READING ST BPS KINDERGARTEN CURRICULUM GUIDES 1st ...

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and My Sidewalks intervention program for the city's K-5 students. ... revise the existing ELA course guides to integrate Reading Street materials .... write stories about the life of an animal for younger children, they choose sentence structures their ...... Teacher asks for two-three children to share what their friends told them.
ENGLISH LANGUAGE ARTS CURRICULUM GUIDE KINDERGARTEN

Developed by Boston Public Schools Department of Literacy February 2010 First Edition

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BOSTON SCHOOL COMMITTEE Rev. Gregory G. Groover Sr., Chairperson Marchelle Raynor Vice-Chairperson Helen M. Dajer Alfreda J. Harris Claudio Martinez Michael D. O’Neill Elizabeth G. Reilinger Michael Davis Superintendent Dr. Carol R. Johnson Chief Academic Officer Janet Palmer-Owens Assistant Chief Academic Officer Shonda Huery Department of Literacy Barbara McLaughlin, Sr. Program Director, ELA Jennifer Friedman, Literacy Coach Mary Hurley, Literacy Coach Kelly McDermott, Reading Recovery Teacher Leader Department of Early Childhood Ben Russell, Assistant Director Catherine Marchant, Early Childhood Coach Academic Superintendent’s Literacy Coaches Michele Carpinteri, Literacy Coach Eileen Cronin, Literacy Coach Elizabeth MacDonald, Literacy Coach Sarah Whiting, Pilot School Coach Contributing Teachers Marta Johnson – Roosevelt K-8 School Lisa Llorente – Winship Elementary School Tara Pisani – Tynan Elementary School Johanna Schaefer – Roosevelt K-8 School Marissa Thornton – Philbrick Elementary School 2

ENGLISH LANGUAGE ARTS--CURRICULUM GUIDE Kindergarten

Table of Contents Introduction ...................................................................................... 4 ELA Standards ................................................................................. 8 Instruction Using Reading Street .................................................... 18 Curriculum Maps ............................................................................ 34 Instructional Supports ..................................................................... 41 Assessments ...................................................................................... 84 Professional Resources ................................................................... 89

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D E P T. o f L I T

INTRODUCTION

E R A C Y

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Rationale for Revised Course Guides Under the leadership of Dr. Carol Johnson, the Boston Public Schools’ Department of Literacy convened a reading materials adoption committee in spring 2009 in order to address the diverse learning needs of our K-5 students and minimize the impact of student mobility within the district. In June 2009, after an intensive adoption process that included input from teachers, principals, the Early Childhood Department, the Office of English Language Learners, and the Special Education Department, the Boston Public Schools chose Pearson’s Scott Foresman Reading Street instructional materials and My Sidewalks intervention program for the city’s K-5 students. Dr. Carol Johnson expressed her support for this decision on July 22, 2009: “We must be laser-focused on our efforts to ensure that every child in Boston has an equal opportunity to reach his or her full potential. Reading is the foundation for all other learning, and our choice of this innovative and comprehensive reading program is a pivotal step in our work to put all children on the path to success, in school and in life.” Schools were given the option of flexible implementation at the beginning of the school year with the goal of full implementation in February 2010. In fall 2009, the Department of Literacy assembled an ELA Curriculum Guide Committee composed of thirty teachers and literacy coaches from across the district. The goal of this committee was to revise the existing ELA course guides to integrate Reading Street materials into the BPS curriculum and to guide the implementation of Reading Street in the Boston Public Schools. This guide is the result of that work. How are we defining full implementation of Reading Street in the BPS? Every K-5 student, including students with disabilities, will receive core reading instruction in Reading Street with the exception of certain English language learners (see below). Teachers will follow the scope and sequence in the teachers’ editions and instruction should reflect the tenets of workshop: time, ownership, response, and community. Students will be actively engaged, working together and with the teacher as a community of learners. They will have many and varied opportunities to read and to respond orally and in writing to their reading. Teachers will use the lessons in the teachers’ editions and student assessment data to make instructional decisions, following the gradual release of responsibility model: explicitly teaching, modeling, guiding practice, and releasing responsibility to students. Every student will have access to grade-level concepts, vocabulary, comprehension skills and strategies, and word study as outlined in the skills overviews in each Reading Street TE. The following materials are essential elements of weekly core instruction for each student: • The main selection (independently or as a shared reading with the teacher) • The paired selection • A leveled reader English Language Learners (The following guidelines are recommended by OELL): • Students with designations of Beginner or Early Intermediate ELD levels should receive ESL from an ESL certified teacher with appropriate materials (On Our Way to English or Avenues). • Students at the Intermediate ELD level should have ESL with a certified ESL teacher with appropriate materials (On Our Way to English or Avenues) and core reading instruction in Reading Street from a teacher with appropriate SEI category training. • Students at the Transitioning level may participate fully in the core program (Reading Street) with instruction provided by a teacher who has SEI category training. An Overview of Reading Street Reading Street provides a daily plan for whole group and small group instruction. Each Reading Street unit focuses on a concept or big idea that is developed during each week of the theme. Each weekly selection deepens understanding of the concept and expands concept vocabulary. Teachers should support students in developing concept understanding and vocabulary through the use of concept webs that are posted in their classrooms and referred to frequently throughout the day. 5

Schedules Ninety minutes should be allocated for reading instruction. (We realize that it is difficult to change schedules in mid-year; schools should consider these guidelines when setting schedules for 2010-2011). During the ninety-minute block, teachers should limit whole group instruction to no more than thirty minutes. Sixty minutes should be devoted to differentiated small group instruction and independent work. Whole Group Instruction Daily whole group instruction is based on Reading Street’s research-based scope and sequence of grade-level skills. Lessons focus on comprehension strategies, vocabulary and concept knowledge, and word study. Whole group instruction supports a community of readers by providing students with an opportunity to thoughtfully discuss the weekly question and main selection, connecting it to the unit concept and using concept vocabulary. Small Group Instruction Small group time provides an opportunity for teachers to reinforce the skills and strategies introduced in the whole group and to differentiate instruction for all students, including those who struggle and those who need to be challenged. Texts used for small group instruction vary depending on the purpose. This guide will offer suggestions on how to incorporate traditional guided reading into the weekly schedule. Independent Work During small group time, students who are not working with the teacher should spend most of their time reading, and writing in response to their reading. Students should read books from the classroom library at their independent level. In primary grades, students may also work at centers, applying skills. Struggling Readers Support for struggling readers is incorporated into the core. Teachers will find suggestions on differentiating instruction in the teachers’ editions. Struggling readers need to be seen daily in groups of no more than five students. Specialized strategies, such as the use of mnemonic strategies and multisensory techniques, can be embedded into instruction for students with disabilities who require more explicit, systematic instruction. Some students may also need the support of My Sidewalks, an intervention that parallels the core instruction in Reading Street while providing direct instruction in the priority skills at the student’s level. My Sidewalks never replaces Reading Street, but should supplement it. Some students with disabilities reading two or more years below grade level may require a different supplemental intervention to fulfill IEP requirements. Teachers should use formative assessments and My Sidewalks placement tests to determine which students would benefit from this instruction. Assessments Teachers should use information from assessments to form and plan for small groups. • Please see the Assessment section of this guide for detailed information about assessments • In K-2, teachers will use mCLASS: Reading 3D benchmarks and progress monitoring data

When can writing occur? Writers’ Workshop is a separate block focusing on process writing. Schools may continue to use the writing program or writing curriculum calendars they have been using. Schools that want to use the writing component of Reading Street may do so, but during the writing block. Writing that occurs during the reading block should be related to comprehension, e.g., open response responses or response to independent reading. The revised ELA Curriculum Guides will contain guidelines for writing instruction for the 2010-2011 school year. 6

What are the next steps in the development of the ELA Curriculum Guides? •

On-line surveys for teachers to provide feedback on the guides for future revisions (March 2010)



Professional development sessions designed to support teachers’ use of the guides (Spring 2010)



Convening a committee to create guidelines for writing instruction (Spring 2010)



Creating a comprehensive Assessment Program and Benchmark Recommendations with RAE (Spring 2010)



Revised ELA Curriculum Course Guides published (August 2010)

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M A C U R R I C U L U M

ELA STANDARDS

F R A M E W O R K 8

LANGUAGE STRAND Speaking and listening are the foundations of verbal communication. Words infants hear are the ones they imitate. By preschool age, children have a sense of the basic structure and grammar of their language. But, as one well-known educator argues, all children must be explicitly taught the language of formal education: its structure, its discourse patterns, and its rules of interaction. The Language Strand contains six General Standards that address two interrelated aspects of language development. The first three standards deal with oral language, and the second three standards focus on the vocabulary and structure of English. Discussion and Presentation Throughout the school years, students learn language both implicitly, as they did before entering school, and explicitly, when they learn and practice the conventions of questioning, discussing, and presenting to a group. As a prominent scholar on oral language development argued, “We listen to the equivalent of a book a day; talk the equivalent of a book a week; read the equivalent of a book a month; and write the equivalent of a book a year. Please, in the name of all that is good in language and thinking, please let the children talk. Let them talk a great deal.” Vocabulary The most effective way for students to learn words they need for adult life is through reading a variety of materials. Indeed, it is estimated that “the average child enters school with a reading vocabulary of only a handful of words but learns reading vocabulary at a rate of 3,000 to 4,000 words a year, accumulating a reading vocabulary of something like 25,000 words by the time he or she is in eighth grade and one that may be well over 50,000 words by the end of high school.” A well-planned vocabulary program will also contribute to vocabulary development. It can do so by focusing on words that help students understand the selection they are studying as well as words they will find useful in other reading and writing. It can also teach students ways to understand independently the meaning of unfamiliar words, through the use of context, knowledge of prefixes, suffixes, and roots, or a dictionary. Structure and Origins of Modern English One way to motivate interest in vocabulary is to teach students about the origins of the English words we use today in educated speech and writing. Students in successful English language arts classrooms learn about the way the English language has developed across time and place. The English language has the largest vocabulary of all the world’s languages. Furthermore, it is still growing, because that is the nature of a living language. The English language reflects the influence of every language community with which English-speaking people have interacted.

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On the other hand, the structure of standard English has been quite stable for centuries. Students need to understand how speakers and writers arrange words to communicate meaning. To do this, they need to learn and use the conventions of grammar, usage, and syntax employed in standard English—the form taught in schools and used by educated speakers. Explicit instruction in grammar, usage, mechanics, and spelling, as well as practice in identifying and analyzing how speakers and writers put words together, enhances students’ command of language.   Formal and Informal English The English language arts classroom provides a setting where students learn about and practice appropriate use of formal and informal English in writing and speaking. For example, when students write stories about the life of an animal for younger children, they choose sentence structures their audience can understand, and they select and explain special words their readers need to learn in order to understand the stories. When they write for peers or adults, they choose words and sentence patterns that presume these understandings. If given many opportunities to write for a variety of audiences, students learn to tailor their word choices and sentences to their own purposes and to the needs of their audience.

ELA GENERAL STANDARD 1: DISCUSSION Students will use agreed-upon rules for informal and formal discussions in small and large groups. Grades PreK-2 Learning Standards .1

Follow agreed-upon rules for discussion (raising one’s hand, waiting one’s turn, speaking one at a time).

ELA GENERAL STANDARD 2: QUESTIONING, LISTENING AND CONTRIBUTING Students will pose questions, listen to the ideas of others, and contribute their own information or ideas in group discussions or interviews in order to acquire new knowledge. Grades PreK-2 Learning Standards 2.1

Contribute knowledge to class discussion in order to develop a topic for a class project.

ELA GENERAL STANDARD 3: ORAL PRESENTATION Students will make oral presentations that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed. Grades PreK-2 Learning Standards

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3.1

Give oral presentations about personal experiences or interests, using clear enunciation and adequate volume.

3.2

Maintain focus on the topic.

ELA GENERAL STANDARD 4: VOCABULARY AND CONCEPT DEVELOPMENT Students will understand and acquire new vocabulary and use it correctly in reading and writing. Grades PreK –K Learning Standards 4.1

Identify and sort common words into various classifications (colors, shapes, textures).

4.2

Describe common objects and events in general and specific language.

ELA GENERAL STANDARD 5: STRUCTURES AND ORIGINS OF MODERN ENGLISH Students will analyze standard English grammar and usage and recognize how its vocabulary has developed and been influenced by other languages. Grades PreK-2 Learning Standards 5.1

Use language to express spatial and temporal relationships (up, down, before, after).

5.2

Recognize that the names of things can also be the names of actions (fish, dream, run).

5.3

Identify correct capitalization for names and places (Janet, I, George Washington, Springfield), and correct capitalization and commas in dates (February 24, 2001).

5.4

Identify appropriate end marks (periods, question marks).

ELA GENERAL STANDARD 6: FORMAL AND INFORMAL ENGLISH Students will describe, analyze, and use appropriately formal and informal English. Grades PreK-2 Learning Standards 6.1

Identify formal and informal language in stories, poems, and plays.

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READING AND LITERATURE STRAND In effective English language arts classrooms at all grade levels, students are actively engaged in reading a variety of literary and non-literary texts. By reading imaginative, expository, and informational texts of increasing complexity, students gain an understanding of the elements and structure of different genres. The standards of this strand outline the reading skills and strategies as well as the literary concepts and vocabulary that enable students to comprehend and appreciate high quality reading materials. General Standards 7 and 8 outline basic reading competencies. General Standard 9 focuses on an understanding of the contemporary context and/or the historical background of literary works. General Standards 10-18 present the formal literary content of the English language arts curriculum. Choosing Books Students at all grade levels need both breadth and depth in reading experiences. English language arts teachers should include classic works that reflect our common literary heritage (Appendix A), high quality contemporary works that show American life today (Appendix B), and significant works from other countries and cultures (Appendix B). The substantive content of English language arts literature programs should be derived in large part from these appendices. Teachers take into account a number of factors in judging whether a text is appropriate and merits close study: For imaginative/literary writing - fiction, poetry, and drama - important aspects include: √ themes that provoke thinking and provide insight into universal human dilemmas √ authenticity in depiction of human emotions and experiences from diverse cultures and times √ excellence in use of language and richness of vocabulary √ appropriate complexity of organization and sentence structure For expository/informational texts important aspects include: √ topics that provoke thinking and insight √ accuracy and completeness of information √ coherence of arguments √ relevance of the text to the curriculum √ excellence in use of language and richness in vocabulary √ appropriate complexity of organization and sentence structure Designing Instruction

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Teachers employ a range of organizational structures for their units of study. Students might work independently, in small groups, or as a class to investigate: √ several works of an author to learn how a writer develops his or her style, voice, and ideas over time; √ works of the same genre to acquire knowledge of a particular literary form; √ a work in its historical context to understand its relationship to historical events or to other literary or artistic works of its time; √ several works that explore similar themes to analyze how different authors approach universal human experiences; or √ one short piece to examine in detail the author’s craft (diction, tone, imagery, sentence structure, topic development).

ELA GENERAL STANDARD 7: BEGINNING READING Students will understand the nature of written English and the relationship of letters and spelling patterns to the sounds of speech. Grades PreK-K Learning Standards 7.1

7.2

Demonstrate understanding of the forms and functions of written English: •

recognize that printed materials provide information or entertaining stories;



know how to handle a book and turn the pages;



identify the covers and title page of a book;



recognize that, in English, print moves left to right across the page and from top to bottom;



identify upper- and lower-case letters;



recognize that written words are separated by spaces;



recognize that sentences in print are made up of separate words.

Demonstrate orally that phonemes exist and that they can be isolated and manipulated: •

understand that a sound is a phoneme, or one distinct sound;



understand that words are made up of one or more syllables;



recognize and produce rhyming words; 13

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identify the initial, medial, and final sounds of a word;



blend sounds to make words.

Use letter-sound knowledge to identify unfamiliar words in print and gain meaning: •

know that there is a link between letters and sounds;



recognize letter-sound matches by naming and identifying each letter of the alphabet;



understand that written words are composed of letters that represent sounds;



use letter-sound matches to decode simple words.

ELA GENERAL STANDARD 8: UNDERSTANDING A TEXT Students will identify the basic facts and main ideas in a text and use them as the basis for interpretation. (For vocabulary and concept development see General Standard 4). Grades PreK-K Learning Standards For imaginative/literary texts: 8.1

Make predictions using prior knowledge, pictures, and text.

8.2

Retell a main event from the story heard or read.

8.3

Ask questions about the important characters, settings, and events.

For informational/expository texts: 8.4

Make predictions about the content of the text using prior knowledge and text features (title, captions, illustrations).

8.5

Retell important facts from a text heard or read.

ELA GENERAL STANDARD 9: MAKING CONNECTIONS Students will deepen their understanding of a literary or non-literary work by relating it to its contemporary context or historical background. Grades PreK-2 Learning Standards 9.1

Identify similarities in plot, setting, and character among the works of an author or illustrator.

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9.2

Identify different interpretations of plot, setting, and character in the same work by different illustrators (alphabet books, nursery rhymes, counting books).

ELA GENERAL STANDARD 10: GENRE Students will identify, analyze, and apply knowledge of the characteristics of different genres. Grades PreK-2 Learning Standards 10.1

Identify differences among the common forms of literature: poetry, prose, fiction, nonfiction (informational and expository), and dramatic literature. (See Glossary in Mass. ELA Curriculum Frameworks for definitions).

ELA GENERAL STANDARD 11: THEME Students will identify, analyze, and apply knowledge of theme in a literary work and provide evidence from the text to support their understanding. Grades PreK-2 Learning Standards 11.1

Relate themes in works of fiction and nonfiction to personal experience.

ELA GENERAL STANDARD 12: FICTION Students will identify, analyze, and apply knowledge of the structure and elements of fiction and provide evidence from the text to support their understanding. Grades PreK-2 Learning Standards 12.1

Identify the elements of plot, character, and setting in a favorite story.

ELA GENERAL STANDARD 13: NONFICTION Students will identify, analyze, and apply knowledge of the purpose, structure, and elements of nonfiction or informational materials and provide evidence from the text to support their understanding. Grades PreK-2 Learning Standards 13.1

Identify and use knowledge of common textual features (title, headings, captions, key words, table of contents).

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13.2

Identify and use knowledge of common graphic features (illustrations, type size).

13.3

Make predictions about the content of a text using prior knowledge and text and graphic features.

13.4

Explain whether predictions about the content of a text were confirmed or disconfirmed and why.

13.5

Restate main ideas and important facts from a text heard or read.

ELA GENERAL STANDARD 14: POETRY Students will identify, analyze, and apply knowledge of the theme, structure, and elements of poetry and provide evidence from the text to support their understanding. Grades PreK-2 Learning Standards 14.1

Identify a regular beat and similarities of sounds in words in responding to rhythm and rhyme in poetry.

ELA GENERAL STANDARD 15: STYLE AND LANGUAGE Students will identify and analyze how an author’s words appeal to the senses, create imagery, suggest mood, and set tone and provide evidence from the text to support their understanding. Grades PreK-2 Learning Standards 15.1

Identify the senses implied in words appealing to the senses in literature and spoken language.

ELA GENERAL STANDARD 16: MYTH, TRADITIONAL NARRATIVE AND CLASSICAL LITERATURE Students will identify, analyze, and apply knowledge of the themes, structure, and elements of myths, traditional narratives, and classical literature and provide evidence from the text to support their understanding. Grades PreK-2 Learning Standards 16.1

Identify familiar forms of traditional literature (Mother Goose rhymes, fairy tales, lullabies) read aloud.

16.2

Retell or dramatize traditional literature.

16.3

Identify and predict recurring phrases (Once upon a time) in traditional literature. 16

ELA GENERAL STANDARD 17: DRAMATIC LITERATURE Students will identify, analyze, and apply knowledge of the themes, structure, and elements of drama and provide evidence from the text to support their understanding. Grades PreK-2 Learning Standards 17.1

Identify the elements of dialogue and use them in informal plays.

ELA GENERAL STANDARD 18: DRAMATIC READING AND PERFORMANCE Students will plan and present dramatic readings, recitations, and performances that demonstrate appropriate consideration of audience and purpose. Grades PreK-2 Learning Standards 18.1

Rehearse and perform stories, plays, and poems for an audience using eye contact, volume, and clear enunciation appropriate to the selection (See Standard 3).

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I n s t r u c t i o n U s i n g

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Reading Theory and Instructional Strategies That Support Reading Street Multiple Literacies and Different Types of Texts Children are acquiring “many literacies.” Multiple texts are needed in order to meet these different sets of knowledge. Explicit and strategic instruction using multiple types of texts addresses the different types of literacy: Word knowledge allows children to unlock the print. Reading and rereading easy texts support the development of word reading accuracy and fluency. Vocabulary and concept knowledge are linked to comprehension. Vocabulary and concept knowledge are supported by reading texts that are linguistically and conceptually rich. Comprehension strategy knowledge is supported by wide reading of texts with varied structures. Research supports the use of different types of texts to support multiple literacies: •

The highest predictor of early literacy achievement is phonemic awareness. (Juel, 1988; Vaughn and Linan-Thompson, 2004) There is also credible and compelling evidence that suggests that a child’s early vocabulary and concept development can be linked with their comprehension achievement in later grades (4-8). (Anderson, Hiebert, Scott, and Wilkinson, 1985; Wiggins, 2005, 2007)



Students acquire vocabulary and content knowledge through multiple exposures (one study indicated a minimum of 8-12 repetitions) in many contexts. Children learn very little from a single exposure to a word or concept in a single read-aloud. They must hear and use new words and explore concepts multiple times. (Beck, McKeown, and Kucan, 2002)



The more words students read, the better they get at reading. Good readers read more; struggling readers tend to read fewer words. This theory of “the rich getting richer and the poor getting poorer” characterizes the reading acceleration gap that exists in many classrooms. (Stanovich, 1986)

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Reading Routines One way to organize instruction so that children have opportunities to read multiple types of text is to offer three types of reading experiences everyday: large group reading, small group reading, and independent reading. In addition, struggling readers need an intensive intervention. The following components of Reading Street can be easily embedded within these four types of reading. They must include explicit/direct skill and strategy instruction. 1. Whole group reading (sometimes called community reading as it supports a community of readers) develops comprehension and grade-level vocabulary and concepts. The Reading Street main selection and paired selection (grades 1-5) and the read-aloud selection (K) can be used for whole group reading during the first 30 minutes of the reading block. (Longer selections may have to be segmented and read over multiple days in order to include the three important parts of the lesson plan: get ready to read, read, and discuss what was read.) In grades 1-5, the teacher introduces each selection by accessing and building background, introducing essential vocabulary, and encouraging students to make predictions about the text. Students are then divided into two groups: those who need help and those who are able to read the text independently. There are numerous ways for teachers to provide help for students, depending on their needs in relation to the selection. The teacher may read aloud the selection, in preparation for rereading by the student. The teacher may choose to do choral reading with the students or have them do partner reading. There are many options for this support. 2. Small group reading develops background knowledge, comprehension, vocabulary, phonics, and fluency skills. The teacher uses data to match students to texts. Reading Street leveled readers, ELL/ ELD readers, and concept literacy readers can be used during small group time, as can traditional guided reading texts. All students, including struggling readers and English language learners, need exposure to high quality texts with engaging story lines. Teacher mediation of texts is a critical aspect of small group reading. Teacher mediation of texts: It is never permissible to have children read texts at a frustration level. Teachers should choose the text that is closest to students’ instructional level and provide scaffolding to help them mediate texts that may still be difficult for them. The teacher would approach the instruction as a coach—letting the students know that they will be breaking the book down into smaller chunks; that both she and the student would take turns reading; that the students would read the same text multiple times in order to build fluency. Students may also listen to the story on the CD while they read along. Students internalize sentence structure, paragraph structure, episodic structure, and high frequency/ sight words during these repeated readings.

