues to make meaning of unknown words.

With Their Boots On Knowlton Matthew

the Cowboy How I Spent My

Summer Vacation 12 Days in Texas The Quilt Story The Cowboy and the

Black-eyed Pea Armadillo Rodeo

Cactus What Do Cowboys

Do Yippee Yay Do Cowboys Ride

Bikes? Gold Fever Just Like My Dad Cowboy Dreams Whitefish Bill Rides

Again Rosie and the

Rustlers Bubba the Cowboy

Prince Sing Sophie! The Grumpy Bunny

Goes West Cowboy Bunnies Cowboys Little Red Cowboy

Hat The Tortoise and the

Jackrabbit The Bootmaker and

the Elves The Three Little

Javelinas White Dynamite and

Curly Kid  Why Cowboys Need

a Brand There Was an Old

Texan Who Swallowed a Fly

The Zebra-Riding Cowboy

Pecos Bill

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 38 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

The Three Little Pigs The Three Little Javelinas

Someday Rider Cowboy Small La leyenda de la Flor

El Conejo La leyenda del Pincel

Indio Quiero ser vaquero Los vaqueros del

rodeo Vaquero Yo voy a Tejas El Alamo

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 39 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

The Teaching Plan Instructional Model & Teacher Directions

The teacher will …Instructional Model &

Teacher DirectionsThe teacher will …

Instructional Model & Teacher DirectionsThe teacher will …

WEEK 6: Out In The BarnyardDay 1-5Morning Message: (10 minutes)The Morning Message is a daily interactive activity that introduces students to the writing process as well as concepts of print. Note: In an effort to maximize instructional time, we strongly suggest that the message be written in advance and not be done as interactive writing. Be sure to include the high frequency words that are being introduce each particular week. . The message may include the day of the week, the weather, information about the day’s activities, the “I can” statements and/or a quote from a student.  Children can do interactive activities such as counting the number of words in a sentence, the number of letters in a word, and highlighting identical words or selected letters. As you and your students read the Morning Message , focus on the following concepts:

Left to right progression of text Return sweep Print carries a message Punctuation, like period and question mark One to one correspondence Spaces between words

After reading the Morning Message together, cut a couple of Wikki Stix in half and bend them into circles. Select a couple of letters or high frequency words for the students to search for in the Morning Message (AKA- Mystery Letters or Mystery Words).  As the students find the letters or words in the message, have them come up to the chart and place the Wikki Stix circles around them. 

During the Morning Message the students will: Review concepts of print. Look for familiar letters in

text. Look for familiar high

frequency words in the text.

Begin to read familiar text.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 40 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Links (20 minutes) Follow the Daily Instructional Routines in the Links to Reading First , Unit 4, Week 5

Day 1 Day 2 Day 3 Day 4 Day 5 Phonemic

Awareness: Introduce, Listen for and Identify /k/;

Connect Sound to Letter: Introduce and Practice k/k/

Integrate Sounds and Letters: Review Letter Names and Sounds Aa, Dd, Gg, Hh, Ii, Kk, Ll, Nn, Oo, Pp,

Blend phonemes High Frequency

Words: Introduce Non-decodable Words-here, three; Review Non-decodable Words-where, what, a

Pgs. 44-45

Phonemic Awareness: Introduce, Isolate and Identify- /k/

Connect Sound to Letter:Introduce and Practice- k/k/,

Integrate Sounds and Letters: Review Letter Names- Bb, Dd, Ff, Gg, Ii, Kk, Ll, Mm, Oo, Tt;

Practice Blending Strategy- b, d, f, g, i, k, l, m, o, tHigh Frequency Words: Practice Non-decodable words- here, three ; Review Non-decodable Words- where, what, a

Pgs. 45-47

Phonemic Awareness: Discriminate medial -/k/

Connect Sound to Letter: Review Letter Names and Sounds Practice Blending Strategy- a, b, d, g, I, k, m, n, o, p, t

Non-DecodableWords- Review high-frequency word-is, a

Decodable Reader: 27

Pgs. 47-48

Phonemic Awareness: Review- /o/; Isolate /o/ Distinguish /o/ and /k/

Connect Sound to Letter:Review k/k/ and o/o/ Practice-k/k/ and o/o/ words

Integrate Sounds and Letters- Review Letter Names and Sounds- Gg, Hh, Ii, Kk, Ll, Mm, Nn, Oo, Rr, Tt,

Practice Blending Strategy- g, h, I, k, l, m, n, o, r, t

High Frequency Words: Practice Non-decodable word- here, three; Review Non-decodable words: where, what, a

Pgs. 48-50

Phonemic Awareness: Review and Assess- /k/

Connect Sound to Letter:Review and Assess initial and medial – k/k/

Integrate Sounds and Letters: Cumulative Review- Aa, Bb, Dd, Gg, Ii, Kk, Mm, Nn, Oo, Pp, Tt Practice blending strategy- a, b, d, g, I, k, m, n, o, p, t

Non-DecodableWords- Review high frequency word-is, a

Decodable Reader: 27

Pgs. 50-51

Destrezas de conciencia fonémicas y fonéticas: Lectura Volumen Cuatro

Note: Rhyming is not addressed in the Links and must be taught. Use rhyming activities to transition student to centers. Suggested activities:

Nursery Rhymes Teach traditional Nursery Rhymes to the children, focusing on the rhyming words. As the children become familiar with the rhymes, pause and let the children fill in the missing word.

During the Links Lesson students will: Participate in phonemic

awareness and phonics activities that are outlined in Scott Foresman Links.

Scott Foresman Links To Reading First Unit 4

Scott Foresman Lectura Volumen 4

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 41 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Día 1 Día 2 Día 3 Día 4 Día 5 Silabas abiertas

con ll Cartel de rimas y

canciones de fonética 23- Pollitos

Pg. 181

Silabas abiertas con ll

Volver al Cartel de rimas y canciones de fonética 23- Pollitos

Practicar: lla, lle, lli, llo, llu

Pg. 185

Silabas abiertas con ll

Librito de fonetica- Las llamas

Silabas abiertas con ll

Pg. 189

Silabas abiertas con ll

Repasar silabas va, ve, vi, vo, vu

Relacionar el sonido y la letra

Pg. 193

Silabas abiertas con ll

Aplicar/Evaluar la discriminación de sonidos;

Aplicar/Evaluar conocimiento de la relación entre el sonido y la letra

Pg. 197

Rhyming Hunt Play this game with a small group of students. Choose an object in the classroom like “chair” and ask a child to think of a word that rhymes, like “bear”. Then ask a child to choose another object from the class and ask the children to give you a rhyming word for it. The words can be nonsense words.

Sing-Along Sing rhymes and songs with your students, such as “Down by the Bay” or “Miss Mary Mack” Then discuss some rhyming words present in the rhymes you sang.

Match Pictures that Rhyme Create a matching game of pictures or objects that rhyme. Play the game with a small group

Weeks 3-6 Literacy Centers : (40 minutes) Writing Center: Provide opportunities for children to engage in meaningful writing that reflects the Out in the

Barnyard theme, using a variety of writing materials. Provide barn or farm animal shaped paper for students to write farm animal facts or farm animal stories. Provide vocabulary words on sentence strips such as barn, farmer, cow, horse, pig, sheep, duck, hen, rooster, goat, etc. Be sure to include pictures or simple illustrations of each word. Model and encourage the students to write about animals using the vocabulary words and high frequency words you have already introduced.

Library Center: Provide opportunities for children to self select from a variety of books reflect of the Out In The Barnyard theme. Model for children how to hold and interact with books. Children must be taught to handle books with care.

ABC Center: Provide opportunities for children to engage in meaningful alphabet experiences that reflect the Out In The Barnyard theme. Rodeo Sight Word Lotto/Rodeo Sight Word Lotto Spanish. Print out game and add magnetic letters for the children

to complete the words with. Sound it Out Texas /Sound it Out Texas Spanish print out cards, cut and laminate them. Cut out the pictures and

cut along the dotted lines to create a slit for the cards to pass through and an opening for the letters to show through. Have the children slide the appropriate cards through each picture, sounding out each new word.

Letter Matching- Use Texas-shape die cuts to make an initial or ending letter/sound match game. Texas Syllable Count. Print out card and laminate it. Provide the children with a basket or tub to put the cards in.

Add gloves and ask the children to pull a card from the basket, name the object and clap out the number of syllables in that word.

During Literacy Centers the students will: Listen as teacher

introduces each of the Literacy Centers

Listens as teacher models how to use and clean-up the materials in each center.

Use the Center Management System as created by the teacher to plan and engage in Literacy Center activities

Appropriately use the materials in the Writing, Library, ABC, Listening and Art Centers, Dramatic Play, Pocket Chart, Math, Science, Blocks, and Write Around the Room.

Practice literacy concepts through hands-on activities.

Interact with the teacher and other students in each of the literacy centers.

Demonstrate more independence while engaging in literacy center activities.

Learn, participate in and respond to the transition song, chant or rhyme that signals the transition from center time to clean-up time.

Appropriately clean-up the materials in the Writing,

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 42 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Listening Center: Select a book and tape that reflect the Out in the Barnyard theme. Model for the children, how to put the head phone on and turn on and rewind the tape. By color coding the buttons on the tape player (green sticker dot for play, yellow sticker dot for rewind, and red sticker dot for stop) and providing a rebus (picture/icon) chart of instructions, the children can learn to use the tape player independently.

Art Center: Provide a variety of open-ended materials for the children to create their own farm animals. Such materials can include: construction paper, tissue paper, yarn, and paint; provide a variety of beans and seeds for collage art, etc. Note: During Literacy Centers, the children are asked to write about their products or label their products. If there is not a literacy connection at there center, close it during the 40 minute Literacy Center time.

Dramatic Play: Create a farm by adding props to the dramatic play area such as a barn made from a cardboard box, a haystack, stuffed farm animals, cowboy boots, cowboy hats, western shirts, plastic eggs, a basket for gathering eggs, a bucket for milking, etc. As the children interact in this center, they will practice new vocabulary by using the props made available to them. Add the following Rhyme to a pocket chart and include in the dramatic play center with a pointer.

Library, ABC, Listening and Art Centers, Dramatic Play, Pocket Chart, Math, Science, Blocks and Write Around the Room.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 43 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

I am a cowboy.See my lasso.

See my Stetson hat.See my red bandana.

See my blue shirt.See my brown chaps.See my cowboy boots

and spurs.

Soy un vaquero.Mira mi lazo.

Mira mi sombrero.Mira mi pañuelo

roja.Mira mi camisa azul.

Mira mis chaparreras color

Pocket Chart Center: Write out short poem or rhymes onto sentence strips and place them in a pocket chart. On a separate sentence strip provide illustrations of the objects described in the rhyme. Have students manipulate the pictures matching them to the appropriate words. Here are some suggestions: (Click here/Spanish for printable picture cards.)

