Huron School District Draft 1/17/2012

Huron School District draft 4/5/2018

Core Curriculum Guide Grade Level: Kindergarten Content Area: Reading Unit Title: Smart Start (1st Quarter-Part1) Month(s): August/September (3 weeks) Content Standards: K.R. 1.1 – Students can identify and manipulate phonemes and words in spoken language K.R. 1. 2 – Students can match letters and sounds and use them in decoding and making C-V-C words K.R.1.3 – Students can comprehend and use vocabulary from text read aloud K.R. 2.1 – Students can comprehend and respond to text read aloud K.R.2.2 – Students can identify all upper-case and lower-case letters and matching sounds with automaticity K.R.2.3 - Students can read sight words and high-frequency words with automaticity K.R.3.1 – Students can identify concepts of print in text K.R.3.2 – Students can tell what authors and illustrators do K.R.3.3 – Students can distinguish fiction from nonfiction K.R.4.1 – Students can recognize that literature from various cultures shows differences K.R.5.1 – Students can locate informational text at school K.R.5.2 – Students can alphabetize letters

Essential Questions: 

1 Huron School District draft 4/5/2018

Core Curriculum Guide Grade Level: Kindergarten Content Area: Reading

Assessment Skills Essential Vocabulary How will you know if students have Students Will Be Able To… learned? CONCEPTS OF PRINT (1) Recognize Concepts of Print: Directionality & Parts of Top, bottom; front, back; left, right; cover;  Observation of student participation a Book author; illustrator/illustrations;  Oral Assessment photographer/photographs; title;  Performance Assessment (2) Recognize upper- and lowercase letters uppercase/capital, lowercase, alphabet; (3) Count words in a line of text word, space

PHONEMIC AWARENESS (1) Participate in reading predictable and patterned Rhyme; sound, word parts/syllables; texts blend/put-together; repeat; copy; same;  Observation of student participation (2) Orally copy a sequence of sounds different; beginning  Oral Assessment (hat, hat; cake, cook) (3) Recognize words in text that rhyme  Performance Assessment (4) Blend 2 syllables to make words (5) Can repeat beginning sounds in words (6) Can recognize spoken words that are the same (7) Blend spoken phonemes to form a single syllable word

PHONICS / WORD STUDY (1) Read high-frequency words (I, can) Sight words/high-frequency; first name  Performance Assessments (2) Recognize first name

VOCABULARY / ORAL LANGUAGE

Unit Title: Unit 1 (1st Quarter – Part 2) Month(s): August/September (3 weeks) Content Standards: K.R. 1.1 – Students can identify and manipulate phonemes and words in spoken language K.R. 1. 2 – Students can match letters and sounds and use them in decoding and making C-V-C words K.R.1.3 – Students can comprehend and use vocabulary from text read aloud K.R. 2.1 – Students can comprehend and respond to text read aloud K.R.2.2 – Students can identify all upper-case and lower-case letters and matching sounds with automaticity

Core Curriculum Guide Grade Level: Kindergarten Content Area: Reading K.R.2.3 - Students can read sight words and high-frequency words with automaticity K.R.3.1 – Students can identify concepts of print in text K.R.3.2 – Students can tell what authors and illustrators do K.R.3.3 – Students can distinguish fiction from nonfiction K.R.4.1 – Students can recognize that literature from various cultures shows differences K.R.5.1 – Students can locate informational text at school K.R.5.2 – Students can alphabetize letters

Assessment Skills Essential Vocabulary How will you know if students have Students Will Be Able To… learned? CONCEPTS OF PRINT (1) Recognize Concepts of Print: Directionality & Parts of Top, bottom; front, back; left, right; cover;  Observation of student participation a Book author; illustrator/illustrations;  Oral Assessment (2) Recognize upper- and lowercase letters photographer/photographs; title;  Performance Assessment (3) Count words in a line of text uppercase/capital, lowercase, alphabet; word, space