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(Decodable texts may be used in small group time. It is suggested, however, that they be used only for students who need practice in phonics skills and at the end of small group time, following a lesson with a leveled reader or guided reading text. Decodable readers can also be used during independent/center time for practice of phonics skills.) Research around grouping: • There is no evidence that a particular number of groups is optimal. We do know that for substantially struggling readers (i.e., those reading two or more years below grade level, group size of 3-5 students is most effective. • More time spent with a teacher is beneficial for student learning; therefore, with fewer groups, the amount of time a child spends with a teacher will be increased. • Students who are reading above and on-level may be in larger groups. 3. Independent reading provides opportunities for students to read texts of interest to them and at their independent reading level. Independent reading fosters student engagement and motivation for reading. Students have a chance to practice skills and extend concept and vocabulary knowledge. 4. Intensive intervention reading provides support for struggling readers. The teacher determines which students need an intervention based on data such as mCLASS: Reading 3D, running records, and other assessments. Optimally, intensive intervention should take place outside the reading block by a trained teacher. If scheduling does not permit, and the intervention has to be scheduled during the reading block, the intervention could be offered during the students’ independent work time (while the teacher is working with other small groups). One option for interventions could be during a before or after school program. My Sidewalks is a research-based, intensive reading intervention program. It is conceptually aligned with Reading Street and is designed for students who are unable to read and comprehend grade-level material and who do not adequately benefit from the strategic intervention instruction in Reading Street. Teachers should administer the My Sidewalks placement test to students to see if this is the appropriate intervention for them. It is occasionally appropriate for students to receive a My Sidewalks intervention that is one grade level below their current grade, but the conceptual congruence with the core (Reading Street) would be lost. If students are reading two years below grade level, another more intensive intervention should be used. (See section on a 3-Tier Model of Reading Instruction.) (Dr. Jeanne Paratore, BU Professor of Education and Reading Street author)

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A 3-Tier Reading Model A 3-Tier Reading Model is designed to meet the instructional needs of struggling readers. It is aimed at preventing reading difficulties in young children and helping to alleviate reading problems in older students. A 3-Tier Reading Model consists of: •Tier I: Core Classroom Instruction •Tier II: Supplemental Instruction •Tier III: Instruction for Intensive Intervention A 3-Tier Reading Model is composed of elements that are grounded in research on effective practices. Research supports the importance of reading instruction that is systematic and explicit in the following areas: •Phonemic awareness •Phonics and word study •Vocabulary •Fluency •Comprehension Tier I: Tier I instruction is provided to all students using scientifically-based reading instruction and a core program that emphasizes the five critical elements in reading. Ninety minutes per day is allocated to reading instruction using the core. Benchmark testing of students is done at least three times a year to determine instructional needs. Students are grouped flexibly and instruction is differentiated to meet the needs of all learners: students who read above level, on level, and below level. Tier II: Tier II is small-group supplemental instruction in addition to the time allotted for core reading instruction. Tier II includes programs, strategies, and procedures designed and employed to supplement, enhance, and support Tier I. It is usually a minimum of 30 minutes per day in addition to the core. Tier II instruction should start as soon as possible after students have been identified through benchmark testing. A round of Tier II instruction lasts 10 to 12 weeks after which a decision is made about the student’s instructional needs. Tier III: Tier III is specifically designed and customized small-group reading instruction that is extended beyond the time allocated for Tier I and II. Tier III is for the most at-risk students. Instruction is provided using a scientifically-based intervention program that is matched to a student’s needs. (Based on a presentation by Sharon Vaughn for the MA DOE in June 2004)

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Supporting All Readers Using Reading Street Tier I Reading Street provides the components for Tier I instruction. It is important for teachers to differentiate instruction within the core in order to meet the needs of all students, as determined by assessments. Each teacher’s edition provides suggestions for teachers to provide differentiated instruction and to monitor student progress and provide corrective feedback. Following are supports in the core for differentiation: •The Small Group Plan for Differentiated Instruction (found after the Weekly Plan) •The Leveled Readers tab and Differentiated Instruction tab (contain lessons for small group instruction) •Side boxes for Strategic Intervention, Advanced, and ELL (left side of page in TE) •Monitor Progress boxes in the TE (provide if/then suggestions) •Differentiated Assessments: Read the Sentences (on Day 5

Supporting Struggling Readers Using My Sidewalks Tier II My Sidewalks is a research-based reading intervention program. It is designed for students who are unable to read and comprehend grade-level material and who are unable to benefit adequately from the strategic intervention that supports their core classroom reading instruction. It is designed for students who are reading up to one and a half years below grade level. The ultimate goal of My Sidewalks is to improve students’ reading and comprehension abilities. To reach this goal, My Sidewalks is built on instruction in priority skills: phonemic awareness (only Levels A and B), phonics, fluency, vocabulary, and comprehension skills and strategies. Each level of My Sidewalks includes 150 lessons that provide 30-45 minutes of daily instruction for small groups of up to five students. It may be used as a pull-out intervention program or as a before or after school program. If neither of these options works, then My Sidewalks could be taught during independent/center time but it can not replace whole and small group instruction with the classroom teacher.

Tier III For students who are reading more than two years below grade level, a more intensive intervention may be needed. Such interventions could include Project Read, Wilson, and Sonday System. The district has begun the process of defining and creating a multi-tiered system of supports that includes academic and behavioral goals. This work will inform the Department of Literacy’s recommendations for Tier III reading instruction and will be incorporated into the revised ELA Curriculum Guides (August 2010).

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Support for English Language Learners in Reading Street Reading Street integrates targeted instructional practices into each week’s core lesson plan so that the needs of English language learners (ELL) may be met seamlessly and efficiently. This daily, integrated set of strategies and support is based on Dr. Jim Cummins’s three pillars of English language learning: activate prior knowledge/ build background, access content, and extend language. Icons embedded within the margins of each lesson give teachers multiple ways to activate and build background that are specific to English language learners’ needs and style of learning. Accessing content support gives English language learners full access to content by scaffolding learning with visuals, dramatization, language clarifications, and personal and cultural connections while the language extension activities provide strategies to explore language by focusing on meaning, form, and usage. Reading Street provides a complete set of tools to help English language learners accelerate their learning based on intensive and explicit comprehension and vocabulary instruction: •ELL Teaching Guide – Each week this guide provides a quick reference to the daily ELL materials for intensive, small group instruction. This guide contains support for the weekly targeted comprehension skill, vocabulary activities and word cards, multilingual summaries for each of the main selections in Spanish, Chinese, Vietnamese, Korean, Hmong, as well as an easier-to-read version in English, and scaffolded lessons for every ELL reader. Reproducible study guides foster comprehension and provide writing and take-home activities. •ELL Posters – These posters support the lesson concept and key vocabulary every week. Daily oral language activities are based on the same three pillars of English language learning as is found in the core teacher guide and provide tiered activities. •ELL and Transition Handbook – This handbook includes research articles and ELL best practices for professional development as well as language proficiency activities, phonics and grammar lessons, home language activities, and ongoing assessment tools for monitoring progress in reading, writing, speaking, and listening. •Ten Important Sentences – This is a way to help English language learners build comprehension and sentence power. Ten key sentences are presented for every main selection to help ELL understand key events, main idea and details, and patterns. •ELL Readers – These readers are written for children who require additional comprehension and vocabulary practice. Each reader supports the lesson concept by building additional background and vocabulary for the week’s story. Each ELL reader provides direct and explicit support for Cummins’s three pillars. Each reader is also connected to the target skill of the week. •ELD Readers – These readers provide the same function as the ELL readers but with easier-to-read and less dense text each week. The ELD reader content has been rewritten to allow beginning and early intermediate English language learners successful access to the text.

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Creating Strong Home-School Connections Each selection in Reading Street contains a Family Times newsletter. This newsletter can be found in the Practice Book Teacher’s Edition. Each newsletter contains the title of the main selection students are reading and the weekly vocabulary and comprehension focus. The newsletters also offer suggestions and activities to support learning at home. The Department of Literacy and Early Childhood Department strongly recommend that teachers send this newsletter home each week so that parents and guardians will be aware of what their children are learning in reading and can extend that learning at home. The first time this newsletter is sent home (or during a parent-teacher conference), teachers should explain what the newsletter is and how they can use it at home. Parents/guardians will then expect it each week.

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Reading Street Curriculum Components January 2010

How does the Reading Street Curriculum develop early literacy?

What are the core components of the Reading Street Curriculum? Whole Group Times

The quality of instruction has lasting effects on young children’s achievement in literacy and other domains. High quality instruction in K2 is based upon best practices as researched and defined by the fields of early childhood and other disciplines. The curriculum is focused on high quality instruction in critical areas of literacy development:

Morning Meeting- (5-10 min) sets the stage for the day’s activities with beginning of the day routines, highlights concepts and ideas related to the current unit and provides a brief orientation to the center activities available for the day December 2008

Decoding: Alphabet Letter ID Phonological Awareness Alphabetic Principle Sound-Letter Correspondences Print Conventions Print Awareness

Shared/Dialogic Reading- (15-25 min) is the time of the day when the teacher reads and leads discussion of a narrative text with a focus on comprehension and vocabulary development. Books may be reread for different purposes, initially for a sense of the story and subsequently to reconstruct or chime in on its reading.

Comprehension: Vocabulary Syntax Content Knowledge Reasoning/Inferential Thinking Knowledge of Text Structures

While much of K1 and K2 literacy learning is embedded within theme-based knowledge building activities, some time each day is devoted to literacy skills instruction, including oral language development, phonological awareness, alphabet knowledge and comprehension. In K2 classrooms, five year olds participate in literacy activities where they sing, chant and practice skills with increasingly less scaffolding by the teacher. They share in the reading of predictable texts as well as the writing of classroom charts. Teachers offer explicit instruction regarding the way books work, how to figure out words in print and the formation of letters, phonological and phonemic awareness. What children learn in whole group is put to use during centers and other instructional times.

Building Background- (5-15 min) builds on children's experiences to introduce/explore the lesson concept and unfamiliar vocabulary from the selection

Word Work- (10-20 min) provides the direct instruction of phonological or phonemic awareness, letter recognition activities, and explicit teaching of letter-sounds

Small Group Times Independent Work/Centers- (60 min) occur while small group reading and intensive reading groups are being convened. Students choose centers where they are provided rich independent opportunities to develop, practice and hone key literacy skills. Small Group Reading- (30 min) time to meet with small, homogeneous reading groups to provide differentiated instruction. Groups are flexible and change based on children’s needs. Intensive Reading- (30 min) daily time set aside to meet with children needing additional daily focused instruction using My Sidewalks: Early Reading Intervention.

Suggested Reading Street Weekly Schedule Time: 5-10 min 5-25 min choose either based on content

60 min.

5-25 min choose based on what has been done

10-20 min

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 Morning Meeting Morning Meeting Morning Meeting Morning Meeting Morning Meeting Building Building Building Building Building Background Background or Background or Background or Background or or Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Independent Work/ Independent Work/ Independent Work/ Independent Work/ Independent Work/ Centers & Small Centers & Small Centers & Small Centers & Small Centers & Small Group Reading Group Reading Group Reading Group Reading Group Reading Building Building Building Building Building Background Background or Background or Background or Background or or Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Word Work Word Work Word Work Word Work Word Work

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Recommendations for Scheduling: • Limit large group periods. Begin the year spending no more than 15 to 20 minutes in one session of a large group building to no more than 30 minutes over the course of the year • Provide a balance of large group, small group and individual learning • Avoid placing less active periods back to back in the daily schedule. Less active periods are periods during which children are mostly sitting and attending to the teacher or to their classmates • Include a choice time period during which children have autonomy over where they would like to go and are able to initiate their own activities within the provided center

Lesson

Routines and Resources

These following routines and resources are used to support both small and whole group activities. They vary for different curriculum components and are modified based on the specific content of the activity. Lesson Routines are designed to mirror the processes inherent in the discipline addressed. Lesson Routines guide a teacher’s planning and implementation of a curriculum, and provide children with consistency as well as a sense of what to expect at different times of the day and for different types of activities. The Routines are suggested to meet the physical, social and learning needs of all children and are structured to maximize students development. The length and content of Lesson Routines change over the course of the year as children’s skills and independence levels change. Earlier in the year, teachers may adjust the length of Lesson Routines by emphasizing different sections of a routine on different days. However, all sections are included over several days to ensure that children are exposed to all the skills and concepts taught in a unit. Throughout the year, the routines remain stable while the content addressed varies because of the unit and the children’s responsiveness to it. To encourage children’s full participation throughout the year, Lesson Routines need to be verbally, visually and physically engaging. Teacher enthusiasm and attentiveness to what children find intriguing and challenging in a unit can motivate children to become or remain involved in the group. Equal attention must be paid to individual children’s physical placement within the group, the grouping of several children together for collaborative purposes as well as overall group dynamics so that not only will children be able to concentrate on participation but also their experiences will reflect those of a community of learners.

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DAILY SCHEDULE SUGGESTIONS

D A I L Y

Suggested Reading Street Weekly Schedule Time: 5-10 min 5-25 min choose either based on content

60 min.

5-25 min choose either based on content

10-20 min

G U I D E B Y C O M P O N E N T

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 Morning Meeting Morning Meeting Morning Meeting Morning Meeting Morning Meeting Building Building Building Building Building Background Background or Background or Background or Background or or Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Independent Work/ Independent Work/ Independent Work/ Independent Work/ Independent Work/ Centers & Small Centers & Small Centers & Small Centers & Small Centers & Small Group Reading Group Reading Group Reading Group Reading Group Reading Building Building Building Building Building Background Background or Background or Background or Background or or Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Word Work Word Work Word Work Word Work Word Work

BUILDING BACKGROUND Time: 5-25 min

DAY 1 Question of the Week Choose from Amazing Words Talk with Me Sing with Me Chart ELL Poster

DAY 2 DAY 3 DAY 4 DAY 5 Question of the Day Question of the Day Question of the Day Question of the Week Choose from Choose from Choose from Choose from Amazing Words Amazing Words Amazing Words Amazing Words Talk with Me Talk with Me Talk with Me Talk with Me Sing with Me Chart Sing with Me Chart Sing with Me Chart Sing with Me Chart ELL Poster ELL Poster ELL Poster ELL Poster

SMALL GROUP READING & CENTERS Time: 60 min TEXT TYPE

DAY 1 Guided Reading Guided Reading books or Guided instruction/Shared Reading based on children’s needs

DAY 2

DAY 3

Guided Reading

Leveled Readers

DAY 4 Leveled Readers

Guided Reading books or Guided instruction/ Shared Reading based on children’s needs

DAY 5 Guided Reading Guided Reading books or Guided instruction/ Shared Reading based on children’s needs

SHARED READING Time: 5-25 min

DAY 1 Read main selection for enjoyment

DAY 2 Re-read main selection with emphasis on targeted comprehension strategies and skills.

DAY 3

DAY 4

Re-read main selection or introduce a new selection that reinforces the concept/ comprehension strategies and skills.

Revisit a previous week’s main selection or alternative from the previous day or introduce a new selection that reinforces the concept/ comprehension strategies and skills.

DAY 5 Read selection in Anthology or use another new text to check comprehension skills and strategies.

WORD WORK Time: 5-25 min

DAY 1

DAY 2

DAY 3

DAY 4

DAY 5

Word Work Word Work Word Work Word Work Word Work • Introduce target skill • Introduce • Practice and • Review and • Apply target • Connect skill to print second target apply target apply skills to texts • Review previous skill skill or skills and previous • Introduce/review high reinforce day words weeks’ taught frequency words 1’s target skill skills and • Connect both words skills to print • Review high frequency words

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What’s Essential/What’s Not Reading Street is a very comprehensive reading program that has been created for a national audience. As such, it contains extensive resources and options for instruction. Many teachers and administrators have asked for clarification as to what the essential Reading Street components are for instruction in the Boston Public Schools. The Boston Public Schools values its students reading authentic texts and responding to reading orally and in writing as the underlying principles of literacy instruction. We deliberately did not purchase practice books and other workbooks for this reason. Occasionally, there may be pages in the teacher’s blackline masters that would be useful for students to practice skills at home or during independent/center time, but we strongly discourage the use of worksheets on a regular basis. Following is a brief synopsis of the recommendations of the Department of Literacy.

Essential Reading Street Components for Instruction Every student will receive instruction in and have access to: • • • •

The grade-level concepts, vocabulary, comprehension skills and strategies, and word study as outlined in the skills overviews in each Reading Street TE The main selection (independently or as a shared reading with the teacher) The paired selection A leveled reader (or concept literacy reader, ELL reader, or ELD reader for students for whom the below level reader is too difficult)

In addition, students will be provided with extensive time to read independently books from the classroom library. Teachers are encouraged to incorporate guided reading into the weekly schedule.

Reading Street Components That are Optional or Non-Essential • • •

Practice Book and Spelling Practice Book pages Decodable Readers: Optional (for students who need extra phonics practice) Grammar and Writing Lessons: Optional during Writers’ Workshop (a school-based decision)

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Morning Meeting Welcome Children greet the children to their immediate right and left by name and with a comment. Teacher asks for two-three children to share what their friends told them. Group sings onetwo “good morning” songs. Teacher and children check attendance chart, count/calculate how many are present and absent; review helpers chart, reminding children about their jobs; and read the day’s schedule, noting specials and other unique features to the day. This is also a chance to take a look at your calendar and note important days or changes.

Introduction of Centers Teacher begins by referring to the centers chart and which centers are open for the day. S/he may show a prop from each center while explaining what children can do with the materials in them. Or s/he may highlight one (or two, but one at a time) centers by demonstrating, explaining or showing a product from that center in more detail. Items in centers are highlighted when something is new (watercolors in art) or children need further input on how to use the materials (demonstrate the acceptable height of tall buildings in block area) or center has been underutilized by many children (show dolls that are going to“storyhour” in the classroom library who need the help of some storyteller). Children choose where they will begin by responding to teacher’s query, “Who would like to start in…?”

Building Background Question of the Week/Day This central question prompts students background knowledge on the concept of the week/ day. The question is written on the “message board” where children can read it with you. On days one and five students discuss the question of the week while on days two three and four the question connects to the weekly concept. Children should be encouraged to answer and discuss the questions throughout the day as they make connections.

Talk With Me/Sing With Me The Talk with Me charts offer children the opportunity to see the amazing words in a visual context. It also allows them to apply/contextualize the amazing words. The Sing with Me chart gives the children the opportunity to use the amazing words in song. All six amazing words are used in these songs.

Amazing Words Every week children are introduced to six amazing words. These words are meant to expand and enhance children’s vocabularies and build their comprehension of text and the world around them. These words are taken directly from the main story/selection and are central to the work in the Talk with Me/Sing with Me charts.

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ELL Posters These posters are designed to support vocabulary and key lesson concepts. The daily routine is developed to ensure students build background/activate prior knowledge, access content and extend language. Teacher support/scaffolding is provided on each poster.

Shared Reading Trade Books Are the main selection books that are read aloud (ex.Fix it Duck). During Shared Reading the adult and the child switch roles so that the child learns to become the storyteller with the assistance of the adult who functions as an active listener and questioner. Teachers Prompt, Evaluate, Expand and Repeat (PEER) to support and encourage children’s use of language and vocabulary. Reading Street encourages teachers to prompt using Completion, Recall, Open-Ended, Wh- and Distancing kinds of questioning techniques. (CROWD).

Big Books These oversized books are also used as a main selection as part of your children’s shared reading experience. They follow the same PEER sequence and CROWD prompts as trade books to encourage children’s use of language and build new vocabulary. The big book & trade book selections also reinforce concept development and comprehension strategies.

Suggested Read Alouds These are books that are widely available through classroom libraries, public libraries or teachers personal collections that will expand on the content and concepts as well as enrich the culture of the classroom.

Small Group Reading Instruction Due to a wide range of abilities in Kindergarten, Reading Street provides a variety of readers for children to use to apply letter sound knowledge and practice in the context of little books.

Reading Street Readers Listen to Me Readers- are designed for group time with students who need practice with target letter sounds and oral vocabulary development Kindergarten Student Readers- applies target letter sounds and high frequency words in text that has the potential for 100% accuracy Independent Leveled Readers- are used to support children who come to Kindergarten as beginning readers. The focus in on vocabulary and the target comprehension skill. These readers are written at guided reading levels A-D. Decodable Readers- reinforce and apply the target letter sounds each week; they are 80% decodable or better and are based on previously taught letter sounds Phonics Stories- practice the target letter sounds and high frequency words (need to be photocopied from practice book)

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Guided Reading Texts Offers teachers an opportunity to provide text at the students individual reading level. These texts provide teachers the opportunity to observe individuals as they process new text and children the chance to develop reading strategies needed to read increasingly difficult text independently . Guided reading texts are not a part of the Reading Street curriculum package.

Word Work Phonics Songs and Rhymes Flip Chart provides children with an interactive approach to learning and practicing phonemic awareness skills. The charts are made to be used with dry erase markers to allow children/ teachers to match pictures to sounds and words and highlight words or letters that correspond to the mini-lesson that is being taught. We encourage teachers to listen to the audio CD and then sing these songs. Vocal talent is not a pre-requisite for singing with young children.

Picture Cards These cards are predominantly animal based pictures whose initial letter begins with the target letter.

Phonics Activities Mat & Word Building Board You will know when to use this by the little pink icon in your teachers edition. These oversized cards have purple, blue and green boxes with 2, 3 and 4 spaces to use as a guide to explicitly teach the blending of sounds as students fill them with letters to make words. These mats are also designed to support word work as a center for students to practice and explore.

High Frequency Word Cards These cards are provided to support students as they learn to recognize and use highfrequency vocabulary. At the Kindergarten level new high frequency words are introduced every two weeks with the exception of unit 6 when there are no new high frequency words. There are a total of 20 high frequency words that are introduced

Alphabet Cards Oversized cards that are used to support children as they learn to identify letters. These cards are in both English and Spanish. (please note the alphabet is in English and does not include letters in the Spanish alphabet) 32

So what is this like that I already know? RS Strand Morning Meeting

Includes… Calendar Message Board

Building Background

Question of the Week/Day Talk With Me/Sing With Me Amazing Words ELL Posters

Word Work

Phonemic awareness Connect sound to letter Leveled texts Small group reading routine Model fluent reading Read chorally Read individually Reread & monitor progress Grammar Daily fix it Writing: Modeled Shared Interactive Speaking & listening Wrap up day

Language Arts

Comparable to… Morning Meeting Circle Time Discussions Morning Meeting Circle Time Discussions SIOP modeled lessons

Word Work Fountas & Pinnell Mini lessons SWPL in K1

Writers Workshop

Use this tool to build off of your background knowledge and the foundations of literacy

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CURRICULUM MAPS and INSTRUCTIONAL SUPPORTS

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Unit One Theme: All Together Now Central Question: How do we live work and play together? Oral Language/ Concept Development Main Selection (Genre) Re-read Selection

Comprehension

Vocabulary

Weekly Concept Listening Vocabulary: Response to Literature Additional Question Comprehension Amazing Vocabulary (Talk with Words Me Chart) Oral

Fluency

Additional Resources

Word Work

Phonological High Fluency Awareness/ Frequency/ Songs & Phonics Target Word Wall Poems Skills Words

Suggested Readalouds •

The Little School Bus (Rhyming Story)

Fix-It Duck (Animal Fantasy) Little School Bus

first, second, How do we third, get to school? fourth, fifth, sixth (1A: 1,2,3)

repair, leak, steep, ladder, puddles, shed

How do people help each other?

Julius (Animal Fantasy)

Setting

(2A: Rollercoaster)

How do Plaidypus Lost platypus, families (Fiction) around, cooperate? lost, found, market, (3A: Family Fix-It Duck groceries Activities)

Miss Bindergarten bakery, Takes a Field post office, Trip fire station, (Animal library, Fantasy) park chaperone Plaidypus

Character

How do people in a community cooperate? (4A: Community Workers)

Granddadd How do y, sharing, people and protect, animals work create, together? scary, (5A: Work & sneaked Play)

Miss Bindergarten Dig, dig, How do Scooping, digging machines swooshing, (Concept help people squelching, Book) work? gobbling, (6A: spinning, Construction rumbling Julius Vehicles)

Sequence

Classify & Categorize

Character

Classify & Categorize

Pretend to be one of characters in Drama Center

Create the setting for Duck with small table top props in Manipulatives Center

Retell story with Retelling Cards in Poetry Center

♪ A Bus. ♪ How We…

wig, Words in a quick, sentence squirmy, Rhyme curls, ♪Wheels on Letter naming: ends the Bus A-E

trailer, jeep, tools, shed, gasps, moans

plaid, sack, return

community, neighborhood, Shared Writing: Make a downtown, list of items each of four librarian, community helpers might postal use worker, firefighter

♪Jimmy found ♪That’s what

Syllables in a word Rhyme ♪Peter Letter naming: played with F-N one hammer ♪ Oh no Discriminate ♪ Purple sounds Platypus Segment syllables ♪ Friends Rhyme are special . Letter naming: (theteachers O-S guide.com) ♪Yippee, Yahoo ♪ On a field trip Initial sounds Segment ♪People in syllables your Letter naming: neighborhood T-Z (Sesame Street)

♪ Mr. Malcolm Isolate /m/ Group Discussion: Why grandparents ♪ Discriminate do you think Julius and crate, Granddadd sounds Maya are such good imitations, y Rhyme friends? jazz Oh Connect /m/ to Mm ♪John Jacob ♪ Tick tock vehicles, Isolate /t/ Draw your favorite ♪ Look at transporter, Discriminate vehicle and tell how it them treads, sounds helps to get a job done. excavator, Rhymes (Teacher scribes as ♪ Whistle construction Connect /t/ to children draw.) While You site Tt Work

I am

Alfie’s ABC (Hughes) • Miss Bindergarten Gets Ready for Kindergarten (Slate) • Good Dog Carl (Day) • David’s Drawing (Falwell)

I am

• Alphabet Book of Cats & Dogs (Moxley) • Tools (Morris) • David Goes to School (Shannon) • Duck in the Truck (Alborough) •

the little

Alphabet City (Johnson) • Our Granny (Wild) • Flower Garden (Bunting) • Tops & Bottoms (Stevens)

the little

• Uptown (Collier) • Carl Goes Shopping (Day) • Bus Route to Boston (Cocca-Lefler) • The Colors of Us (Katz) •

a to

I, am, the, little, to, a

Tell me a story, Mama (Johnson) • Dim Sum for Everyone (Lin) • Elizabeti’s Doll (Stuve-Bodeen) • Goodnight, Gorilla (Rathmann) • Emergency! (Mayo) • B is for Bulldozer (Sobel) • Get to Work, Trucks! (Carter) • Night Shift Daddy (Spinnelli)

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Unit Two Theme: Animals Live Central Question: Where do animals live? Oral Language/ Concept Development

Main Selection (Genre)

Vocabulary

Re-read Selection

Amazing (Talk with Words Me Chart)

Life in an Ocean (Informational) Dig, dig, digging

Oral

ocean, world, crab, shell, fish, seaweed

Weekly Concept Question

What is an ocean environment? (7A: Under the Sea)

armadillo, burrow, Who lives in an tortoise, orange grove? rattlesnake, (8A: Orange grubs, grove animals) Life in an Ocean insects

Armadillo’s Orange (Animal Fantasy)

Animal Babies (Concept Book) Armadillo’s Orange

Bear Snores On (Animal Fantasy) Animal Babies

A Bed for the Winter (Informational) Bear Snores On

Whose Garden is it? (Rhyming Story) A bed for the winter

calf, grassland, cub, puppy, joey, foal

Who lives in grassland? (9A: Grassland animals)

sleep, winter, cave, woods, story, blustery

Where does a bear hibernate? (10A: Bear in winter)

meadow, nest, stump, tree trunk, hive, den

What kind of home does a mouse need in winter? (11A: Animal Homes)

garden, gardener, plant, soil, seed, blossom

Who lives in a garden? (12A: Garden)

Comprehension Listening

Comprehension Comprehension

Skills/ Strategies

Vocabulary

Fluency

Word Work

Response to Additional Fluency Phonological High Suggested ReadLiterature Concept Songs & Awareness/ Frequency/ alouds Vocabulary Phonics Poems Word Target Skills Wall Words environment

salt water, school of fish, Turn & Talk♪ Time to go sea How are fish/crabs Preview & ♪ In the ocean alike or different? anemone, Predict coral, Recall & Retell sea urchin, sea otter Turn & Talkarmor, What did you Setting path, ♪ See my notice about the ♪Orange setting/characters? neighbors, ditch, grove Chart their responses through drawings and landmark Compare & Contrast

labels.