Math Center: Create a Texas game board. Print out the Texas template. Make a transparency and trace it out onto a sheet of poster board. Write in sight words, letters or silabas in each space. Provide the students with farm animal counters as markers and a die. Children take turns rolling the die and moving their marker to the appropriate space. They name the word, letter or silaba at the space on which they landed.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 44 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Howdy To The Cowboy

Howdy to the cowboy,Howdy to the prickly pear

cactus,Howdy to the bluebonnet,Howdy to the rattlesnake

too!Howdy to the cowgirl,

Howdy to the pecan tree,Howdy to the longhorn,

Howdy to the armadillo too!

Hola al vaquero

Hola al vaquero,Hola al nopal,

Hola a la flor el conejo,Hola al serpiente de

cascabel,Hola a la vaquera,

Hola al nogal.Hola a las vacas.Hola al armadillo.

Science Center: Have the children play the animal sort game-“Animals that live on the farm” and “Animals that don’t live on the farm”. Add the interactive labeling of a farm animal that was done during interactive writing. Have the children draw the animal in their journal or on paper and label the parts. Provide a variety of expository texts about farm animals in the center.

Blocks/Construction Center: The Block Center provides open-ended opportunities for children to improve their visual perception, hand-eye coordination, and motor skills. Add props such plastic farm animals or small props to recreate/retell stories such as Old McDonald’ Farm or Mrs. Wishy Washy etc. Note: This center must have a literacy activity during the 40 minute Literacy Center time. If you do not have a literacy activity for Blocks, then this center must be closed during 40 minute Literacy Center time.

Write the Room: Provide clip boards, paper, “special” pencils, (perhaps ones to match the Out in the Barnyard theme) for children to use to write their words. Use one of the acrostics provided at the beginning of the unit.

Shared Reading: (10 minutes) Shared reading is a process that is done over the entire week using the same text. Suggested Title (Suggested Spanish Title)

Day 1: Make Predictions using the front/back cover, introduce book, title, author, and illustrator Write down the Title, Author, and Illustrator (Título, Autor e Ilustrador) on a Chart Read for enjoyment and discuss predictions and reactions to the text in order to check comprehension.

Day 2: Reread the book with the children; focus their attention on new vocabulary Write new vocabulary on a chart or sentence strips and place in pocket chart Locate high frequency words and increase sight word vocabulary. High frequency words introduced in context can

be added to the word wall.Day 3: Reread the book with the children, focus on print conventions such as

This is where we start reading…at the end of this line we go to the next line- return sweep. (Aquí es dónde comenzamos a leer… al terminar esta línea seguimos en la próxima línea)Pointing to each word as you read (concept of word) (Apunta a cada palabra cuando leas)

Difference between a letter and a word (Diferencia entre una letra y una palabra) Identify first and last letter of a word (Identificar la primera y ultima letra de una palabra)

Day 4: Reread the book with the children experimenting with intonation and expression focus on expanding print conventions or other language targets

Talk about quotation marks, punctuation, etc. Phonemic awareness, rhyming words

Day 5: Reread and respond (resources can be oral, written, or visual, depending on the shared reading book)Examples of possible responses/extensions:

o Brainstorm what might happen next or a different endingo Record facts or information on a data charto Map the story using a graphic organizero Invite students to respond in journalso Produce puppet showso Respond with art activities

Students will: Actively listen to the

Shared Reading text. Focus on pictures and text

to make predictions and generate meaning.

Look for familiar letters in text.

Look for familiar high frequency words in the text.

Identify concepts of print. Identify concepts of

phonemic awareness such as rhyming, alliteration, segmenting syllables, etc.

Begin to identify punctuation.

Respond to story through writing, art or drama.

Week 6Shared Reading:Suggested Title (Suggested Spanish Title)

Daily Small Group Instruction (40 minutes divided up among groups) Small group instruction occurs while students Before Reading-Students Scott Foresman

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 45 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

are in Literacy Centers.Suggested activities for small group instruction:Letter/Word Work Using children’s names play name games (based on child’s level). Sample activities include (but are not limited to): counting letters in your name, match picture to name, sort the letters in your name, letter concentration, name puzzles, sort the names, ABC bingo, upper/lower case matching.Phonemic Awareness Play rhyming games such as those located on the Florida Center for Reading Research Click on “for Teachers” and then click on “Student Center Activities K-1”Decodable Readers/Phonics Readers/Independent Readers- Use the Scott Foresman Decodable Readers, Phonics Readers and Independent Readers. Build background knowledge if necessary, and make predictions based on the picture walk. Read the story and point to the words, allow the students to chime in when appropriate. When students have mastered the SF books, choose books from a variety of sources such as Hampton Brown, Rigby, Wright Group, Sunshine, etc.*Keep the lessons short and interactive with challenging yet achievable activitiesBefore Reading:

Select an appropriate text for each small group Prepare an introduction of text Briefly introduce the story Leave some questions to be answered through reading

During Reading: Listens as students read Confirms students problem-solving attempts and successes Interacts with individual students to assist with problem solving Makes anecdotal notes about strategy use of individual readers

After Reading: Talks about the story with the students Invites personal response Returns to the text for one or two teaching opportunities such as decoding strategies, finding evidence in the text. Assesses children’s understanding of what they read

will: Engage in conversation

about the story Raise questions Notice information in text

During Reading- Students will: Read the text aloud as a

group Request help in decoding

or problem-solving

After Reading- Students will: Talk about the whole story Check predictions and

react personally to the story

Revisit the text at points of problem-solving as guided by teacher

May reread the story to a partner or independently

Decodable Readers, Phonics Readers and Independent Readers

TPRI Activity Guide Florida Center For

Reading Research

Daily Read Alouds: (20 minutes) Pre-select quality children’s literature with rich language that engages students in listening and sparks their interest. Select titles that reflect the Out in the Barnyard theme.Day 1-5: Introduce Comprehension Skill with a Read Aloud– Main Idea/ Idea PrincipalFocus Lesson: The main idea is the most important idea of a story.

Before reading, pre-select two or three stopping points to teach main idea. Place sticky notes on the pages you will be thinking aloud.

The main idea is what a story is all about. Authors use small pieces of information called supporting details to tell more about the main idea. Good readers think about the main idea to help them understand the story.

Read a story. Find a good stopping point to state the main idea. Do a think aloud. “The sentences are mostly about _________.I think the main idea is ________.” (“Las oraciones tratan principalmente de __________________________. Creo que la idea principal es _____________.”)Continue to read the story. Continue to think aloud. Remind students that the main idea is the most important idea. Have students write/draw the main idea in their reader’s notebooks.

Day 5Read Alouds: (20 minutes)

Students will: Actively listen to quality

children’s literature read aloud.

Observe as the teacher thinks out loud while reading.

Learn to look for clues within the text or pictures to make predictions.

Begins to tell the main idea of the story.

Use context clues to make meaning of unknown words.

Suggested Read AloudSee Week 5

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 46 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Prior to the lesson create the Comprehension Process Chart Select a title that reflects the Out in the Barnyard theme. Complete the Comprehension Process Chart as you read aloud to the children. Write out these headings on a large chart tablet. Title , Author Illustrator Purpose Predict React/Reflect Summary

Before reading, illicit responses from students and fill out the Title, Author, Illustrator, Purpose, and Prediction. During reading, as you “think aloud”, fill out the React/Reflect. After reading, illicit responses from students and fill out the Summary.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 47 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

The Teaching Plan Instructional Model & Teacher Directions

The teacher will …Instructional Model & Teacher DirectionsThe teacher will …

Instructional Model & Teacher DirectionsThe teacher will …

WEEK 7: Bugs! Bugs! Bugs!

Day 1-5Morning Message: (10 minutes)The Morning Message is a daily interactive activity that introduces students to the writing process as well as concepts of print. Note: In an effort to maximize instructional time, we strongly suggest that the message be written in advance and not be done as interactive writing. Be sure to include the high frequency words that are being introduce each particular week. . The message may include the day of the week, the weather, information about the day’s activities, the “I can” statements and/or a quote from a student.  Children can do interactive activities such as counting the number of words in a sentence, the number of letters in a word, and highlighting identical words or selected letters. As you and your students read the Morning Message , focus on the following concepts:

Left to right progression of text Return sweep Print carries a message Punctuation, like period and question mark One to one correspondence Spaces between words

After reading the Morning Message together, cut a couple of Wikki Stix in half and bend them into circles. Select a couple of letters or high frequency words for the students to search for in the Morning Message (AKA- Mystery Letters or Mystery Words).  As the students find the letters or words in the message, have them come up to the chart and place the Wikki Stix circles around them. 

During the Morning Message the students will: Review concepts of print. Look for familiar letters in

text. Look for familiar high

frequency words in the text.

Begin to read familiar text.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 48 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Links (20 minutes)Follow the Daily Instructional Routines in the Links to Reading First , Unit 4, Week 6

Day 1 Day 2 Day 3 Day 4 Day 5 Phonemic

Awareness: Listen for and Identify- /k/

Connect Sound to Letter: Review letter

recognition: Cc, Kk, Review and Practice c/k/ and k/k/

Integrate Sounds and Letters: Review Letter Names and Sounds Aa, Bb, Cc, Dd, Gg, Hh, Ii, Kk, Ll, Nn, Pp; Blend phonemes

High Frequency Words: Introduce Non-decodable Words- little, twoReview Non-decodable Words- here, three, one

Pgs. 54-55

Phonemic Awareness: Listen for and identify /d/ and /l/l

Connect Sound to Letter: Practice Letter recognition- Dd, Ll, Review and Practice- d/d/, l/l/

Integrate Sounds and Letters: Review Letter Names and sounds- Bb, Cc, Dd, Ff, Ii, Kk, Ll, Oo, Rr, Tt; Practice Blending Strategy- b, c, d, f, I, k, l, o, r, t

High Frequency Words: Practice Non-decodable Words- little, two; Review Non-decodable Words- here, three, one

Pgs. 55-57

Phonemic Awareness: Listen for and Identify Medial -/o/

Connect Sound to Letter: Practice Letter Recognition- Oo; Review and Practice o/o/

Integrate Letter Names and Sounds Review Letter Names and Sounds- Dd, Gg, Hh, Ii, Kk, Ll, Mm, Oo, Pp, Ss, Tt ; Practice Blending Strategy- d, g, h, I, k, l, m, o, p, s, t

Non-DecodableWords- Introduce of

Decodable Reader: 28

Pgs. 58-59

Phonemic Awareness: Review and Discriminate /c/, /k/, /d/, /l/l, /o/ Discriminate- /k/ , /d/, /l/, /o/

Connect Sound to Letter:Review, Practice and Categorize- c/k/ , k/k/, d/d/, l/l/, o/o/

Integrate Sounds and Letters- Review Letter Names and Sounds

Practice Blending Strategy- c, d, g, I, k, l, m, o, p, s

High Frequency Words-Practice Non-decodable words- little, twoReview Non-decodable Words- here, three, one

Pgs. 60-61

Phonemic Awareness: Review and Assess- /c/, /k/, /d/, /l/, /o/

Connect Sound to Letter:Review- CC, Kk, Dd, Ll, OoAssess Letter Recognition: Cc, Kk, dd, Ll, OoPractice- c/k/, d/d/, l/l/, o/o/,

Integrate Sounds and Letters: Cumulative Review- Cc, Dd, Gg, Hh, Ii, Kk, Ll, Mm, Oo, Pp, Ss, Tt Practice blending strategy- d, g, h, I, k, l, m, o, p, s, t

Non-DecodableWords- Introduce Story Words- of

Decodable Reader: 28

Pgs. 30-31

Destrezas de conciencia fonémicas y fonéticas: Lectura Volumen Cuatro

Note: Rhyming is not addressed in the Links and must be taught. Use rhyming activities to transition student to centers. Suggested activities:

Nursery Rhymes Teach traditional Nursery Rhymes to the children, focusing on the rhyming words. As the children become familiar with the rhymes, pause and let the children fill in the missing word.