PHONEMIC AWARENESS (1) Participate in reading predictable and patterned Rhyme; sound, word parts/syllables; texts blend/put-together; repeat; copy; same;  Observation of student participation (2) Recognize words in text that rhyme different; beginning  Oral Assessment (3) Blend 2 syllables to make words  Performance Assessment (4) Can recognize the beginning sounds in words (5) Can recognize spoken words that begin with the same sound (6) Can recognize if a sound is at the beginning, middle, or end of a CVC word (7) Blend spoken phonemes to form a single syllable word

PHONICS / WORD STUDY

(1) Recognize and Name Upper- and Lowercase Letters Sight words/high-frequency; alphabet;  Observation of student participation (Mm, Aa) ABC’s; letter name; letter sound;  Oral Assessment 5 Huron School District draft 4/5/2018

Unit Title: Unit 2 (1st Quarter – Part 3) Month(s): October (3 weeks) Content Standards: K.R. 1.1 – Students can identify and manipulate phonemes and words in spoken language K.R. 1. 2 – Students can match letters and sounds and use them in decoding and making C-V-C words K.R.1.3 – Students can comprehend and use vocabulary from text read aloud K.R. 2.1 – Students can comprehend and respond to text read aloud K.R.2.2 – Students can identify all upper-case and lower-case letters and matching sounds with automaticity K.R.2.3 - Students can read sight words and high-frequency words with automaticity K.R.3.1 – Students can identify concepts of print in text K.R.3.2 – Students can tell what authors and illustrators do K.R.3.3 – Students can distinguish fiction from nonfiction K.R.4.1 – Students can recognize that literature from various cultures shows differences K.R.5.1 – Students can locate informational text at school K.R.5.2 – Students can alphabetize letters

Assessment Skills Essential Vocabulary How will you know if students have Students Will Be Able To… learned? CONCEPTS OF PRINT (1) Recognize Concepts of Print: Directionality & Parts of Top, bottom; front, back; left, right; cover;  Observation of student participation a Book author; illustrator/illustrations;  Oral Assessment (2) Recognize upper- and lowercase letters photographer/photographs; title;  Performance Assessment (3) Count words in a line of text uppercase/capital, lowercase, alphabet; word, space

PHONEMIC AWARENESS (1) Participate in reading predictable and patterned Rhyme; sound, word parts/syllables; texts blend/put-together; repeat; copy; same;  Observation of student participation (2) Recognize words in text that rhyme different; beginning  Oral Assessment (3) Blend 2 syllables to make words  Performance Assessment (4) Can recognize the beginning sounds in words (5) Can recognize spoken words that begin with the same sound (6) Can recognize if a sound is at the beginning, middle, or end of a CVC word (7) Blend spoken phonemes to form a single syllable word

PHONICS / WORD STUDY (1) Recognize and Name Upper- and Lowercase Letters Sight words/high-frequency; alphabet; (Ss, Pp) ABC’s; letter name; letter sound;  Observation of student participation (2) Produce primary/most frequent sounds for each letter beginning; word  Oral Assessment (Ss, Pp)  Performance Assessment (3) Match words with same beginning sound (4) Read high-frequency words (like, a)

Core Curriculum Guide Grade Level: Kindergarten Content Area: Reading Unit Title: Unit 3 (2nd Quarter-Part 1) Month(s): October/November (3 weeks) Content Standards: K.R. 1.1 – Students can identify and manipulate phonemes and words in spoken language K.R. 1. 2 – Students can match letters and sounds and use them in decoding and making C-V-C words K.R.1.3 – Students can comprehend and use vocabulary from text read aloud K.R. 2.1 – Students can comprehend and respond to text read aloud K.R.2.2 – Students can identify all upper-case and lower-case letters and matching sounds with automaticity K.R.2.3 - Students can read sight words and high-frequency words with automaticity K.R.3.1 – Students can identify concepts of print in text K.R.3.2 – Students can tell what authors and illustrators do K.R.3.3 – Students can distinguish fiction from nonfiction K.R.4.1 – Students can recognize that literature from various cultures shows differences K.R.5.1 – Students can locate informational text at school K.R.5.2 – Students can alphabetize letters