Main idea

Fantasy & Reality

Fantasy & Reality

Realism & Fantasy

Additional Resources

Isolate short /a/ Oral Blending Connect /a/ to Aa

Isolate /s/ Oral blending Connect /s/ to Ss

Turn & TalkWho lives in a Isolate /p/ grassland? What safari, Oral blending did you learn about ♪ Perky Little outback, them? ♪ Who lives prairie Connect /p/ to Draw/write about Pp animals in the grasslands Nonfiction, fiction, Isolate /k/ hibernate, lair, ♪ Can cat Oral blending howl, ♪ Hush Little Connect /k/ to hare, Kk gopher, mole, raven Sequence the ♪ In a Tin events of the story ♪ Little Mouse stone, Isolate /i/ identify the order in shelter, • Discriminate which the Over in the protection, sounds dormouse Meadow prey, • encounters other Inch by Inch coat, • Oral blending animals & act out I Know an seasons Connect /i/ to Ii the behavior of Old Lady each animal Turn & Talk♪ Six Little What happens in roots, Silly Fish this story that does stem, ♪Who’s Isolate short /i/ not happen in real nutrients, in the Garden? life? cycle, • Mary, Mary Discriminate Draw/Write with a exquisite, Quite sounds t-chart to document woodchuck Contrary the reality vs. the fine, • The Farmer Oral blending fantasy (speech pollinate Plants the bubbles) Seeds Gather a variety of familiar books. Have the children sort the books into reality and fantasy. Have them talk out and discuss their thought process and understanding.

have is

have is

we my like

we my like

he, for

he for we my like have is

•Somewhere in the Ocean •Greedy Gray Octopus •A House for Hermit Crab •A Day at the BeachSwimmy • Armadillo’s Rodeo • Oranges to Orange Juice • Little Blue, Little Yellow • The Great Kapok Tree • Animal Babies in Seas • Animal Babies in Polar Lands • Honey, Honey, Lion • Koala Lou • Kissing Hand • Is Your Mama a Llama?

• Bear Wants More • The Three Snow Bears • Time to Sleep

The Mitten Town Mouse, Country Mouse • One Winter’s Day • Busy, Buzzy Bee • Animals in Winter • •

• The Tiny Seed • Jack and the Beanstalk • Dirt: The Scoop on Soil • Carrot Seed • How a Seed Grows • Anasi the Spider

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Unit Three Theme: Watch Me Central Question: How do people, plants and animals grow? Oral Language/ Concept Development

Comprehension

Main Selection Oral Weekly Listening (Genre) Vocabulary: Concept Comprehension Amazing Question Re-read Words (Talk with Me Comprehension Selection Chart) Skills/

Response to Literature

Vocabulary Fluency Additional Concept Vocabulary

Fluency Songs & Poems

Word Work Phonological Awareness/ Phonics Target Skills

High

Frequency

Word Wall Words

Additional Resources Suggested Readalouds

Strategies

Little Panda (Informational) A Bed for the Winter

Act out acrobatic

Compare & antics of Little weigh, How does a Contrast Panda measure, panda change healthy, writing:list in its first Preview & Shared of characteristics bamboo, year of life? Predict curious, (13A: Pandas) Recall & Retell of baby panda or role of mama explore Visualize panda

Little Quack (Animal Fantasy)

What new duckling, things can pond, you do as you paddle, grow and Bear Snores On plunged, change? proud, brave (14A: Ducks) See How We Grow (Biography) Little Quack

Farfellina & Marcel (Animal Fantasy) Whose Garden Is It?

Seeds (Informational) Farfellina & Marcel

twins, How do newborn, children crawl, walk, change as children, they grow? babies (15A: Children)

goose, gosling, How do caterpillar, friendships butterfly, change? reflection, (16A: Geese cocoon & Butterfly)

seeds, pod, roots, stem, pit, sprouts

What do seeds become? (17A: Seeds)

Hide, Clyde (Concept Book) Chameleon, How do jungle, chameleons pattern, skin, change? Seeds hide, (18A: scampered Chameleons)

Dramatize the story of “Little Quack”

Plot

Cause & Effect

Plot

Draw conclusions

Main Idea

scale panda fragile den nimble wobbly juggles scrambles dive snuggle clung dare lily pad cat o’ nine tails

Retell story using the nest/duck activity Turn and Talk Describe a time when you felt brave and/or proud Writing:brainstorm toddler differences in what gently babies, toddlers, and young children coo babble can do

Draw self-portrait as baby and child: label what you could do as a baby and what you can do now Take turns in small life cycle groups presenting splattered life cycle of peer butterfly. Brainstorm why / howFarfellina and Marcel become good friends

huddled drizzle glossy

Elements and soil materials needed shovel for plants to grow. Illustrate cycle of moisture growth of a plant. carve Act out the Carrot tropical Seed or Jack and the Beanstalk Act out actions of a camouflage chameleon. protect Turn and Talk: If you were a chameleon where would you hide? What would you look like?

tumble trim blend

♪Bubbles ♪Growing

♪Randi ♪ I’m a little

♪Oh dear ♪Changes

Isolate /n/, /b/ Oral blending Segment phonemes Connect /n/ to Nn, /b/ to Bb

me with she

Isolate /r/ Oral blending me Segment with phonemes she Connect /r/ to Rr

Isolate /d/, /k/ Oral blending Segment phonemes Connect /d/ to Dd, /k/ to Kk

see look

Milton, the Early Riser (Kraus) Panda, Bear, Panda Bear, What do you see? (Martin) Mom and Me (Ford) Duckling Days (Wallace) Plop! (Melser) In a Small, Small Pond (Fleming) Have You Seen My Duckling? (Tafuri) Welcome Babies (Knight) Babies Canizares,Chanko Do Like Kyla (Johnson) Finished Being Four (Wilkins) One Smile (McKinley) Where Butterflies Grow

♪ Four Funny

Isolate /f/ Oral blending Segment ♪My friend phonemes

see look

Isolate /o/ Oral blending Segment phonemes Connect short / o/ to Oo

they you of

Isolate /o/ Oral blending Segment phonemes Connect short / o/ to Oo

they you of

♪ Bobby Bunny ♪ Seeds

♪Fox, fox ♪ Hide Clyde

From Caterpillar to Butterfly (Helligran) Goose’s Story (Best) Annie Bananie (Komaiko) Yo! Yes! (Raschka) Matthew and Tilly (Jones) From Seed to Plant (Gibbons) A Seed is Sleepy (Aston) The Carrot Seed (Kraus) Seeds Berger/Berger) A Color of Its Own (Lionni) Chameleon, Chameleon (Cowley) Harry the Dirty Dog 37 (Zion)

Unit Four Theme: Lets Explore Central Question: Where will our adventures take us? Oral Language/ Concept Development Main Selection (Genre) Re-read Selection

Bunny Day (Animal Fantasy) Hide, Clyde

My Lucky Day (Animal Fantasy) Fix-It Duck

One Little Mouse (Rhyming Concept Book) Farfellina & Marcel Goldilocks & The Three Bears (Classic Traditional Tale) My Lucky Day If You Could Go to Antarctica (Informatinal) See How We Grow Abuela (Fiction)

One Little Mouse

Oral Weekly Vocabulary: Concept Amazing Question Words (Talk with Me Chart) chores, tidy, bustle, race, story, hungry

piglet, fox, lucky, filthy, cook, scrubber

What adventures do you have throughout the day? (19A: Daily Activities) What adventures can you have on a lucky day? (20A: More activities)

woodland, What nest, adventures vale, can an hollow, animal have? comfortable, (21A: shadows Animal activities) bears, porridge, cottage, big, middle-sized small

What kind of adventures can a little girl have? (22A: Girl & Bears)

Antarctica, continent, What would it be like to icebergs, take an penguins, adventure to seals, Antarctica? whales (23A: Antarctica) What kinds abuela, of adventure, adventures flock, can you have city, in a city? airport, (24A: City harbor scenes)

Comprehension Listening

Comprehension Comprehension

Response to Literature

Skills/ Strategies Turn & Talk:

Sequence Check Predictions Recall & Retell How is our class Use Illustrations schedule similar Preview & Predict and different to the Text Features bunnies’ schedule. Generate Questions

Cause & Effect

Sequence

Vocabulary

Fluency

Word Work

Additional Fluency Phonological Concept Vocabulary

Songs & Poems

Time measurement – hours, ♪Hiking peacefully, Home routine, ♪Get up schedule

Awareness/ Phonics Target Skills

High

Frequency/

Word Wall Words

are that do

Draw/write what you would happen to you on a lucky day.

Polished, startled, delicious, hauled, roasting, filthy, pounded, exhausted, trick/trickster

Isolate /l/ Oral blending ♪ Lucy Segment ♪ It’s my phonemes Connect /l/ to Ll

are that do

Turn to the person next to you and talk about what caused Mouse to change his feelings.

Adventures, Isolate blends diet, ♪Sliding Discriminate squirmish, down phonemes glen, ♪ A new Segment scampered, woodland phonemes content nest Consonant

one two three four five

blends

Character

one two three four five

textures

Classify & Categorize

Setting

Have children draw/write what they would see if they were in Antarctica.

Earth, Isolate short / e/ continent, Segment shiver, ♪Red sled phonemes ♪It’s a thunder, Discriminate continent phonemes blubber,

The author leaves us Imaginary, thinking that Rosalba and Abuela are going dock, to have another imaginary adventure Statue of on a boat. Turn & Liberty, talk about where you think they will go and what they will do.

here go from

Connect short / e/ to Ee

Isolate short / e/ Segment ♪ Get set phonemes ♪ To the Discriminate city phonemes Connect short / e/ to Ee

Suggested Read-alouds

Pat The Bunny Dorothy Kunhardt

Isolate /h/ Oral blending Segment phonemes Connect /h/ to Hh

Draw or write what Folklore or you would have fairy tale, done if you were Isolate /g/ wee, Goldilocks and ♪ Tag Segment woke up to see the wandered, ♪ In a small phonemes three bears looking bits, leaped, Connect /g/ at you. clambered,

Additional Resources

here go from

The Runaway Bunny Margaret Wise Brown Bunny Cakes (Max and Ruby) Rosemary Wells The Wolf’s Chicken Little Stew Bunny Follows His Keiko Kasza Nose Katherine The Pigs’ Picnic Howard Keiko Kasza The Three Pigs Bad, Bad Bunnies The True Story of Judy Delton the Three Little Pigs Jon Scieszka Bunnies In School Pigs K. Paget Rozanne Ten LittleLanczak Mice Williams Joyce Home Dunbar For A Bunny Pigs Complete Story The M. Brown Gail of theGibbons Three Blind Pigsty Mice John Ivimey What Bunny Loves Mark Teague Emeka’s Gift: An Cyndy Szekeres It’s a Perfect Day African Counting Abigail Story Pizer Ifeoma Onyefulu Counting and Rhyming Book, Three Snow Bears JudiBrett Barrett Jan Feast for 10, Three Bears Cathryn Fallwell Paul Galdone Town Mouse Goldilocks and the Country Mouse Three Bears Jan Brett The Very Hungry Caterpillar Eric Carle A for Antarctica Jonathan Chester The Polar Bear (Animal Close-Ups) Valerie Tracqui Penguins Gail Gibbons Penguins Through the Year Robin Bernard Tacky the Penguin Helen A BusyLester Day for a Good Grandmother Margaret Mahy Grandmother and I Helen Buckley Luka’s Quilt Georgia Guback Waiting for Noah Shulamith Levey Oppenheim Gretchen’s 38

Unit Five Theme: Going Places Central Question: How do people get from here to there? Oral Language/ Concept Development Main Selection (Genre) Re-read Selection Max Takes the Train (Animal Fantasy) Bunny Day

Weekly Oral Concept Vocabulary: Question Amazing (Talk with Me Words Chart) plane jetway subway tunnel ferryboat sidecar

Comprehension Listening Comprehension Comprehension Skills/Strategies

rescue What kinds of pilot transportation yacht help us in an If you could go sailor emergency? to Antarctica mechanic (26A: Coast shimmering Guard)

Abuela

messenger What kinds of delivery transportation radios help people do pick up their jobs? escalator (27A: eyeshades Messengers)

Cause & Effect

engine tracks What does a passenger train need to roundhouse get over the Max Takes the mountain mountain? Train valley (28A: Trains)

Messenger, Messenger This is the way we go to school (Fiction) Mayday, Mayday

Word Work

Fluency Phonological High Song &, Awareness/ Frequency/ Poems Phonics Word Wall Target Skills Words

travel How do people kayak in different llama parts of the dogsled world travel? double(29A: World decker bus Travelers) submarine

Act out a way that someone was rescued in this book.

♪Mr. Max ♪CG Rescue

Isolate /k/ Oral blending Segment phonemes

yellow blue green

yellow blue green

Connect /ks/ to Xx

Compare & Contrast

What are the things Calvin does throughout his day? Where did Calvin go?

♪What Luck

Isolate short /u/ Oral blending Segment Phonemes

what said was

Connect short /u/ to Uu

Little Engine That Could Classic Fantasy)

On the Move (Informational)

Additional Vocabulay

Fluency

Isolate /j/, / w/ Realism & Fantasy How many Oral Literacy circle: What forms of Blending Check Predictions happened in the story? transportatio transportation ♪Jill Jones Segment Recall & Retell n can you name? ♪ Thru the Phonemes Use Illustrations Talk about the different transport (25A: jetway Preview & Predict types of transportation in shipping Transportation Connect /j/ Text Features this story. vehicles) to Jj Generate Questions Connect /w/ to Ww

Mayday, Mayday (Informational)

Messenger, Messenger (Rhyming Story)

Response to Literature

Vocabulary

Plot

Main Idea

Build a train rail and reenact the toils of the train’s day.

persevere challenge Show/ Act out with your visualize body how the train locomotive persevered, pick up passengers as you go.

Sculpt/ Build a form of mobile transportation that we locomotion read about. Tell us about vehicle how and where it is used.

♪Bud ♪On the tracks

Isolate /u/ Oral blending Segment phonemes

Isolate /v/, / z/ ♪ I want Oral ♪ How do blending you Segment phonemes

cablecar How do trolley children around Draw a scene from the horse-andthe world go to Draw Conclusions book. Explain what the buggy automobile ♪Yolla school? best type of skis ♪How do (30A: transportation to use in metroliner Transportation this setting. Why? vaporetto to School)

Isolate /y/, / kw/ Oral blending Segment phonemes Connect /y/ to Yy, /kw? To Qq

what said was

where come

where come

Additional Resources

Suggested Read-alouds

Going By Plane (Susan Ashley) Going By Car (Susan Ashley)

Emergency! (Margaret Mayo) See How They Go: Emergency Vehicles (DK Publishing) Police Cars (Braithwaite) All Aboard Fire Trucks (Teddy Slater)

Trains (Rockwell) Choo-Choo Clickety Clack (Margaret Mayo) See How They Go: Train Trains (Rockwell) Choo-Choo Clickety Clack (Margaret Mayo) See How They Go: Train Transportation in Many Cultures (Life Around the World) (Rustad) Cars and Trucks and Things That Go (Scarry) Big Book of Transportation This Is The Way 39 We Go to School (Falk)

Unit Six Theme: Building Our Homes Central Question: How do homes help us survive and enjoy our life? Oral Language/ Concept Development Main Selection Weekly Oral (Genre) Concept Vocabulary: Question Amazing Re-read (Talk with Words Selection Me Chart) Homes Around the World (Informational) This is the way we go to school

Old MacDonald Had a Workshop (Animal Fantasy) Max Takes the Train

Building Beavers (Informational) Old MacDonald Had a Workshop

home roof tools apartment city country

Listening Comprehension

Response to Literature

After reading multiple books about Houses What kinds of Around the World homes do Compare make a chart where people around &Contrast children compare their the world home to homes around build? the world. How are (31A: Homes) they different vs. the same?

saw drill What tools do hammer you need to screwdriver build things? file (32A: Tools) chisel

beaver lodge paddle river stream lake

Comprehension

How do beavers build homes? (33A: Beavers)

Character

Main idea

The Night Worker (Realistic Fiction)

engineer construction Who works at fireman night? hard hat Mayday, Mayday (34A: street sweeper Workers) beacons

Plot

Play Guess My Tool. Children come up in front of the room and get a tool in a bag. Children describe the tool to the class. Based on their description the children guess what’s inside the bag.

Vocabulary Fluency

Additional Resources

Fluency Phonological High Additional Songs & Awareness/ Frequency/ Suggested Concept Poems Phonics Word Wall Read-alouds Vocabulary Target Skills Words

protects materials suburb different

Re-teach short / a/ and short /i/ ♪ Here Blend phonemes comes Re-teach Segment ♪I’ve been and Review phonemes living Connect /a/ to Aa, /i/ to Ii

Houses and Homes By Ann Morris HomesAround the World By Bobbie Kalman Wonderful Houses Around the World By: Yoshio Komatsu I Love Tools! Shari Halpen The Tool Box

N/a

ByAnn and Harlow Re-teach short / Rockwell o/ ♪ Fix it Re-teach Blend phonemes ♪ If I were and Review The Construction Segment Alphabet phonemes By Jerry Pallotta and Rob Bolster

Have children paint a picture of a beaver dam.

Balance Dam Predators Herbivores Using blocks children kits build a beaver dam. Turn and Talk: Ask the children: If you were a night worker what kind of job would you want and why?

Word Work

Hollowing Survey Foreman Leveling Project Excavator foundation

♪Grand Sand ♪ Hush Little

TheArpon By Eric Carle Building Beavers By Kathleen MartinJames

Re-teach short / e/ Blend phonemes Re-teach Segment and Review Beavers (Kids Can phonemes Press Wildlife Series) Connect /e/ to By Deborah Hodge and Ee

Pat Stephens Street Sweepers By DeGezelle and Terri

Re-teach short / u/ Blend phonemes ♪Where Re-teach Construction Zone Segment ♪What do and Review By Cheryl Willis phonemes Hudson Connect /u/ to Building With Dadu Uu By Carol Nevins

The House That Tom Lives In (Fiction)

architect electricians Who helps plumbers build a house? painters The Night Worker (35A: House landscapers Workers) movers

Animal Homes (Informational) The House Tony Lives In

predators prey shelter shields colony bark

Setting

Pocket Chart: Pictures ADay with a Plumber of Different Discriminate By Mark Thomas Construction Worker sounds (ex plumber, painter, Construction Blend phonemes Mouse Paint etc) worker ♪ Can Zelda Re-teach Segment By Ellen Stoll Walsh Children match the Installed ♪Let’s build and Review phonemes worker with the types neighbors Aday with a of tools that they use. Bricklayer Decode words Children check his or Mark Thomas her work

Children act out using Surroundings puppets or their bodies Mate some animals that are the Amphibians How do prey and some animals Burrow animals build Draw that are predators. Den their homes? Conclusions Children explore the (36A: Animal relationship between Hibernate houses) these two groups of animals, prey vs. predator.

Animal Homes ByAnn O. Squire Discriminate sounds The Three Little Pigs Blend phonemes ♪Quickly Re-teach Barry Moser Segment ♪Why do and Review phonemes Science KidsAnimal

Decode Words

Homes ByAngela Wilkes

40

I N S T R U C T I O N A L S U P

SMALL GROUP TIME: GUIDED & LEVELED READERS & CENTERS

P O R T S 41

Texts Used for Instruction in Kindergarten Text

Purpose

Reading Street Leveled Readers: Independent Leveled ReadersAdvanced (A), Build background and develop concept knowledge, Kindergarten Student Readers-On- comprehension, vocabulary, fluency, and weekly skill and level (OL) strategy practice Listen to Me Readers- Below Level (BL) Reading Street Concept Reader Builds background and develop skill and strategy (for (easier than the BL Leveled Reader) students who need it) Provide practice in each week’s phonics skills and high frequency words (for students who need this practice) Reading Street Strategic Intervention Provides practice in cumulative phonics skills (for students Decodable Selection (reproducible) who need this practice) Reading Street Phonics Stories (on- Provide practice in each week’s phonics skills and high line) frequency words (for students who need this practice) Reading Street Decodable Readers

Reading Street Main Selection Reading Street Paired Selection Reading Street Read Aloud Anthology

Develops comprehension, concept knowledge, and vocabulary

Guided Reading Leveled Texts Develop comprehension and word solving strategies using (optional for schools with bookrooms instructional level texts or classroom collections) Texts for Independent Reading (from classroom library)

Provide opportunities for students to engage in reading texts of interest to them and at their independent reading level

Texts Provided for Instructional Partnership with Families in Kindergarten Text

Purpose

Take-Home Listen to Me Readers Take-Home Kindergarten Student Readers Take-Home Independent Leveled Readers

Build background and develop concept knowledge, comprehension, vocabulary, fluency, and weekly skill and strategy practice

Take-Home Decodable Readers

Provide practice in each week’s phonics skills and high frequency words (for students who need this practice) 42

Some general reminders about Centers during Reading Street: Centers occur during Independent Work time and provide opportunities for children to try out, practice and reinforce the concepts and skills they are learning. Because the activities in centers are designed for children to do on their own or in collaboration with peers, teachers are able to meet with small groups for differentiated instruction at this time. In order for this to happen, however, children first need to learn how to interact with the materials and their peers in each center so they can be productive and independent. (See guidelines for opening centers at the beginning of the year that follows.) In addition, teachers need to review expectations for participation periodically, explain and demonstrate new materials and activities before they are introduced into centers, and make modifications over the course of the year based on children’s participation and progress. As children become better able to work with each other and more skilled in accomplishing literacy tasks, they are expected to take on new roles and responsibilities. For example, children will be more able to write about the stories they listen to later in the year after they have learned to compose messages and encode words. The number and scope of centers will vary from classroom to classroom depending on space, availability of materials and interests of the children. Teachers may choose to combine some centers if space is limited (library and listening may become the book area; letter and word work may be included in the writing area). OR they may find they need to include cross curricular centers (such as science and math) during Independent Work to insure an adequate number of options for the number of children in the class. In this document, centers are generic in nature and house like types of materials into which specific literacy activities may be embedded. Each center provides a setting and serves specific purposes for acquiring and perfecting different aspects of reading. (See the Overview of Independent Work/Centers below for details). This makes it possible for children to accomplish more than one task in a center and extend their time there. Once a child finishes the suggested activity of the day, s/he can choose another activity from the same center and practice related skills. For example, in the library, after retelling the week’s story multiple times, a child can move on to reading familiar books. The focus of centers changes as the units change so that centers are supportive of not only skill development but also concept development. The dramatization center may be a house for one unit, an office for another and a rainforest for yet another. Or the centers may change to reflect the question of the week. In one unit, the drama center is set up as a house the first week, a kitchen for the next two weeks, a school room for the fourth week, returns to being a kitchen for the fifth week and is back to a house for the final week of the unit. Such changes provide children with a place to talk about the concepts of the week and use language related to these concepts. Teachers can then embed the activities suggested in this document, include the literacy centers suggested in the Reading Street Teachers Edition, and/or create activities with similar purposes. One final reminder: reading and writing does not begin and end during Reading Street instruction. In kindergarten, literacy learning takes place throughout the day and across a variety of settings.

43

Some Guidelines for Opening Centers During Unit One: Spend the first week of school--before beginning the first unit of Reading Street the second week of school-teaching children how to use the materials and interact with each other in centers. Open one new center each day, beginning with those that children are more likely familiar (drama, writing, manipulatives). With the whole group, explain what goes on in a center, demonstrate how to use the materials there, have children practice being in the center with a partner and even consider having a group of children roleplay in the center while the rest of the class observes. At that point, children are ready to explore and use the center themselves while the teacher circulates and supports those who need help. Actual time in centers will be less than usual this week so that the class has a chance to debrief their center experience and the teacher has a chance to review appropriate use of materials and interactions with peers once more. The focus of instruction and teacher attention for the week is on how to use materials, behave appropriately and interact with each other so that children gain a solid understanding of what is expected during centers. By the end of the first week, children should be able to manage themselves (with reminders and some redirection, no doubt) in three-four centers.

Every few days, additional centers can be explained, modeled, and practiced so that by the end of the first unit, children are able to work independently in a number of centers with only a few reminders about how to do so. As the focus of a center changes, teachers will need to teach children about new materials and new activities that will occur there. Changes also provide another opportunity to review the basics of the center. For example, as the drama center becomes the setting for different stories and characters, teachers and children discuss how the new characters act and what events occur as well as reviewing the rules and routines for interactions among peers.

Even with extensive preparation, it is often difficult for one teacher to implement small group instruction and manage centers. Support from a second adult, be that person a paraprofessional, City Year team member or student teacher, who circulates throughout centers providing guidance and assistance when needed is recommended.

