Recommended Instruction Timeline

Instructional Timeline – Kindergarten Elementary Language Arts - 1st Nine Weeks

Unit 1: Establishing Reading & Writing Workshop; Literacy Routines

Suggested Time Frame: ≈ 3 weeks

Introduction The Instructional Timeline, as required by RRISD Local Board Policy (EG – Local, 246909), breaks down the content of each nine-week period into smaller, more manageable units of instruction. Each timeline includes opportunities for teachers to extend instruction and/or to re-teach as necessary; this unit has 13 Instructional Days and 0 Days to re-teach and/or extend Instruction.

The following Texas Essential Knowledge and Skills (TEKS), the accompanying Knowledge & Skill Statement (KSSs), and Student Expectations (SEs) are listed in this document where they should be taught initially; it is the expectation that the TEKS, KSSs, and SEs will continue to be reviewed so that students master their grade level TEKS, KSSs, and SEs. Figure 19 appears recursively throughout these documents because the TEKS/SEs serve to support the instruction of Figure 19.

Description During this three week period of time, students need to learn the literacy routines associated with school. These basic routines include:  what it means to sit and listen to books read aloud during story time;  how to turn to partners and share their thinking at stopping points throughout stories; and  how to take turns and listen to others when the class discusses stories.

Fiction As part of this unit, students need to learn to identify characters in stories and understand why characters behave the way they do. Students should learn to handle books early and should understand how to use the pictures of a book to “tell the stories” as an early step to reading. Students should also have early exposure to patterned text and poems in order to learn directionality of print and practice print matching (for every word read, readers point to one word on the page). Students need opportunities to read for a minimum of 20 minutes per day in both independent and instructional level text. Although the focus of the unit is fiction, the expectation is for teachers to share a wide variety of genres with students including fiction, poetry, songs, chants, and nonfiction texts. Teachers should incorporate a wide variety of developmentally appropriate texts into class discussions and lessons.

Concepts about Print Throughout the unit, students should experience the following concepts about print:  how print works on a page of text (left-to-right and top-to-bottom);  how the print on the page carries the meaning for the reader, while the pictures on the page support the meaning of the words;  how people read words, not pictures, for meaning; and  writing and picture drawing help make stories “permanent.”

Assured Experiences Throughout the unit, students experience:  daily opportunities to read and write in a workshop format, as defined in the Introduction of the Texas Essential Knowledge and Skills.  Reading and Writing Workshops begin with short amounts of time and build stamina toward a 20 daily independent reading time and writing time.

Daily Opportunities Throughout the unit, student should have daily opportunities to:  talk about stories with partners as well as participate in whole class discussions; © Round Rock I.S.D. 1 Instructional Timeline – Kindergarten Elementary Language Arts - 1st Nine Weeks

 engage in storytelling – sharing their own experiences as well as retelling familiar stories and poems read aloud in class. The use of puppets can help support children who are shy or who are learning to acquire the language spoken in the classroom; and  observe teachers modeling reading and writing behaviors and strategies, including storytelling, how stories can be recorded via pictures and words, how readers interact with print on the page, and how writers place print on the page.

Suggested Pacing Week 1: Week 2: Week 3:

Reading Workshop Writing Workshop

TEKS/SE Establish Routines Establish Routines taught during Setting up Reading Workshop (specified by the TEKS Introduction K.1): Setting up Writing Workshop (specified by the TEKS Introduction this period and Reading, where students read and understand a wide variety of literary and K.1): Writing, where students compose a variety of written texts with eligible for informational texts. Interact with books in developmentally appropriate ways: a clear controlling idea, coherent organization, and sufficient detail. testing on draw pictures, write informal responses, and share with partners in reaction to Note: The following expectations are meant to be scaffolded heavily district books read/heard. Note: The following expectations are meant to be by the teacher. Some students will be ready to begin these tasks assessments scaffolded heavily by the teacher. Some students will be ready to begin these after instruction, however; most children will make approximations of tasks after instruction, however; most children will make approximations of these tasks, following the teacher’s lead. these tasks, following the teacher’s lead.

