Literary Indicator

Learning to Literary Informational Ongoing- Big Book Clarification Reading Mini-Lesson or Poetry/Son Interactive Centers Read Indicator Indicator Other Suggestions of Guided Reading Notes g Read Indicator/s & Shared Reading Bloom’s Verb Connection Alouds Writing s Workshop Kindergarten – Second Nine Weeks – Row 1 Kindergarten – Second Nine Weeks – Row 1

s K-3.14 Identify K-1.5 Generate a K-6.2 Recognize that K-3.1 Use pictures Wright Group Identify/Find/Recognize Ending Sounds 1.5  Short Cut Literacy Work k beginning and retelling that information can be found and context to  The Family : (Remember) Emphasizing the stretching and  Click Clack Stations, Diller e  ☺Shimmy

e ending sounds in identifies the in print sources (for construct the  Dan Gets Dressed What sound do you addition of the ending sounds in Shimmy Moo Cows  Reading ABC Books words. characters and example, books, pictures, meaning in texts  Look Out Dan hear at the interactive writing and labeling in Coke-ca-pop that Type (p. 76) W

beginning/end? the setting in a simple graphs, and charts) read aloud. writing workshop. ☺Shaka-laka  Mommies  Writing ABC Books e K-3.8 Use story and relates and non-print sources (for K-3.18 Use letters Harcourt- Which word ..? Characters Say Shh!, (p. 76) n ☺Farm i beginning the important example, videos, and relationships Which one…? Shutterbugs  After a read aloud, ask students Sounds Polacco

N sounds, ending events in television, films, radio, and to sounds to write Show me…?

 Map Search to retell the characters. Begin a  Cat Goes sounds, and sequential order. the Internet). words. What do you see..?  Farmer in d chart with the word “characters” Fiddle-i-fee- What is….? the Dell / CD

n onsets and rimes K-3.17 Begin to with a picture/s of popular Nursery Paul Galdone o to generate K-1.4 Find Social Studies spell high- Name something you characters known by students as  Roller c words orally. examples of K-3.3 - Identify the reasons frequency words. see or read or heard? Rhymes and e a visual reminder. Good Ole Coaster – S sound devices for celebrating the national Onomatopoeia Marla Frazee Times, Dr.

- (including holiday Veteran’s Day. Social Studies Use: (Understand)  Onomatopoeia will be Jean  Crocodile onomatopoeia (Video Link) K-4.1 Identify Can you add an s to emphasized in read alouds and Beat-Gail n and alliteration) qualities of good any of these other  I Know an e writing workshop. Jorgenson t in text read K-5.1 - Identify the location citizenship, words to make a new Old Lady / r  One Duck word? CD Keep on

a aloud. of school, home, including honesty,  You can bring in a newspaper Singing & Got Stuck- g neighborhood, community, courage,

r Phyllis Root city/town, and state on a determination, Generate: Although article and paraphrase in Dancing e kindergarten vocabulary. 1.4  Cock-a-Moo- d map. individual generating is a Students can generate a list of Moo-Juliet n (Video Link) responsibility, and higher level task that  The Wheels i Dallas-Cante’ patriotism. involves producing facts from the oral reading. on the Bus / K  K-5.2 - Provide examples of (Return to this alternative solutions, ☺Smartboard Activity Map CD Nursery Down by the personal connections to again) in this context it (Child’s room) Rhymes and Cool of the places, including K-4.2 Demonstrate seems it would fall in  Show various maps and have Good Ole Pool-Tony immediate surroundings, good citizenship in an “understand” students give facts about what Times, Dr. Mitton home, school, and classroom level since there is they notice from the map. Jean neighborhood. behaviors, an exact answer. 3.8 K-1.5 including taking Name the characters  Bringing (characters) K-5.3 - Construct a simple personal in the story. Home a  Olivia, Ian map. responsibility Who are the Baby Falkoner (Video Link) cooperating and characters? Bumble respecting others, Bee / Silly 5.1 Social Seasonal Changes: taking turns and Song, Dr. Studies Science Unit for the nine sharing and Jean ☺As the Crow weeks working with Rime Time / Flies By Seasons 1 others to solve CD Gail problems. Sing to Hartman Seasons 2 Learn, Dr. Jean 5.2 Social Seasons 3 Writing Studies Workshop  The Trek by Weather October Ann Jonas Small Moments  George Shrinks by November William Joyce Writing for Readers