44

SAMPLE CENTER OVERVIEW

G E N E R I C

S A M P L E

Centers for Week of:

Purposes/s

Possible Activity

Materials

Dramatization (Area for theme and texted related role playing, enactment and retelling)

To practice, apply or demonstrate Pretending to be construction skills, concepts, vocabulary from workers like those in Night unit Worker

Theme related props (Librarian) Miniature play props (Doll house) Puppets (Community Helpers Felt board, magnetic board&pieces (Three Bears)

Library (Area for rereading, manipulating and previously learned texts, including books, poems, chants and/or browsing new texts)

To practice language and vocabulary from texts with fluency

Ordering lines of poem on pocket chart from memory

Multiple copies of familiar texts Themes related new texts Notebooks for personal copies of known texts Pocket charts Charts (rhymes, songs, labels)

Listening Center (Area for browsing books pictures and books, rereading familiar books and independent reading)

To engage in multiple readings of same text and thereby better remember and understand text in fuller detail

Listening to a different version of Three Bears and filling in appropriate box on the “Many Versions of Three Bears” chart

Books, songs, poems on tape Headsets and taperecorders/CD player Documentation sheets

Writing/Drawing (Area for representing ideas on paper)

To try out, practice and use skills Adding “greetings” to cards for Different types/sizes of paper being acquired during the unit friends and families Different writing tools Sketch books Journals

Manipulatives To try out, practice and apply Sorting names by common (Area for hands on materials that skills being acquired during the sounds support themes and skills in unit) unit in a non paper and pencil way Discovery To work with and talk about (Area for exploration and concepts and vocabulary experimentation of theme-related associated with unit materials and concepts)

The Arts

for expressing themeO (Area related ideas through V multimedia) E Blocks (Area for tangible construction R of theme related ideas) V I E Computer (Area for using technology to and practice theme W explore related concepts and skills)

Multiple sets of letters and words (magnetic, tiles, blocks) Puzzles Pocket Charts Games Picture cards

Tending the garden in the Sensory Table (water, sand, sensory table by “weeding” and recycle materials) “planting new vegetables” Artifacts for observation and manipulation Related tools (magnifying glasses)

To show understanding of texts Painting something Abuela might Dance/movement activities and/or concepts in the unit have seen from the sky over Musical items Boston Easel for painting Art materials and tools (scissors) To use oral and written language Creating and labeling a miniature Building blocks (wooden, foam, to describe and discuss concept workshop in which Old small table) related construction MacDonald could take place Artifacts for settings (animals for farm, signs for community) Writing supplies Relevant books To practice skills and explore concepts within unit

Starfall Phonics Game

Reading Street software Starfall Kidpix Kidspiration Author websites

45

CENTER PLANNING SHEET TEMPLATE

U N I T

Centers for Week of: Dramatization (Area for theme and texted related role playing, enactment and retelling)

To practice, apply or demonstrate skills, concepts, vocabulary from unit

Library (Area for rereading, manipulating and previously learned texts, including books, poems, chants and/or browsing new texts)

To practice language and vocabulary from texts with fluency

W E Listening Center E (Area for browsing books pictures and books, rereading K familiar books and independent reading)

Writing/Drawing (Area for representing ideas on paper)

C E N T E R S

Purposes/s

Possible Activity

Materials

To engage in multiple readings of same text and thereby better remember and understand text in fuller detail To try out, practice and use skills being acquired during the unit

Manipulatives To try out, practice and apply (Area for hands on materials that skills being acquired during the support themes and skills in unit) unit in a non paper and pencil way

Discovery To work with and talk about (Area for exploration and concepts and vocabulary experimentation of theme-related associated with unit materials and concepts)

The Arts (Area for expressing themerelated ideas through multimedia)

To show understanding of texts and/or concepts in the unit

Blocks (Area for tangible construction of theme related ideas)

To use oral and written language to describe and discuss concept related construction

Computer (Area for using technology to explore and practice theme related concepts and skills)

To practice skills and explore concepts within unit

46

HOW DO WE GET TO SCHOOL?

U N I T O N E

Centers Dramatization (Area for theme and text related role playing, enactment and retelling)

Library

Purposes/s

Possible Activity

To practice, apply or Near the house area, set up chairs and demonstrate skills, steering wheel for children to pretend concepts, vocabulary from going on a bus ride from home to unit school

Chairs, steering wheel, backpacks, wooden stop sign, hats or other pieces of clothing to designate roles of driver, monitor, children

To practice language and Book browsing/Reading around the Library

Multiple copies of texts about school read aloud first week of school Transportation books Word ring or binder with children’s names and photos Names Chart Labels on objects in library

vocabulary from texts (Area for rereading and manipulating previously with fluency learned texts, including books, poems, chants and/or browsing new texts)

To engage in multiple Listening to tape or CD of one of Center W Listening (Area for browsing pictures & readings of same text and school stories read the first week of rereading familiar thereby better remember school and then sign the “We Read E books, books and independent and understand text in [Name of Text]” sheet. reading) fuller detail E K To try out, practice and Sending “postcards” to friends:

Recycle cards (front flap only, no use skills being acquired Children copy a friend’s name from greeting) with TO: and FROM: written during the unit class list and sign their own name and on back leave card in friend’s cubby Copies of Class List

Manipulatives

To try out, practice and

(Area for hands on materials apply skills being that support themes and skills acquired during the unit in in unit) a non paper and pencil

Working with puzzles

ABC puzzles Transportation puzzles School related puzzles Name puzzles

NOT OPEN THIS WEEK

Sensory Table (water, sand, recycle materials) Artifacts for observation and manipulation Related tools (magnifying glasses)

way

Discovery

C E N T E R S

Tape recorder/CD player and headsets Book options:Miss Bindergarten, Documentation sheet: children sign their names to list of “We Read .. ”

(Area for representing ideas on paper)

Writing/Drawing

O N E

Materials

(Area for exploration and experimentation of themerelated materials and concepts)

The Arts (Area for expressing themerelated ideas through multimedia)

To work with and talk about concepts and vocabulary associated with unit

To show understanding of NOT OPEN THIS WEEK texts and/or concepts in the unit

Blocks

To use oral and written

NOT OPEN THIS WEEK DURING

Computer

To practice skills and

NOT OPEN THIS WEEK DURING LITERACY BLOCK

language to describe and LITERACY BLOCK (Area for tangible construction of theme related discuss concept related ideas) construction

(Area for using technology to explore concepts within unit explore and practice theme related concepts and skills)

47

HOW DO PEOPLE HELP EACH OTHER?

U N I T O N E

Centers Dramatization (Area for theme and text related role playing, enactment and retelling)

Library

Purposes/s To practice, apply or demonstrate skills, concepts, vocabulary from unit

Possible Activity

As part of traditional housekeeping area, add Play sink, stove, refrigerator play tools for children to fix things around the Table and chairs house as Fix-It Duck tried to do. Dolls and doll bed Kitchen utensils Box of plastic tools

To practice language and With flannel cut outs of tools used by Duck, have pairs of children take turns adding a tool to flannel board and telling how Duck used that tool. Have book as reference.

vocabulary from texts (Area for rereading and manipulating previously with fluency learned texts, including books, poems, chants and/or browsing new texts)

To engage in multiple Have children listen to tape or CD of one of Center W Listening (Area for browsing pictures & readings of same text and previously read stories OR another of Jez rereading familiar thereby better remember Alborough’s books, then sign their names to E books, books and independent and understand text in “We Read [Name of Story]” list. reading) fuller detail E K To try out, practice and Have children make their own set of tool

Writing/Drawing

(Area for representing ideas on paper)

C E N T E R S

in unit)

in a non paper and pencil way

Discovery

To work with and talk about concepts and vocabulary associated with unit

The Arts (Area for expressing themerelated ideas through multimedia)

Multiple copies of texts about school previously read aloud Books about tools Chart of various tools Word ring of various tools

Tape recorder/CD player and headsets Book and audio version Documentation sheet (Name of Story): children sign their names after listening

Plain index cards use skills being acquired cards (or word ring) by drawing or copying a Pencils for writing during the unit tool and then labeling it Fine trip markers for drawing 8x10 chart of tools simply illustrated

T W Manipulatives To try out, practice and (Area for hands on materials apply skills being O that support themes and skills acquired during the unit

(Area for exploration and experimentation of themerelated materials and concepts)

Materials

Have children practice spelling their names and those of their friends with magnetic letters, letter tiles or cut out letters.

Multiple sets of alphabet manipulatives (tiles, plastic letters, blocks) List of class names

Set up a community in the sensory table with Sensory Table vehicles, buildings, people so children can act Teacher made city play mat with out scenarios from Little School Bus, Fix it roads, buildings, etc. Duck or other stories they know. Props: small vehicles, blocks for houses, small people Relevant book or picture from it

To show understanding of NOT OPEN THIS WEEK DURING texts and/or concepts in READING STREET the unit

Blocks

To use oral and written

NOT OPEN THIS WEEK DURING

Computer

To practice skills and

NOT OPEN THIS WEEK DURING READING STREET

language to describe and READING STREET (Area for tangible construction of theme related discuss concept related ideas) construction

(Area for using technology to explore concepts within unit explore and practice theme related concepts and skills)

48

HOW DO FAMILIES COOPERATE?

U N I T O N E

Centers

Purposes/s

Possible Activity

(Area for theme and text related role playing, enactment and retelling)

To practice, apply or Add stuffed animals to house area and demonstrate skills, some gray tape for “patching” them up concepts, vocabulary from unit

Play kitchen set and utensils Table and chairs Plastic food and shopping bags Stuffed animals Gray tape

Library

To practice language and

Multiple copies of familiar texts Books about and photos of families Information book or summary about platypuses 5 Sentence strips each depicting one part of Plaidypus Pocket chart

Dramatization

Using sentence strips with picture clues,

vocabulary from texts with pairs of children retell a simplified version (Area for rereading and manipulating previously fluency of Plaidypus on a pocket chart. learned texts, including books, poems, chants and/or browsing new texts)

To engage in multiple Children listen to tape or CD of one of Center W Listening (Area for browsing pictures & readings of same text and previously read stories or another about rereading familiar thereby better remember families. Upon completion they sign their E books, books and independent and understand text in names to the “Today We Read…” sheet reading) fuller detail E K To try out, practice and use Children make signs for the classroom

Writing/Drawing

T H R E E

(Area for representing ideas on paper)

skills being acquired during similar to Lost! in Plaidypus Lost the unit

Manipulatives

To try out, practice and

Using predominant letters in children’s

Tape recorder/CD player and headsets Book and audio version of chosen text Documentation sheet, “Today We Read [Name of Story]” Different types/sizes of paper Different writing tools

Teacher made Alphabet Memory

(Area for hands on materials apply skills being acquired names (especially first letter of each child’s (Upper and lower case letter that support themes and skills during the unit in a non name), 2-4 children play alphabet memory “tiles” [heavy stock paper] in unit) paper and pencil way (Game taught during Morning Meeting or representing first letter in

prior to Centers). When all letters are children’s names—laminated if collected, children copy/write the ones they possible) have onto “Which letters did you collect?” Documentation sheet: “Which sheet letters did you collect?”

Discovery

C E N T E R S

Materials

(Area for exploration and experimentation of themerelated materials and concepts)

To work with and talk about concepts and vocabulary associated with unit

Fill sensory table with button, snaps, and other types of fasteners (or wiggly eyes, beads and other small arts and crafts materials). Have children sort them into small tubs either by type or by exact match (depending on your collection)

Sensory Table Buttons or other small fastenerlike items 4 tubs for sorting

(Area for expressing themerelated ideas through multimedia)

To show understanding of Have children “try on” various patches of Table designated for art texts and/or concepts in the plaid material for their cut out plaidypus A plaidypus cut out for each child unit and then recreate that plaid with crayons (or have children cut out their own from a black line outline) Box of small patches of plaid (and other print/pattern) material

Blocks

To use oral and written

NOT OPEN THIS WEEK DURING READING STREET

Computer

To practice skills and

NOT OPEN THIS WEEK DURING READING STREET

The Arts

language to describe and (Area for tangible construction of theme related discuss concept related ideas) construction (Area for using technology to explore concepts within unit explore and practice theme related concepts and skills)

49

HOW DO PEOPLE IN A COMMUNITY COOPERATE?

U N I T O N E W E E K F O U R

C E N T E R S

Centers

Purposes/s

(Area for theme and text related role playing, enactment and retelling)

related concepts and skills)

Turn house area into a school room or another area of the community the class has visited together for children to roleplay teachers or other community workers

Materials

Remove housekeeping items and substitute smaller versions of furniture and equipment you would find in a classroom (book display, easel, pointers, pocket chart, small rug for meeting, hooks for cubbies). OR equipment in another community space. To practice language and Using Talk with Me Chart 4A or a Talk with Me Chart 4A Library vocabulary from texts teacher created community map similar Copy of Miss Bindergarten (Area for rereading and manipulating previously with fluency to the one on the title page of Miss Stick puppets of characters learned texts, including books, Bindergarten, pairs of children use stick Multiple copies of familiar texts, poems, chants and/or puppets of characters to explain what including those from first week of browsing new texts) happened at each stop on the field trip. school Other Miss Bindergarten books To engage in multiple Children listen to audio version of Tape recorder/CD player and headsets Listening Center another Miss Bindergarten adventure, Book and audio version of chosen text (Area for browsing pictures & readings of same text books, rereading familiar and thereby better then sign their name to “Miss Documentation sheet, “Miss books and independent remember and Bindergarten Stories” sheet and add their Bindergarten Stories” with space for reading) understand text in fuller opinion of it via ☺, √, or x children’s names and symbol detail indicating how much they liked the story To try out, practice and Children choose a community helper and Concept chart paper Writing/Drawing (Area for representing ideas use skills being acquired fill in a concept chart (similar to the one Pencils for writing on paper) during the unit on page 253 of TE) with words or Colored pencils for drawing pictures depicting that worker To try out, practice and Using set of cards of children’s names, Shape puzzles Manipulatives children classify and categorize by length Community Helpers puzzles (Area for hands on materials apply skills being that support themes and skills acquired during the unit of name (short/long), gender (boys’/ Shape Bingo in unit) in a non paper and girls’/either), initial sounds (same/ Two sets of cards of children’s names pencil way different). On document sheet, they copy Documentation sheet: “Our Names” one example from each category. with a column for length, gender, initial sounds To work with and talk Add fall leaves, twigs, pine cones and Sensory Table filled with leaves, twigs, Discovery about concepts and other fall items that children collected pine cones, etc. (Area for exploration and experimentation of themevocabulary associated from playground or home to the sensory Small plastic rakes and shovels related materials and with unit table for children to rake and shovel just (frontloader trucks and kid gloves) concepts) like landscapers. Magnifying glasses Documentation sheet: Children check off if they shoveled, raked, both or they can add something else they did. To show understanding Children create a stick puppet of their Black line outlines of characters The Arts (copied from text) (Area for expressing theme- of texts and/or concepts favorite character from Miss related ideas through in the unit Bindergarten and use that puppet to talk Popsicle sticks or coffee stirrers to other characters from the story. Glue or tape multimedia) Crayons or markers Fine tip black markers for labeling To use oral and written Children create a neighborhood with at Building blocks (wooden, foam, small Blocks language to describe and least three shops (bakery, grocery store, table) (Area for tangible construction of theme related discuss concept related shoe store) for people to go. After Writing supplies for signs and ideas) construction building structures, they can label and miniature goods make small paper goods to put in the Books with photos or drawings of shops. (This may be something that community places for reference builds over the course of the week or People only after the neighborhood has until such time that children are ready to been fully completed (so that children begin another one) concentrate on details of structure rather than playing in it. To practice skills and NOT OPEN THIS WEEK DURING Computer (Area for using technology to explore concepts within READING STREET 50 unit explore and practice theme

Dramatization

To practice, apply or demonstrate skills, concepts, vocabulary from unit

Possible Activity

HOW DO PEOPLE AND ANIMALS WORK AND PLAY TOGETHER?

U N I T O N E

Centers

F I V E

C E N T E R S

Possible Activity

Materials

(Area for theme and text related role playing, enactment and retelling)

To practice, apply or demonstrate skills, concepts, vocabulary from unit

Return drama center to house area with focus on Return kitchen set, table and chairs the kitchen. Add stuffed dog and cat or other and kitchen utensils to area. Add a stuffed animals that might be pets. Encourage bed and a bowl for the pet. children to create and act out their own Julius When a second adult is available, type stories. have her/him document each child’s story for sharing later in the day.

Library

To practice

Children use the retelling cards to tell their own Copy of Julius version of the story, or they may choose the Retelling cards for Julius three-four cards with which they are most Familiar texts comfortable. Each child tells her/his version for Other stories by Angela Johnson the others at the center.

Dramatization

language and (Area for rereading and manipulating previously vocabulary from learned texts, including books, texts with fluency poems, chants and/or browsing new texts)

Children listen to audio version of another pet Tape recorder/CD player and headsets story adventure, then sign their name to “[name Book and audio version of chosen of text]” sheet and add their opinion of it via ☺, text √, or x Documentation sheet with space for children’s names and symbol understand text in indicating how much they liked the fuller detail story To try out, practice Write around the center: Children copy/write Small plain index cards Writing/Drawing (Area for representing ideas and use skills being labels and words they find in the writing center/ Pencils for writing on paper) acquired during the table. Additional labels may need to be unit added to the writing center: bookmarks, erasers, staplers, scissors, thick markers, felt tip markers, colored pencils To try out, practice Using a set of simple picture cards, children sort Picture cards for word sorting Manipulatives words that begin with /m/ and then draw Small blank books for children to (Area for hands on materials and apply skills that support themes and skills being acquired pictures of words that begin with /m/ for a make personalized ABC books in unit) during the unit in a personal ABC book. ABC puzzles, letters, tiles non paper and ABC books pencil way To work with and NOT OPEN THIS WEEK* Discovery talk about concepts (Area for exploration and experimentation of themeand vocabulary related materials and associated with concepts) unit

Listening Center

W E E K

Purposes/s

To engage in

(Area for browsing pictures & multiple readings books, rereading familiar of same text and books and independent thereby better reading) remember and

Pictures cut from magazines of people and animals OR children can find pictures in magazines and cut them out themselves. Blank paper Scissors Glue To use oral and Continuing with the neighborhood from Week 4 Building blocks (wooden, foam, Blocks written language to or creating a new neighborhood, children now small table) (Area for tangible construction of theme related describe and focus on adding some places for pets (park, Writing supplies for signs and ideas) discuss concept backyards, pet shop, vet’s office). They can miniature goods related also make labels and small paper items to put in Books with photos or drawings of construction the pet areas. Add small plastic animals or community places for reference paper ones the children create for roleplaying Small animals to use as pets and animals and people cooperating. people To practice skills Reading Street software for initial sounds Reading Street software Computer and explore Starfall for phonemic games Starfall (Area for using technology to concepts within Kidpix explore and practice theme related concepts and skills) unit Kidspiration Author websites

The Arts

(Area for expressing themerelated ideas through multimedia)

To show Children create “Kids and Pets” collages with understanding of pictures cut from magazines showing children texts and/or and pets playing together. When the collage is concepts in the unit finished, children tell an adult about it, who writes a summary on the reverse side.

51

Given the time of the year and all the activities available, teachers may decide to keep one active center closed this week as children get used to having computers open.

HOW DO MACHINES HELP PEOPLE WORK TOGETHER?

U N I T O N E W E E K S I X

C E N T E R S

Centers

Purposes/s

Possible Activity

Materials

Continue with kitchen set, table and chairs, kitchen utensils and food. Add baby and baby supplies, lunchboxes, different kinds of worker hats, clothing, props. To practice language and With the big book Dig, Dig, Digging propped up at Multiple copies of Library vocabulary from texts with the reading easel or using a poster of construction familiar texts (Area for rereading and manipulating previously fluency vehicles, children use the picture to prompt their Books about construction learned texts, including books, own story creation. If a second adult is available, and construction vehicles poems, chants and/or s/he documents each child’s story to be shared browsing new texts) later in the day. To engage in multiple Children listen to tape or CD of one of Dig, Dig, Tape recorder/CD player Listening Center Digging or another one about construction. Upon and headsets (Area for browsing pictures & readings of same text and books, rereading familiar thereby better remember and completion they draw two things that happened in Book and audio version books and independent understand text in fuller the story. of chosen text reading) detail Documentation sheet for drawing about the story To try out, practice and use Children create their own construction trucks word Small white index cards Writing/Drawing Pencils for writing and (Area for representing ideas skills being acquired during cards or word rings by copying the labels and on paper) the unit drawings on a construction trucks poster. drawing Crayons for coloring Teacher made poster of construction vehicles or purchased poster with teacher labels To try out, practice and Using a set of simple picture cards, children sort Picture cards for word Manipulatives (Area for hands on materials apply skills being acquired words that begin with/t/ and then draw pictures of sorting that support themes and skills during the unit in a non words that begin with /t/ for a personal ABC book. Small blank books for in unit) paper and pencil way children to make personalized ABC book ABC puzzles, letters, tiles ABC books To work with and talk about Create a construction zone with sand, aquarium Sensory Table with sand, Discovery concepts and vocabulary pebbles and/or recycle materials and small pebbles, recycle (Area for exploration and experimentation of themeassociated with unit construction vehicles (front loaders, bulldozers, Vehicles related materials and cement mixers) Children act out the role of Construction books for concepts) construction workers reference To show understanding of Create a construction mural with cut outs drawn or Mural paper (roll of The Arts brown paper) (Area for expressing theme- texts and/or concepts in the pictures cut out by children and placed on large related ideas through unit brown paper that already has roads, sky, earth on White paper for drawing it. Children can add their cut outs to it and label if and cutting multimedia) they choose. Scissors and glue Construction scenes for reference To use oral and written Using a construction play mat and another set of Construction play mat or Blocks language to describe and vehicles and workers, children provide dialogue of rug (Area for tangible construction of theme related discuss concept related construction workers Vehicles ideas) construction Construction books for reference To practice skills and Continue with Reading Street and Starfall phonics Reading Street software Computer Starfall (Area for using technology to explore concepts within unit Use construction websites (such as kiki’s workshop) for children to learn more about Websites explore and practice theme related concepts and skills) construction vehicles

Dramatization

(Area for theme and text related role playing, enactment and retelling)

To practice, apply or Continues as house area with focus on kitchen and demonstrate skills, concepts, getting ready for work or school (eating breakfast, vocabulary from unit preparing lunch, organizing belongings, getting baby ready)

Please note: Because this is the first week that all the centers are open, no new activities will be included. New materials will be added but what children do with them is based on previous experience.

52

WHAT IS AN OCEAN ENVIRONMENT? Centers

Purposes/s

Possible Activity

Materials

U Dramatization To practice, apply or Have the children pretend to be part of an ocean environment. Let Ocean animal masks/hats/ demonstrate skills, the children act out being a “school” of fish. Who would be the costumes (Area for theme and text N related role playing, concepts, vocabulary teacher? Who would be in their class? What would they learn and do? from unit School materials (pointer, enactment and retelling) white board, chairs, etc.) I To practice language Use a poem including the high frequency words “have” and/or “is”. Poem T Library and vocabulary from Have the children order the lines of a poem by following a master. Pocket chart (Area for rereading and Ask them to place a bingo marker in front of the high frequency texts with fluency Sentence strips manipulating previously words. Bingo markers learned texts, including books, T poems, chants and/or Invite children to “read” books about animals in the ocean to an Ocean animal texts ocean stuffed animal friend. W browsing new texts) Ocean animal stuffed animals O Listening Center To engage in multiple Allow children to listen to different books about ocean Books, songs, poems on (Area for browsing pictures & books, rereading familiar books and independent reading)

readings of same text environments and animals on tape/cd. Ask them to sign in, identify tape the book chosen, and record using smiley faces their opinion of the Headsets and thereby better book heard. remember and Tape recorder/CD player understand text in Documentation Sign-in fuller detail Notebook/grid To try out, practice Ask children to write/label/draw about a time they visited a beach. Pencils and use skills being What were some of the things they saw and did? If they have not Paper/sketch pads acquired during the been to a beach, ask them to write/label/draw about what they Crayons/colored pencils would like to do if they did go to one. unit Beach themed Word Wall

W E Writing/Drawing (Area for representing ideas E on paper) K Manipulatives To try out, practice Allow the children to play the game Memory with cards that encourage matching the upper with the lower case letter. Provide (Area for hands on materials and apply skills an alphabet line with the upper/lower case pair side by side for being acquired that support themes and skills O in unit) during the unit in a double-checking. non paper and pencil Allow the children to sort picture cards according to their N way beginning sounds. E Allow children to sort magnetic letters into letters with sticks, letters with curves, and letters with both sticks and curves.

Discovery

C E N T E R S

(Area for exploration and experimentation of themerelated materials and concepts)

The Arts (Area for expressing themerelated ideas through multimedia)

To work with and Place sand at the bottom of the water table. Allow children to talk about concepts explore how “fish”, “crabs”, and “shells” might look in an ocean environment. and vocabulary associated with unit In a sand table, have different sized shells. Allow the children to help a hermit crab find an appropriate home.

Memory cards with a set of upper and lower case letters or letter tiles Alphabet line showing upper case and lower case letters together Picture cards Alphabet cards Pocket chart Magnetic letters Cookie sheets Water and/or Sand table Miniature ocean creatures, shells and rocks Tools such as shovels, sand sifters, magnifying glasses, etc.

Have the children explore and discuss the difference between sand “on land” and sand “at the bottom of the ocean”. To show Allow the children to piece together pieces of a paper plate and Paper plates create an ocean animal (fish, whale, shark). Then let them decorate Tissue paper squares understanding of texts and/or concepts the ocean animal with pieces of tissue paper glue and/or glitter. Glue and water mixture in the unit Paint brushes Allow the children to create an underwater ocean scene using Glitter markers to outline the figures and tissue paper and glue to fill them Markers in. Tape/Cd player (headphones) Allow the children to listen to ocean sounds on a tape/cd. Encourage them to create an underwater ocean scene based on the Easel for painting sounds using paint. Paint Allow children to create a brown paper lunch bag puppet of their favorite under water animal.