During the Links Lesson students will: Participate in phonemic

awareness and phonics activities that are outlined in Scott Foresman Links.

Scott Foresman Links To Reading First Unit 4

Scott Foresman Lectura Volumen 4

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 49 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Día 1 Día 2 Día 3 Día 4 Día 5 Repasa las

silabas abiertas con v

Cartel de rimas y canciones de fonética 24- Ricitos de Oro

Pg. 217

Repasa las silabas abiertas con v y ll.

Volver al cartel de rimas y canciones de fonética 24- Ricitos de Oro

Pg. 221

Repasar las silabas

Librito de fonetica- Vivian y David

Pg. 225

Repasar las silabas abiertas con v y ll.

Pg. 229

Aplicar/evaluar las silabas abiertas con v y ll.

Evaluar conocimiento de la relación entre letra y sonido.

Pg. 233

Rhyming Hunt Play this game with a small group of students. Choose an object in the classroom like “chair” and ask a child to think of a word that rhymes, like “bear”. Then ask a child to choose another object from the class and ask the children to give you a rhyming word for it. The words can be nonsense words.

Sing-Along Sing rhymes and songs with your students, such as “Down by the Bay” or “Miss Mary Mack” Then discuss some rhyming words present in the rhymes you sang.

Match Pictures that Rhyme Create a matching game of pictures or objects that rhyme. Play the game with a small group.

Weeks 5-7- Literacy Centers : (40 minutes) Writing Center:. Provide opportunities for children to engage in meaningful writing that reflects the Bugs! Bugs!

Bugs! theme, using a variety of writing materials . Provide vocabulary words on sentence strips such as ladybug, butterfly, chrysalis, caterpillar, cricket, cicada, praying mantis. firefly, walking stick, bee, wasp, fly, mosquito, etc . Be sure to include pictures or simple illustrations of each word. Model and encourage the students to write about insects using the vocabulary words and high frequency words you have already introduced.

Library Center: Provide opportunities for children to self select from a variety of books reflecting the Bugs! Bugs! Bugs! theme. Model for children how to hold and interact with books. Children must be taught to handle books with care.

Courtesy of Mrs. McDowell. Visit www.mrsmcdowell.com/Literacy%20Boxes/boxes.htm for instruction on how to make this beehive and other awesome ideas.

ABC Center: Provide opportunities for children to engage in meaningful alphabet experiences that reflect the Bugs! Bugs! Bugs! Theme. Bug Word Family Pocket Chart Game –Write the rhyme out onto sentence strips and place them in a pocket chart.

Add it to the ABC Center for the children to read.

Tic-Tac-Toe with “ug” words/Tic-Tac-To-palabras con “ga” , print out cards, laminate them and provide magnetic “x’s” and “o’s”. Have the children play in pairs.

Letter Matching- Use insect die cuts to make an initial or ending letter/sound match game. Bugs Beginning Sounds Bingo /Bugs Beginning Sounds Bingo Spanish. Print out game and laminate it. Cut out

the picture cards and explain to the children that one child will show each card and the other will cover the appropriate corresponding letter that the picture begins with. Provide the children with counters or markers to cover the corresponding letters that match the picture cards.

During Literacy Centers the students will: Listen as teacher introduces

each of the Literacy Centers Listens as teacher models

how to use and clean-up the materials in each center.

Use the Center Management System as created by the teacher to plan and engage in Literacy Center activities

Appropriately use the materials in the Writing, Library, ABC, Listening and Art Centers, Dramatic Play, Pocket Chart, Math, Science, Blocks, and Write Around the Room.

Practice literacy concepts through hands-on activities.

Interact with the teacher and other students in each of the literacy centers.

Demonstrate more independence while engaging in literacy center activities.

Learn, participate in and respond to the transition song, chant or rhyme that signals the transition from center time to clean-up time.

Appropriately clean-up the materials in the Writing, Library, ABC, Listening and Art Centers, Dramatic Play, Pocket Chart, Math, Science, Blocks and Write Around the Room.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 50 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Listening Center: Select a book and tape that reflect the Bugs! Bugs! Bugs! theme. If you cannot find a book and tape, choose an appropriate book and record yourself reading the book. Model for children how to put the head phone on and turn on and rewind the tape. By color coding the buttons on the tape player (green sicker dot for play, yellow sticker dot for rewind, and red sticker dot for stop) and providing a rebus (picture/icon) chart of instructions the children can learn to use the tape player independently.

Art Center: Provide green play dough for the children to manipulate. Provide the bug vocabulary words or high frequency words on sentence strips and have the students recreate their names with play dough. Add green, red, yellow, brown, and black construction paper. Encourage the children to create their own bugs using, paper, glue, sequence, tissue paper, yarn, etc. Note: During Literacy Centers, the children are asked to write about their products or label their products. If there is not a literacy connection at there center, close it during the 40 minute Literacy Center time.

Dramatic Play: Provide props that reflect the Bugs! Bugs! Bugs! Theme such as a small tent, binoculars, a bug net, picnic blanket, plastic bugs, etc. Include the following Caterpillar Pocket Chart rhyme for the children to read and manipulate.

Pocket Chart Center: Write out the rhyme below onto sentence strips and place them in a pocket chart. On a separate sentence strip add simple illustrations of the objects described in the rhyme. Have students manipulate the pictures matching them to the appropriate words.

Math Center: Use bug die-cuts or notepads to make one to one correspondence games. Print out and laminate the Connect Four Game.

Science Center: Hungry Caterpillar Food Sort- Print activity on cardstock. Laminate and cut the food cards. Have the children sort out the foods as those that are healthy and those that are unhealthy. Add plastic bugs and a sorting tray. Have the children sort out the bugs by attributes. Provide a magnifying lens for the children to observe bugs, plastic and real ones. Print out the observation form/observation form Spanish and add it to the center for the children to record their observations. Optional activity-order a couple of caterpillars from www.insectlore.com .You can purchase a Butterfly Garden from Lakeshore to hang the cocoons from. This is an exellent experience for the children. They will observe and witness the life cycle of a butterfly.

Blocks/Construction Center: The Block Center provides open-ended opportunities for children to improve their visual perception, hand-eye coordination, and motor skills. Add props such plastic insects, Tinker Toys, etc. Note: This center must have a literacy activity during the 40 minute Literacy Center time. If you do not have a literacy activity for Blocks, then this center must be closed during 40 minute Literacy Center time.

Write the Room: Have children go on a “Write the room letter hunt” using the Bug acrostic/Spanish.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 51 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

The Fuzzy Caterpillar(tune: The Itsy Bitsy Spider) The fuzzy caterpillarCurled upon a leaf.Spun her little chrysalisAnd then fell asleep.While she was sleeping,She dreamed that she could fly.And later when she woke up,She was a butterfly!

La oruga pequeñita (tune: The Itsy Bitsy Spider) La oruga pequeñita Subió, subió, subió.Formo su crisálida Y ahí durmió.Mientras dormía sonio, soñó, soñó.Soñó de algo hermosa.Y cuando despertó,Era mariposa y voló, voló, voló!

Shared Reading: (10 minutes) Shared reading is a process that is done over the entire week using the same text. Suggested Title (Suggested Spanish Title)

Day 1: Make Predictions using the front/back cover, introduce book, title, author, and illustrator Write down the Title, Author, and Illustrator (Título, Autor e Ilustrador) on a Chart Read for enjoyment and discuss predictions and reactions to the text in order to check comprehension.

Day 2: Reread the book with the children; focus their attention on new vocabulary Write new vocabulary on a chart or sentence strips and place in pocket chart Locate high frequency words and increase sight word vocabulary. High frequency words introduced in context

can be added to the word wall.Day 3: Reread the book with the children, focus on print conventions such as

This is where we start reading…at the end of this line we go to the next line- return sweep. (Aquí es dónde comenzamos a leer… al terminar esta línea seguimos en la próxima línea)Pointing to each word as you read (concept of word) (Apunta a cada palabra cuando leas)

Difference between a letter and a word (Diferencia entre una letra y una palabra) Identify first and last letter of a word (Identificar la primera y ultima letra de una palabra)

Day 4: Reread the book with the children experimenting with intonation and expression focus on expanding print conventions or other language targets

Talk about quotation marks, punctuation, etc. Phonemic awareness, rhyming words

Day 5: Reread and respond (resources can be oral, written, or visual, depending on the shared reading book)Examples of possible responses/extensions:

o Brainstorm what might happen next or a different endingo Record facts or information on a data charto Map the story using a graphic organizero Invite students to respond in journalso Produce puppet showso Respond with art activities

Students will: Actively listen to the Shared

Reading text. Focus on pictures and text to

make predictions and generate meaning.

Look for familiar letters in text.

Look for familiar high frequency words in the text.

Identify concepts of print. Identify concepts of

phonemic awareness such as rhyming, alliteration, segmenting, syllables, etc.

Begin to identify punctuation. Respond to story through

writing, art or drama.

Week 7Shared Reading:Suggested Title (Suggested Spanish Title)

Daily Small Group Instruction (40 minutes divided up among groups) Small group instruction occurs while students are in Literacy Centers.Suggested activities for small group instruction:Letter/Word Work Using children’s names play name games (based on child’s level). Sample activities include (but are not limited to): counting letters in your name, match picture to name, sort the letters in your name, letter concentration, name puzzles, sort the names, ABC bingo, upper/lower case matching.