Reading TEKS/SEs Writing TEKS/SEs Bold and Daily: Reading Daily: Writing Process underlined Figure 19 K.13(A) plan a first draft by generating ideas for writing through class TEKS/SE are (A) discuss the purposes for reading and listening to various texts (e.g., to discussion (with adult assistance) high stakes become involved in real and imagined events, settings, actions, and to enjoy K.13(B) develop drafts by sequencing the action or details in the for our district language) story (with adult assistance) (less than ___ (D) make inferences based on the cover, title, illustrations, and plot K.13(C) revise drafts by adding details or sentences (with adult % mastery on (E) retell or act out important events in stories assistance) TAKS) K.13(E) share writing with others (with adult assistance) Listening & Speaking Bold TEKS/SE K.21(A) listen attentively by facing speakers and asking questions to clarify are assessed information on TAKS K.21(B) follow oral directions that involve a short related sequence of actions K.22(A) share information and ideas by speaking audibly and clearly using the conventions of language K.23(A) follow agreed-upon rules for discussion, including taking turns and speaking one at a time Reading Strategies

K.4(A) predict what might happen next in text based on the cover, title, & illustrations (introduce and continue) ELPS (4D) use pre-reading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other pre-reading activities to enhance comprehension of written text K.1(A) recognize that spoken words can be represented by print for communication

Unit: Fiction Unit: Literary Texts Knowledge & Skill Statement (KSS) - K.8 understand, make inferences, and KSS K.14 - write literary texts to express their ideas and feelings draw conclusions about the structure and elements of fiction and provide about real or imagined people, events, and ideas evidence from text to support their understanding Note: Oral storytelling is the most appropriate place to begin K.8(A) retell a main event from a story read aloud “writing.” Students need to be comfortable telling stories of their own K.8(B) describe characters in a story and the reasons for their actions experiences. The teacher will also model telling his/her own experience stories orally and then show students how oral stories Research can be written. Introduce the concept that learners ask questions about information they want to know or learn. Note: This is not a unit on research; the purpose of these Research TEKS is to foster curiosity and reinforce the notion that learners ask questions (academic habits of mind). K.19(A) ask questions about topics of class-wide interest (with adult assistance) K.19(B) decide what sources or people in the classroom, school, library, or home can answer these questions (with adult assistance)

Oral & Written Conventions Oral and Written Conventions K.16(A) understand and use the following parts of speech in context of K.18(A) use phonological knowledge to match sounds to letters reading, writing, and speaking (with adult assistance): (introduce and continue) (ii) nouns (singular/plural) K.18(C) write one’s own name (first name) (introduce and continue) (iv) prepositions and simple prepositional phrases appropriately when ELPS (5A) learn relationships between sounds and letters of the speaking or writing (e.g., in, on, under, over) English language to represent sounds when writing in English (v) pronouns (e.g., I, me) Note: These concepts are introduced to begin ELPS (5C) spell familiar English words with increasing accuracy, creating an awareness of categories of concepts. See generalizations, below. and employ English spelling patterns and rules with increasing accuracy as more English is acquired

Generaliza- Fiction Literary Texts tions  The cover of the story shows the name of the story, important characters,  People tell stories about their lives to other people. as well as the setting.  Stories in the books usually start out as stories the author tells to  The title of the story gives the reader clues about what happens in the other people, before writing them down on paper or on the story. computer.

 The illustrations on the cover of the story help us predict what will happen  Sometimes writers write about what happens in their own lives. in the story.  Sometimes writers add extra details or exaggerate stories that  The story in a book is told using the words on the page. are true when writing stories.  The pictures in a book match the words on the page.  Sometimes writers use their imagination to write stories.  Pictures in a book also add new information to the story that words often  Writers are inspired by stories they hear. do not mention.  Telling a story to several different people before writing it down  Reading moves left to right and top to bottom. is an important way to improve a story.  Stories have main events. Written Conventions  Stories have characters who are usually people or animals.  Stories are written from left-to-write and top-to-bottom.  The characters in stories behave in certain ways and have reasons for  Writers listen to sounds they hear in words and write those their actions. sounds on paper. Oral Conventions  Writers reread their stories by looking at the words they have  Prepositions and prepositional phrases are used to talk about relative written. location (e.g., Kindergarteners sit on top of chairs; Lunchboxes belong  Writers use print around the room to help them write. inside our cubbies)  Pronouns are another way we can talk about ourselves and others (e.g., Mrs. Smith v. I or me)