Brown paper lunch bags Construction paper Scissors To use oral and Allow the children to construct a boat or vessel they might find in Building blocks (wooden, Blocks (Area for tangible construction written language to the ocean. Provide them with a map and encourage them to take a foam, small table. large describe and discuss voyage to a new destination. What will they take with them on the hollow) of theme related ideas) boat? What will they do when they arrive at their new location? World map concept related construction Objects and materials needed on the ship To practice skills and www.starfall.com Computer with Internet Computer access (Area for using technology to explore concepts http://video.pbs.org/video/1099394282 within unit Headphones explore and practice theme A video by PBS on Orca Whales related concepts and skills)

53

WHO LIVES IN AN ORANGE GROVE? P.1

Centers Dramatization

U N I T T Library (Area for rereading, manipulating W and previously learned texts, including books, poems, chants O and/or browsing new texts)

Purposes/s

To practice, apply or demonstrate (Area for theme and texted related skills, concepts, vocabulary from unit role playing, enactment and retelling)

W E E K T W O Listening Center

Writing/Drawing

(Area for representing ideas on paper)

Materials Orange grove animal masks/hats/ costumes/stuffed animals Boxes or structures to make trees and/or pathways Armadillo’s Orange book for reference

To practice language and Use a poem about snakes to reinforce Snake poem on laminated chart vocabulary from texts with fluency the learning of /s/. Ask children to read Pointer the poem together using a pointer and Expo Marker then circle and identify the letter s and Copy of the Snake poem for each its sound. Then provide them with their child own copy of the poem to do the same Pencils and then illustrate the poem to bring Crayons home and share with someone at home. Silly Sally Big Book To support letter s knowledge, expose Pocket Chart the children to the story Silly Sally. Sentence Strips Invite them to read the book during Character Picture Cards library time with classmates. Then invite them to retell the adventures of Sally using picture cards of the characters in a pocket chart with supporting text “Silly Sally went to town, backing backwards, upside down. On her way she met a _______. They _________________.”

To engage in multiple readings of (Area for browsing books pictures same text and thereby better and books, rereading familiar books remember and understand text in fuller detail and independent reading)

C E N T E R S

Possible Activity Allow the children to re-tell the story Armadillo’s Orange through dramatization. Encourage them to create a setting for the story in an orange grove and include all the characters. Invite them to extend the story and tell what the armadillo does once he finds his home again.

To try out, practice and use skills being acquired during the unit

Allow children to listen to different Books, songs, poems on tape books about orange groves and animals Headsets found there on tape/cd or include books, Tape recorder/CD player which emphasize the letter s or books Documentation Sign-in Notebook/ which involve communities and grid neighbors working together. Ask them to sign in, identify the book chosen, and record using smiley faces their opinion of the book heard. Provide children with a t-chart template. T-chart template for each child Ask them to draw/label/write the Pencils armadillo’s problem on one side and Crayons/colored pencils then draw/label/write how that problem Armadillo’s Orange for reference is solved on the other. Pencils Ask children to identify their favorite Crayons/colored pencils character from the story and then invite Paper/sketch pad them to draw/label/write something Armadillo’s Orange for reference they would like to do with that character. Pencils Crayons/colored pencils Ask the children to draw/label/write Paper/sketch pad about something they enjoy doing with a neighbor or a way they can help a neighbor who lives nearby them.

54

WHO LIVES IN AN ORANGE GROVE? P.2

Centers

U Manipulatives for hands on materials that N (Area support themes and skills in unit) I T T W O W E E Discovery for exploration and K (Area experimentation of theme-related materials and concepts) T W O

C E N T E R S

Purposes/s

Possible Activity

Materials

To try out, practice and apply skills Allow the children to match upper case Alphabet puzzles being acquired during the unit in a with lower case letters using difference non paper and pencil way alphabet puzzles. Clay/play dough Alphabet anchor chart Allow children to use clay/play dough to create different letters in the alphabet. Pocket chart Invite them to create an object that Picture cards begins with that letter’s sound. Provide an alphabet anchor chart for ideas. Multiple sets of letters and words (magnetic, tiles, blocks) Allow the children to sort picture cards beginning with the initial a sound and the initial s sound in a pocket chart. Allow children to build words around the room using magnetic letters. Invite them to spell their own names and the names of those in their group or use the Word Wall to spell high frequency words. What words can they build that are long or short or the same in length? What words have the letter a in them or the letter s? To work with and talk about Allow the children to create an orange concepts and vocabulary associated grove in the sand/rice table. Let them with unit plant orange trees and show how the animals might move about their environment (burrowing in the ground, slithering about).

Sand/rice table Miniature orange grove animals, trees and other plant life, etc. Tools such as shovels, ladders, baskets for collecting fruit, etc. ELL Poster for reference

Allow the children to plant an orange grove in the sand/rice table and show how people would take care of the orange trees. To show understanding of texts Invite children to paint things they see Paint The Arts and/or concepts in the unit in their neighborhood on an easel. Paint brushes (Area for expressing theme-related Large paper ideas through multimedia) Allow children to use magazine Easel clippings to create an orange grove. Encourage them to show how one Magazine clippings animal could help another. Glue Crayons/markers/colored pencils Invite different children throughout the week to paint/color different objects Paint they would find in an orange grove. At Paint brushes the end of the week, put their work Crayons/markers together to make a class mural of the Large paper Armadillo’s home. Bulletin board paper for mural To use oral and written language to Encourage the children to create things Building blocks (wooden, foam, Blocks they see around the school that tell them small table) (Area for tangible construction of describe and discuss concept related construction they are going the right way to get up to theme related ideas) their classroom. Building blocks Toy animals Invite the children to create a zoo with Paper and pencils for labeling different exhibits. What animals would construction/tissue paper & be located where and why? Invite the recyclables for designing the children to label the different animal habitats as part of the zoo exhibits. To practice skills and explore www.starfall.com Computer with Internet access Computer concepts within unit Headphones (Area for using technology to explore and practice theme related concepts and skills)

55

WHO LIVES IN THE GRASSLANDS? Centers

U Dramatization for theme and texted related N (Area role playing, enactment and I retelling) T T Library for rereading, manipulating W (Area and previously learned texts, books, poems, chants O including and/or browsing new texts)

Purposes/s To practice, apply or demonstrate skills, concepts, vocabulary from unit

Possible Activity

Materials

Invite the children to pretend they are going on a safari vacation. There they will explore and see different grassland animals. Invite them to fly to Africa on a plane and then be guided through the grasslands as they see different animals. Let them use a map, a guidebook, and/or books to teach those on the tour about their surroundings. What animals would they see? How would they act around the animals? How would the animals respond?

Pilot costume/hat and travel dressup clothes Safari dress-up clothes and props Animal masks, hats, costumes Maps, guidebooks, books related to theme

To practice language and Use a poem including the high frequency words “we”, Poem “my” and/or “like”. Have the children order the lines of Pocket chart vocabulary from texts a poem by following a master. Ask them to place a Sentence strips with fluency bingo marker in front of the high frequency words.

Bingo markers

Invite the children to engage in partner reading, using texts pulled from the classroom library. Ask them to record who their reading buddy was for the day and what book/s they read on a sheet of paper.

Double copies of library books Buddy reading sheet Pencils Folder

Allow children to listen to different books about Books, songs, poems on tape To engage in multiple grasslands and animals found there on tape/cd or include Headsets readings of same text and (Area for browsing books pictures books, which emphasize the letter p. Ask them to sign Tape recorder/CD player and books, rereading familiar books thereby better remember in, identify the book chosen, and record using smiley Documentation Sign-in Notebook/grid and understand text in and independent reading) faces their opinion of the book heard. fuller detail

Listening Center

W Writing/Drawing for representing ideas on E (Area paper) E K Manipulatives for hands on materials that T (Area support themes and skills in unit) H R E E

C E N T E R S

Discovery

(Area for exploration and experimentation of theme-related materials and concepts)

To try out, practice and Ask the children to draw/label/write about different use skills being acquired animal babies and their mothers. Be sure to remind them to include the environment in which the animals during the unit

Pencils Paper/sketch pads Crayons/colored pencils live. Animal books for reference Ask the children to draw/label/write about something Photos/magazine clippings showing they enjoy doing with their mother/grandmother/family children engaged in different activities member. with their family

To try out, practice and apply skills being acquired during the unit in a non paper and pencil way

Allow the children to play a board game, which involves Animal homes board game leading different animals back to their homes by rolling Game pieces a dice and moving along the squares on the board. Dice Allow the children to explore different alphabet puzzles. Puzzles Allow children play a matching game with “at” family words and matching picture cards.

To work with and talk about concepts and vocabulary associated with unit

“at” family picture cards

Picture cards Allow the children to sort picture cards beginning with Pocket chart the initial s sound and the initial p sound in a pocket chart. Magnetic letters White boards/expo markers or paper and Allow children to build different “at” family words pencil using magnetic letters. Then have them practice writing “at” family anchor chart the words. Encourage them to illustrate some of the words they have written and maybe even put together a sentence. Provide an “at” family anchor chart for reference. Encourage the children to turn the sand/rice table into a Sand/rice table “grassland” where animals live. What animals live Miniature grassland animals, trees and there? How do they interact? What animals live under other plant life, etc the ground and which animals live above?

To show understanding Allow the children to create grassland animal masks. (Area for expressing theme-related of texts and/or concepts Invite children to paint a grassland scene with in the unit ideas through multimedia) appropriate animals of their choice.

The Arts

Allow children to use clay/play dough and create grassland animal babies and their mothers.

Animal mask templates Popsicle sticks clay/playdough Paint Paint brushes Large paper Easel

Blocks

To use oral and written Have the children create a prairie dog family burrow. language to describe and What would they want inside their home? Label the discuss concept related home and its components. construction

Building blocks (foam and cardboard) Paper and pencils for labeling

Computer

www.pbskids.org To practice skills and explore concepts within unit

Computer with Internet access Headphones

(Area for tangible construction of theme related ideas)

(Area for using technology to explore and practice theme related concepts and skills)

56

WHERE DOES A BEAR HIBERNATE? Centers

U Dramatization for theme and texted related N (Area role playing, enactment and I retelling) T Library (Area for rereading, manipulating and previously learned texts, T including books, poems, chants and/or browsing new texts) W O

Purposes/s

Possible Activity

Materials

To practice, apply or Invite the children to create a bear’s lair using sheets. Large bed sheets demonstrate skills, Encourage them to act out the events that occur in the story Character masks/hats/costumes concepts, vocabulary Bear Snores On within the cave. Encourage them to take on the that match the story roles of the different characters in the story. What story does Bear Snores On text for reference from unit the bear tell them that makes them all fall asleep? What happens when they finally all wake up?

To practice language Use a poem including the high frequency words “we”, and vocabulary from “my” and/or “like”. Have the children order the lines of texts with fluency a poem by following a master. Ask them to place a bingo marker in front of the high frequency words.

Poems Pocket chart Sentence strips Bingo markers Pointer

Invite the children to bring in a favorite stuffed bear/ Classroom Library animal. Encourage them to select stories from the Stuffed bears/animals classroom library to “read” to their animal that would help put them to sleep just like the animals fall asleep in Bear Snores on when Bear tells them a story To engage in multiple Books, songs, poems on tape Listening Center readings of same text Headsets Allow children to listen to different books about bears, winter, (Area for browsing books pictures and thereby better and hibernation. Ask them to sign in, identify the book chosen, Tape recorder/CD player and books, rereading familiar books remember and Documentation Sign-in and independent reading) understand text in fuller and record using smiley faces their opinion of the book heard. Notebook/grid

W E Writing/Drawing for representing ideas on E (Area paper) K F O Manipulatives (Area for hands on materials that U support themes and skills in unit) R

detail

To try out, practice and use skills being Using a t-chart, ask the children to draw/label/write an acquired during the animal character they might see in a fiction book on one side and an animal they might see in a non-fiction book unit on the other.

Ask the children to draw/label/write about what they do Pencils Crayons/colored pencils at night to get ready for bed. Paper/sketch pads To try out, practice Allow children to play Word Roll and Record, using a Word Roll and Record Word and apply skills cube with recent high frequency words written on each Cube Word Roll and Record game being acquired face and keep track with a coordinating game sheet. sheet during the unit in a non paper and pencil Allow children to create letters/words out of clay/play Pencils way dough. Clay/play dough Allow the children to sort picture cards beginning with the initial p sound and the initial c sound in a pocket chart.

C E N T E R S

Allow children to build different “at” family words using magnetic letters. Then have them practice writing the words. Encourage them to illustrate some of the words they have written and maybe even put together a sentence.

Discovery

(Area for exploration and experimentation of theme-related materials and concepts)

To work with and talk about concepts and vocabulary associated with unit

To show (Area for expressing theme-related understanding of texts and/or concepts Allow the children to create a path using finger-prints that lead ideas through multimedia) to a cave they paint. in the unit Allow the children to create a stain-glass bear using pieces of tissue paper and glue. Allow the children to make masks of the animals in the story Bear Snores On.

(Area for tangible construction of theme related ideas)

Computer (Area for using technology to explore and practice theme related concepts and skills)

Picture cards Pocket chart Magnetic letters “at” word list Paper and pencils

At a sand table, provide the children with toy animals Sand table and people to explore how they leave imprints in the Miniature animals and people sand. Encourage them to connect these imprints to those animals and people might leave in the snow during the winter. What do the imprints tell them?

The Arts

Blocks

T-chart paper template for each child Pencils Crayons/colored pencils Animal books for reference

Paint Paint brushes Large paper Easel Bear template Tissue paper cut into squares Glue and water mixture Paint brushes Bear Snores On mask templates Scissors Popsicle sticks Tape

To use oral and written language to describe and discuss concept related construction

Have the children create a snowplow that would clear Building blocks (foam and snow away during the winter. How does the snowplow cardboard) help clear a path? What does it pass along its way? Paper and pencils for labeling Label the snowplow and its parts. Building blocks (foam and Invite the children to create a fort/tent they would want cardboard) to hibernate in with their friends during the long, cold Sheets/blankets winter. To practice skills and www.pbskids.org Computer with Internet access explore concepts Headphones within unit

57

WHAT KIND OF HOME DOES A MOUSE NEED IN WINTER? Centers Dramatization

Purposes/s

Possible Activity

U (Area for theme and text N related role playing, enactment and retelling) I To practice language Use a poem that is rooted in the use of the letter i. Ask children Library and vocabulary from to read the poem together using a pointer and then circle and for rereading and T (Area manipulating previously texts with fluency identify the letter i and its sound. Then provide them with their learned texts, including books, own copy of the poem to do the same. Next have them illustrate T poems, chants and/or the poem to bring home and share with someone at home. browsing new texts) W Invite the children to bring in a favorite stuffed bear/animal. Encourage them to select stories from the classroom library to O “read” to their animal that would help put them to sleep just like

Materials

To practice, apply or Have the children retell the sequence of events in the story A Bed Corresponding animal masks/ demonstrate skills, for Winter by acting out the behaviors of the different animals the hats/costumes A Bed for Winter text for concepts, vocabulary dormouse scurries by. reference from unit Poems Pocket chart Sentence strips Pointer Expo markers Copy of poem for each child Pencils and crayons Classroom Library Stuffed bears/animals

the animals fall asleep in winter to hibernate. To engage in multiple Allow children to listen to different books about animals (mice, Books, songs, poems on tape (Area for browsing pictures & readings of same text bats, snakes) and the seasons. Ask them to sign in, identify the Headsets and tape recorders/CD books, rereading familiar and thereby better book chosen, and record using smiley faces their opinion of the player Sign in notebook/grid books and independent remember and book heard. reading) understand text in fuller detail To try out, practice Ask students to draw/label/write about how they get ready for the Pencils Writing/Drawing Paper/sketch pads (Area for representing ideas and use skills being winter. Crayons/colored pencils on paper) acquired during the unit Ask the children to draw/label/write about what they like to do in Winter books for reference winter. To try out, practice Allow the children play a Memory game in which they have to Memory cards with animals and Manipulatives matching winter homes based on match the animal to their bed for winter. (Area for hands on materials and apply skills story that support themes and skills being acquired Allow children to play Word Roll and Record, using a cube with in unit) during the unit in a recent high frequency words written on each face and keep track Word Roll and Record Word Cube non paper and pencil with a coordinating game sheet. Word Roll and Record game way sheet Allow children to create letters/words out of clay/play dough. Pencils Provide access of a word list, perhaps via the Word Wall.

Listening Center

W E E K F I V E

Clay/play dough

Allow the children to sort picture cards beginning with the initial Picture cards c sound and the initial i sound in a pocket chart. Pocket chart

C E N T E R S

Discovery (Area for exploration and experimentation of themerelated materials and concepts)

Allow children to build different “it” family words using magnetic letters. Then have them practice writing the words. Encourage them to illustrate some of the words they have written and maybe even put together a sentence. To work with and Place different animal hides/furs in mystery boxes. Have the talk about concepts children take turns reaching in and feeling the objects. and vocabulary Encourage them to describe what they feel and articulate why associated with unit they believe it to be what they guess. Have them record their findings.

Magnetic letters “it” word list Paper and pencils

Different animal hides/fur Mystery Boxes Paper/Sketch pads Pencils and crayons Sand/rice table Animals that live in the meadow Sand/rice table In the sand/rice table, provide the children meadow animals and Matching toy animals to Over in encourage them to have the animals scurry about in search for the Meadow Song homes for winter. In the sand/rice table, have the children sing Over in the Meadow book for the song “over in the meadow” and have the toy animals engage reference

in the different activities. To show Allow the children to build their own nests. Provide each child with a small paper bowl and decorate/design using straw, yarn, (Area for expressing theme- understanding of related ideas through texts and/or concepts cotton balls, etc. in the unit multimedia) Have the children build a nest using clay/play dough and create an animal using the clay/play dough to live in the nest. To use oral and written Have the children create different animal homes. Have them Blocks (Area for tangible construction of language to describe label and identify who lives in them. Encourage them to discuss and discuss concept theme related ideas) why they are good choices for homes in the winter.

The Arts

Paper bowls Straw, yarn, cotton balls Glue Clay/play dough Books about animals that live in nests Building blocks (foam and cardboard) Paper and pencils for labeling

related construction

Computer

To practice skills and www.starfall.com explore concepts within unit

Computer with Internet access Headphones

58

WHO LIVES IN THE GARDEN? Centers Dramatization

Purposes/s

Possible Activity

Materials

U To practice, apply or Have the children draw/label a picture of what they want to be Paper demonstrate skills, from the garden. Encourage them to use their drawings to act out Crayons (Area for theme and text N related role playing, concepts, vocabulary different parts of the story. What objects in the garden belong to Whose Garden Is It? text for each animal and why? How do the different components all reference from unit interact and cooperate to make a beautiful garden? I enactment and retelling) Gardening clothes Have the children pretend they are planting a flower garden or a Gardening tools T vegetable garden. What would they need? What would they do? What would it look like? To practice language Use a poem including the high frequency words “he” and/or “for”. Poems Library T (Area for rereading and and vocabulary from Have the children order the lines of a poem by following a master. Pocket chart Ask them to place a bingo marker in front of the high frequency Sentence strips texts with fluency previously words. Pointer W manipulating learned texts, including books, Bingo Markers poems, chants and/or Invite the children to self-select books from the classroom library O browsing new texts) and browse through them. Then invite them to sort the books Classroom Library with together into fiction and non-fiction books. Encourage them to discuss with their classmates their reasoning.

W To engage in multiple Allow children to listen to different books about seeds, gardens, Listening Center of same text and cooperation. Ask them to sign in, identify the book chosen, E (Area for browsing pictures & readings and record using smiley faces their opinion of the book heard. and thereby better books, rereading familiar remember and and independent E books understand text in reading) detail K Writing/Drawing fuller To try out, practice Ask children to draw/label/write about what their garden would (Area for representing ideas on paper)

S I X C E N T E R S

Manipulatives (Area for hands on materials that support themes and skills in unit)

Discovery (Area for exploration and experimentation of themerelated materials and concepts)

The Arts (Area for expressing themerelated ideas through multimedia)

Blocks (Area for tangible construction of theme related ideas)

Computer

(Area for using technology to explore and practice theme related concepts and skills)

fiction and non-fiction texts Non-fiction book bin for sorting Fiction book bin for sorting Books, songs, poems on tape Headsets and tape recorders/CD player Sign in notebook/grid

Pencils and use skills being look like if they were a gardener. What would they plant in their Paper/sketch pads acquired during the own garden? What would they need in their garden to make sure it Crayons/colored pencils grows? Planting and gardening unit books for reference Ask the children to identify who they believe the garden belongs to Whose Garden Is It? for in the story Whose Garden Is It? Have them draw/label/write about reference who and why they have made this decision. Remind them their background should reflect what a garden looks like. To try out, practice Allow children to create letters/words out of seeds/beans and glue Seeds/beans them down. Glue and apply skills Paper being acquired during the unit in a Allow children to play Word Roll and Record, using a cube with Word Roll and Record non paper and pencil recent high frequency words written on each face and keep track Word Cube with a coordinating game sheet. Word Roll and Record game way sheet Allow the children to play letter bingo. Allow them to cover their Letter Bingo Game Cards bingo cards with seeds. Seeds To work with and Have the students touch and feel different soil in a large bin. Have Soil bin talk about concepts them touch/feel and compare different seeds. Encourage them to Different seeds plant the seeds. Allow them to draw/label/write about something Planting materials (shovels, and vocabulary watering cans) associated with unit they noticed. Paper/pencils/crayons Put a bean seed in a damp wet paper towel. Seal the seed in a Bean seeds Ziploc bag and tape to a window. Allow children to observe and Paper towel watch it grow over time. Ziploc bags Pine cones Make bird feeders out of pinecones using peanut butter and bird Peanut butter seed. Bird seed To show Allow the children to explore and observe different vegetables cut Various vegetables in half. Have them identify where the seeds are located. Then Trays understanding of texts and/or concepts allow them to create vegetable prints using various different color Knife for cutting paints. Paints in the unit Paper Invite the children to paint their own garden scene. Easel Paint Paintbrushes To use oral and Build a fence around a space intended for a garden. How could Building blocks Fake flowers/vegetables written language to different parts of the garden be sectioned off? What plants and Paper and pencils for describe and discuss flowers would go where? Have children identify and label such places. labeling concept related construction To practice skills and www.starfall.com Computer with Internet access explore concepts Headphones within unit

59

HOW DOES A PANDA CHANGE IN IT’S FIRST YEAR OF LIFE?

U N I T T H R E E

Centers Dramatization (Area for theme and text related role playing, enactment and retelling)

Library (Area for rereading and manipulating previously learned texts, including books, poems, chants and/or browsing new texts)

Purposes/s

Possible Activity

To practice, apply or Set up a zookeeper’s/animal caredemonstrate skills, taker’s office where children role-play caring for animals. concepts, vocabulary from unit Pretend to be a panda bear. (After whole group modeling.)

To practice language Poetry/Songs from RS and vocabulary from Typed copies of poems where children can highlight individual texts with fluency. letters or hi-frequency words. Poems that support theme of growth and change, panda bears, caring for animals. Opportunities to read and listen to poetry.

To engage in multiple Indpendent and paired reading of RS books. (Area for browsing pictures & readings of same text and thereby better Reading of books related to themes of week and unit. books, rereading familiar remember and books and independent understand text in reading) fuller detail

Listening Center

W E E Writing/Drawing for representing ideas K (Area on paper) O N E C E N T E R S

To try out, practice Observation drawing and labeling of bamboo plant. and use skills being acquired during the Children may label bamboo plant and respond to journal entry (i.e. unit science observation), "Bamboo is_______." In advance, build background and vocabulary words through whole group shared writing.

To try out, practice (Area for hands on materials and apply skills that support themes and skills being acquired during the unit in a in unit) non paper and pencil way

Manipulatives

Discovery (Area for exploration and experimentation of themerelated materials and concepts)

The Arts (Area for expressing themerelated ideas through multimedia)

Materials Scale, measuring tape, lab coat, assorted stuffed animals, including a panda, recording sheet. Pictures and books about animals, animal caretakers, natural and manmade created habitats. Books about pandas, action cards, panda masks. Typed copies of “Let’s Sing,” “Let’s Listen” poems Poetry books, poem collections, pocket chart, poems written on sentence strips.

"Little Panda," "A Bed for Winter" Books about baby animals (pandas), growing and changing over time, photographs of animal families. Pencils, sketch paper, crayons or coloring pencils or watercolors. Post shared writing in center area for students to reference.

Pictures that begin with Nn and Connecting /n/ to Nn and /b/ to Bb Picture/sound sort where children cut out pictures that begin with B Bb with two columns, pocket chart. and N and sort them on paper or at pocket chart.

Hi-Frequency Word Roll and Record (adapted from Math form)

To work with and Observation/Science: Bamboo Plants talk about concepts and vocabulary Students will examine bamboo plant and discuss its properties. associated with unit Record changes in bamboo over time. Set up a journal or strip of roll paper where children can take turns drawing, measuring and writing observations over time. To show Panda Portraits understanding of texts and/or concepts in the unit Bamboo Plants from RS

Wooden or foam cubes with hifrequency words written on them. Roll and record sheet. Magnifyers, tweezers, plastic knife, bamboo plant. Chart identifying plant and its parts with labels. Journal or strip of roll paper, measuring tape, writing and drawing supplies. Paper, crayons, glue, model drawing. Provide cotton balls to represent fur. Paper towel rolls, green construction paper, glue, cutout of bamboo leaves, "curls."