Assessment Skills Essential Vocabulary How will you know if students have Students Will Be Able To… learned? CONCEPTS OF PRINT (1) Recognize 1st and last letters in words First/last; beginning/ending; word; story; (2) Understand that words tell the story sentence; space; track/follow; point; follow directions (3) Understand that letters make words and words  Observation of student participation make sentences  Oral Assessment (4) Understand that words in a sentence are separated  Performance Assessment by spaces (5) Track words with one-to-one accuracy (6) Use picture clues to follow two- and three-step directions

PHONEMIC AWARENESS (8) Participate in reading predictable and patterned texts Rhyme; sound, word parts/syllables; (9) Recognize words in text that rhyme blend/put-together; repeat; copy; same; different; beginning (10) Blend 2 syllables to make words  Observation of student participation  Oral Assessment (11) Can recognize the beginning sounds in words  Performance Assessment (12) Can recognize spoken words that begin with the same sound (13) Can recognize if a sound is at the beginning, middle, or end of a CVC word (14) Blend spoken phonemes to form a single syllable word

Core Curriculum Guide Grade Level: Kindergarten Content Area: Reading Unit Title: Unit 4 (2nd Quarter-Part 2) Month(s): November (3 weeks) Content Standards: K.R. 1.1 – Students can identify and manipulate phonemes and words in spoken language K.R. 1. 2 – Students can match letters and sounds and use them in decoding and making C-V-C words K.R.1.3 – Students can comprehend and use vocabulary from text read aloud K.R. 2.1 – Students can comprehend and respond to text read aloud K.R.2.2 – Students can identify all upper-case and lower-case letters and matching sounds with automaticity K.R.2.3 - Students can read sight words and high-frequency words with automaticity K.R.3.1 – Students can identify concepts of print in text K.R.3.2 – Students can tell what authors and illustrators do K.R.3.3 – Students can distinguish fiction from nonfiction K.R.4.1 – Students can recognize that literature from various cultures shows differences K.R.5.1 – Students can locate informational text at school K.R.5.2 – Students can alphabetize letters

Assessment Skills Essential Vocabulary How will you know if students have Students Will Be Able To… learned? CONCEPTS OF PRINT (1) Recognize 1st and last letters in words First/last; beginning/ending; word; story; (2) Understand that words tell the story sentence; space; track/follow; point; follow directions (3) Understand that letters make words and words  Observation of student participation make sentences  Oral Assessment (4) Understand that words in a sentence are separated  Performance Assessment by spaces (5) Track words with one-to-one accuracy (6) Use picture clues to follow two- and three-step directions

PHONEMIC AWARENESS (1) Participate in reading predictable and patterned texts Rhyme; sound, word parts/syllables; (2) Recognize words in text that rhyme blend/put-together; repeat; copy; same; different; beginning (3) Blend 2 syllables to make words  Observation of student participation  Oral Assessment (4) Can recognize the beginning sounds in words  Performance Assessment (5) Can recognize spoken words that begin with the same sound (6) Can recognize if a sound is at the beginning, middle, or end of a CVC word (7) Blend spoken phonemes to form a single syllable word

Unit Title: Unit 5 (2nd Quarter-Part 3) Month(s): December (3 weeks) Content Standards: K.R. 1.1 – Students can identify and manipulate phonemes and words in spoken language K.R. 1. 2 – Students can match letters and sounds and use them in decoding and making C-V-C words K.R.1.3 – Students can comprehend and use vocabulary from text read aloud K.R. 2.1 – Students can comprehend and respond to text read aloud K.R.2.2 – Students can identify all upper-case and lower-case letters and matching sounds with automaticity K.R.2.3 - Students can read sight words and high-frequency words with automaticity K.R.3.1 – Students can identify concepts of print in text K.R.3.2 – Students can tell what authors and illustrators do K.R.3.3 – Students can distinguish fiction from nonfiction K.R.4.1 – Students can recognize that literature from various cultures shows differences K.R.5.1 – Students can locate informational text at school K.R.5.2 – Students can alphabetize letters