Phonemic Awareness Play rhyming games such as those located on the Florida Center for Reading Research Click on “for Teachers” and then click on “Student Center Activities K-1”

Decodable Readers/Phonics Readers/Independent Readers- Use the Scott Foresman Decodable Readers, Phonics Readers and Independent Readers. Build background knowledge if necessary, and make predictions based on the picture walk. Read the story and point to the words, allow the students to chime in when appropriate. When students have mastered the SF books, choose books from a variety of sources such as Hampton Brown, Rigby, Wright Group, Sunshine, etc.*Keep the lessons short and interactive with challenging yet achievable activities

Before Reading: Select an appropriate text for each small group Prepare an introduction of text Briefly introduce the story Leave some questions to be answered through reading

Before Reading-Students will: Engage in conversation

about the story Raise questions Notice information in text

During Reading- Students will: Read the text aloud as a

group Request help in decoding or

problem-solving

After Reading- Students will: Talk about the whole story Check predictions and react

personally to the story Revisit the text at points of

Scott Foresman Decodable Readers, Phonics Readers and Independent Readers

TPRI Activity Guide Florida Center For

Reading Research

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 52 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

During Reading: Listens as students read. Confirms students problem-solving attempts and successes Interacts with individual students to assist with problem solving Makes anecdotal notes about strategy use of individual readers

After Reading: Talks about the story with the students Invites personal response Returns to the text for one or two teaching opportunities such as decoding strategies, finding evidence in the text. Assesses children’s understanding of what they read

problem-solving as guided by teacher

May reread the story to a partner or independently

Daily Read Alouds: (20 minutes) Pre-select quality children’s literature with rich language that engages students in listening and sparks their interest. Select titles that reflect the Bugs! Bugs! Bugs! theme. Include a variety of genres such as: fiction and nonfiction. Day 1: Introduce Comprehension Skill with a Read Aloud– Predicting/ PredecirFocus Lesson: Predict what you think will happen and why. What clues can we find in the story that helps us with our predictions).When modeling predicting, use a new read aloud. Preview the text to look for good places to model. Mark stopping points where you will think aloud and make predictions. Make predictions about the title or sections of the text.

Ask students if they ever try to guess what is going to happen next when watching a movie. Explain that good readers do that when reading by using what they already know along with clues from the story to make predictions.

Show students your thinking by talking through a prediction using the title and cover illustrations of the read aloud. Make a connection to personal experiences whenever possible.

Stop two to three times to adjust or make new predictions based on textual evidence/personal experience. After the read aloud, remind students that good readers make predictions when they are reading.

Day 5Read Alouds: (20 minutes)

Prior to the lesson create the Comprehension Process Chart Select a title that reflects the Bugs! Bugs! Bugs! theme. Complete the Comprehension Process Chart as you read aloud to the children. Write out these headings on a large chart tablet. Title , Author Illustrator Purpose Predict React/Reflect Summary

Before reading, illicit responses from students and fill out the Title, Author, Illustrator, Purpose, and Prediction. During reading, as you “think aloud”, fill out the React/Reflect. After reading, illicit responses from students and fill out the Summary.

Students will: Actively listen to quality

children’s literature read aloud.

Observe as the teacher thinks out loud while reading.

Learn to look for clues within the text or pictures to make predictions.

Begin to retell a story in sequence.

Use context clues to make meaning of unknown words

Suggested Read AloudsChildren’s Books: Little Miss Ladybug and her Magical Red Thread

Are You Ladybug? Are You a Butterfly? Goodnight, Sweet

Butterflies Buzz, Buzz, Busy Bees I Like Bugs The Very Hungry

Caterpillar The Very Busy Spider The Very Quiet Cricket The Grouchy Ladybug The Very Lonely Firefly The Very Clumsy Click

Beetle Alpha Bugs: A Pop Up

Alphabet How Many Bugs in a

Box Diary of a Spider Diary of a Worm Charlie, the Caterpillar Waiting for Wings The Very Lazy Ladybug Monarch Butterflies Ten Little Ladybugs From Caterpillar to

Butterfly Hey, Little Ant Little Miss Spider Miss Spider’s Tea Party I’m a Caterpillar The Best Bug Parade

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 53 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

One Hundred Hungry Ants

Becoming Butterflies There Was an Old Lady

Who Swallowed a Fly The Itsy Bitsy Spider La oruga muy

hambrienta La mariquita

malhumorada El grillo selincioso La mariquita Lara Diez pequeñas

mariquitas Trepa, mariquita, trepa El ciclo de vida de la

mariposa La oruga verde Soy una oruga La abeja trabajadora Zumba, abeja, zumba Como hacen miel las

abejas La arana muy ocupada Corre a tu casa arana

Vocabulary: Weeks 7-10 (Bugs! Bugs! Bugs!)Vocabulary: (English)

ladybug butterfly chrysalis caterpillar cricket cicada praying mantis firefly walking stick bee wasp fly mosquito bug insect

Vocabulary: (Spanish) mariquita mariposa crisálida oruga grillo chicharra predicador luciérnaga insecto de palo abeja avispa mosca zancudo bicho insecto

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 54 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

The Teaching Plan Instructional Model & Teacher Directions

The teacher will …Instructional Model & Teacher

DirectionsThe teacher will …

Instructional Model & Teacher DirectionsThe teacher will …

WEEK 8: Bug! Bugs! Bugs!Day 1-5Morning Message: (10 minutes)The Morning Message is a daily interactive activity that introduces students to the writing process as well as concepts of print. Note: In an effort to maximize instructional time, we strongly suggest that the message be written in advance and not be done as interactive writing. Be sure to include the high frequency words that are being introduce each particular week. . The message may include the day of the week, the weather, information about the day’s activities, the “I can” statements and/or a quote from a student.  Children can do interactive activities such as counting the number of words in a sentence, the number of letters in a word, and highlighting identical words or selected letters. As you and your students read the Morning Message , focus on the following concepts:

Left to right progression of text Return sweep Print carries a message Punctuation, like period and question mark One to one correspondence Spaces between words

After reading the Morning Message together, cut a couple of Wikki Stix in half and bend them into circles. Select a couple of letters or high frequency words for the students to search for in the Morning Message (AKA- Mystery Letters or Mystery Words).  As the students find the letters or words in the message, have them come up to the chart and place the Wikki Stix circles around them. 

During the Morning Message the students will:

Review concepts of print. Look for familiar letters in text. Look for familiar high frequency

words in the text. Begin to read familiar text.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 55 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Links (20 minutes) Follow the Daily Instructional Routines in the Links to Reading First , Unit 5, Week 1

Day 1 Day 2 Day 3 Day 4 Day 5 Phonemic

Awareness: Introduce, listen for and Identify- /j/

Connect Sound to Letter: Introduce and Practice j/j/

Integrate Sounds and Letters: Review Letter Names and Sounds Aa, Cc, Dd, Gg, Ii, Jj, Kk, Ll, Mm, Oo, Rr, Ss, Tt; Blend phonemes

High Frequency Words: Introduce Non-decodable Words- at, we Review Non-decodable Words- big, little

Pgs. 4-5

Phonemic Awareness: Introduce, Isolate and Identify- /j/

Connect Sound to Letter:Review and Practice- j/j/

Integrate Sounds and Letters: Review Letter Names and Sounds

Practice Blending Strategy- f, g, I, j, k, n, o, t

High Frequency Words: Practice Decodable and Non-decodable Words-at, big, we, little

Pgs. 5-7

Phonemic Awareness: Discriminate -/j/

Connect Sound to Letter: Review Letter Names and Sounds Practice Blending Strategy- a, c, I, j, m, n, o, p, s, t

Non-DecodableWords- Review high-frequency word-we

Decodable Reader: 29

Pgs. 7-8

Phonemic Awareness: Review and Isolate /k/ Distinguish /k/ and /j/

Connect Sound to Letter:Review- j/j/ and k/k/, Practice j/j/ and k/k/ Words

Integrate Sounds and Letters- Review Letter Names and Sounds- Aa, Bb, Gg, Ii, Jj, Kk, Nn, Oo; Practice Blending Strategy- a, b, d, g, I, j, k, n, oHigh Frequency Words: Practice Decodable and Non-decodable words- at, big, we, little

Pgs. 8-10

Phonemic Awareness: Review and Assess- /j/

Connect Sound to Letter:Review and Assess – j/j/

Integrate Sounds and Letters: Cumulative Review; Practice blending strategy- a, c, I, j, k, m, n, o, p, s, t

Non-DecodableWords- Review high frequency words-we

Decodable Reader: 29

Pgs. 10-11Destrezas de conciencia fonémicas y fonéticas: Lectura Volumen Cinco

Note: Rhyming is not addressed in the Links and must be taught. Use rhyming activities to transition student to centers. Suggested activities:

Nursery Rhymes Teach traditional Nursery Rhymes to the children, focusing on the rhyming words. As the children become familiar with the rhymes, pause and let the children fill in the missing word.

Rhyming Hunt Play this game with a small group of students. Choose an object in the classroom like “chair” and ask a child to think of a word that rhymes, like “bear”. Then ask a child to choose another object from the class and ask the children to give you a rhyming word for it. The words can be nonsense words.

Sing-Along Sing rhymes and songs with your students, such as “Down by the Bay” or “Miss Mary Mack” Then discuss some rhyming words present in the rhymes you sang.

Match Pictures that Rhyme Create a matching game of pictures or objects that rhyme. Play the game with a small group.

During the Links Lesson students will: Participate in phonemic

awareness and phonics activities that are outlined in Scott Foresman Links.

Scott Foresman Links To Reading First Unit 5

Scott Foresman Lectura Volumen 5

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 56 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Día 1 Día 2 Día 3 Día 4 Día 5 Silabas abiertas ca,

co, cu Cartel de rimas y

canciones de fonética 25- ¡Arre, caballito!

Pg. 33

Silabas abiertas ca, co, cu

Volver al cartel de rimas y canciones de fonética 25- ¡Arre, caballito!

Pg. 37

Silabas abiertas ca, co, cu

Librito de fonetica- ¿Que te gusta comer?

Pg. 41

Silabas abiertas ca, co, cu

Repasar silabas con lla, lle, lli, llo, llu

Pg. 45

Silabas abiertas ca, co, cu

Evaluar la discriminación de sonidos

Pg. 49

Weeks 7-10- Literacy Centers : (40 minutes) Writing Center: Provide opportunities for children to engage in meaningful writing that reflects the Bugs! Bugs!

Bugs! theme, using a variety of writing materials . Provide vocabulary words on sentence strips such as ladybug, butterfly, chrysalis, caterpillar, cricket, cicada, praying mantis. firefly, walking stick, bee, wasp, fly, mosquito, etc . Be sure to include pictures or simple illustrations of each word. Model and encourage the students to write about insects using the vocabulary words and high frequency words you have already introduced.

Library Center: Provide opportunities for children to self select from a variety of books reflecting the Bugs! Bugs! Bugs! theme. Model for children how to hold and interact with books. Children must be taught to handle books with care.

ABC Center: Provide opportunities for children to engage in meaningful alphabet experiences that reflect the Bugs! Bugs! Bugs! Theme.