Blocks

To use oral and With blocks and other props create habitat for pandas (zoo, true). written language to (Area for tangible construction of theme related describe and discuss concept related ideas) construction

Blocks, bamboo models, small plastic animals, finger puppets.

To practice skills and View websites for pictures and information about pandas and bamboo. (Area for using technology to explore concepts within unit explore and practice theme related concepts and skills)

http://nationalzoo.si.edu/ Animals/Giant Panda/Panda Facts;default.cfm http:// www.bamboogarden.org

Computer

60

WHAT NEW THINGS CAN YOU DO AS YOU GROW AND CHANGE?

U N I T T H R E E

Centers Dramatization (Area for theme and text related role playing, enactment and retelling)

Purposes/s

To practice, apply or Act out the story of “Little Quack” demonstrate skills, in small group after modeling. concepts, vocabulary from unit

To practice language Let’s Read “I’m a Little Duckling” and vocabulary from Letter and word search for RS week. (Area for rereading and texts with fluency manipulating previously Poems to read, illustrate related to themes of pond life, growing learned texts, including books, and changing. poems, chants and/or browsing new texts)

Library

Listening Center (Area for browsing pictures & books, rereading familiar books and independent reading)

To engage in multiple RS “Let’s Read” books on CD and available for browsing. readings of same text and thereby better Books available around themes of week and unit. remember and understand text in fuller detail To try out, practice

W Writing/Drawing (Area for representing ideas and use skills being acquired during the on paper) unit E E Manipulatives To try out, practice for hands on materials and apply skills K (Area that support themes and skills being acquired in unit)

T W O Discovery C E N T E R S

Possible Activity

(Area for exploration and experimentation of themerelated materials and concepts)

The Arts (Area for expressing themerelated ideas through multimedia)

Pond Life Picture Pond Life Word Book Students draw and or label pictures of living things in pond. High-frequency word Bingo

during the unit in a non paper and pencil Word Building: Letter Rr way

Materials Duck masks, blanket for nest, space and props to represent water. RS poem typed on paper, pencils to highlight letters, words. Provide theme-related poem typed on paper with space for student illustration. Writing and drawing supplies. "Little Quack," "Bear Snores On" Theme related books. Pencils, paper, coloring pencils Outline pictures of pond animals and plants. Bingo cards, markers, cards with high-frequency words studied to date. ABC book, letter tiles, pictures of words that start with Rr

Word Ladders RS Word Ladder –at words Sequence Game To work with and Use water table to create a pond habitat. talk about concepts and vocabulary Discovery Center: Pond Life associated with unit

To show Sponge Painting Ducks understanding of texts and/or concepts in the unit Pond Mural

Sequence card game, pictures Water table, sand, plastic pond animals and vegetation. Books about pond life, artifacts from pond (cat ‘o nine tails, rocks) Pictures, diagrams. Paper, outline of duck, paint, sponge Mural paper, writing and drawing supplies

Blocks

To use oral and Using blocks and other props create a pond habitat written language to (Area for tangible construction of theme related describe and discuss concept related ideas) construction

Blocks, plastic animals, plants

To practice skills and View websites for information and pictures of ducks. (Area for using technology to explore concepts within unit explore and practice theme related concepts and skills)

www.kiddyhouse.com/ Farm/ duck1.html

Computer

61

HOW DO CHILDREN CHANGE AS THEY GROW? p.1

U N I T T H R E E

Centers Dramatization (Area for theme and text related role playing, enactment and retelling)

T H R E E C E N T E R S

Possible Activity

To practice, apply or "Welcome Baby" Center where children talk about and roleplay demonstrate skills, caring for a new baby. concepts, vocabulary from unit "Twin Time" Have children work in pairs where they try to imitate or "mirror" each other's actions.

To practice language Poetry/ Songs from RS and vocabulary from (Area for rereading and texts with fluency Provide poems that support themes of babies, growth, change. manipulating previously Emphasize listening for rhymes at the end of a line in the poem. learned texts, including books, poems, chants and/or browsing new texts)

Library

Listening Center

W E E K

Purposes/s

(Area for browsing pictures & books, rereading familiar books and independent reading)

To engage in multiple Provide Read Alouds from RS for browsing and CD for listening. readings of same text and thereby better Have books and resources available that support the themes of the remember and week. understand text in fuller detail Encourage children to "Read to Your Baby" and write down titles read to a baby doll or favorite stuffed animal as a discussion for class.

Materials Boxes/jars of baby food, baby bottles, bibs, dolls, clothes, blankets. Books about babies. Action cards and words

"Let's Sing" Poem Pocket chart and sentence strips

"See How We Grow,"" Little Quack" Books, and pictures of babies

Books and pictures, lullaby music.

Writing/Drawing (Area for representing ideas on paper)

To try out, practice Children draw pictures of how they see themselves as a baby, at and use skills being present, and when they are grown. acquired during the unit Two by Two (adapted from RS) Have children explore around the room and find 3-5 pairs of objects to arrange, draw, and label.

Labeled tri-fold paper, writing and drawing supplies. Clipboards, labeled and sectioned paper, writing and drawing supplies.

Have students use information from family members about what they liked to eat, toys they enjoyed, and acivities they did as a child to create and illustrate a baby book. "Look and See" Prepare small booklets with Reinforce this week's high frequency words by having students response prompts to "Who move about the room and look for "something." Have them draw was I when I was a Baby?" and label what they see. Create a large chart list where children add their card to it.

Blank index cards or halfsheets of paper with written prompt: "Look. I see _______________. Post a large sheet of chart paper where children can add their picture and writing to it.

62

HOW DO CHILDREN CHANGE AS THEY GROW? p.2

U N I T T H R E E

Centers

To try out, practice (Area for hands on materials and apply skills that support themes and skills being acquired during the unit in a in unit) non paper and pencil way

Manipulatives

Materials

Connecting /d/ to Dd and /k/ to Kk Poster size illustrations of (adapted from RS) Create two posters, one illustrated with a daisy daisy and kite; pictures of and one with a kite. Provide pictures for children to sort words that objects that start with /k/ begin with /d/ or /k/. and /d/. Or, make two small booklets with daisy and kite covers and have students sort small pictures and glue them in booklet. Small booklet with 4-6 pages and daisy or kite cover. Assorted pictures of words starting with /d/ and / k/. Glue sticks

"Life Cycle of the Duck" Working in small groups children will sequence pictures of the life cycle and describe orally and or read labeled stages, then present to Photocopy pictures of whole group. students as babies and kindergarteners and name cards if desired and mount on heavy card.

related materials and concepts)

C E N T E R S

Possible Activity

"Who am I?" Memory Match Children match baby and present-day pictures of students in the class and/or have children match names to the pictures.

W E E Discovery for exploration and K (Area experimentation of themeT H R E E

Purposes/s

Several cards depicting the stages in the life cycle of a duck. Pocket chart, pointer. To work with and talk about concepts and vocabulary associated with unit

Have children collect baby and current pictures and information from family members about weight and height. In the Discovery Center have children weigh and measure themselves and compare to birth. Water table could be used to role play giving babies a bath.

Strips of (adding machine tape) paper that will represent lengths of children at birth and present. Paper that has columns and room to record compared weight and height and space for baby and present pictures.

Water table, washcloths, baby dolls, and towels. To show Have students make a bed for a baby doll or stuffed animal brought Small box, scraps of The Arts from home. Use activity as an opportunity to talk about cribs or material or felt for pillow, (Area for expressing theme- understanding of texts and/or concepts how beds for babies are different. blanket. related ideas through in the unit multimedia) Have children create a representation of a toy box with pictures of toys for a baby and toys for a five- or six- year old. Magazines, school and toy supply catalogs. Writing and drawing supplies to outline a toy box. Scissors, glue. To use oral and Baby and Toddler Playspace Blocks and props. Blocks written language to Using blocks and props have children create a playground for (Area for tangible construction of theme related describe and discuss "little ones." concept related ideas) construction

To practice skills and Reinforce skills related to phonics and phonemic awareness. (Area for using technology to explore concepts within unit explore and practice theme related concepts and skills)

Computer

http://www.starfall.com http:// www.literacycenter.net/ lesson view en.php

63

HOW DO FRIENDSHIPS CHANGE? p.1

U N I T T H R E E

Centers Dramatization (Area for theme and text related role playing, enactment and retelling)

Purposes/s

Possible Activity

To practice, apply or Dramatize the life cycle of the butterfly. Have children explore demonstrate skills, movement/posture of being in a cocoon, emerging as a butterfly, concepts, vocabulary etc. from unit

Materials Props such as sheer material to represent wings and fluttering movements. Small stick puppet/props that represent each stage of the lifecyle.

Pretend you are going on a trip with a friend. Where will you go? How will you get there? What will you take?

To practice language Poetry/ Songs from RS and vocabulary from (Area for rereading and texts with fluency Poetry related to themes of growing, changing, and friendship. manipulating previously learned texts, including books, poems, chants and/or browsing new texts)

Library

Paper and pencil to formulate a checklist of things to pack. Labeled pictures to support making the list. Suitcase or other bag for packing, dress-ups and other props to pack. "Let's Sing" Poem Simple rhyming poems written on sentence strips for children to read, complete rhymes, and practice CAP (i.e. 1:1 word correspondence).

W E To engage in multiple Read Alouds from RS for browsing and listening on CD "Farfallina and Marcel," Center E Listening "Whose Garden Is It?" (Area for browsing pictures & readings of same text and thereby better Books, pictures, recorded stories related to unit themes of growing, rereading familiar K books, remember and changing, and friendship. books and independent F O U R C E N T E R S

reading)

understand text in fuller detail

Writing/Drawing

To try out, practice Create a book of the life cycles of the butterfly and goose in the and use skills being text. Assign children in pairs to create a picture of one stage of the acquired during the lifecycle. unit Write checklists of items to take on the trip with your friend.

(Area for representing ideas on paper)

Large construction paper to create a classroom book. Writing and drawing supplies.

Paper, pencil, clipboard. Pictures with labels to As one way to explore the concept of friendship present the book support writing items to Yo! Yes!" to the whole class. Have children work in "friend pairs" pack. where they draw a picture of each other, and label the person's name. Book "Yo! Yes!" by Chris Raschka, cards with "Yo!," "YES!," and "Yow!" written on them and student name cards. Paper, writing and drawing supplies.

64

HOW DO FRIENDSHIPS CHANGE? p.2

U N I T T H R E E

Centers Manipulatives

Purposes/s

To try out, practice (Area for hands on materials and apply skills that support themes and skills being acquired during the unit in a in unit) non paper and pencil way

Possible Activity Connect /f/ to F /f/ Initial Sound Picture Search Children search for pictures of items that begin with /f/. Students create a fan-shaped book of words that begin with /f/

Rhyming Word Memory Match Students read and match rhyming words in a variation of the "Memory" game. High Frequency Word "Brick" Building (one-, two-, three-, and four- letter words) Students practice reading and then sort the high frequency words by number of letters in each word.

W E E K Discovery

F O U R C E N T E R S

(Area for exploration and experimentation of themerelated materials and concepts)

To work with and Continue to explore the concept of life cycle through comparing talk about concepts and contrasting the butterfly and goose. and vocabulary associated with unit Using the charts depicting the lifecycles above as reference the students will complete their own chart to keep.

Materials Pocket chart, pictures of objects that begin with /f/ as well as pictures of objects that begin with letters presented so far in Unit 3 (n, b, r, d, k). Multiple fan-shaped paper strips that can be connected with a fastener. Small pictures of items that begin with /f/ to be glued to the end of the paper strip. Students may also write the name on the strip. Create a set of card pairs that include rhyming words from different word families. "Brick-shaped" pieces of paper of varying lengths that have two, three, and four squares drawn within them. Markers or letter tiles. Students sort the highfrequency words by number of letters, then write the words or "build them with letter tiles. Have charts of the lifecycle of the goose and butterfly labeled and posted so children can study and practice discussing them.

Provide an outline on paper of a lifecycle chart representing the life cycles of the two animals with pictures representing the different stages. Have children glue the pictures in sequence to reinforce concept of the lifecycle. To show Butterflies from RS Paper outline of butterfly, The Arts Children create multicolored butterflies by gluing brightly colored tissue paper, glue. (Area for expressing theme- understanding of texts and/or concepts paper in a butterfly outline. related ideas through in the unit multimedia) Students explore symmetry through painting by painting on one side of a piece of folded paper. Paper folded in two, paints, brushes. Students paint on one side of folded paper and then folds the two sides together to create symmetrical painting. To use oral and Using blocks and props children build a "Destination Vacation" Props that support the Blocks written language to where they go on a trip with their friend (see Dramatization) vacation "destination," for (Area for tangible example, blanket, towel, construction of theme related describe and discuss concept related beach chair for beach, ideas) construction suitcase, plane/train tickets, etc. To practice skills and Author websites Computer (Area for using technology to explore concepts within unit explore and practice theme related concepts and skills)

65

WHAT DO SEEDS BECOME? p.1

U N I T T H R E E

Centers Dramatization (Area for theme and text related role playing, enactment and retelling)

Purposes/s

Possible Activity

To practice, apply or Dramatize stories related to seeds, planting and growth (i.e. "The demonstrate skills, Carrot Seed," "Jack and the Beanstalk") concepts, vocabulary from unit

To practice language Poetry/Songs from RS Poem Chart, pointer, CD and vocabulary from (Area for rereading and texts with fluency Poem search for hi-frequency words Poems with Unit 3 highmanipulating previously frequency words. Students learned texts, including books, search for words in context poems, chants and/or of poem. browsing new texts) "Plant-a-Poem" Children select a "pocket-sized" poem that fits on a flower (refer to the Arts) to build a "Garden of Poems" Selection of short rhymes and "pocket-sized" poems to Poems related to the unit and week's themes. illustrate for the Poem Garden. Writing and drawing supplies. Selected poems with individual lines on sentence strips placed in pocket chart. Second set of poem strips for children to match lines of poem.

Listening Center

C E N T E R S

Provide props to support story, for example, watering can, and shovel or scoop.

Library

W E E K F I V E

Materials

(Area for browsing pictures & books, rereading familiar books and independent reading)

Writing/Drawing (Area for representing ideas on paper)

To engage in multiple Read Alouds and CD from RS for browsing and listening readings of same text and thereby better Books, pictures, posters related to unit and week themes remember and understand text in fuller detail

"Seeds," "Farfellina and Marcel"

Fiction and nonfiction books related to planting and growing. Pictures of plants, seed and plant catalogs, guides to flowers, trees, etc. To try out, practice Illustrate and label sequence of plant growth from seed--stem--stem Provide students with and use skills being with leaves--stem with leaves and flowers. pictures outlining the acquired during the different stages in plant unit growth. Have students cut Illustrate and label parts of a flower. out pictures and glue them in sequence.

In journal (science) complete observational drawings of fruits, vegetables, and flowers.

Send out an invitation to a garden party.

Flower, paper and writing and drawing supplies to complete illustration. Provide a model chart of parts of a flower for children to reference to label their drawing. Variety of fruits, vegetables and flowers for drawing. Paper and writing and drawing supplies. Paper may have designated space for students to write or have their observations recorded. Paper and writing and drawing supplies, flower/tea party motifs to add to invitation.

66

WHAT DO SEEDS BECOME? p.2

U N I T T H R E E W E E K F I V E C E N T E R S

Centers

Purposes/s

To try out, practice (Area for hands on materials and apply skills that support themes and skills being acquired during the unit in a in unit) non paper and pencil way

Manipulatives

Discovery (Area for exploration and experimentation of themerelated materials and concepts)

Possible Activity

Materials

High Frequency Word Roll and Record Chart with six high Students toss the "words cube" and write in the chart the word they frequency words selected roll. from Unit 3 (they, you, and of from Week 5 and three Connect /o/ to Oo others students need more Picture sort for initial sound discrimination. Students sort pictures practice with). of words, placing those that start with /o/ in a pocket chart. Pocket chart, cards with Blend words with medial /o/. pictures that start with /o/ Students read, build, and write words that have a medial /o/. and other letters studied in Unit 3 (n, b, r, d, k, and f).

Word cards with words that have medial /o/, letter tiles, small or large whiteboard and markers. To work with and Set up a "Seed and Plant Center" where children examine different Packets of different seeds talk about concepts types of seeds and plants, compare and describe them. Children and assorted green plants. and vocabulary learn and name parts of plants. Magnifying glasses, associated with unit tweezers, pencil and paper Plant Station for planting and observing growth. or science journal. Assorted seeds, soil, small Students re-visit the bamboo plant and report on changes in growth shovel or spade, pots. since beginning of Unit 3. Pencil and paper to label plants, record growth over time.

Bamboo plant, chart and/or picture depicting plant from Week 1. Measuring tape, paper and pencil for recording changes, completing observational drawings. To show Make a flower to go in the "Garden of Poems" Cut-out of flower, stem, and The Arts understanding of leaves, flower pot. Paint or (Area for expressing themetexts and/or concepts crayons to color flower. A related ideas through in the unit copy of flower or other multimedia) "pocket-sized poem" can be stapled to the stem or flower Make a garden plan of flowers and/or vegetables. Students create a pot outline. map outlining what their garden would look like and what they would plant. Paper, writing and drawing supplies. Build a bean stalk. Students take turns sponge printing leaves and stalk on paper to create a bean stalk. Children could also add cut- Mural paper on roll, sponge out self-portraits of themselves "climbing" the beanstalk. pieces cut in leaf and stalk outlines, green paint. Make tissue paper flowers for garden party. Tissue paper, pipe cleaners To use oral and Create a garden in the block area using blocks and other props Flowers created in art Blocks written language to center, small stuffed (Area for tangible animals. Potted plants. construction of theme related describe and discuss Plan a garden tea party concept related ideas) construction Tea set, blanket, pretend food. To practice skills and Practice and reinforce skills related to phonics and phonemic awareness. (Area for using technology to explore concepts within unit explore and practice theme related concepts and skills)

Computer

http://www.starfall.com/ http:// www.literacycenter.net/ lessonview en.php http:// teacher.scholastic.com/ activities

67

HOW DO CHAMELEONS CHANGE?

U N I T T H R E E

Centers Dramatization (Area for theme and text related role playing, enactment and retelling)

Library (Area for rereading and manipulating previously learned texts, including books, poems, chants and/or browsing new texts)

Purposes/s

Pretend to be a chameleon. How does the chameleon move when it needs to hide? How still does it become when hiding?

To practice language and vocabulary from texts with fluency

Poetry from RS Highlight words with /o/ found in poems

To engage in multiple readings of same text (Area for browsing pictures & and thereby better books, rereading familiar remember and books and independent understand text in fuller reading) detail To try out, practice and Writing/Drawing use skills being (Area for representing ideas acquired during the unit

Listening Center

C E N T E R S

Read Alouds and CD from RS for browsing and listening

To try out, practice and apply skills being (Area for hands on materials acquired during the unit that support themes and skills in a non paper and in unit) pencil way

Draw a chameleon with a color/pattern that would help it hide somewhere in the classroom. "Hide and Seek" Chameleon where students hide their chameleon somewhere in the classroom. Assign each student's chameleon a number to help record when they search for the hidden chameleons.

High Frequency Word Toss In this variation of the commercial game "Word Toss" the students are given a high frequency word to build from letter tiles or letter dice (timed activity). Medial /o/ Word Building Students blend and build -op words.

(Area for exploration and experimentation of themerelated materials and concepts)

Children search for letter o in middle of words in a poem.

To work with and talk about concepts and vocabulary associated with unit

Selected poems related to themes of Unit 3. "Hide, Clyde," and "Seeds"

Books, pictures, charts related to unit and week theme.

Have children search the classroom for the chameleons and record where they found them.

Manipulatives

Discovery

Materials Large pieces of material children could "wrap" themselves in to pretend to change color like the chameleon. Have colors that are similar to the classroom rug, for example to reinforce concept of camouflage. "Fox, Fox" "Hide, Clyde"

Explore topic relevant poems.

W on paper) E E K S I X

Possible Activity

To practice, apply or demonstrate skills, concepts, vocabulary from unit

Provide non-fiction information books to help students understand camouflage and how animals adapt for safety. Have students match chameleons (paper cut-outs) of different colors with background paper.

Chameleon cut-outs, crayons or makers for creating a chameleon pattern. Encourage children to create a chameleon pattern or color it similar to something in the classroom so their chameleon would "hide." Paper outlined with two columns including space to write the number of the chameleon and where it was located Clipboard, pencils. Cards with Unit 3 highfrequency words written on them (me, with, she, see, look, they, you, of). Egg timer and letter tiles or dice. Word Ladder (RS) for -op word family Nonfiction books depicting animals in different environments "hiding" for safety.

Chameleon cut-outs from wallpaper book sample papers or wrapping paper and square shapes of same paper. To show understanding Watercolor Chameleons, White drawing paper, The Arts of texts and/or concepts inspired by Leo Lionni's "A Color of His Own" Students use watercolor to watercolors, paint brushes. (Area for expressing theme- in the unit create a chameleon. Magazines, chameleon cut-outs related ideas through from drawing paper, scissors, multimedia) "Oh, no! Where did the Chameleon Go?" markers or crayons. Students cut out pictures of places objects from magazines and color a chameleon cut-out to hide it within the picture. To use oral and written Create hiding places using blocks and props. Plastic chameleons or paper Blocks language to describe chameleon stick puppets, (Area for tangible and discuss concept plants, rocks, wood pieces. construction of theme related related construction

ideas)

To practice skills and View websites for pictures, video, and information about chameleons. explore concepts within (Area for using technology to unit

Computer

explore and practice theme related concepts and skills)

http:// www.animals.nationalgeograph ic. com/animals/chameleons http:// video.nationalgeographic.com/ video/ player/kids/animals-pets-kids/ reptiles-kids/chameleonbabies.kids.html

68

WHAT ADVENTURES DO YOU HAVE THROUGHOUT YOUR DAY?

U N I T F O U R W E E K O N E

Center

Purpose

Activity

Dramatization (Area for theme and texted related role playing, enactment and retelling)

Have children write out a to do list of chores and then check it off after they or a friend completes the chore. To practice, apply or demonstrate skills, concepts, vocabulary from unit

Library

(Area for rereading, manipulating and previously learned texts, including books, poems, chants and/or browsing new texts)

To practice language and vocabulary from texts with fluency

Dramatize one or two scenes from Bunny Day. Have the children act out having a dinner. Let children choose whether they want to be the cook or set the table. What do you need to do before you can start cooking dinner? What items would you need to set the table?

Use a poem about bunnies. Have them illustrate the poem and ask them to identify any Hh words.

Listening Center

To engage in multiple readings (Area for browsing of same text and thereby better Listen to another book about bunnies (e.x. Bunnies on the books pictures and remember and understand text in Go). Ask them to draw their favorite part. books, rereading fuller detail familiar books and independent reading)

Clipboard, chore pictures list, props for doing chores(broom, tools, duster, mop, clothes and washer machine, dishes and dishcloth, vacuum) Rabbit family puppets, dollhouse with furniture or kitchen props, house props, garden tools, toys, Play food, dishes, silverware, cups, table cloth (if necessary put up a table setting reference poster) Poetry notebook Pocket chart

CD or tape of book Copies of book Paper, pencil and crayons

Provide several outlines of familiar animals. Have them color the animals and then label the body parts (eyes, legs, Familiar animal patterns tongue, tail…). When they are done students should pick Crayons, glue, scissors, pencils (Area for representing two animals and think about how they are the same and ideas on paper) how they are different. Ask them to write a fantasy story To try out, practice and use skills about an adventure the two animals would go on. being acquired during the unit

Writing/ Drawing

On construction paper, divide the sheet into two and title each section, “Things I do at night” and “Things I do during the day”. Children can draw and write things they do at these times of the day.

C E N T E R S

Materials

Construction paper, crayons, pencils, colored pencils

Magnetic letters or letter tiles Allow the children to use magnetic letters to build CVC Pictures of words that begin with (Area for hands on To try out, practice and apply words that begin with h. h materials that support skills being acquired during the themes and skills in unit in a non paper and pencil Allow the children to pictures of objects according to their Bag with objects that begin with unit) way beginning sound. h, b, a, s, t Letter cards Classroom objects of different Discovery Place several objects on the table that the children can sizes, textures and colors (cars, (Area for exploration To work with and talk about compare. Ask them to tell how the objects are the same blocks, pattern blocks, ball, bears, and experimentation concepts and vocabulary and how they are different. Encourage them to use dinosaurs…), chart with the of theme-related associated with unit specific words to describe the objects. Have them fill out attribute they are comparing on materials and a chart to show the comparisons. top and the objects on the left concepts) side.

Manipulatives

The Arts

(Area for expressing theme-related ideas through multimedia)

To show understanding of texts and/or concepts in the unit

Allow children to make bunny puppet and then use it in housekeeping to dramatize the book. They may use a pattern or make their own.

Encourage the children to use blocks to build tools or To use oral and written language machines that you use to help you throughout the day. (Area for tangible construction of theme to describe and discuss concept related construction Allow the children to use the blocks to go on an adventure. related ideas) Where are they going? What happens on their adventure?

Outline of bunny, white construction paper, cotton balls, crayons

Blocks

Computer (Area for using technology to explore and practice theme related concepts and skills)

To practice skills and explore concepts within unit

http://www.professorgarfield.org/transport/transport.html www.Starfall.com www.Pbskids.com

Blocks, pictures of tools and machines Several phonics games Letter h games

69

WHAT ADVENTURES CAN YOU HAVE ON A LUCKY DAY? Center

U Dramatization for theme and N (Area texted related role enactment I playing, and retelling) T F O U Library R

(Area for rereading, manipulating and previously learned texts, including books, poems, chants and/or browsing new texts)

Purpose

Activity

Materials

Allow the children to retell My Lucky Day. Encourage them to focus on the sequence of the story. Invite them to act out what would happen if the fox was not hungry or the pig was not as clever.