Assessment Skills Essential Vocabulary How will you know if students have Students Will Be Able To… learned? CONCEPTS OF PRINT (1) Recognize 1st and last letters in words First/last; beginning/ending; word; story; (2) Understand that words tell the story sentence; space; track/follow; point; follow directions; punctuation, period, question (3) Understand that letters make words and words  Observation of student participation mark, exclamation mark make sentences  Oral Assessment (4) Understand that words in a sentence are separated  Performance Assessment by spaces (5) Track words with one-to-one accuracy (6) Use picture clues to follow two- and three-step directions (7) Identify ending punctuation

PHONEMIC AWARENESS (1) Participate in reading predictable and patterned texts Rhyme; sound, word parts/syllables; (2) Recognize words in text that rhyme blend/put-together; repeat; copy; same;  Observation of student participation different; beginning (3) Blend 2 syllables to make words  Oral Assessment (4) Can recognize the beginning sounds in  Performance Assessment words (5) Can recognize spoken words that begin with the same sound (6) Can recognize if a sound is at the beginning, middle, or end of a CVC word (7) Blend spoken phonemes to form a single syllable word

Unit Title: Unit 6 (3rd Quarter-Part 1) Month(s): January (3 weeks) Content Standards: K.R. 1.1 – Students can identify and manipulate phonemes and words in spoken language K.R. 1. 2 – Students can match letters and sounds and use them in decoding and making C-V-C words K.R.1.3 – Students can comprehend and use vocabulary from text read aloud K.R. 2.1 – Students can comprehend and respond to text read aloud K.R.2.2 – Students can identify all upper-case and lower-case letters and matching sounds with automaticity K.R.2.3 - Students can read sight words and high-frequency words with automaticity K.R.3.1 – Students can identify concepts of print in text K.R.3.2 – Students can tell what authors and illustrators do K.R.3.3 – Students can distinguish fiction from nonfiction K.R.4.1 – Students can recognize that literature from various cultures shows differences K.R.5.1 – Students can locate informational text at school K.R.5.2 – Students can alphabetize letters

Assessment Skills Essential Vocabulary How will you know if students have Students Will Be Able To… learned? CONCEPTS OF PRINT (8) Recognize 1st and last letters in words First/last; beginning/ending; word; story; (9) Understand that words tell the story sentence; space; track/follow; point; follow directions; punctuation, period, question (10) Understand that letters make words and  Observation of student participation mark, exclamation mark words make sentences  Oral Assessment (11) Understand that words in a sentence are  Performance Assessment separated by spaces (12) Track words with one-to-one accuracy (13) Use picture clues to follow two- and three- step directions (14) Identify ending punctuation

PHONEMIC AWARENESS (1) Participate in reading predictable and patterned texts (2) Distinguish spoken rhyming words from non- Rhyme; sound, word parts/syllables;  Observation of student participation rhyming words (Identify rhyming words) blend/put-together; break-apart; repeat;  Oral Assessment copy; same; different; beginning (3) Orally produce rhyming words in response to  Performance Assessment spoken words (4) Identify each sound of CVC words (5) Orally produce words that begin with the same initial sound (6) Blend 2- or 3- spoken syllables to form a single word (7) Blend spoken simple onsets and rimes to form real

Unit Title: Unit 7 (3rd Quarter-Part 2) Month(s): January/February (3 weeks) Content Standards:

Core Curriculum Guide Grade Level: Kindergarten Content Area: Reading K.R. 1.1 – Students can identify and manipulate phonemes and words in spoken language K.R. 1. 2 – Students can match letters and sounds and use them in decoding and making C-V-C words K.R.1.3 – Students can comprehend and use vocabulary from text read aloud K.R. 2.1 – Students can comprehend and respond to text read aloud K.R.2.2 – Students can identify all upper-case and lower-case letters and matching sounds with automaticity K.R.2.3 - Students can read sight words and high-frequency words with automaticity K.R.3.1 – Students can identify concepts of print in text K.R.3.2 – Students can tell what authors and illustrators do K.R.3.3 – Students can distinguish fiction from nonfiction K.R.4.1 – Students can recognize that literature from various cultures shows differences K.R.5.1 – Students can locate informational text at school K.R.5.2 – Students can alphabetize letters