Bug Word Family Pocket Chart Game –Write the rhyme out onto sentence strips and place them in a pocket chart. Add it to the ABC Center for the children to read. Build a Bug /Build a Bug Spanish -Print out laminate and cut out the picture cards. Cut each cicada apart

and have the children build words and match them o the picture cards. Letter Matching- Use insect die cuts to make an initial or ending letter/sound match game. Bugs Beginning Sounds Bingo/Bugs Beginning Sounds Bingo Spanish-Print out game and laminate it. Cut

out the picture cards and explain to the children that one child will show each card and the other will cover the appropriate corresponding letter that the picture begins with. Provide the children with counters or markers to cover the corresponding letters that match the picture cards.

Listening Center: Select a book and tape that reflect the Bugs! Bugs! Bugs! theme. If you cannot find a book and tape, choose an appropriate book and record yourself reading the book. Model for children how to put the head phone on and turn on and rewind the tape. By color coding the buttons on the tape player (green sicker dot for play, yellow sticker dot for rewind, and red sticker dot for stop) and providing a rebus (picture/icon) chart of instructions the children can learn to use the tape player independently.

Art Center: Provide green play dough for the children to manipulate. Provide the bug vocabulary words or high frequency words on sentence strips and have the students recreate their names with play dough. Add green, red, yellow, brown, and black construction paper. Encourage the children to create their own bugs using, paper, glue, sequence, tissue paper, yarn, etc. Note: During Literacy Centers, the children are asked to write about their products or label their products. If there is not a literacy connection at there center, close it during the 40 minute Literacy Center time.

Courtesy of Mrs. Pohlmeyer

During Literacy Centers the students will: Listen as teacher introduces

each of the Literacy Centers Listens as teacher models

how to use and clean-up the materials in each center.

Use the Center Management System as created by the teacher to plan and engage in Literacy Center activities

Appropriately use the materials in the Writing, Library, ABC, Listening and Art Centers, Dramatic Play, Pocket Chart, Math, Science, Blocks, and Write Around the Room.

Practice literacy concepts through hands-on activities.

Interact with the teacher and other students in each of the literacy centers.

Demonstrate more independence while engaging in literacy center activities.

Learn, participate in and respond to the transition song, chant or rhyme that signals the transition from center time to clean-up time.

Appropriately clean-up the materials in the Writing, Library, ABC, Listening and Art Centers, Dramatic Play, Pocket Chart, Math, Science, Blocks and Write Around the Room.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 57 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Dramatic Play: Provide props that reflect the Bugs! Bugs! Bugs! Theme such as a small tent, binoculars, a bug net, picnic blanket, plastic bugs, etc. Include the following Caterpillar Pocket Chart rhyme for the children to read and manipulate.

Pocket Chart Center: Write out the rhyme below onto sentence strips and place them in a pocket chart. On a separate sentence strip add simple illustrations of the objects described in the rhyme. Have students manipulate the pictures matching them to the appropriate words.

Math Center: Use bug die-cuts or notepads to make one to one correspondence games. Print out and laminate the Connect Four Game.

Science Center: Hungry Caterpillar Food Sort- Print activity on cardstock. Laminate and cut the food cards. Have the children sort out the foods as those that are healthy and those that are unhealthy. Add plastic bugs and a sorting tray. Have the children sort out the bugs by attributes. Optional activity-order a couple of caterpillars from www.insectlore.com .You can purchase a Butterfly Garden from Lakeshore to hang the cocoons from. This is an exellent experience for the children. They will observe and witness the life cycle of a butterfly.

Blocks/Construction Center: The Block Center provides open-ended opportunities for children to improve their visual perception, hand-eye coordination, and motor skills. Add props such plastic insects, Tinker Toys, etc. Note: This center must have a literacy activity during the 40 minute Literacy Center time. If you do not have a literacy activity for Blocks, then this center must be closed during 40 minute Literacy Center time.

Write the Room: Have children go on a “Write the room letter hunt” using the Bug acrostic found at the beginning of the unit.

Shared Reading: (10 minutes) Shared reading is a process that is done over the entire week using the same text. Suggested Title (Suggested Spanish Title)

Day 1: Make Predictions using the front/back cover, introduce book, title, author, and illustrator Write down the Title, Author, and Illustrator (Título, Autor e Ilustrador) on a Chart Read for enjoyment and discuss predictions and reactions to the text in order to check comprehension.

Day 2: Reread the book with the children; focus their attention on new vocabulary Write new vocabulary on a chart or sentence strips and place in pocket chart Locate high frequency words and increase sight word vocabulary. High frequency words introduced in context

can be added to the word wall.

Day 3: Reread the book with the children, focus on print conventions such as

Students will: Actively listen to the Shared

Reading text. Focus on pictures and text to

make predictions and generate meaning.

Look for familiar letters in text.

Look for familiar high frequency words in the text.

Identify concepts of print.

Week 8Shared Reading:Suggested Title (Suggested Spanish Title)

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 58 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

The Fuzzy Caterpillar(tune: The Itsy Bitsy Spider) The fuzzy caterpillarCurled upon a leaf.Spun her little chrysalisAnd then fell asleep.While she was sleeping,She dreamed that she could fly.And later when she woke up,She was a butterfly!

La oruga pequeñita (tune: The Itsy Bitsy Spider) La oruga pequeñita Subió, subió, subió.Formo su crisálida Y alli durmio.Mientras dormia sonio, sonio,sonio.Sonio de algo hermosa.Y cuando desperto,Era mariposa y volo, volo, volo!

This is where we start reading…at the end of this line we go to the next line- return sweep. (Aquí es dónde comenzamos a leer… al terminar esta línea seguimos en la próxima línea)Pointing to each word as you read (concept of word) (Apunta a cada palabra cuando leas)

Difference between a letter and a word (Diferencia entre una letra y una palabra) Identify first and last letter of a word (Identificar la primera y ultima letra de una palabra)

Day 4: Reread the book with the children experimenting with intonation and expression focus on expanding print conventions or other language targets

Talk about quotation marks, punctuation, etc. Phonemic awareness, rhyming words

Day 5: Reread and respond (resources can be oral, written, or visual, depending on the shared reading book)Examples of possible responses/extensions:

o Brainstorm what might happen next or a different endingo Record facts or information on a data charto Map the story using a graphic organizero Invite students to respond in journalso Produce puppet shows

Respond with art activities

Identify concepts of phonemic awareness such as rhyming, alliteration, segmenting syllables, etc.

Begin to identify punctuation. Respond to story through

writing, art or drama.

Daily Small Group Instruction (40 minutes divided up among groups) Small group instruction occurs while students are in Literacy Centers.Suggested activities for small group instruction:

Letter/Word Work Using children’s names play name games (based on child’s level). Sample activities include (but are not limited to): counting letters in your name, match picture to name, sort the letters in your name, letter concentration, name puzzles, sort the names, ABC bingo, upper/lower case matching.

Phonemic Awareness Play phonemic awareness games such as Syllable ClapTalk to the children about why knowing about syllables can help them when they read and write.A fun literacy center activity is to put on gloves or mittens, take objects or picture cards from a bag, and clap the word parts. Some objects in the bag are: dinosaur, penguin, leaf. Decodable Readers/Phonics Readers/Independent Readers- Use the Scott Foresman Decodable Readers, Phonics Readers and Independent Readers. Build background knowledge if necessary, and make predictions based on the picture walk. Read the story and point to the words, allow the students to chime in when appropriate. When students have mastered the SF books, choose books from a variety of sources such as Hampton Brown, Rigby, Wright Group, Sunshine, etc.*Keep the lessons short and interactive with challenging yet achievable activities

Before Reading: Select an appropriate text for each small group Prepare an introduction of text Briefly introduce the story Leave some questions to be answered through reading

During Reading: Listens as students read Confirms students problem-solving attempts and successes Interacts with individual students to assist with problem solving Makes anecdotal notes about strategy use of individual readers

After Reading:

Before Reading-Students will: Engage in conversation

about the story Raise questions Notice information in text

During Reading- Students will: Read the text aloud as a

group Request help in decoding or

problem-solving

After Reading- Students will: Talk about the whole story Check predictions and react

personally to the story Revisit the text at points of

problem-solving as guided by teacher

May reread the story to a partner or independently

Scott Foresman Decodable Readers, Phonics Readers and Independent Readers

TPRI Activity Guide Florida Center For

Reading Research

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 59 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Talks about the story with the students Invites personal response Returns to the text for one or two teaching opportunities such as decoding strategies, finding evidence in the text. Assesses children’s understanding of what they read

Daily Read Alouds: ( 20 minutes) Pre-select quality children’s literature with rich language that engages students in listening and sparks their interest. Select titles that reflect the Bugs! Bugs! Bugs! theme. Include a variety of genres such as: fiction and nonfiction.

Day 1-4: Introduce Comprehension Skill with a Read Aloud– Context Clues/ Claves de contextoFocus: Context Clues help readers to figure out the meaning of unknown words.

Before reading, pre-select two or three vocabulary words to model context clues. Place sticky notes on the pages you will be thinking aloud.

Ask “When you are listening to a story and you hear a word that you don’t understand, what do you do?” Say “We are going to be word detectives. I’m going to show you how to use clues around the word to figure

out what the word means.” Read aloud. Stop at two or three pre-selected words to think aloud. Model how good readers use context clues to figure

out unknown words. Tell students that when they are listening to a story and they hear a word they don’t know, they can listen for other words, sentences or pictures in the story as clues to figure out the word.

Continue to read aloud. Have students use context clues to figure out an unknown word. Remind students to use other words, sentences or pictures to figure out unknown words in a story. Explain that good readers look for clues around the unknown word to help them figure out the meaning of the word.

Day 5Read Alouds: (20 minutes) Prior to the lesson create the Comprehension Process Chart Select a title that reflects the Bugs! Bugs! Bugs! theme. Complete the Comprehension Process Chart as you read aloud to the children. Write out these headings on a large chart tablet. Title , Author Illustrator Purpose Predict React/Reflect Summary Before reading, illicit responses from students and fill out the Title, Author, Illustrator, Purpose, and Prediction. During reading, as you “think aloud”, fill out the React/Reflect. After reading, illicit responses from students and fill out the Summary.

Students will: Actively listen to quality

children’s literature read aloud.

Observe as the teacher thinks out loud while reading.

Learn to look for clues within the text or pictures to make predictions.

Use context clues to make meaning of unknown words.

Suggested Read Aloud: See Week 7

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 60 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

The Teaching Plan Instructional Model & Teacher Directions

The teacher will …Instructional Model & Teacher

DirectionsThe teacher will …

Instructional Model & Teacher DirectionsThe teacher will …

WEEK 9: Bugs! Bugs! Bugs!