Fox and pig puppets Kitchen props

Provide children with action word cards. Have them pick one and To practice, apply or act it out and while the other children in the group guess what demonstrate skills, concepts, they are doing. The person who correctly identifies the action get Action word cards (with picture vocabulary from unit to act out next. cues if necessary) Have the children look at all of the different expressions on the piglet’s face. Ask them to try to copy the look and then come up with a good word to describe it. They can also draw the expression.

To practice language and vocabulary from texts with fluency

Use a poem including the high frequency words “are”, “that” and/or “do”. Have the children to highlight those words and then illustrate the poem.

Mirror, paper, pencil, crayons, colored pencils Poetry notebook Highlighter, crayons pencil

Listening Center

engage in multiple readings CD or tape of book W (Area for browsing To of same text and thereby better Listen to another book by Keiko Kasza or about the 3 little Copies of book books pictures and remember and understand text in pigs and have them fill out a cause and effect T chart. Cause/effect T chart E books, rereading fuller detail Pencil familiar books and E independent reading) Provide children with a paper divided into three boxes. Have Paper with 3 boxes and room for K Writing/ them draw/label/write a picture of three different events from the students to write Drawing story in the correct order. Crayons, pencils for representing T (Area Ask children to write/draw/label a story about what they think ideas on paper) Pencils, paper/sketch pad, might happen during the pigs visit with the bear. Would the pig To try out, practice and use skills crayons or colored pencils be able to outsmart the bear? Would the bear want to eat the pig? W being acquired during the unit What would the pig tell the bear to do to get ready to be eaten? O Letter Ll write around the room. Allow children to take their

Write around the room paper Pencils Clipboards Allow children to build simple CVC words using letter Magnetic letters or letter tiles tiles beginning with Ll. Pictures of words that begin with l

paper on a clipboard around the room searching for words that begin with Ll. For more advanced children have them find words that end with Ll or have an Ll in the middle.

Manipulatives

C E N T E R S

(Area for hands on To try out, practice and apply materials that support skills being acquired during the Provide students with a bag of objects. Encourage them to Bag with objects or pictures of themes and skills in unit in a non paper and pencil sort them by one attribute (color, size, shape, texture…). different objects for children to unit) way Encourage them to explain why they sorted the objects sort cars, blocks, pattern blocks, that way. ball, bears, dinosaurs…)

Discovery

(Area for exploration and experimentation of theme-related materials and concepts)

To work with and talk about concepts and vocabulary associated with unit

Think of a day when good things happened to them and paint it.

The Arts

(Area for expressing theme-related ideas through multimedia)

Provide children with objects or pictures to sort using one Objects or pictures students can sense. Encourage children to talk about how we often use use to classify (alarm clock, more than one sense when using objects and classifying telephone, food, TV, bell, them. whistle..).

To show understanding of texts and/or concepts in the unit

Give the children a few magazines and a piece of paper. Have them make a collage using pictures from the magazines that depict what their own lucky day would consist of.

Paper, paint, paint brushes, easel Old magazines, paper, scissors, glue

Blocks

To use oral and written language Allow the children to use the blocks to go on an (Area for tangible to describe and discuss concept adventure. Where are they going? What happens on their construction of theme related construction adventure? related ideas)

Computer (Area for using technology to explore and practice theme related concepts and skills)

To practice skills and explore concepts within unit

Children pick one living thing (plants, animal or people). Use kidspiration to create a web about what that thing needs to grow and live.

Blocks, toy people

Kidspiration Letter l games

70

WHAT ADVENTURES CAN AN ANIMAL HAVE?

U N I T F O U R

Center Dramatization (Area for theme and texted related role playing, enactment and retelling)

Library

(Area for rereading, manipulating and previously learned texts, including books, poems, chants and/or browsing new texts)

Listening Center

Purpose

Activity Children take an animal card and describe or act out the animal as their peers try to guess the name of the animal.

To practice, apply or demonstrate skills, concepts, vocabulary from unit

To practice language and vocabulary from texts with fluency

Have a chart of feelings or emotions that little mouse has during each of his adventures to different homes. Have them act out how Mouse feels and try to brainstorm other words to describe hwo Mouse feels.

Materials Pictures of animals (from the story) Chart of feelings or emotions from story

Use a poem with initial consonant blends or numbers (e.x. One, Two, Buckle My Shoe”). Have the children order the poem by following a master.

Poetry notebook Pocket chart

Listen to another book about animal adventures

CD or tape of book Copies of book

To engage in multiple readings

(Area for browsing books of same text and thereby better remember and understand text in pictures and books, fuller detail rereading familiar books and independent reading)

Have the children pretend they are Mouse and write a W Writing/ Thank You letter to one of the places he tried to stay. Paper, pencil Drawing Encourage them to be gracious even if the home wasn’t E (Area for representing very comfortable. ideas on paper) E Invite children to create a number book (with the numeral To try out, practice and use skills and written number). Have children illustrate each page of Blank book or book with K being acquired during the unit the book using an animal from the story. Encourage them numerals pre-written, pencil, to write the name of the animal they drew and how many paper they drew (e.x. Four Birds) T Have children write and draw different adventures animals H can have. Give them sentence starters if necessary Pencils, crayons, paper (Animals can, Animals like to…) R Manipulatives Onset word cards in one color, Provide children with color coded cards - put beginning rime word cards in another color, for hands on letters or letter blends (onset) on one color, and ending E (Area paper, pencil materials that support sounds (rimes) on another color. Children pick one onset and skills in To try out, practice and apply and one rime card. They put the cards together, building a E themes Variety of blending games unit) skills being acquired during the word. Have them sound out and write the new word. unit in a non paper and pencil way

C E N T E R S

Discovery

(Area for exploration and experimentation of theme-related materials and concepts)

The Arts

(Area for expressing theme-related ideas through multimedia)

To work with and talk about concepts and vocabulary associated with unit

Pictures of squirrel, mouse, snake, possum, cottontails, chickadee, mole, frog, quail and porcupine with matching pictures Have the children match the animal pictures to their beds of their homes. http://www.carlscorner.us.com/Blends.htm

Provide children with objects or pictures to sort using one Objects or pictures students can sense. Encourage children to talk about how we often use use to classify (alarm clock, more than one sense when using objects and classifying telephone, food, TV, bell, them. whistle..).

Animal dance – students work with a partner or group of friends to come up with simple animal dances (e.x. flap To show understanding of texts arms like a bird, waddle like a duck, slilther like a snake) and/or concepts in the unit Create a collage house. Talk about what type of animal might like to live there.

Pictures of animals from the story. Collage materials, glue, tape, scissors

Blocks

To use oral and written language (Area for tangible construction of theme to describe and discuss concept related construction related ideas)

Computer (Area for using technology to explore and practice theme related concepts and skills)

Allow the children to use the blocks to build animal homes. Label the different homes. http://pbskids.org/lions/games/blending.html

To practice skills and explore concepts within unit

Starfall.com Pbskids.com

Blocks, Toy animals, paper and pencil

Blending words Letter h games

71

WHAT KIND OF ADVENTURE CAN A LITTLE GIRL HAVE?

U N I T F O U R W E E K F O U R

Center Dramatization

(Area for theme and texted related role playing, enactment and retelling)

Purpose To practice, apply or demonstrate skills, concepts, vocabulary from unit

Activity

Materials

Dramatize Goldilocks and the Three Bears. Let the 3 chairs, 3 bowls, 3 spoons, 3 children act out being one of the three bears or Goldilocks. beds Make sure to focus on beginning, middle and end. How would they feel if they were each character? Have children act out what would have happened if the bears hadn’t come home and then write it down.

Paper, pencil, crayons

Library

To practice language and vocabulary from texts with fluency

Listening Center

To engage in multiple readings Listen to another book about Goldilocks. Compare and of same text and thereby better contrast the two stories. remember and understand text in fuller detail

Writing/ Drawing

To try out, practice and use skills Make a senses book – have children pick one sense and Sense words posted, pencils, being acquired during the unit write the word on their paper. Have them then draw items paper, crayons. that the particular sense helps them to experience.

(Area for rereading, manipulating and previously learned texts, including books, poems, chants and/or browsing new texts)

(Area for browsing books pictures and books, rereading familiar books and independent reading)

(Area for representing ideas on paper)

To try out, practice and apply skills being acquired during the (Area for hands on materials that support unit in a non paper and pencil themes and skills in way unit)

Manipulatives

Use a poem such as “Peas, Porridge, Hot”. Have the Poetry notebook children find two words that are opposites and draw them. Pocket chart

CD or tape of book Copies of book Compare/contrast paper

Illustrate and write safety rules for school and home.

Pencils, crayons, paper

Read and write the room for numbers, students look around room to find different numbers (e.x. 1 clock, 2 pencil sharpeners) and illustrate

Paper with chart (number, number word, object), crayons, pencil

Provide children with color coded cards - put beginning Onset word cards in one color, letters or letter blends (onset) on one color, and ending rime word cards in another color, sounds (rimes) on another color. Children pick one onset paper, pencil and one rime card. They put the cards together, building a word. Have them sound out and write the new word. Allow children to use magnetic letters to make CVC words Magnetic letters, paper, pencil that begin with g. Advanced students should be encouraged to make CVC words with g at the end. Opposite pictures Encourage children to record their new words.

C E N T E R S

Allow children to match pictures that show opposites. Use pictures from the story and have students sequence them. Sort objects using one sense. Encourage students to talk about how we often use more than one sense when using objects and classifying them.

Discovery

To work with and talk about concepts and vocabulary associated with unit

The Arts

To show understanding of texts Story puppets – create a brown paper bag puppet of one of the characters in the story. and/or concepts in the unit

(Area for exploration and experimentation of themerelated materials and concepts)

(Area for expressing theme-related ideas through multimedia)

explore and practice theme related concepts and skills)

Objects or pictures students can use to classify (alarm clock, telephone, food, TV, bell, whistle..). Lunch bag, art materials (yarn, buttons, fabric), construction paper, glue, crayons, scissors

Paint pictures of things good citizens do. Paper, paint, paintbrushes Provide students with three different sized bear patterns on brown construction paper. Have the students cut out the bears and use Brown construction paper, manila their craft items to decorate the bear family. Students can glue the paper, miscellaneous craft items, bears onto manila paper according to size. scissors, glue, crayons and markers

To use oral and written language Use the blocks to build a scene where people have to to describe and discuss concept follow the signs. Students can make their own signs. (Area for tangible construction of theme related construction related ideas) To practice skills and explore http://pbskids.org/lions/games/blending.html Computer (Area for using technology to concepts within unit

Blocks

Pictures from the story

Blocks, signs, people, cars, popscicle sticks, paper, pencils, glue Blending words Letter g games

72

WHAT WOULD IT BE LIKE TO TAKE AN ADVENTURE TO THE ANTARCTIC?

U N I T F O U R W E E K F I V E

C E N T E R S

Center

Purpose

Dramatization (Area for theme and texted related role playing, enactment and retelling)

Library

(Area for rereading, manipulating and previously learned texts, including books, poems, chants and/or browsing new texts)

To practice, apply or demonstrate skills, concepts, vocabulary from unit

To practice language and vocabulary from texts with fluency

Listening Center

To engage in multiple readings of same text and thereby better (Area for browsing books remember and understand text in pictures and books, rereading fuller detail familiar books and

Activity

Materials

Provide children with slips of paper saying hot or cold. One at a time, a child picks and depending on the paper Slips of paper saying hot or cold. they have they then act out things that you would do in the hot or cold weather. Other students guess hot or cold. Children will dramatize what clothing you would wear in different temperatures and act out what they would do in those temperatures.

Poem with e words

Listen to another book about penguins or Antarctica.

Play clothes (sunglasses, hat, mittens, coat, umbrella…)

Poetry notebook Pocket chart

CD or tape of book Copies of book

independent reading)

Children will make a postcard from Antarctica. Children Paper postcards, crayons, pencils illustrate one side of a postcard and write a message about To try out, practice and use skills Antarctica on the other to a family member or friend using (Area for representing being acquired during the unit a fact they have learned about Antarctica. ideas on paper) Provide children with pictures of things you can do in the T chart (cold and warm), pictures Manipulatives cold weather and things you can do in warm weather. of things you do in cold and (Area for hands on Have them sort the pictures into these two piles, warm materials that support To try out, practice and apply encouraging them to explain why they chose a certain pile. themes and skills in skills being acquired during the unit) unit in a non paper and pencil Provide children with color coded cards - put beginning way letters or letter blends (onset) on one color, and ending Onset word cards in one color, sounds (rimes) on another color. Children pick one onset rime word cards in another color, and one rime card. They put the cards together, building a paper, pencil word. Have them sound out and write the new word. Have children to predict what will happen to a glass of Discovery water when it is poured into different containers (will the (Area for exploration Water containers of assorted water change shape?). Encourage them to discuss what and experimentation shapes and sizes, ice cube happened to the water as it fit each container. Have them of theme-related put an ice cube in a container and discuss what shape it materials and took. Let the ice melt and compare the melted ice cube to concepts) To work with and talk about the regular water. Practice using a thermometer to take concepts and vocabulary the temperature of different bowls of water. associated with unit

Writing/ Drawing

The Arts

(Area for expressing theme-related ideas through multimedia)

Place a large block of ice in a clear bin with water. Have children observe the iceberg in water and have them Clear bin, cold water, iceberg, describe what they see. What happens to the iceberg? In iceberg pictures what ways is this the same from the picture and what ways is this different? Draw a picture of what you saw. Patterns of penguins, seals, Have children color and cut out an Antarctic animal. On whales, icebergs, dark blue To show understanding of texts construction paper have them create a scene from construction paper, white paint, and/or concepts in the unit Antarctica and then glue the animal on. sponges, crayons, scissors, glue

Blocks

To use oral and written language (Area for tangible Allow children to use the blocks to build an igloo and then construction of theme to describe and discuss concept draw it. They may use toy people to live in the igloos. Blocks, paper, pencils, toy people related construction related ideas)

Computer (Area for using technology to explore and practice theme related concepts and skills)

http://urbanext.illinois.edu/kalani/index2.cfm To practice skills and explore concepts within unit

http://www.starfall.com/n/holiday/snowman/load.htm?f

Learn about weather Build your own snowman Letter e games

73

WHAT KIND OF ADVENTURES CAN YOU HAVE IN THE CITY?

U N I T F O U R W E E K S I X

Center

Purpose

Dramatization (Area for theme and texted related role playing, enactment and retelling)

To practice, apply or demonstrate skills, concepts, vocabulary from unit

Library

(Area for rereading, manipulating and previously learned texts, including books, poems, chants and/or browsing new texts)

To practice language and vocabulary from texts with fluency

City bus – arrange chairs as if they were a bus. Students can take turns being the driver and call out different stops – some real and some imaginary. Dramatize where you would go and what you would do if you could fly. Poem with e words (e.x. Five Little Elephants TG p. 268) Use rhyming words to make a simple poem. Children develop a list based on where they would go if they could fly.

Listening Center

To engage in multiple readings (Area for browsing of same text and thereby better Listen to a book about clouds (e.x. The Cloud Book by books pictures and remember and understand text in Tomie de Paola) books, rereading fuller detail familiar books and independent reading) Create a map – around the school or from home to school. Writing/ Talk about different ways you could get from one place to Drawing another and which is the best place. (Area for representing To try out, practice and use skills being acquired during the unit ideas on paper) Have children write or draw a memory they have with a grandparent. Where are you? What are you doing?

Materials Chairs

Theme related props Poetry notebook Pocket chart Poetry notebook Poetry notebook

CD or tape of book Copies of book

Paper, pencil

Crayons, flag outline, US flag outline, pencil

Picture sort of how each vehicle travels (land, air, sea)

Manipulatives

Pictures of different vehicles. (Area for hands on materials that support To try out, practice and apply themes and skills in Onset word cards in one color, skills being acquired during the Onset and rime game - building words with onset and rime unit) rime word cards in another color, unit in a non paper and pencil cards with e and then write down the words. paper, pencil way Use letter tiles to create words that begin with g and words Letter tiles, pencil, paper, word that end with g and then write them down. list

Discovery

C E N T E R S

Activity

(Area for exploration and experimentation of theme-related materials and concepts)

To work with and talk about concepts and vocabulary associated with unit

Cloud sculpting – children can make stratus (grey layered), cirrus (wisps in the sky), or cumulus (huge pile) clouds using cotton balls. Label the type of cloud they made.

The Arts

(Area for expressing theme-related ideas through multimedia)

Take several different size sponges and have children Water, several different size predict which will absorb the most water. Place them into sponges, paper divided with T water. Squeeze the sponges and let all the water come out. chart (what I predict and what Check their predictions and draw a picture of what happened), crayons, pencils happened.

To show understanding of texts and/or concepts in the unit

Provide students with white paint and blue paper. Have the children look at the last pages of the book. Let them imagine what they see in the clouds and have them draw White paint, blue paper, pencils, what they might see if they were flying around the city. crayons and colored pencils. After the page is dry, have them draw themselves in.

Blocks

To use oral and written language Allow children to use the blocks to build a city and then (Area for tangible to describe and discuss concept draw it. construction of theme related construction related ideas)

Computer (Area for using technology to explore and practice theme related concepts and skills)

To practice skills and explore concepts within unit

Cotton balls, blue construction paper, white crayons or chalk, glue, grey paint, pictures of clouds

Blocks, paper, pencils, people, cars

Create a web graphic organizer for words that have /e/ in the middle. Find pictures to match.

Kidspiration

Pbskids.com Starfall.com

Letter e games

74

HOW MANY FORMS OF TRANSPORTATION CAN YOU NAME?

U N I T F I V E W E E K O N E C E N T E R S

Centers Dramatization

Purposes/s

Possible Activity

Materials

To practice, apply or Have children pretend to ride a bus, a train, or in Chairs, play money, bus/ train pass demonstrate skills, a car. What does it feel like? What would they concepts, do? Tables, shelves, cash register, paper vocabulary from and pencils, signs, unit Change the dramatics area into an airport, train word cards or pictures cards station, bus terminal, boat dock or pier and have children use it to act out a trip they are taking. To practice language Students illustrate a poem or song. Children Paper, pencils, crayons, paint Library and vocabulary from have a copy of the poem to cut out and paste in a Poems with J words, color words, (Area for rereading and manipulating previously texts with fluency journal and draw a picture that corresponds with transportation words, Songs: I’ve learned texts, including books, it or children have a poem on a page with space Been Working on the Railroad, The poems, chants and/or to illustrate the words. Wheels on the Bus (Area for theme and text related role playing, enactment and retelling)

browsing new texts)

Children place missing words into a familiar poem or song in a pocket chart.

Pocket Chart/ Sentence Strips

Library books, browsing boxes, RS readers and guided reading books, Read books about rescue workers, RS readers, block area traffic signs, Books guided reading books about traffic signs: Signs in Our World (Searcy), I Read Signs (Tana Hoban), Sign Shapes (Larkin), Signs on the Road (Autumn Leigh) To engage in multiple Have children listen to stories/poems/songs on Books related to transportation, Listening Center song books on tape/ CD, Printouts (Area for browsing pictures & readings of same text tape or CD. Ask them to sign in, record and and thereby better books, rereading familiar identify the literature chosen and rate it using a of poems/ songs, (opinion) remember and books and independent smiley face. Discuss, in a small group, what recording sheet/ book report understand text in reading) they liked or disliked. fuller detail

Writing/Drawing (Area for representing ideas on paper)

To try out, practice and use skills being acquired during the unit

Ask children to write about a special trip they took with their family. What are some of the things they saw and did? How did they get there? How far did they go? Draw/ label modes of transport

Have children use the word wall, posters, and word banks to find 7 words that begin with the letter J or W. (Write Around the Room) To try out, practice Build a Vehicle Manipulatives (Area for hands on materials and apply skills that support themes and skills being acquired Puzzles in unit) during the unit in a non paper and pencil Rhyming Games (can) way To work with and Children mix colors using various materials: Discovery talk about concepts (yellow, blue, green) (Area for exploration and experimentation of themeand vocabulary related materials and associated with unit What happens when we mix yellow and blue concepts) together? To show Children construct a train, car, or airplane using The Arts egg cartons, milk cartons, or cardboard boxes. (Area for expressing theme- understanding of related ideas through texts and/or concepts in the unit Mural (Make a mural of a bus station, train multimedia) station, or an airport)

Blocks

To use oral and

Students use blocks to build and label (using

written language to post-its) an airport/ bus station/ train station/ (Area for tangible construction of theme related describe and discuss garage ideas) concept related construction To practice skills Starfall.com Computer Scott Foresman CD-ROM (Area for using technology to and explore concepts within unit explore and practice theme related concepts and skills)

Paper, pencils, crayons, colored pencils, word banks, word wall, dictionaries Picture cards, paper, writing tools Posters, word wall, word bank, clipboards. pencils Blocks, legos, cubes Puzzles Bingo game board, chips, word cards Food coloring, paint, water, play dough, shaving cream, markers, bingo paint dots, sand Tables, sand/water table Cardboard boxes, buttons, glue, markers, paint Craft paper/ poster paper; Paint, crayons, pencils Blocks, post-it pad, pencils

Internet, Computer, Software

75

WHAT KINDS OF TRANSPORTATION HELP US IN AN EMERGENCY?

U N I T F I V E

Centers

Materials

To practice, apply Charades: Act out what rescue workers do in emergency or demonstrate situations. (rescue missions) skills, concepts, vocabulary from unit

Word Cards or Pictures Cards, backpack, jump Rope, blanket, foam blocks, flag, helmet

Library

To practice

Paper, pencils, crayons, paint, poem, song

Illustrate a poem or songs about rescue workers or tongue

language and twisters (with , j, w, or x) (Area for rereading and manipulating previously vocabulary from learned texts, including books, texts with fluency Read books about rescue workers, RS readers, guided poems, chants and/or reading books browsing new texts) Independent/ Buddy Reading

Listening Center

W E E Writing/Drawing (Area for representing ideas K on paper) Manipulatives

(Area for exploration and experimentation of themerelated materials and concepts)

Library books, browsing boxes, RS readers and guided reading books

To engage in Books or songs on tape/ CD multiple readings of same text and thereby better remember and understand text in fuller detail To try out, practice Journals: Draw or write about a helicopter that is coming to and use skills being the rescue. acquired during the unit Write Around the Room: write words that begin with the letter j or w or words that have the letter x in them.

Books related to storms/ emergency transportation

To try out, practice Build a rescue vehicle and talk to a friend about how it is

Blocks, legos, cubes

non paper and pencil way

Clay, table

used in emergency situations. (Area for hands on materials and apply skills that support themes and skills being acquired in unit) during the unit in a

Discovery

C E N T E R S

Possible Activity

(Area for theme and text related role playing, enactment and retelling)

Dramatization

(Area for browsing pictures & books, rereading familiar books and independent reading)

T W O

Purposes/s

Sculpt a hospital/ fire station

Paper, pencils, crayons, markers Clipboards, pencils, word wall, word banks, charts

To work with and What will float? Children predict what will sink or float on a Water Table/ plastic tub talk about concepts chart (whole class) They test out their theory with different or bucket, water, object and vocabulary to sink or float: ice objects in the water table/ plastic tub during centers. associated with cubes, toy boat, ball, unit block, rock, balloon, etc.

(Area for expressing themerelated ideas through multimedia)

Book: If You Could Go To Antarctica To show Rain/Snowstorm Collage: Use various materials to create a Cotton balls, construction understanding of stormy scene. paper, glue, markers, texts and/or paint, crayons, pipe concepts in the unit Mural (Rescue Scene) cleaners

Blocks

To use oral and

The Arts

Using blocks, build an emergency room/ fire station/ shelter. Blocks, post-it pad, pencils

written language to Use post-its to label the parts. (Area for tangible construction of theme related describe and ideas) discuss concept related construction

Computer

To practice skills

(Area for using technology to and explore concepts within explore and practice theme related concepts and skills) unit

Starfall.com Scott Foresman CD-ROM

Internet, Computer, Software

76

WHAT KINDS OF TRANSPORTATION HELP PEOPLE DO THEIR JOBS?

U N I T F I V E

Centers

Materials

To practice, apply Charades or demonstrate skills, concepts, Act out a messenger / dispatcher job vocabulary from unit

Word Cards or Pictures Cards Chairs Tables, shelves, cash register, paper and pencils, signs

Library

To practice

Paper, pencils, crayons, paint Picture/ Word Cards

Listening Center

To engage in Books on tape/ CD multiple readings of same text and thereby better remember and understand text in fuller detail To try out, practice Journals and use skills being Illustrate a Community Worker acquired during the unit Write Around the room

Illustrate a poem

language and Rhyme Time (Area for rereading and manipulating previously vocabulary from learned texts, including books, texts with fluency poems, chants and/or browsing new texts)

W E Writing/Drawing for representing ideas E (Area on paper) K Manipulatives

To try out, practice Puzzles

Submarine (Area for hands on materials and apply skills that support themes and skills being acquired in unit) during the unit in a

Books related to transportation

Paper, pencils, crayons, markers Sentence strip Clipboards. Pencils, word posters Water Table, submarines, boats

non paper and pencil way

To work with and Bike Messenger: Build a city talk about concepts and vocabulary associated with unit

Blocks, ramps, post-its

(Area for expressing themerelated ideas through multimedia)

To show Construct a neighborhood understanding of texts and/or Mural (modes of transport) concepts in the unit

Cardboard Boxes, construction paper, glue, markers, paint

Blocks

To use oral and

Discovery (Area for exploration and experimentation of themerelated materials and concepts)

The Arts

C E N T E R S

Possible Activity

(Area for theme and text related role playing, enactment and retelling)

Dramatization

(Area for browsing pictures & books, rereading familiar books and independent reading)

T H R E E

Purposes/s

written language to (Area for tangible construction of theme related describe and ideas) discuss concept

Build and label an airport/ bus station/ train station/ garage Blocks, post-it pad, pencils

related construction

Computer

To practice skills

(Area for using technology to and explore concepts within explore and practice theme related concepts and skills) unit

Starfall.com Scott Foresman CD-ROM

Computer, internet, software

77

WHAT DOES A TRAIN NEED TO GET OVER THE MOUNTAIN?