Essential Fiction Literary Texts Questions  Why does the cover of the story have a title and illustrations?  Why do people tell stories about their lives to others?  How can looking at the cover of a book (title and illustrations) help the  Why do people write down the stories they tell? reader predict what might happen in the story?  Why do writers tell stories to others before writing them down?  What do you notice on the page that readers can use to understand the  Why do writers write stories about their own lives? story?  Why do writers decide to exaggerate parts of stories that are  Do the words and the pictures match? real?  How do pictures in stories show more information than is written in the  Why do writers use their imagination when they write stories? words? Written Conventions  Why do readers read from left-to-right and top-to-bottom?  Why does it matter which way print is written on the page? Research  How can writers say words in order to write down the sounds in  Why do people ask questions? those words?  How can people like librarians, teachers, parents, and community  What makes rereading your own writing easy? members help answer questions?  Why do writers look around the room at print when writing  How can books and pictures help us answer questions? stories? Oral Conventions  Why do we need words that tell us where something is located (e.g., up, down, on, under)?  When do speakers use someone’s name versus when do speakers use a pronoun?  What is the difference between a name and a pronoun?

Core College & Career Readiness Standards (CCRS) – [the STAAR test (2011-12) will be based upon these CCRS, in addition to the related Components TEKS/SEs] Speaking B. Develop effective speaking styles for both group and one-on-one situations. 1. Participate actively and effectively in one-on-one oral communication situations. 2. Participate actively and effectively in group discussions. Listening B. Listen effectively in informal and formal situations. 2. Listen actively and effectively in one-on-one communication situations. 3. Listen actively and effectively in group discussions.

Core TEKS/SEs Clarification TEKS/SEs Clarification: Components Reading Workshop Should Include: Literary Texts  daily opportunities to hear books read aloud, to listen to books read via Students will begin writing in various ways. The following writing computer or on CD/tape; stages describe normal levels of writing development. It is not  early strategy lessons that involve helping students learn how to attend to uncommon for kindergarteners to enter school in any of these stages print on the page, while using the picture for support. Students also need of writing (Bear, Invernizzi, Templeton, & Johnston, 2007). to learn how to monitor 1:1 correspondence (each word pronounced Emergent should represent a printed word on the page).  Students will create abstract shapes/scribbles and tell stories Fiction while creating them. The shapes do not resemble the story.  Students also need many opportunities to talk about important events in When asked later about the scribble/drawing, the child may tell a stories. new, unrelated story.  An important structure to use to increase the amount of student talk  Students may draw shapes across the page that represent forms involves assigning “turn and talk” partners. The teacher will stop similar to letters. This is often called “driting” because this is the throughout the course of reading a story and allow children to turn and process of drawing shapes that look similar to talk in partners about the characters and events from the story. Students alphabet/conventional print. can talk about what has happened, what they think will happen next and  Students will observe simple revisions to illustrations and texts why. By using turn and talk partners, every student has many as they occur naturally in teacher modeling and/or guided opportunities to talk and students are able to refine their thinking by writing. talking with others. Once all students have shared ideas with a partner, Letter Name Alphabetic then the teacher should call for volunteers to share the conversations.  Students begin writing an initial or final sound represented by a Rehearsing answers with a partner will heighten the level of student letter. Students are still confusing which letters match up with responses. which sounds, though.  Students should have opportunities to analyze fiction text during Read To  As students move through this stage, they become more time, when the teacher is doing the reading, freeing children up to accurate in their initial and final consonant sounds. They do not discuss events in stories and characters and the reasons for their actions. yet hear vowel sounds.  Daily Read To time provides kindergarten students access to high levels  Short vowel sounds are beginning to emerge in some cases. of language they are capable of comprehending but could not read on Within Word Pattern their own.  Students are starting to use long and short vowels.  It is also important that students are supported as they consider main  Students begin to understand some of the long vowel patterns,

events and characters in their own reading. During small group although they will over-generalize (using silent –e on the end, instruction and one-on-one conferences, as well as while students are when other vowel combinations are more appropriate). listening to shared texts via CD or computer, students should have  Most kindergarten students will not enter this stage until late opportunities to talk about characters and reasons for their actions within their Kindergarten year, if at all. Research  Research TEKS are introduced early to help foster student curiosity by encouraging the asking of questions, and considering sources where answers might be found.  As students begin to explore topics across content areas, teachers are encouraged to record students questions and sources where the answers might be discovered. People should be viewed as viable sources of information, as well as video clips and texts on topics of interest. Students can also ask simple questions about characters they are studying in fiction texts. Oral Conventions  The conventions that are listed (prepositions and prepositional phrases, pronouns) should not be studied in a written format. Children need opportunities to become aware of how we use these kinds of words when we speak.  It is not important that students know definitions for prepositions/prepositional phrases or pronouns, but rather that students are aware specific examples of these words and how we use these words in our everyday language.