The bolded areas of the indicator denote the part of the indicator that is the focus of your lessons. The bolded areas of the indicator denote the part of the indicator that is the focus of your lessons. Learning to Literary Informational Ongoing- Big Book Clarification Reading Mini-Lesson or Poetry/Son Interactive Centers Read Indicator Indicator Other Suggestions of Guided Reading Notes g Read Indicator/s & Shared Reading Bloom’s Verb Connection Alouds Writing s Workshop Kindergarten – Second Nine Weeks – Row 2 Kindergarten – Second Nine Weeks – Row 2

s 3.11 Use K-1.5 Generate a K-6.1 Generate how and K-3.1 Use pictures The Wright Group Use: Blending ☺Reading K-1.5 k blending to retelling that why questions about a and context to The Museum (Understanding)  During interactive writing, ask (character and

e Strategies

e generate words identifies the topic of interest. construct the The Laundromat students to segment and then Song (use setting only) orally. characters and meaning in texts Up in a Tree Match: blend a simple one-syllable word. verse get your  Owl Babies, W the setting in a K- 2.2 Analyze texts during read aloud. (Remember)  Play “What’s the secret word? “ mouth ready) Martin e K-3.12 Match story and relates classroom discussions to K-3.18 Use letters Can you find…? Segment a word with three Waddell

n ☺A Turkey is i consonant and the important make inferences. and relationships Which one….? phonemes (e.g. sh-i-p) and ask a Funny Bird

N short-vowel events in to sounds to write students to blend the sounds to K-1.5 (Setting) ☺A Turkey sounds to the sequential order. Social Studies words.

d  figure out the secret word. Named Burt Squirrels,

n appropriate K-3.3 - Identify the reasons K-3.17 Begin to Generate:  During shared reading use a Brian

o letters. for celebrating the national spell high- (Understanding) sticky note to cover a word with a Wildsmith

c Songs holiday Thanksgiving. frequency words. Where does the e CVC pattern such as “mud”. Have 3.12  Time To

S K-3.14 Identify story happen? students stretch word across Sleep, Vowel Song / - beginning and (Video Link 1) Social Studies Where does the fingers and teacher writes Denise CD Is ending sounds in K-4.1 Identify story take place? n corresponding letters on sticky Everybody Fleming e words. (Video Link 2) qualities of good note. t Happy?, Dr.

r citizenship, Generate: (Create)  Use sound boxes during guided Jean 3.3 Social a Seasonal Changes: including honesty, Resulting in a new reading to help students to Studies g

r K-3.15 Classify Science Unit for the nine courage, product. segment and blend words with ☺One Little, e words by weeks determination, In kindergarten three phonemes. See Sound Two Little, d categories (for Seasons 1 individual this will require the Boxes: The Next Step in Guided n three Little i example, responsibility, and highest scaffold of Reading, Richardson, pg.93 Pilgrims by K beginning and Seasons 2 patriotism. support. B.G. Hennessy ending sounds.) (Return to this Can you turn this Match consonant and short  Thanksgiving Seasons 3 again) fact into a “how” vowels Day by Gail K-3.16 Use K-4.2 Demonstrate question?  Select two consonants or two Gibbons blending to begin Weather good citizenship in What is something vowels and ask students to sort reading words. classroom you want to learn pictures according to their behaviors, more about? beginning (consonant) or medial including taking (vowel) sound. personal Analyze: What are responsibility you thinking Character and Setting cooperating and about…?  After a read aloud, ask students respecting others, What inferences to retell the characters and the taking turns and can you make? setting. Add an additional chart sharing and with the word “setting” and a working with visual at the top of chart. others to solve problems. ☺Students will generate a list of Writing facts from

Workshop an informational story. The November/Decemb cards, “how and why” will be er use to generate how and why Writing for Readers questions. (Stead)

The bolded areas of the indicator denote the part of the indicator that is the focus of your lessons. Learning to Literary Informational Ongoing-Other Big Book Clarification Reading Mini-Lesson or Poetry/Son Interactive Centers Read Indicator Indicator Indicator/s & Suggestions of Guided Reading Notes g Read Alouds Writing Shared Bloom’s Verb Connection Workshop Reading s Kindergarten – Second Nine Weeks – Row 3 Kindergarten – Second Nine Weeks – Row 3

s K-3.15 Classify K-1.6 Discuss K-2.5 Understand that K-3.1 Use pictures Wright Group Classify: Classify beginning and ending  Our Washing Alliteration Literacy Work k words by how the author's headings and print styles and context to An Outing (Understanding) sounds Machine The  Llama Llama Stations, Diller

e categories (for choice of words (for example italics, bold, construct the  Eating Out Organize,  Students use pictures to sort Random Red Pajama-  Picture/Word example, affects the larger type) provide meaning in texts compare, contrast words by their beginning or House Book Anna Dewdney Sorts (p. 82)