U N I T F I V E

Centers

Materials

To practice, apply Charades or demonstrate Ride the Train/ Train Station skills, concepts, Create a Play / Reenact the story vocabulary from unit Retell the story

Word Cards or Pictures Cards Chairs Tables, Book of the Week (for reference)

Library

To practice

Paper, pencils, crayons, paint

Listening Center

To engage in Books on tape/ CD multiple readings Songs on CD/ Tape of same text and thereby better remember and understand text in fuller detail To try out, practice Write an I can book. and use skills being acquired during the unit Write Around the room

Books related to trains Song Books/ Song Page I’ve Been Working on the Railroad

To try out, practice Puzzles

Puzzle Play dough, Story cards

language and (Area for rereading and manipulating previously vocabulary from learned texts, including books, texts with fluency poems, chants and/or browsing new texts) (Area for browsing pictures & books, rereading familiar books and independent reading)

Manipulatives

C E N T E R S

Possible Activity

(Area for theme and text related role playing, enactment and retelling)

Dramatization

W E Writing/Drawing (Area for representing ideas E on paper) K F O U R

Purposes/s

Illustrate a poem

Play dough Retell (Area for hands on materials and apply skills that support themes and skills being acquired in unit) during the unit in a

Paper, pencils, crayons, markers Clipboards. Pencils, Word Posters

non paper and pencil way

To work with and Clay Trains talk about concepts and vocabulary associated with unit

Clay, table, sand/water table

(Area for expressing themerelated ideas through multimedia)

To show Construct a train understanding of Train Collage texts and/or Mural (modes of transport) concepts in the unit

Egg Cartons, buttons, glue, markers, paint, old magazines, construction paper,

Blocks

To use oral and

Build and label a train station

Blocks, post-it pad, pencils

Starfall.com Scott Foresman CD-ROM

Computer, Internet, Software

Discovery (Area for exploration and experimentation of themerelated materials and concepts)

The Arts

written language to (Area for tangible construction of theme related describe and ideas) discuss concept related construction

To practice skills (Area for using technology to and explore concepts within explore and practice theme related concepts and skills) unit

Computer

78

HOW DO PEOPLE IN DIFFERENT PARTS OF THE WORLD TRAVEL?

U N I T F I V E

Centers

Purposes/s

To practice, apply Charades or demonstrate Gas Station/ Travel Agency skills, concepts, Airport/ Train Station/ Bus Terminal/ Boat Dock or Pier vocabulary from unit

Word Cards or Pictures Cards Chairs, bus or train passes/ schedules Tables, shelves, cash register, paper and pencils, signs

Library

To practice

Illustrate a poem/ song

Paper, pencils, crayons, paint, poems/songs

Listening Center

To engage in

Books on tape/ CD

Books related to traveling

language and (Area for rereading and manipulating previously vocabulary from learned texts, including books, texts with fluency poems, chants and/or browsing new texts)

W E E Writing/Drawing (Area for representing ideas K on paper)

C E N T E R S

Materials

(Area for theme and text related role playing, enactment and retelling)

Dramatization

(Area for browsing pictures & multiple readings books, rereading familiar of same text and books and independent thereby better reading) remember and

F I V E

Possible Activity

understand text in fuller detail To try out, practice Write about a trip you took with your family. How did you Paper, pencils, crayons, and use skills being get there? markers acquired during the unit Write Around the room

Make a list of things you would need to go on an airplane trip. (camping trip, picnic) To try out, practice Puzzles Manipulatives (Area for hands on materials and apply skills that support themes and skills being acquired Sight Word games in unit) during the unit in a Read, build and record high frequency words non paper and pencil way Build an airplane

Word wall/ word bank; Clipboards. Pencils Puzzles Word games using high frequency words: where, come, a, they, go to, look, for, see, the, is, like, she, has Craft sticks, glue, transportation books, post-its

Discovery (Area for exploration and experimentation of themerelated materials and concepts) (Area for expressing themerelated ideas through multimedia)

To show Construct an airplane understanding of texts and/or Mural (modes of transport) concepts in the unit

Cardboard, construction paper, crayons, glue, markers, paint

Blocks

To use oral and

Build an Airport and label

Blocks, post-it pad, pencils, ramps

Starfall.com Scott Foresman CD-ROM

Computer, Software, Internet

The Arts

written language to (Area for tangible construction of theme related describe and ideas) discuss concept related construction

Computer

To practice skills

(Area for using technology to and explore concepts within explore and practice theme related concepts and skills) unit

79

HOW DO CHILDREN AROUND THE WORLD GET TO SCHOOL?

U N I T F I V E

Centers

Materials

To practice, apply Charades or demonstrate skills, concepts, vocabulary from unit

Word Cards or Pictures Cards Chairs

Library

To practice

Paper, pencils, crayons, paint

Listening Center

To engage in Books on tape/ CD multiple readings of same text and thereby better remember and understand text in fuller detail To try out, practice Write about your trip to school this morning. and use skills being acquired during the Write the room unit Alphabet Journal

language and (Area for rereading and manipulating previously vocabulary from learned texts, including books, texts with fluency poems, chants and/or browsing new texts)

(Area for browsing pictures & books, rereading familiar books and independent reading)

Manipulatives

Illustrate a poem

To try out, practice Build a Vehicle

Measure the Classroom (Area for hands on materials and apply skills that support themes and skills being acquired in unit) during the unit in a

Books related to train transportation

Paper, pencils, crayons, markers Clipboards. Pencils Paper/ Notebook; Writing tools Blocks, legos, cubes Paper, cubes, pencils, ruler

non paper and pencil way

To work with and Sensory Letters/ words talk about concepts and vocabulary Write words on paper: glue sand onto letters/ words for associated with children to trace with their fingers, spell and read unit

Tray, sand, paper, glue

(Area for expressing themerelated ideas through multimedia)

To show Construct a train, car, airplane understanding of texts and/or Collage-Mural (train station) concepts in the unit

Egg Cartons, buttons, glue, markers, paint Construction Paper, paint, Markers, Sand

Blocks

To use oral and

Build and label a train station

Blocks, post-it pad, pencils

Starfall.com Scott Foresman CD-ROM

Computer, Internet, Software

Discovery

C E N T E R S

Possible Activity

(Area for theme and text related role playing, enactment and retelling)

Dramatization

W E Writing/Drawing for representing ideas E (Area on paper) K S I X

Purposes/s

(Area for exploration and experimentation of themerelated materials and concepts)

The Arts

written language to (Area for tangible construction of theme related describe and ideas) discuss concept related construction

Computer

To practice skills

(Area for using technology to and explore concepts within explore and practice theme related concepts and skills) unit

80

WHAT KINDS OF HOMES DO PEOPLE AROUND THE WORLD BUILD?

U N I T S I X

Centers Dramatization (Area for theme and text related role playing, enactment and retelling)

Purposes/s To practice, apply or demonstrate skills, concepts, vocabulary from unit

Possible Activity

Create a workshop “Tool Time” where children can create houses Fake and/or real tools and community building using different materials (i.e. Wood, Wood scraps paper, sugar cubes, etc) Wood glue Children practice using different tools to build their structure as Sand paper well. Popsicle sticks ~To practice hammering children can use foam, golf tees, and real/ Sugar cubes pretend hammers. Tooth picks ~In a pocket chart students sort tools. Students match tools with the Paper picture and words on each pocket.

To practice language Poems from R.S. and other poems about Construction should be and vocabulary from prepared and displayed. Students locate high frequency words in (Area for rereading and texts with fluency poems using fly swatters that have holes cut in them. Students also manipulating previously identify letters that make a sound that you produce. learned texts, including books, poems, chants and/or browsing new texts)

Library

W E E K S To engage in multiple Children listen to the “The Three Little Pigs” Listening Center (Area for browsing pictures & readings of same text (There are many different versions of this story. Children could 1 books, rereading familiar and thereby better listen to different versions to build on the Concept Comparing and remember and Contrasting) books and independent understand text in reading) fuller detail Students listen to other books about animal habitats and construction. 6 Writing/Drawing

C E N T E R S

(Area for representing ideas on paper)

Materials

To try out, practice Children make “blue prints” of what they want their house/ and use skills being community to look like. Students sound out words and label the acquired during the parts of their picture. unit Student create vehicle and tool books using stamps, stencils, templates, books, and pictures. Students make a book matching workers and his or her tools.

Students make different building in a community (apartment, house, etc.) using shapes.

R.S. Poems and other construction poems. Construction Poems: “Can you Hammer in a Nail?” “Who Builds our House” “The Construction Worker”

Tape/CD player Copies of the book You can make your own recording of the books.

Blank paper Rulers Community pictures and books Geo blocks and other blocks to represent objects on the “blue prints” Blank books, picture (clip art or from books), markers, pencils, stamps, and stencils. Blank books/paper A pocket chart with workers in it and a variety of pictures of different tools. Blank paper Pattern blocks (paper or wooden)

Please Note: Given this time of year, kindergartners should be able to sustain their attention and use their literacy 81 skills in centers that remain the same over the course of a unit. This shift is reflected in these guides for unit 6.

WHAT TOOLS DO YOU NEED TO BUILD THINGS?

U N I T S I X W E E K S 1 6 C E N T E R S

Centers

Purposes/s

Possible Activity

To try out, practice and apply Create sight word bingo for children to play. Students skills being acquired during match site words to his or her bingo card. (Area for hands on materials that support the unit in a non paper and themes and skills in pencil way unit) Children play “guess that tool.” Children feel a brown paper bag with a tool in and describe what they feel

Manipulatives

Construction puzzles.

Materials Paper and labels with sight words on them. Divide a paper into 6 or 8 sections. Put a site word in each square. Have another stack of cards with site words on them. Brown paper bag and fake or real tools.

Using PVC piping children can create different structures. Once they have created a structure they may draw and Puzzles you have collected or made. label a picture of it. PVC pipes Students use magnet letters to build the names of workers Pencils and tools. Students create a book of workers and their Blank paper or books tools. Students put the words they create in a sentence using the high frequency words. Magnet letters Magnet trays Students sort and explore with High Frequency words. Books- blank or with a template Students recognize how high frequency words are the Pictures of workers and tools same and different. Ex. Students sort by high frequency words with 2 letter, 3 letters, etc. Students put together construction puzzles.

High frequency words on cards

Tool Bingo and Construction Worker BingoTool Bingo- Children get a card with pictures of tools on it. Students take turns flipping over letter cards. If a picture on their card begins with that letter students take a place marker. The first student to fill up his or her card wins the game. A variety of construction puzzles. Construction bingo- Students get a card with construction workers (i.e. plumber, electrician, etc) Students take turn flipping over pictures of tools. If the worker on their card Pictures of tools. uses this tool then they put a place marker over the space. ABC cards When their card is complete the game is over. Pictures of tools (clipart or real Children use puppets to act out “The Three Little Pigs” pictures) Cut a paper into 6 squares and glue a tool into each square ABC cards Place holders Students act out the relationship between an animal that is Pictures of construction workers and tools (clipart or real pictures from a predator and its prey. magazines) (See above for details for construction worker pictures) Make cards using pictures of tools. On each card put a picture of the tool and then the name of the tool. Place holders (ex. Bear counters) Students make puppets at art for the puppet show. Students act out the story of “The Three Little Pig.” Students make connections to the different kinds of materials used to build a house. Pictures of animals that are predators and animals that are thier prey.

82

HOW DO BEAVERS BUILD THEIR HOMES?

U N I T S I X

Centers Discovery (Area for exploration and experimentation of themerelated materials and concepts)

Purposes/s To work with and talk about concepts and vocabulary associated with unit

Possible Activity

Materials

Mason Center – Students build using “brick” and “mortar” (blocks Wooden blocks of all and homemade mortar to create different kinds of houses/buildings. different sizes ~Student read the poem Mortaring the Bricks before creating a Mortar Recipe structure. 1 cup cornstarch ~Students record the building he or her makes in a book. Students sketch and label their drawing. Also, students write a sentence to 2 cups baking soda describe what he or she made. 2 cups cold water Blank books for recording and labeling.

The Arts (Area for expressing themerelated ideas through multimedia)

To show Using pictures of building block cube patterns children create a understanding of building. texts and/or concepts in the unit Children make a tool belt out of paper (a step-by-step project)

Large piece of construction paper Building block cube pattern picture photo copied and available for use

Pictures of tools to go in the tool belt Paper and step-by-step Students paint pictures using different kinds of brushes and rollers. directions Yarn to tie the tool belt on Students make Three Little Pig Puppets to be used to act out the each child book at the puppet theater or library. Shapes that the children can cut out Students paint pictures of different animal habitats. Step-by-step directions

W E E K S 1 6

Students use shapes to make a construction vehicle.

Paints and paper Brushes and rollers Brown paper bags Colored construction paper Different materials new/ recycled Pictures of animal habitats. Paints and easel paper

C E N T E R S

To use oral and Children use a variety of materials and blocks to build a written language to community. (Area for tangible construction of theme related describe and discuss concept related ideas) construction

Blocks

Floor mat, different blocks, signs and people, paper cups, recyclable material, etc.

Children create different animal habitats. Ex. A beaver dam

Children can wear vests and hard hats like real construction workers.

Children build using PVC piping.

Blocks and pretend animals PVC piping Paper to record their buildings

To practice skills and www.starfall.com www.pbskids.com (Area for using technology to explore concepts within unit explore and practice theme related concepts and skills)

Computer

83

ASSESSMENTS

84

Department of Literacy Benchmarks (K-2): SY 2009-2010 PLEASE NOTE THAT ALL DATA TEMPLATES FOR K1-K2 ARE ON THE EARLY CHILDHOOD DEPARTMENTS PAGE ON MyBPS Pre-Kindergarten (K1) Assessments & Benchmarks Assessment

Mid-year Benchmark

End of Year Benchmark

Name Writing: PALS

NA

5-7

NA

12-21 9-17 4-8

NA

5-8 5-7

NA

7-9

TBD by Age

TBD by Age

Alphabet Knowledge: PALS Upper-Case Alphabet Recognition Lower-Case Alphabet Recognition Letter Sounds Phonological Awareness: PALS Beginning Sound Awareness Rhyme Awareness Print and Word Awareness: PALS Expressive Vocabulary: Expressive Vocabulary Test

Kindergarten (K2) Assessments & Benchmarks Assessment Phonemic Awareness: DIBELS Initial Sound Fluency (ISF) Letter Identification: DIBELS Letter Naming Fluency (LNF) Phonemic Awareness: DIBELS Phoneme Segmentation Fluency (PSF) Phonics: DIBELS Nonsense Word Fluency (NWF) Comprehension: mCLASS 3-D Text Reading and Comprehension (TRC) (Spring 2010) Expressive Vocabulary: Expressive Vocabulary Test

Mid-year Benchmark

End of Year Benchmark

25 + letters per minute

N/A

27 + letters per minute

40 + letters per minute

18 + sounds per minute

35 + sounds per minute

13 + words per minute

25 + words per minute

NA

TBD

TBD by Age

TBD by Age

85

First Grade Assessments & Benchmarks Assessment Letter Identification*: DIBELS Letter Naming Fluency (LNF) Phonemic Awareness: DIBELS Phoneme Segmentation Fluency (PSF) Phonics: DIBELS Nonsense Word Fluency (NWF) Fluency: DIBELS Oral Reading Fluency (ORF) Comprehension: mCLASS 3-D Text Reading and Comprehension (TRC)

Mid-year Benchmark

End of Year Benchmark

37 + letters per minute**

NA

35 + sounds per minute

35 + sounds per minute

50 + words per minute

50 + words per minute

20 + words per minute

40 + words per minute

Level E-G (proficient) Level H or higher (above proficient)

Level J (proficient) Level K or higher (above proficient)

*Letter Naming Fluency (LNF) is only administered in the Fall of Grade One. The Benchmark should be met by Fall of Grade One.

Second Grade Assessments & Benchmarks Assessment

Mid-year Benchmark

End of Year Benchmark

Fluency: DIBELS Oral Reading Fluency (ORF)

68 + words per minute

90 + words per minute

Comprehension: mCLASS 3-D Text Reading and Comprehension (TRC)

Level K-L (proficient) Level M or higher (above proficient)

Level L (proficient) Level M or higher (above proficient)

86

EVT‐2
Paper‐and‐Pencil
Scoring
Guide Three
to
Third* Scoring
the
Paper
Version
of
the
EVT­2
in
Four
Easy
Steps

Step
One:
Calculate
the
student’s
chronological
age In
order
to
score
the
EVT‐2,
you
need
to
know
a
student’s
age
in
years
and
months
(but
not
days)
at
the
>me
of
tes>ng.


 To
find
the
age,
you
need
to
subtract
the
birth
date
from
the
tes>ng
date.

The
days
are
leC
off.

Year

Month

Day




Test
Date

2009

05

11




Birth
Date

2004

03

09

5

2

(Do
not
 round
up)





Age

Sounds
easy,
but
there
is
a
trick:
calendar
dates
are
not
on
a
base‐10
system,
so
when
“borrowing”
or
“regrouping”
you
 need
to
be
careful.


In
the
example
below,
a
month
needs
to
be
borrowed
to
add
to
the
“Day”
column.

Thus,
30
days
(or
 one
month)
need
to
be
added
to
the
column.

Year 



Test
Date

2009

Month 05




Birth
Date

2004

04 03

29

5

1

(Do
not
 round
up)




Age

Day 11 41



In
the
next
example,
a
year
needs
to
be
borrowed,
which
means
that
12
months
have
to
be
added
to
the
“Month”
 column.

Year Test
Date

2009 2008

Birth
Date

2004

Age

4

Month 05 17

Day 11

08

09

9

(Do
not
 round
up)

87

Remember
that
you
should
not
round
up
the
months
based
on
the
days
once
you
calculate
the
chronological
age;
 otherwise,
you
will
overes>mate
the
child’s
age,
which
will
result
in
a
lower
score.

In
the
example
above
the
child
is
just
 one
day
shy
of
being
4
years
and
9
months,
yet
she
is
s>ll
considered
4
years
and
8
months
old
for
scoring
purposes.

Step
Two:
Calculate
the
raw
score The
raw
score
is
the
total
number
of
words
the
student
answered
correctly,
with
one
small
caveat:
the
test
makers
 assume
that
a
child
would
correctly
answer
all
test
items
below
their
basal
score.

Instead
of
adding
up
correct
answers,
 there
is
a
simpler
process
that
takes
into
account
that
students
may
have
not
answered
the
beginning
test
items
(and
 most
likely
would
have
answered
those
items
correctly
if
given
the
opportunity).

For
this
process,
you
take
the
“ceiling
 item,”
or
the
value
of
the
highest
item
number
that
the
student
answered
correctly,
and
subtract
the
total
number
of
 incorrect
items.

This
calcula>on
will
provide
the
“Total
Raw
Score.”

An
example
is
below.

Calcula&ng
the
Raw
Score Ceiling
item Total
Number
of
Incorrect
Items Total
Raw
Score
(Maximum
190)

‐ 87 = 16 71

Step
Three:
Convert
the
RAW
SCORE
to
a
STANDARD
SCORE When
conver>ng
a
raw
score
into
a
standard
score,
the
creators
of
the
EVT‐2
give
you
two
op>ons:
you
can
either
use
a
 child’s
age
or
his
grade
by
semester
(fall
or
spring).

The
op>on
you
pick
will
determine
how
the
test
is
normed.

What
 that
means
is
that
if
you
score
by
age,
you
will
be
comparing
the
child
to
other
children
who
are
the
same
chronological
 age,
down
to
a
two‐month
window;
if
you
score
by
grade,
you
will
be
comparing
the
child
to
other
children
in,
say,
the
 spring
of
four‐year‐old
kindergarten. In
general,
it
is
far
becer
to
find
the
standard
score
using
age
rather
than
grade.

Not
only
are
age‐normed
scores
more
 precise,
they
take
into
account
the
month‐by‐month
developmental
changes.

This
is
especially
important
for
young
 children
because
their
vocabulary
change
considerably
over
short
periods
of
>me. To
convert
a
raw
score
to
a
standard
score
using
age,
you
will
need
to
use
Table
B.1
in
the
EVT‐2
manual
(this
begins
on
 page
96).

You
will
find
the
age
ranges
on
the
top
of
the
page
in
blue
boxes.

Find
the
page
with
the
corresponding
 chronological
age
of
the
child,
then
look
down
the
column
of
raw
scores
for
“Form
A”
of
the
test.

The
standard
score
will
 be
on
the
same
row
in
the
blue
column.

Step
Four:
Find
the
percentile The
final
step
is
the
easiest.

The
EVT‐2
allows
many
op>ons
for
scoring
students:
you
can
find
the
percen>le,
the
normal
 curve
equivalent
(NCE),
the
stanine,
the
age
equivalent,
or
the
grade
equivalent.

However,
the
one
score
that
will
 provide
the
most
informa>on
on
a
child’s
vocabulary
in
terms
of
later
reading
outcomes
is
the
percen>le
score.

There
is
 a
simple,
one‐page
table
that
allows
you
to
convert
the
standard
score
into
a
percen>le:
Table
B.4
on
page
191
of
the
 EVT‐2
manual.

Match
up
the
standard
score
with
the
corresponding
percen>le
on
the
same
row,
and
you
have
your
 student’s
percen>le
score. Congratula>ons,
you
have
now
scored
the
EVT‐2! *Many
thanks
to
Sky
Marieca
and
Three
to
Third
for
crea>ng
this
EVT
scoring
guide
to
support
our
teachers

88

PROFESSIONAL RESOURCES

89

TEACHER RESOURCE BIBLIOGRAPHY •

Beck, I.L., M.G. McKeown, and L. Kucan. Bringing Words to Life. The Guilford Press, 2002.



Bers, Marina Umaschi, Blocks to Robots: Learning with Technology in the early childhood classroom. New York, NY: Teachers College Press 2008



Chalfour, Ingrid & Worth Karen, Building Structures with Young Chlidren. St. Paul, MN: Redleaf Press, 2005



Chalfour, Ingrid & Worth Karen, Discovering Nature with Young Chlidren. St. Paul, MN: Redleaf Press, 2005



Chalfour, Ingrid & Worth Karen, Exploring Water with Young Chlidren. St. Paul, MN: Redleaf Press, 2005



Copple Carol & Breadekamp Sue. Developmentally Appropriate Practice in Early Childhood Programs Serving Children Birth through age 8. Third Edition. Washington: NAEYC, 2009



Duke, N.K., V.S. Bennett-Armistead, and E.M. Roberts. “Bridging the Gap Between Learning to Read and Reading to Learn.” Literacy and Young Children: Research-Based Practices. The Guilford Press, 2003



Fountas, Irene and Gay Su Pinnell. Guided Reading: Good First Teaching for All Children. Heinemann, 1996



Genishi,
Celia
and
Dyson,
Anne
Haas,
Children
Language
and
Literacy,
New
York,
NY:
Teachers
College
Press, 2009



Guide on the Side. Scott Foresman, 2008.



Gul lo, Do min ic, Ed . , Te a c h i n g a n d L e a r n i ng i n t h e K i n d e rg a r t e n Ye a r, Wa s h i n g t o n, DC: NAEYC , 2 006



Horn, Martha and Giacobbe, Mary Ellen . Talking, Drawing, Writing. Portland, Maine: Stenhouse, 2007



Hyson,
MaryLou,
Enthusias>c
and
Engaged
Learners,
New
York,
NY:
Teachers
College
Press:
2008



Kempton,
Susan,
The
Literate
Kindergarten,
Portsmouth,
NH:
Heinemann:
2007



Miller, Debbie, Reading with Meaning; Teaching Comprehension in the Primary Grades. Portland, ME: 2002



Owocki, Gretchen, Make Way for Literacy! Teaching the Way Young Children Learn, Portsmouth, NH 2001



Pinnell, Gay Su & Fountas, Irene, The Continuum of Literacy Learning Grades K-8: Behaviors to Notice, Teach, and Support. Portsmouth, NH: Heinemann: 2007



Rasinski, Timothy V. The Fluent Reader. Scholastic, 2003.



Resnick, Lauren B, Snow, Catherine, Speaking and Listening for Pre-School through Third Grade. New Standards 2009



Schickedanz,
Judith,
Increasing
the
Power
of
Instruc9on,
Washington,
DC:
NAEYC,
2008



Snow, C., S. Burns, and P. Griffin, eds. Preventing Reading Difficulties in Young Children. National Academy Press, 1998

90

Websites http://www.fcrr.org http://www.centeroninstruction.org http://freereading.net https://www.pearsonsuccessnet.com http://www.mypearsontraining.com http://www.colorincolorado.org http://www.doe.mass.edu/ess/reports/0408kle.pdf http://www.naeyc.org/ http://www.reading.org/General/Default.aspx

Florida Center for Reading Research Center on Instruction Free Reading (connected to mCLASS) Pearson site Reading Street tutorials Bilingual site for families and educators of ELL’s MA DESE Kindergarten Learning Experiences National Association for the Education of Young Children

International Reading Association

PDF Files & Reports Alliance for Childhood- Crisis in The Kindergarten Report http://drupal6.allianceforchildhood.org/sites/allianceforchildhood.org/files/file/kindergarten_report.pdf National Institute for Literacy- National Early Literacy Panel Report & Executive Summary http://www.nifl.gov/publications/pdf/NELPReport09.pdf http://www.nifl.gov/publications/pdf/NELPSummary.pdf

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