Core Vocabulary Components The academic vocabulary noted below is derived from this grade level’s TEKS/SEs; while the majority of the academic vocabulary is intended for use when instructing students, some professional vocabulary is also noted (i.e. print awareness). Related definitions come from the TEA Glossary. Please visit the following TEA links for additional information: English / Spanish. A-I J-Z Characters/ Personajes Main events/Eventos Principales

Cover/Portada Print Awareness/Conciencia de la Palabra Impresa In emergent literacy, the understanding of the characteristics of print. Illustrations/Ilustraciones Examples of print awareness include the understanding that: • Environmental print conveys meaning. • Books are read from front to back. • Print is read from left to right and top to bottom. • Words consist of letters. • Spaces appear between words.

Questions/Preguntas

Reading/Lectura

Title/Titulo

Writing/Escritura

Curricular Research Connections  As part of the research strand, students are learning to ask questions and decide which sources of information can help locate answers (people, websites, books).  Social Studies - Identify jobs at school, at home, and in the community; explain why people have jobs; identify authority figures at school, at home, and in the community  Science - Force, Motion, and Energy - Five Senses, Forms of Energy and Force & Motion

Required Lessons

Recommend- Mini Lesson Ideas Mini Lesson Ideas ed Lessons  Left-to-right directionality of print – how to track print with a finger or  Storytelling personal experiences pointer  Learning how to write stories on paper – page set up lessons  Book handling skills – page turning, predicting using the title and (leave space at top for sketching pictures for the writing plan and illustrations save space at the bottom for writing – the part where writers  Anchor charts for recording characters and reasons for their actions spend more energy). throughout the story  Anchor charts for recording main events in stories  RAN strategy – Tony Stead (scroll down for kinder-adapted version)

Differentia- English Language Proficiency Standards Student Expectations with Sentence Stems and Activities to support implementation of the tion: Standards (Note: when you open the link, it may ask you for a certificate or if it is OK to open the file, click OK each time you see the screens.)

Instructional Websites Resources  Think Central – Leveled readers associated with the Journeys and Senderos textbooks  Read-Write-Think – Model lessons  StoryOnline - A wide variety of stories across genres read by famous actors from the Screen Actors Guild  Graphic Organizers - helpful information designed to support students in the reading and writing of nonfiction text

Textbook Resources Note: The resources below are suggested as possible shared reading and/or writing experiences. Please use your judgment to determine if these

selections are appropriate for use with your students. Journeys Senderos  “Colors”  Caras Amistosas  “I Went Upstairs”  Como son las familias?  “Jack and Jill”  A jugar!  “Little Arabella Stiller”  Yo lo hago asi  “Mix a Pancake”  Como va un dinosaurio a la escuela?  “One, Two, Three, Four, Five”  El autobus escolar  “Pease Porridge Hot”  Amigos de la escuela  “Quack, Quack, Quack”  Vamos a la escuela  “Sing a Song a Sixpence”  En la escuela  “To Market, To Market”  Mi mochila  Amelia's Show-and-Tell Fiesta  Rotafolio pagina 9 “Que lindo es ir a clase!”  Building With Dad  I Have a Pet  Please, Puppy, Please

Books  Calkins, L. M. (2003). Launching the writing workshop. Portsmouth, NH: Firsthand. (36 copies, iBistro)  Harvey, S., & Goudvis, A. (2000). Strategies that work: teaching comprehension to enhance understanding. Portland, ME: Stenhouse Publishers. (193 copies, iBistro)  Ray, K. W. (2006). Study driven: a framework for planning units of study in the writing workshop. Portsmouth, NH: Heinemann. (69 copies, iBistro)

Assessment  Running records Resources  Anecdotal records  Student writing samples in writing folder