Last updated: 1/26/2024

* PJ Kindergarten Reading

September

We Are Readers

 
(6) KR1 Develop and answer questions about a text. (RI & RL)
(6) KR2 Retell stories or share key details from a text. (RI & RL)
(6) KR3 Identify characters, settings, major events in a story, or pieces of information in a text. (RI & RL)
(5) KR4 Identify specific words that express feelings and senses. (RI & RL)
(5) KR5 Identify literary and informational texts. (RI & RL)
(5) KRF1 Demonstrate understanding of the organization and basic features of print.
(2) KRF1a Follow words from left to right, top to bottom, and page by page.
(2) KRF1b Recognize that spoken words are represented in written language by specific sequences of letters.
(2) KRF1c Understand that words are separated by spaces in print.
(2) KRF1d Recognize and name all upper- and lowercase letters of the alphabet.
(2) KRF1e Identify the front cover, back cover, and title page of a book.
(5) KRF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
(5) KRF3 Know and apply phonics and word analysis skills in decoding words.
(4) KRF4 Read emergent-reader texts with sufficient accuracy to support comprehension.
(3) KW2 Use a combination of drawing, dictating, oral expression, and/or emergent writing to name a familiar topic and supply information.
(4) KW3 Use a combination of drawing, dictating, oral expression, and/or emergent writing to narrate an event or events in a sequence.

Where is the front cover/back cover of the book?

Can you show me the right way to hold a book?

Can you track the print with your finger as I read?

Can you name this letter?

Can you produce the sound of this letter?

 

 What Readers Do

  • We can look
  • We can think
  • We can read 
  • We can learn
  • We can look at the pictures, remember, read
  • We can say the words that match the page
  • We can talk like characters
  • We can use connecting words to glue the pages together
  • We can read exact words
  • We can find, point to, and read some of the words
  • We can sit together
  • We can read together
  • We can talk together
  • letters
  • sounds
  • words
  • syllables
  • partner/private reading
  • see-saw reading
  • connecting words
  • make connections to story

Foundational Skills

Teacher's College Unit: 1

Wilson's Fundations

Leveled Literacy Intervention (Fountas and Pinnell)

 

Report Card Testing 

Fountas and Pinnel Benchmarks Assessment

IXL 

 

October/November

Shared Reading
(6) KR1 Develop and answer questions about a text. (RI & RL)
(6) KR2 Retell stories or share key details from a text. (RI & RL)
(6) KR3 Identify characters, settings, major events in a story, or pieces of information in a text. (RI & RL)
(5) KR4 Identify specific words that express feelings and senses. (RI & RL)
(5) KR5 Identify literary and informational texts. (RI & RL)
(5) KR7 Describe the relationship between illustrations and the text. (RI & RL)
(4) KR8 Identify specific information to support ideas in a text. (RI & RL)
(4) KR9 Make connections between self, text, and the world. (RI & RL)
(5) KRF1 Demonstrate understanding of the organization and basic features of print.
(5) KRF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
(5) KRF3 Know and apply phonics and word analysis skills in decoding words.
(4) KRF4 Read emergent-reader texts with sufficient accuracy to support comprehension.
(3) KSL1 Participate in collaborative conversations with diverse peers and adults in small and large groups and during play.
(4) KSL2 Participate in a conversation about features of diverse texts and formats.
(4) KSL3 Develop and answer questions to clarify what the speaker says.
(3) KSL4 Describe familiar people, places, things, and events with detail.
(2) KSL5 Create and/or utilize existing visual displays to support descriptions.

How do students learn the concepts about print and further undertand reading books?

We can ...

  • point to a word, say a word
  • take a sneak peak
  • use the pattern
  • use the high frequency words
  • use the letters
  • we sit together
  • read together
  • talk together
  • share thoughts about reading (wow pages)

Character

Setting

Beginning 

Middle 

End

Major Events in a story

Problem/Solution

Pieces of information in a text

Making Connection (I think... I feel... I predict...)

Author and Illustrator

 
  • Ask and answer questions about key details in a text
  • Retell stories and/or share key details
  • Identify characters, setting, and major events 
  • Name author and illustrator and their role
  • Make connections between self and text

 

Shared Reading

Report Card Testing 

Fountas and Pinnel Benchmarks Assessment

December/January

Super Powers
(6) KR1 Develop and answer questions about a text. (RI & RL)
(6) KR2 Retell stories or share key details from a text. (RI & RL)
(6) KR3 Identify characters, settings, major events in a story, or pieces of information in a text. (RI & RL)
(5) KR4 Identify specific words that express feelings and senses. (RI & RL)
(5) KR7 Describe the relationship between illustrations and the text. (RI & RL)
(2) KW1 Use a combination of drawing, dictating, oral expression, and/or emergent writing to state an opinion about a familiar topic or personal experience and state a reason to support that topic.
(4) KW3 Use a combination of drawing, dictating, oral expression, and/or emergent writing to narrate an event or events in a sequence.
(3) KW4 Create a response to a text, author, or personal experience (e.g., dramatization, art work, or poem).