Day 1-5Morning Message: (10 minutes)The Morning Message is a daily interactive activity that introduces students to the writing process as well as concepts of print. Note: In an effort to maximize instructional time, we strongly suggest that the message be written in advance and not be done as interactive writing. Be sure to include the high frequency words that are being introduce each particular week. . The message may include the day of the week, the weather, information about the day’s activities, the “I can” statements and/or a quote from a student.  Children can do interactive activities such as counting the number of words in a sentence, the number of letters in a word, and highlighting identical words or selected letters. As you and your students read the Morning Message , focus on the following concepts:

Left to right progression of text Return sweep Print carries a message Punctuation, like period and question mark One to one correspondence Spaces between words

After reading the Morning Message together, cut a couple of Wikki Stix in half and bend them into circles. Select a couple of letters or high frequency words for the students to search for in the Morning Message (AKA- Mystery Letters or Mystery Words).  As the students find the letters or words in the message, have them come up to the chart and place the Wikki Stix circles around them. 

During the Morning Message the students will:

Review concepts of print. Look for familiar letters in text. Look for familiar high frequency

words in the text. Begin to read familiar text.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 61 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Links (20 minutes)Follow the Daily Instructional Routines in the Links to Reading First , Unit 5, Week 2

Day 1 Day 2 Day 3 Day 4 Day 5 Phonemic

Awareness: Introduce listen for and Identify /w/

Connect Sound to Letter: Introduce and Practice w/w/

Integrate Sounds and Letters: Review Letter Names and Sounds Aa, Gg, Ii, Jj, Kk, Ll, Nn, Oo, Ww,Blend phonemes

High Frequency Words: Review Decodable and Non-decodable Words- at, we, here

Pgs. 14-15

Phonemic Awareness: Introduce, Isolate and Identify /w/

Connect Sound to Letter:Introduce and Practice w/w/

Integrate Sounds and Letters: Review Letter Names and sounds- Practice Blending Strategy- g, I, j, k, n, t, wHigh Frequency Words: Review Decodable and Non-decodable Words- at, we

Pgs. 15-17

Phonemic Awareness: Discriminate -/w/

Connect Sound to Letter: Review Letter Names and Sounds

Practice Blending Strategy- a, b, c, g, I, m, n, o, p, t, w Non-Decodable

Words- Review high-frequency word-here, is, a

Decodable Reader: 30

Pgs. 17-18

Phonemic Awareness: Review and Isolate /j/ Distinguish /j/ and /w/

Connect Sound to Letter:Review- w/w/ and j/j/; Practice w/w/ and j/j/ words

Integrate Sounds and Letters- Review Letter Names and Sounds- Aa, Bb, Gg, Ii, Jj, Kk, Oo, Tt, Ww;

Practice Blending Strategy- a, b, g, I, j, k, o, t, w

High Frequency Words: Practice Non-decodable word- at, we, here

Pgs. 18-20

Phonemic Awareness: Review and Assess- /w/

Connect Sound to Letter:Review and Assess – w/w/

Integrate Sounds and Letters: Cumulative Review; Practice blending strategy- a, b, c, g, I, m, n, o, p, t, w

Non-DecodableWords- Review high frequency words-here, is, a

Decodable Reader: 30

Pgs. 20-21

Destrezas de conciencia fonémicas y fonéticas: Lectura Volumen Cinco

Note: Rhyming is not addressed in the Links and must be taught. Use rhyming activities to transition student to centers. Suggested activities:

Nursery Rhymes Teach traditional Nursery Rhymes to the children, focusing on the rhyming words. As the children become familiar with the rhymes, pause and let the children fill in the missing word.

During the Links Lesson students will: Participate in phonemic

awareness and phonics activities that are outlined in Scott Foresman Links.

Scott Foresman Links To Reading First Unit 5

Scott Foresman Lectura Volumen 5

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 62 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Día 1 Día 2 Día 3 Día 4 Día 5 Silabas

abiertas- que, qui

Cartel de rimas y canciones de fonética 26 Barquito

Pg. 69

Repasar los sonidos de los vocales i, y, e.

Repase las silabas que, qui

Volver al cartel de rimas y canciones de fonética 26 Barquito

Pg. 73

Silabas abiertas- que, qui

Librito de fonetica- ¡Que sabio ratoncito!

Pg. 77

Silabas abiertas- que, qui

Repasar silabas ca, co, cu

Pg. 81

Aplicar/Evaluar las silabas abiertas- que, qui

Pg. 85

Rhyming Hunt Play this game with a small group of students. Choose an object in the classroom like “chair” and ask a child to think of a word that rhymes, like “bear”. Then ask a child to choose another object from the class and ask the children to give you a rhyming word for it. The words can be nonsense words.

Sing-Along Sing rhymes and songs with your students, such as “Down by the Bay” or “Miss Mary Mack” Then discuss some rhyming words present in the rhymes you sang.

Match Pictures that Rhyme Create a matching game of pictures or objects that rhyme. Play the game with a small group.

Weeks 7-10- Literacy Centers : (40 minutes) Writing Center:. Provide opportunities for children to engage in meaningful writing that reflects the Bugs!

Bugs! Bugs! theme, using a variety of writing materials . Provide vocabulary words on sentence strips such as ladybug, butterfly, chrysalis, caterpillar, cricket, cicada, praying mantis. firefly, walking stick, bee, wasp, fly, mosquito, etc . Be sure to include pictures or simple illustrations of each word. Model and encourage the students to write about insects using the vocabulary words and high frequency words you have already introduced.

Library Center: Provide opportunities for children to self select from a variety of books reflecting the Bugs! Bugs! Bugs! theme. Model for children how to hold and interact with books. Children must be taught to handle books with care.

ABC Center: Provide opportunities for children to engage in meaningful alphabet experiences that reflect the Bugs! Bugs! Bugs! Theme.

Frog Word Muncher- You can find the trash can at Dollar tree fro a dollar. Use pom-poms, felt, or foam sheets to decorate it. Print out the sight words/Sight words Spanish and have the children read each word as they feed it to the frog.

Bugs Sight Word Lotto /Bugs Sight Word Lotto Spanish- Print two sets of each card, cut out and laminate. Children can use them to play concentration.

Letter Matching- Use insect die cuts to make an initial or ending letter/sound match game. Bugs Beginning Sounds Bingo/Bugs Beginning Sounds Bingo Spanish. Print out game and

laminate it. Cut out the picture cards and explain to the children that one child will show each card and the other will cover the appropriate corresponding letter that the picture begins with. Provide the children with counters or markers to cover the corresponding letters that match the picture cards.

Listening Center: Select a book and tape that reflect the Bugs! Bugs! Bugs! theme. If you cannot find a book and tape, choose an appropriate book and record yourself reading the book. Model for children how to put the head phone on and turn on and rewind the tape. By color coding the buttons on the tape player (green sicker dot for play, yellow sticker dot for rewind, and red sticker dot for stop) and providing a rebus (picture/icon) chart of instructions the children can learn to use the tape player independently.

During Literacy Centers the students will: Listen as teacher introduces each

of the Literacy Centers Listens as teacher models how to

use and clean-up the materials in each center.

Use the Center Management System as created by the teacher to plan and engage in Literacy Center activities

Appropriately use the materials in the Writing, Library, ABC, Listening and Art Centers, Dramatic Play, Pocket Chart, Math, Science, Blocks, and Write Around the Room.

Practice literacy concepts through hands-on activities.

Interact with the teacher and other students in each of the literacy centers.

Demonstrate more independence while engaging in literacy center activities.

Learn, participate in and respond to the transition song, chant or rhyme that signals the transition from center time to clean-up time.

Appropriately clean-up the materials in the Writing, Library, ABC, Listening and Art Centers, Dramatic Play, Pocket Chart, Math, Science, Blocks and Write Around the Room.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 63 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Art Center: Provide green play dough for the children to manipulate. Provide the bug vocabulary words or high frequency words on sentence strips and have the students recreate their names with play dough. Add green, red, yellow, brown, and black construction paper. Encourage the children to create their own bugs using, paper, glue, sequence, tissue paper, yarn, etc. Note: During Literacy Centers, the children are asked to write about their products or label their products. If there is not a literacy connection at there center, close it during the 40 minute Literacy Center time.

Dramatic Play: Provide props that reflect the Bugs! Bugs! Bugs! Theme such as a small tent, binoculars, a bug net, picnic blanket, plastic bugs, etc. Include the following Caterpillar Pocket Chart rhyme for the children to read and manipulate.

Pocket Chart Center: Write out the rhyme below onto sentence strips and place them in a pocket chart. On a separate sentence strip add simple illustrations of the objects described in the rhyme. Have students manipulate the pictures matching them to the appropriate words.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 64 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Bugs!(by Margaret Wise

Brown)I like bugs.Black bugs,Green bugs,Bad bugs,

Mean bugs,Any kind of bug.

¡Bichos!(por Margaret Wise

Brown)Me gustan los bichos.

Bichos negros,Bichos verdes,Bichos malos,

Bichos maliciososCualquier tipo de

bicho.

Math Center: Make large leaf shaped mats and write the number words on each. Use small bug counters (can be purchased in the craft section of Wal-mart or at Michaels) and have the children match the corresponding number of bugs onto each leaf.

Science Center: Insect or Not?- Print activity on cardstock. Laminate and cutout the bug cards. Have the children sort out the bugs as those that are insects and those that are not. Add plastic bugs and a sorting tray. Have the children sort out the bugs by attributes. Optional activity-order a couple of caterpillars from www.insectlore.com .You can purchase a Butterfly Garden from Lakeshore to hang the cocoons from. This is an exellent experience for the children. They will observe and witness the life cycle of a butterfly.

Blocks/Construction Center: The Block Center provides open-ended opportunities for children to improve their visual perception, hand-eye coordination, and motor skills. Add props such plastic insects, Tinker Toys, etc. Note: This center must have a literacy activity during the 40 minute Literacy Center time. If you do not have a literacy activity for Blocks, then this center must be closed during 40 minute Literacy Center time.

Write the Room: Have children go on a “Write the room letter hunt” using the Bug acrostic provided at the beginning of the unit.

Shared Reading: (20 minutes) Shared reading is a process that is done over the entire week using the same text. Suggested Title (Suggested Spanish Title)

Day 1: Make Predictions using the front/back cover, introduce book, title, author, and illustrator Write down the Title, Author, and Illustrator (Título, Autor e Ilustrador) on a Chart Read for enjoyment and discuss predictions and reactions to the text in order to check comprehension.

Day 2: Reread the book with the children; focus their attention on new vocabulary Write new vocabulary on a chart or sentence strips and place in pocket chart Locate high frequency words and increase sight word vocabulary. High frequency words introduced in

context can be added to the word wall.Day 3: Reread the book with the children, focus on print conventions such as

This is where we start reading…at the end of this line we go to the next line- return sweep. (Aquí es dónde comenzamos a leer… al terminar esta línea seguimos en la próxima línea)Pointing to each word as you read (concept of word) (Apunta a cada palabra cuando leas)

Difference between a letter and a word (Diferencia entre una letra y una palabra) Identify first and last letter of a word (Identificar la primera y ultima letra de una palabra)

Day 4: Reread the book with the children experimenting with intonation and expression focus on expanding print conventions or other language targets

Talk about quotation marks, punctuation, etc. Phonemic awareness, rhyming words

Day 5: Reread and respond (resources can be oral, written, or visual, depending on the shared reading book)

Students will: Actively listen to the Shared

Reading text. Focus on pictures and text to

make predictions and generate meaning.