W  Plop! beginning and meaning of the information to the reader. read aloud. ending sounds. of Poetry for  Llama Llama  Sorting Words (p.

e  The Big Toe ending sounds). text (for K-3.18 Use letters Find: (Remember)  Create a class t-chart begins Children by Mad at Mama- 77) n i example, yells K-2.2 Analyze texts during and relationships to Where is…? with __ends with __ example Patricia Anna Dewdney  Word Sorts (p. Read Aloud or N K-3.2 Create a rather than said). classroom discussions to sounds to write Can you find…? begins with t ends with t top, Hubbell  Each Peach 82) different form of make inferences. words. Visual Literacy

d tall, to, tulip, cat, cot, went, not.  Peter Piper Pear Plum-Janet Material  Word Hunt:

n a familiar word K-3.17 Begin to spell Discuss/ Alliteration Mother Goose and Allan Alliteration (p. o by adding an -s high-frequency Understand:  During a read aloud, shared Nursery Ahlberg 83) c or -ing ending. Social Studies words. Science Unit How did this word

e reading, songs, or poetry draw Rhyme Newbridge  Chicka, Chicka,

S K-1.1 - Compare the daily make you feel? attention to words that have the Treasury Boom, Boom-  Changes - K-1.4 Find lives of children and their Social Studies What words made same sound at the beginning.  Diddle,

Bill Martin Jr. examples of families in the United K-4.1 Identify  Growing you feel happy  When adding words to the word Diddle,  Jamberry Bruce n sound devices States in the past with the qualities of good Pumpkins etc?

e wall, say the word slowly, have Dumpling Degen t (alliteration daily lives of children and citizenship, including  An Apple a Day Why did the author Mother Goose r children repeat. Then have them  Is Your Mama a

a and their families today. honesty, courage,  Seeds Get make the word identify the word on the word Nursery Llama?- g onomatopoeia) determination, Around really big here? wall or alphabet chart that has Rhyme

r Deborah in texts read (Video Link 1) individual e  The Vegetable the same beginning sound. It is Treasury Guarino d aloud responsibility, and Garden often best to ask does it start n (Video Link 2) patriotism. (Return i like __ or __. If using the ABC Songs 1.1 Social to this again)  The Four Seasons K chart, which word/picture on this ☺I’ve Got A Studies (Video Link 3) K-4.2 Demonstrate  Come Into My row does ___ sound like? Song  Going West by good citizenship in Garden Author’s choice of words Jean Van K-3.3 - Identify the reasons classroom behaviors, ☺Wishy  During shared reading or read Leeuwen for celebrating the national including taking Social Studies Washy Washer Newbridge aloud select a verb (such as said Woman ☺William’s holiday Martin Luther King, personal or run) and discuss how another  I Had a Bird / House Jr. responsibility  Then and Now word (such as screamed or CD Dr. Jean by Ginger cooperating and  Martin Luther walked) would communicate a & Friends Howard (Video Link) respecting others, King Jr., A Big different meaning.  Old  My Great-Aunt taking turns and Biography Adding s or ing MacDonald / Arizona by Seasonal Changes: sharing and working  After interactive writing, take a CD Nursery Gloria Houston Science Unit for the nine with others to solve familiar word from the message Rhymes and (also talks weeks problems. and show students how to Good Ole about letters K- Seasons 1 create a different form of the Times, Dr. 1.2) word by adding –s or –ing. Avoid Seasons 2 December Jean words that require an “e drop” 3.3 Social Writing for Readers or “consonant doubling.” Seasons 3 (four weeks) Studies  During guided reading have ☺Martin’s Big students use magnetic letters or Weather January Words by white boards to add –s, or –ing Authors as Mentors Rappaport to known words.

☺Students will generate a list of facts from an information story. The cards, “how and why” will be use to generate how and why questions. (Stead) ☺Students will then answer their how and why questions. (This is the inference) The bolded areas of the indicator denote the part of the indicator that is the focus of your lessons. The bolded areas of the indicator denote the part of the indicator that is the focus of your lessons.