Who are the characters in the text?

What is the setting of the text?

What happened in the beginning, middle and end?  

What are the major events of the story?  

How does that text make you feel?  

 

 

We can use ...

  • pointer power
  • slider power
  • snap word power
  • think power
  • fix it power
  • reread power
  • word-part power
  • reread to smooth out reading
  • reread to turn words into snap words
  • reread to learn what words mean
  • reread to understand the characters
  • reread to make your voice match
  • reread to understand the story

Character

Setting

Beginning 

Middle 

End

Major Events in a story

Problem/Solution

Pieces of information in a text

Making Connection (I think... I feel... I predict...)

Author and Illustrator

 

Readers Can:

  • Point when they read
  • Reread for understanding
  • Read with a partner
  • Use high frequency words/sight words/SNAP word
  • Use pictures to help you read
  • Use decoding strategies
  • Are persistent when they read.

TC Unit: 2 SuperPowers

 

Report Card Testing 

Fountas and Pinnel Benchmarks Assessment

February/March

Boosting Reading Power
(1) KL1 See Grade Band PK-2 (Ongoing Skills)
(1) KL4 Explore and use new vocabulary and multiple-meaning words and phrases in authentic experiences, including, but not limited to the following.
(1) KL5 Explore and discuss word relationships and word meanings.
(6) KR1 Develop and answer questions about a text. (RI & RL)
(6) KR2 Retell stories or share key details from a text. (RI & RL)
(6) KR3 Identify characters, settings, major events in a story, or pieces of information in a text. (RI & RL)
(5) KR4 Identify specific words that express feelings and senses. (RI & RL)
(5) KR5 Identify literary and informational texts. (RI & RL)
(5) KR7 Describe the relationship between illustrations and the text. (RI & RL)
(4) KR8 Identify specific information to support ideas in a text. (RI & RL)
(4) KR9 Make connections between self, text, and the world. (RI & RL)
(5) KRF1 Demonstrate understanding of the organization and basic features of print.
(2) KRF1a Follow words from left to right, top to bottom, and page by page.
(2) KRF1b Recognize that spoken words are represented in written language by specific sequences of letters.
(2) KRF1c Understand that words are separated by spaces in print.
(2) KRF1d Recognize and name all upper- and lowercase letters of the alphabet.
(2) KRF1e Identify the front cover, back cover, and title page of a book.
(5) KRF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
(1) KRF2a Recognize and produce spoken rhyming words.
(1) KRF2b Blend and segment syllables in spoken words.
(1) KRF2c Blend and segment onsets and rimes of spoken words.
(1) KRF2e Create new words by manipulating the phonemes orally in one-syllable words.
(5) KRF3 Know and apply phonics and word analysis skills in decoding words.
(1) KRF3a Demonstrate one-to-one letter-sound correspondence by producing the primary sound or most frequent sound for each consonant.
(1) KRF3b Decode short vowel sounds with common spellings.
(1) KRF3c Decode some regularly spelled one-syllable words.
(3) KSL1 Participate in collaborative conversations with diverse peers and adults in small and large groups and during play.
(4) KSL2 Participate in a conversation about features of diverse texts and formats.
(4) KSL3 Develop and answer questions to clarify what the speaker says.
(1) KSL6 Express thoughts, feelings, and ideas.
(3) KW2 Use a combination of drawing, dictating, oral expression, and/or emergent writing to name a familiar topic and supply information.
(4) KW3 Use a combination of drawing, dictating, oral expression, and/or emergent writing to narrate an event or events in a sequence.
(3) KW4 Create a response to a text, author, or personal experience (e.g., dramatization, art work, or poem).

How are pictures and words connected?

How do words on the page work together to create meaning when we read?

We can ...

  • look to see who? what? where?
  • notice the feelings
  • use the pictures to help predict
  • see when things change
  • make the pictures move in your mind
  • help eachother
  • give reminders
  • find and fix mistakes
  • choral read
  •  seesaw read
  • copy read
  • talk together
  • share thoughts and ideas about reading
  • slide through the word again if it doesn't make sense
  • say all the sounds from beginning to end
  • look closely at a vowel
  • watch for digraphs

Character

Setting

Beginning 

Middle 

End

Major Events in a story

Problem/Solution

Pieces of information in a text

Making Connection (I think... I feel... I predict...)