Assessment Skills Essential Vocabulary How will you know if students have Students Will Be Able To… learned? CONCEPTS OF PRINT (1) Recognize 1st and last letters in words (2) Understand that words tell the story First/last; beginning/ending; word; story;  Observation of student participation sentence; space; track/follow; point; follow (3) Understand that letters make words and words  Oral Assessment directions; punctuation, period, question make sentences  Performance Assessment mark, exclamation mark (4) Understand that words in a sentence are separated by spaces (5) Track words with one-to-one accuracy (6) Use picture clues to follow two- and three-step directions (7) Identify ending punctuation

PHONEMIC AWARENESS (13) Participate in reading predictable and patterned texts (14) Distinguish spoken rhyming words from Rhyme; sound, word parts/syllables;  Observation of student participation non-rhyming words (Identify rhyming words) blend/put-together; break-apart; repeat;  Oral Assessment copy; same; different; beginning (15) Orally produce rhyming words in response  Performance Assessment to spoken words (16) Identify each sound of CVC words (17) Orally produce words that begin with the same initial sound (18) Blend 2- or 3- spoken syllables to form a single word (19) Blend spoken simple onsets and rimes to

Unit Title: Unit 8 (3rd Quarter-Part 3) Month(s): February/March (3 weeks) Content Standards:

Assessment Skills Essential Vocabulary How will you know if students have Students Will Be Able To… learned? CONCEPTS OF PRINT (1) Recognize 1st and last letters in words (2) Understand that words tell the story First/last; beginning/ending; word; story;  Observation of student participation sentence; space; track/follow; point; follow (3) Understand that letters make words and words  Oral Assessment directions; punctuation, period, question make sentences  Performance Assessment mark, exclamation mark (4) Understand that words in a sentence are separated by spaces (5) Track words with one-to-one accuracy (6) Use picture clues to follow two- and three-step directions (7) Identify ending punctuation

PHONEMIC AWARENESS (25) Participate in reading predictable and patterned texts (26) Distinguish spoken rhyming words from Rhyme; sound, word parts/syllables;  Observation of student participation non-rhyming words (Identify rhyming words) blend/put-together; break-apart; repeat;  Oral Assessment copy; same; different; beginning (27) Orally produce rhyming words in response  Performance Assessment to spoken words (28) Identify each sound of CVC words (29) Orally produce words that begin with the same initial sound (30) Blend 2- or 3- spoken syllables to form a single word (31) Blend spoken simple onsets and rimes to

Unit Title: Unit 9 (4th Quarter-Part 1) Month(s): March/April (3 weeks) Content Standards: K.R. 1.1 – Students can identify and manipulate phonemes and words in spoken language K.R. 1. 2 – Students can match letters and sounds and use them in decoding and making C-V-C words K.R.1.3 – Students can comprehend and use vocabulary from text read aloud K.R. 2.1 – Students can comprehend and respond to text read aloud K.R.2.2 – Students can identify all upper-case and lower-case letters and matching sounds with automaticity K.R.2.3 - Students can read sight words and high-frequency words with automaticity K.R.3.1 – Students can identify concepts of print in text K.R.3.2 – Students can tell what authors and illustrators do K.R.3.3 – Students can distinguish fiction from nonfiction K.R.4.1 – Students can recognize that literature from various cultures shows differences K.R.5.1 – Students can locate informational text at school K.R.5.2 – Students can alphabetize letters

Assessment Skills Essential Vocabulary How will you know if students have Students Will Be Able To… learned?