Look for familiar letters in text. Look for familiar high frequency

words in the text. Identify concepts of print. Identify concepts of phonemic

awareness such as rhyming, alliteration, segmenting syllables, etc.

Begin to identify punctuation. Respond to story through writing,

art or drama.

Week 9Shared Reading:Suggested Title (Suggested Spanish Title)

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 65 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

two

Examples of possible responses/extensions:o Brainstorm what might happen next or a different endingo Record facts or information on a data charto Map the story using a graphic organizero Invite students to respond in journalso Produce puppet showso Respond with art activities

Small Group Instruction (40 minutes divided up among groups) Small group instruction occurs while students are in Literacy Centers.Suggested activities for small group instruction:

Letter/Word Work Using children’s names play name games (based on child’s level). Sample activities include (but are not limited to): counting letters in your name, match picture to name, sort the letters in your name, letter concentration, name puzzles, sort the names, ABC bingo, upper/lower case matching.

Phonemic Awareness Play rhyming games such as those located on the Florida Center for Reading Research Click on “for Teachers” and then click on “Student Center Activities K-1”

Decodable Readers/Phonics Readers/Independent Readers- Use the Scott Foresman Decodable Readers, Phonics Readers and Independent Readers. Build background knowledge if necessary, and make predictions based on the picture walk. Read the story and point to the words, allow the students to chime in when appropriate. When students have mastered the SF books, choose books from a variety of sources such as Hampton Brown, Rigby, Wright Group, Sunshine, etc.*Keep the lessons short and interactive with challenging yet achievable activities

Before Reading: Select an appropriate text for each small group Prepare an introduction of text Briefly introduce the story Leave some questions to be answered through reading

During Reading: Listens as students read Confirms students problem-solving attempts and successes Interacts with individual students to assist with problem solving Makes anecdotal notes about strategy use of individual readers

After Reading: Talks about the story with the students Invites personal response Returns to the text for one or two teaching opportunities such as decoding strategies, finding evidence

in the text.Assesses children’s understanding of what they read

Before Reading-Students will: Engage in conversation about the

story Raise questions Notice information in text

During Reading- Students will: Read the text aloud as a group Request help in decoding or

problem-solving

After Reading- Students will: Talk about the whole story Check predictions and react

personally to the story Revisit the text at points of

problem-solving as guided by teacher

May reread the story to a partner or independently

Scott Foresman Decodable Readers, Phonics Readers and Independent Readers

TPRI Activity Guide Florida Center For

Reading Research

Daily Read Alouds (20 minutes) Pre-select quality children’s literature with rich language that engages students in listening and sparks their interest. Select titles that reflect the Bugs! Bugs! Bugs! theme. Include a variety of genres such as: fiction and nonfiction. Day 1-4: Introduce Comprehension Skill with a Read Aloud– Setting/AmbienteFocus: Setting is the time and place in which a story occurs.

Brainstorm a list of places that stories occur.

Students will:

Actively listen to quality children’s literature read aloud.

Observe as the teacher thinks out loud while reading.

Learn to look for clues within the

Suggested Read Alouds:See Week 7

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 66 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Read aloud. Point out the setting (time and place) of the story. Thinking aloud, explain how you used pictures to figure out the setting.

Explain how pictures might show us the setting of the story. Sometimes we have to imagine the setting by paying attention to details the author has written.

Remind students that the setting is the time and place in which a story occurs.Explain that good readers look at the pictures and use details to figure out the setting of the story. Have students draw a picture of the setting in their reader’s notebooks.

Day 5Read Alouds: (20 minutes) Prior to the lesson create the Comprehension Process Chart

Select a title that reflects the Bugs! Bugs! Bugs! theme. Complete the Comprehension Process Chart as you read aloud to the children. Write out these headings on a large chart tablet. Title , Author Illustrator Purpose Predict React/Reflect Summary

Before reading, illicit responses from students and fill out the Title, Author, Illustrator, Purpose, and Prediction. During reading, as you “think aloud”, fill out the React/Reflect. After reading, illicit responses from students and fill out the Summary.

text or pictures to make predictions.

Use context clues to make meaning of unknown words.

Identify the setting of text read aloud.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 67 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

The Teaching Plan Instructional Model & Teacher Directions

The teacher will …Instructional Model & Teacher

DirectionsThe teacher will …

Instructional Model & Teacher DirectionsThe teacher will …

WEEK 10: Bugs! Bugs! Bugs!

Day 1-5Morning Message: (10 minutes)The Morning Message is a daily interactive activity that introduces students to the writing process as well as concepts of print. Note: In an effort to maximize instructional time, we strongly suggest that the message be written in advance and not be done as interactive writing. Be sure to include the high frequency words that are being introduce each particular week. . The message may include the day of the week, the weather, information about the day’s activities, the “I can” statements and/or a quote from a student.  Children can do interactive activities such as counting the number of words in a sentence, the number of letters in a word, and highlighting identical words or selected letters. As you and your students read the Morning Message , focus on the following concepts:

Left to right progression of text Return sweep Print carries a message Punctuation, like period and question mark One to one correspondence Spaces between words

After reading the Morning Message together, cut a couple of Wikki Stix in half and bend them into circles. Select a couple of letters or high frequency words for the students to search for in the Morning Message (AKA- Mystery Letters or Mystery Words).  As the students find the letters or words in the message, have them come up to the chart and place the Wikki Stix circles around them. 

During the Morning Message the students will:

Review concepts of print. Look for familiar letters in text. Look for familiar high frequency

words in the text. Begin to read familiar text.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 68 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 69 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Links (20 minutes)Follow the Daily Instructional Routines in the Links to Reading First , Unit 5, Week 3

Day 1 Day 2 Day 3 Day 4 Day 5 Phonemic

Awareness: Introduce listen for and Identify /v/

Connect Sound to Letter: Introduce and Practice v/v/

Integrate Sounds and Letters: Review Letter Names and Sounds Aa, Gg, Ii, Jj, Nn, Oo, Vv, Ww,Blend phonemes

High Frequency Words: Review Decodable and Non-decodable Words- one, two, three

Pgs. 24-25

Phonemic Awareness: Introduce, Isolate and Identify /v/

Connect Sound to Letter:Introduce and Practice v/v/

Integrate Sounds and Letters: Review Letter Names and sounds- Practice Blending Strategy- a, f, I, j, m, n, v, wHigh Frequency Words: Review Decodable and Non-decodable Words- one, two, three

Pgs. 25-26

Phonemic Awareness: Discriminate -/v/

Connect Sound to Letter: Review Letter Names and Sounds

Practice Blending Strategy- a, b, c, g, i , I, n, s, t, v, w Non-Decodable

Words- Review high-frequency word-the

Decodable Reader: 31

Pgs. 27-28

Phonemic Awareness: Review and Isolate /w/ Distinguish /w/ and /v/

Connect Sound to Letter:Review- w/w/ and v/v/; Practice w/w/ and v/v/ words

Integrate Sounds and Letters- Review Letter Names and Sounds- Aa, Bb, Gg, Ii, Nn, Pp, Tt, Vv, Ww;

Practice Blending Strategy- a, b, g, i, n, p, t, v, w

High Frequency Words: Practice Non-decodable word- one, two, three

Pgs. 28-30

Phonemic Awareness: Review and Assess- /v/

Connect Sound to Letter:Review and Assess – v/v/

Integrate Sounds and Letters: Cumulative Review; Practice blending strategy- a, b, c, g, i, I, n, s, t, v, w

Non-DecodableWords- Review high frequency words-the

Decodable Reader: 31

Pgs. 30-31

Destrezas de conciencia fonémicas y fonéticas: Lectura Volumen Cinco

Note: Rhyming is not addressed in the Links and must be taught. Use rhyming activities to transition student to centers. Suggested activities:

During the Links Lesson students will: Participate in phonemic

awareness and phonics activities that are outlined in Scott Foresman Links.

Scott Foresman Links To Reading First Unit 5

Scott Foresman Lectura Volumen 5

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 70 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Día 1 Día 2 Día 3 Día 4 Día 5 Silabas

abiertas con y

Cartel de rimas y canciones de fonética 27- Rayitas

Pg. 105

Repasar las silabas- ya, ye, yi, yo, yu

Volver al cartel de rimas y canciones de fonética 27- Rayitas

Pg. 109

Repasar las silabas- ya, ye, yi, yo, yu

Librito de fonetica- El payaso Yiyo

Pg. 113

Activar conocimientos previos- ya, ye, yi, yo, yu

Repasar silabas con que, qui

Pg. 117

Activar/Evaluar conocimientos previos- ya, ye, yi, yo, yu

Pg. 121

Nursery Rhymes Teach traditional Nursery Rhymes to the children, focusing on the rhyming words. As the children become familiar with the rhymes, pause and let the children fill in the missing word.

Rhyming Hunt Play this game with a small group of students. Choose an object in the classroom like “chair” and ask a child to think of a word that rhymes, like “bear”. Then ask a child to choose another object from the class and ask the children to give you a rhyming word for it. The words can be nonsense words.

Sing-Along Sing rhymes and songs with your students, such as “Down by the Bay” or “Miss Mary Mack” Then discuss some rhyming words present in the rhymes you sang.

Match Pictures that Rhyme Create a matching game of pictures or objects that rhyme. Play the game with a small group.

Weeks 7-10- Literacy Centers : (40 minutes) Writing Center:. Provide opportunities for children to engage in meaningful writing that reflects the Bugs!

Bugs! Bugs! theme, using a variety of writing materials . Provide vocabulary words on sentence strips such as ladybug, butterfly, chrysalis, caterpillar, cricket, cicada, praying mantis. firefly, walking stick, bee, wasp, fly, mosquito, etc . Be sure to include pictures or simple illustrations of each word. Model and encourage the students to write about insects using the vocabulary words and high frequency words you have already introduced.

Library Center: Provide opportunities for children to self select from a variety of books reflecting the Bugs! Bugs! Bugs! theme. Model for children how to hold and interact with books. Children must be taught to handle books with care.

ABC Center: Provide opportunities for children to engage in meaningful alphabet experiences that reflect the Bugs! Bugs! Bugs! Theme.

Honey Comb Letter Sound Match /Honey Comb Letter Sound Match Spanish-Print out the game on card stock and laminate. Provide the students with magnetic letters. The Game can be played to match the initial, or ending sounds.