Author and Illustrator

 

Readers can:

  • identify new meanings for familiar words and apply them
  • explore and use new vocabulary and multiple meaning words and phases
  • explore and discuss word relationships and word meanings
  • develop and anwer questions about a text
  • retell stories or share key details from a text
  • identify literary and informational text
  • describe the relationship between illustrations and text
  • know and apply grade level phonics and word analysis skills in decoding words
  • participate in a conversation about features of diverse text
  • create a response to a text, author, or personal experience

Boosting Reading

Wilson Fundations

LLI

Report Card Testing 

Fountas and Pinnel Benchmarks Assessment

April/May

Becoming Avid Readers
(6) KR1 Develop and answer questions about a text. (RI & RL)
(6) KR2 Retell stories or share key details from a text. (RI & RL)
(6) KR3 Identify characters, settings, major events in a story, or pieces of information in a text. (RI & RL)
(5) KR4 Identify specific words that express feelings and senses. (RI & RL)
(5) KR5 Identify literary and informational texts. (RI & RL)
(1) KR6 Name the author and illustrator and define the role of each in presenting the ideas in a text. (RI & RL)
(5) KR7 Describe the relationship between illustrations and the text. (RI & RL)
(4) KR8 Identify specific information to support ideas in a text. (RI & RL)
(4) KR9 Make connections between self, text, and the world. (RI & RL)
(5) KRF1 Demonstrate understanding of the organization and basic features of print.
(5) KRF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
(5) KRF3 Know and apply phonics and word analysis skills in decoding words.
(4) KRF4 Read emergent-reader texts with sufficient accuracy to support comprehension.
(3) KSL1 Participate in collaborative conversations with diverse peers and adults in small and large groups and during play.
(4) KSL2 Participate in a conversation about features of diverse texts and formats.
(4) KSL3 Develop and answer questions to clarify what the speaker says.
(3) KSL4 Describe familiar people, places, things, and events with detail.
(2) KSL5 Create and/or utilize existing visual displays to support descriptions.
(2) KW1 Use a combination of drawing, dictating, oral expression, and/or emergent writing to state an opinion about a familiar topic or personal experience and state a reason to support that topic.
(3) KW2 Use a combination of drawing, dictating, oral expression, and/or emergent writing to name a familiar topic and supply information.
(4) KW3 Use a combination of drawing, dictating, oral expression, and/or emergent writing to narrate an event or events in a sequence.
(3) KW4 Create a response to a text, author, or personal experience (e.g., dramatization, art work, or poem).
(1) KW5 Begins in grade 4.
(1) KW6 Develop questions and participate in shared research and exploration to answer questions and to build and share knowledge.
(1) KW7 Recall and represent relevant information from experiences or gather information from provided sources to answer a question in a variety of ways (e.g., drawing, oral expression, and/or emergent writing).

How do I become an avid reader?

How do I build stamina and fluency?

How do I explain what I am reading to others?

How do I ask questions about what I am reading?

 

We Can..

  • read alot and all kinds of things
  • read intensely
  • make reading work in our lives
  • think and react
  • explain what you've learned to others
  • play pretend while reading
  • play show me while reading
  • read with different voices
  • be phonics finders
  • make phonics books
  • play school while reading
  • use our reading powers

Character

Setting

Beginning 

Middle 

End

Major Events in a story

Problem/Solution

Pieces of information in a text

Making Connection (I think... I feel... I predict...)

Author and Illustrator

 
  • Name the author and illustrator and define the role of each in presenting the ideas in a text
  • identify characters, setting, major events in a story, or piece of information in a text
  • make connections between self, text, and the world
  • demonstrates understanding of the organization and basic features of print
  • participate in collaborative conversations with diverse peers and adults in small and large groups and during play

TC Unit 5:  Becoming Avid Readers

 

Report Card Testing 

Fountas and Pinnel Benchmarks Assessment

May/June

Growing Expertise in Little Books
(6) KR1 Develop and answer questions about a text. (RI & RL)
(6) KR2 Retell stories or share key details from a text. (RI & RL)
(6) KR3 Identify characters, settings, major events in a story, or pieces of information in a text. (RI & RL)
(5) KR5 Identify literary and informational texts. (RI & RL)
(5) KR7 Describe the relationship between illustrations and the text. (RI & RL)
(4) KR8 Identify specific information to support ideas in a text. (RI & RL)
(4) KR9 Make connections between self, text, and the world. (RI & RL)
(5) KRF1 Demonstrate understanding of the organization and basic features of print.
(5) KRF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
(5) KRF3 Know and apply phonics and word analysis skills in decoding words.
(4) KRF4 Read emergent-reader texts with sufficient accuracy to support comprehension.
(4) KSL2 Participate in a conversation about features of diverse texts and formats.
(4) KSL3 Develop and answer questions to clarify what the speaker says.
(3) KSL4 Describe familiar people, places, things, and events with detail.

How can we discuss story elements?

We can...

  • identify the characters in a story
  • identify the setting
  • identify major events and supporting details
  • name the author and illustrator
  • make connections between texts 

Character

Setting

Beginning 

Middle 

End

Major Events in a story

Problem/Solution

Pieces of information in a text

Making Connection (I think... I feel... I predict...)

Author and Illustrator

 
  • identify specific information to support ideas in a text
  • decode short vowel sounds with common spelling
  • develop and answer questions to clarify what the speaker says

Supporting All Readers

Report Card Testing 

Fountas and Pinnel Benchmarks Assessment
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