CONCEPTS OF PRINT (1) Recognize beginning, medial, and last letters in  Observation of student participation words First/last; beginning/ending; word; story;  Oral Assessment (2) Understand that words tell the story sentence; space; track/follow; point; follow  Performance Assessment directions; punctuation, period, question (3) Understand that letters make words and words mark, exclamation mark make sentences (4) Understand that words in a sentence are separated by spaces (5) Identify ending punctuation (6) Use picture clues to follow two- and three-step directions

PHONEMIC AWARENESS (37) Participate in reading predictable and patterned texts (38) Distinguish spoken rhyming words from Rhyme; sound, word parts/syllables;  Observation of student participation non-rhyming words (Identify rhyming words) blend/put-together; break-apart; repeat;  Oral Assessment copy; same; different; beginning (39) Orally produce rhyming words in response  Performance Assessment to spoken words (40) Identify each sound of CVC words (41) Orally produce words that begin with the same initial sound (42) Blend 2- or 3- spoken syllables to form a single word (43) Blend spoken simple onsets and rimes to 23 Huron School District draft 4/5/2018

Unit Title: Unit 10 (4th Quarter-Part 2) Month(s): April (3 weeks) Content Standards: K.R. 1.1 – Students can identify and manipulate phonemes and words in spoken language K.R. 1. 2 – Students can match letters and sounds and use them in decoding and making C-V-C words

Core Curriculum Guide Grade Level: Kindergarten Content Area: Reading K.R.1.3 – Students can comprehend and use vocabulary from text read aloud K.R. 2.1 – Students can comprehend and respond to text read aloud K.R.2.2 – Students can identify all upper-case and lower-case letters and matching sounds with automaticity K.R.2.3 - Students can read sight words and high-frequency words with automaticity K.R.3.1 – Students can identify concepts of print in text K.R.3.2 – Students can tell what authors and illustrators do K.R.3.3 – Students can distinguish fiction from nonfiction K.R.4.1 – Students can recognize that literature from various cultures shows differences K.R.5.1 – Students can locate informational text at school K.R.5.2 – Students can alphabetize letters

Assessment Skills Essential Vocabulary How will you know if students have Students Will Be Able To… learned? CONCEPTS OF PRINT (1) Match all upper- and lowercase letters (2) Recognize beginning, medial, and last letters in First/last; beginning/ending; word; story;  Observation of student participation words sentence; space; track/follow; point; follow  Oral Assessment directions; punctuation, period, question (3) Understand that words tell the story  Performance Assessment mark, exclamation mark (4) Understand that letters make words and words make sentences (5) Understand that words in a sentence are separated by spaces (6) Identify ending punctuation (7) Use picture clues to follow two- and three-step directions

PHONEMIC AWARENESS (1) Participate in reading predictable and patterned texts (2) Distinguish spoken rhyming words from Rhyme; sound, word parts/syllables;  Observation of student participation non-rhyming words (Identify rhyming words) blend/put-together; break-apart; repeat;  Oral Assessment copy; same; different; beginning (3) Orally produce rhyming words in response  Performance Assessment to spoken words (4) Identify each sound of CVC words (5) Orally produce words that begin with the same initial sound (6) Blend 2- or 3- spoken syllables to form a single word

Unit Title: End of Year Review (4th Quarter-Part 3) Month(s): April/May (3 weeks) Content Standards:

Assessment Skills Essential Vocabulary How will you know if students have Students Will Be Able To… learned?

CONCEPTS OF PRINT--PHONICS (1) Match upper- and lowercase letters First/last; beginning/ending; word; story;  Observation of student participation (2) Recognize beginning, medial, and last letters in sentence; space; track/follow; point; follow  Oral Assessment words directions; punctuation, period, question  Performance Assessment mark, exclamation mark (3) Understand that words tell the story (4) Understand that letters make words and words make sentences (5) Understand that words in a sentence are separated by spaces (6) Identify ending punctuation (7) Use picture clues to follow two- and three-step directions

PHONEMIC AWARENESS (1) Participate in reading predictable and patterned texts (2) Distinguish spoken rhyming words from non- Rhyme; sound, word parts/syllables;  Observation of student participation rhyming words (Identify rhyming words) blend/put-together; break-apart; repeat;  Oral Assessment copy; same; different; beginning (3) Orally produce rhyming words in response to  Performance Assessment spoken words (4) Identify each sound of CVC words (5) Orally produce words that begin with the same initial sound (6) Blend 2- or 3- spoken syllables to form a single