Letter Matching- Use insect die cuts to make an initial or ending letter/sound match game. Bugs Beginning Sounds Bingo/Bugs Beginning Sounds Bingo Spanish. Print out game and

laminate it. Cut out the picture cards and explain to the children that one child will show each card and the other will cover the appropriate corresponding letter that the picture begins with. Provide the children with counters or markers to cover the corresponding letters that match the picture cards.

Listening Center: Select a book and tape that reflect the Bugs! Bugs! Bugs! theme. If you cannot find a book and tape, choose an appropriate book and record yourself reading the book. Model for children how to put the head phone on and turn on and rewind the tape. By color coding the buttons on the tape player (green sicker dot for play, yellow sticker dot for rewind, and red sticker dot for stop) and providing a rebus (picture/icon) chart of instructions the children can learn to use the tape player independently.

Art Center: Provide green play dough for the children to manipulate. Provide the bug vocabulary words or high frequency words on sentence strips and have the students recreate their names with play dough. Add green, red, yellow, brown, and black construction paper. Encourage the children to create their own bugs using, paper, glue, sequence, tissue paper, yarn, etc. Note: During Literacy Centers, the children are asked to write about their products or label their products. If there is not a literacy connection at there center, close it during the 40 minute Literacy Center time.

Dramatic Play: Provide props that reflect the Bugs! Bugs! Bugs! Theme such as a small tent, binoculars, a bug net, picnic blanket, plastic bugs, etc. Include the following Caterpillar Pocket Chart rhyme for the children to read and manipulate.

Pocket Chart Center: Write out the rhyme below onto sentence strips and place them in a pocket

During Literacy Centers the students will: Listen as teacher introduces each

of the Literacy Centers Listens as teacher models how to

use and clean-up the materials in each center.

Use the Center Management System as created by the teacher to plan and engage in Literacy Center activities

Appropriately use the materials in the Writing, Library, ABC, Listening and Art Centers, Dramatic Play, Pocket Chart, Math, Science, Blocks, and Write Around the Room.

Practice literacy concepts through hands-on activities.

Interact with the teacher and other students in each of the literacy centers.

Demonstrate more independence while engaging in literacy center activities.

Learn, participate in and respond to the transition song, chant or rhyme that signals the transition from center time to clean-up time.

Appropriately clean-up the materials in the Writing, Library, ABC, Listening and Art Centers, Dramatic Play, Pocket Chart, Math, Science, Blocks and Write Around the Room.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 71 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

chart. On a separate sentence strip add simple illustrations of the objects described in the rhyme. Have students manipulate the pictures matching them to the appropriate words.

Math Center: Make large leaf shaped mats and write the number words on each. Use small bug counters (can be purchased in the craft section of Wal-mart or at Michaels) and have the children match the corresponding number of bugs onto each leaf.

Science Center: Insect or Not?- Print activity on cardstock. Laminate and cutout the bug cards. Have the children sort out the bugs as those that are insects and those that are not. Add plastic bugs and a sorting tray. Have the children sort out the bugs by attributes. Optional activity-order a couple of caterpillars from www.insectlore.com .You can purchase a Butterfly Garden from Lakeshore to hang the cocoons from. This is an exellent experience for the children. They will observe and witness the life cycle of a butterfly.

Blocks/Construction Center: The Block Center provides open-ended opportunities for children to improve their visual perception, hand-eye coordination, and motor skills. Add props such plastic insects, Tinker Toys, etc. Note: This center must have a literacy activity during the 40 minute Literacy Center time. If you do not have a literacy activity for Blocks, then this center must be closed during 40 minute Literacy Center time.

Write the Room: Have children go on a “Write the room letter hunt” using the Bug acrostic provided at the beginning of the unit.

Shared Reading: (20 minutes) Shared reading is a process that is done over the entire week using the same text. Suggested Title (Suggested Spanish Title)

Day 1: Make Predictions using the front/back cover, introduce book, title, author, and illustrator Write down the Title, Author, and Illustrator (Título, Autor e Ilustrador) on a Chart Read for enjoyment and discuss predictions and reactions to the text in order to check comprehension.

Day 2: Reread the book with the children; focus their attention on new vocabulary Write new vocabulary on a chart or sentence strips and place in pocket chart Locate high frequency words and increase sight word vocabulary. High frequency words introduced in

context can be added to the word wall.

Students will: Actively listen to the Shared

Reading text. Focus on pictures and text to

make predictions and generate meaning.

Look for familiar letters in text. Look for familiar high frequency

words in the text.

Week 10Shared Reading:Suggested Title (Suggested Spanish Title)

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 72 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Bugs!(by Margaret Wise

Brown)I like bugs.Black bugs,Green bugs,Bad bugs,

Mean bugs,Any kind of bug.

¡Bichos!(por Margaret Wise Brown)Me gustan los bichos.

Bichos negros,Bichos verdes,Bichos malos,

Bichos maliciososCualquier tipo de bicho.

two

Day 3: Reread the book with the children, focus on print conventions such as This is where we start reading…at the end of this line we go to the next line- return sweep. (Aquí es

dónde comenzamos a leer… al terminar esta línea seguimos en la próxima línea)Pointing to each word as you read (concept of word) (Apunta a cada palabra cuando leas)

Difference between a letter and a word (Diferencia entre una letra y una palabra) Identify first and last letter of a word (Identificar la primera y ultima letra de una palabra)

Day 4: Reread the book with the children experimenting with intonation and expression focus on expanding print conventions or other language targets

Talk about quotation marks, punctuation, etc. Phonemic awareness, rhyming words

Day 5: Reread and respond (resources can be oral, written, or visual, depending on the shared reading book)

Examples of possible responses/extensions:o Brainstorm what might happen next or a different endingo Record facts or information on a data charto Map the story using a graphic organizero Invite students to respond in journalso Produce puppet showso Respond with art activities

Identify concepts of print. Identify concepts of phonemic

awareness such as rhyming, alliteration, segmenting syllables, etc.

Begin to identify punctuation. Respond to story through writing,

art or drama.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 73 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Small Group Instruction (40 minutes divided up among groups) Small group instruction occurs while students are in Literacy Centers.Suggested activities for small group instruction:

Letter/Word Work Using children’s names play name games (based on child’s level). Sample activities include (but are not limited to): counting letters in your name, match picture to name, sort the letters in your name, letter concentration, name puzzles, sort the names, ABC bingo, upper/lower case matching.

Phonemic Awareness Play rhyming games such as those located on the Florida Center for Reading Research Click on “for Teachers” and then click on “Student Center Activities K-1”

Decodable Readers/Phonics Readers/Independent Readers- Use the Scott Foresman Decodable Readers, Phonics Readers and Independent Readers. Build background knowledge if necessary, and make predictions based on the picture walk. Read the story and point to the words, allow the students to chime in when appropriate. When students have mastered the SF books, choose books from a variety of sources such as Hampton Brown, Rigby, Wright Group, Sunshine, etc.*Keep the lessons short and interactive with challenging yet achievable activities

Before Reading: Select an appropriate text for each small group Prepare an introduction of text Briefly introduce the story Leave some questions to be answered through reading

During Reading: Listens as students read Confirms students problem-solving attempts and successes Interacts with individual students to assist with problem solving Makes anecdotal notes about strategy use of individual readers

After Reading: Talks about the story with the students Invites personal response Returns to the text for one or two teaching opportunities such as decoding strategies, finding evidence

in the text.Assesses children’s understanding of what they read

Before Reading-Students will: Engage in conversation about the

story Raise questions Notice information in text

During Reading- Students will: Read the text aloud as a group Request help in decoding or

problem-solving

After Reading- Students will: Talk about the whole story Check predictions and react

personally to the story Revisit the text at points of

problem-solving as guided by teacher

May reread the story to a partner or independently

Scott Foresman Decodable Readers, Phonics Readers and Independent Readers

TPRI Activity Guide Florida Center For

Reading Research

Daily Read Alouds (20 minutes) Pre-select quality children’s literature with rich language that engages students in listening and sparks their interest. Select titles that reflect the Bugs! Bugs! Bugs! theme. Include a variety of genres such as: fiction and nonfiction. Day 1-5: Introduce Comprehension Skill with a Read Aloud– Main Idea/ Idea PrincipalFocus Lesson: The main idea is the most important idea of a story.

Before reading, pre-select two or three stopping points to teach main idea. Place sticky notes on the pages you will be thinking aloud.

The main idea is what a story is all about. Authors use small pieces of information called supporting details to tell more about the main idea. Good readers think about the main idea to help them understand the story.

Read a story. Find a good stopping point to state the main idea. Do a think aloud. “The sentences are mostly about _________.I think the main idea is ________.” (“Las oraciones tratan principalmente de __________________________. Creo que la idea principal es _____________.”)Continue to read the story. Continue to think aloud. Remind students that the main idea is the most important idea. Have students write/draw the main idea in their reader’s notebooks.

Students will:

Actively listen to quality children’s literature read aloud.

Observe as the teacher thinks out loud while reading.

Learn to look for clues within the text or pictures to make predictions.

Use context clues to make meaning of unknown words.

Identify the setting of text read aloud.

Suggested Read Alouds:See Week 7

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 74 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Day 5Read Alouds: (20 minutes) Prior to the lesson create the Comprehension Process Chart

Select a title that reflects the Bugs! Bugs! Bugs! theme. Complete the Comprehension Process Chart as you read aloud to the children. Write out these headings on a large chart tablet. Title , Author Illustrator Purpose Predict React/Reflect Summary

Before reading, illicit responses from students and fill out the Title, Author, Illustrator, Purpose, and Prediction. During reading, as you “think aloud”, fill out the React/Reflect. After reading, illicit responses from students and fill out the Summary.

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 75 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Differentiation Interims/TAKS/Benchmarks College – Readiness i.e.Anticipated Skills for SAT/ACT/College

Board/Career/LifeWhat do you do for students who can’t “get it?” Maintain on-going informal assessment to establish flexible and ever changing groupings. Use data to plan meaningful, small group, or one-on-one instruction to meet the needs of students. Encourage students to work together at the learning centers by establishing heterogeneous

groups. Plan meaningful and relevant center activities that invite children to use all modalities: visual,

auditory, and kinesthetic. Plan meaningful and developmentally appropriate center activities that provide children with many

opportunities to practice skills and concepts taught.

What do you do for students who master the learning quickly? Maintain on-going informal assessment to establish flexible and ever changing groupings. Use data to plan meaningful, small group instruction to meet the needs of students. Provide opportunities for students to apply their learning in meaningful ways to other content

areas. Plan meaningful and relevant center activities that invite children to use all modalities: visual,

auditory, and kinesthetic. Plan meaningful and developmentally appropriate center activities that provide children with many

opportunities to apply and extend skills and concepts learned.

Kindergarten

Read the word:

c a t

Using the following letters, change the /C/ and make new words.

b ___a tfmps

Fifth Grade TAKS 2006

SAISD © 2008-09 – Third Grading Period (Week 1-9) Kindergarten - Reading Page 76 of 75

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.