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Home , Alphabetic principle, Fluency

Topic: Grade: K

Optional Key Learning(s): Unit Essential Question(s): Instructional Tools:

Odyssey Fluency is essential for How does fluency impact PALS automaticity of a skill. learning to read? FCRR Internet Resources

Concept: Concept: Concept: Concept:

Awareness Comprehension Phonemic I Lesson Essential Questions: Lesson Essential Questions: Lesson Essential Question Lesson Essential Questions: 1. How do you differentiate 1. How do you map letters 1. How does activating prior 1. How do we incorporate story a sound as the same or to sounds fluently? knowledge to make elements to gain a deeper level different fluently? 2. How does analyzing the connections to text affect of understanding text and 2. How do you identify structure of words affect fluency? fluency of reading? beginning, middle and fluency? ending sounds in words fluently? Vocabulary: Vocabulary: Vocabulary: Vocabulary: Segmentation Onset/Rime Closed Syllables Blends Text to Self Synonyms Fiction Main Idea Blending Rhyming Capital Letters Diagraphs Text to World Antonyms Non-Fiction Compare/Contrast Identification Lowercase Letters Vowels Text to Text Sequence Categorize Phoneme Isolation Consonants Shared Reading Character Retell Shared Reading Phoneme Deletion Syllables Fry Sight Words Setting Read Aloud Substitution Addition

Other : Concert: Concept: Concept: Concept: I L Lesson Essential Questions Lesson Essential Questions Lesson Essential Questions Lesson Essential Questions 1. How do you transfer sounds to symbols, words, and express meaning in writing fluently?

Vocabulary Vocabulary Vocabulary Vocabulary Fry Sight Words Capital Letters Lowercase Letters Topic: Introduction to Reading Fluency Grade: K

Optional Key Learning(s): Unit Essential Question(s): Instructional Tools

-Sound Wall Developing fluent skills leads to How do I become a fluent reader? -Alphabet Cards -Sight Words comprehension. -Poems, Songs, Chee Nursery Rhymes -Fluency Rubric Concept: Concept: Concept: Concep. Automaticity Prosody MAP (Model, Assisted Reading, Practice)

Lesson Essential Questions: Lesson Essential Questions: Lesson Essential Question Lesson Essential Questions: 1. How does naming known 1. What does fluent reading Beginning of Year: items help me develop fluency? sound like? How does listening to and reading 2. How does knowing my j: with my teacher help me become a sounds help me read fluently? fluent reader? 3. Why is it important to know my End of Year: names fluently? How does practicing alone or with 4. Why is it important to know my a partner help me become a fluent sight words fluently? reader? Vocabulary: Vocabulary: Vocabulary: Vocabulary: • Fluently • Expression • Repeated Reading • Sight words • Volume • Choral Reading • Letter sounds/names • Phrasing • Modeled Reading • Pictures, colors, shapes • Smoothness • Paired Reading • Automaticity • Pace • Echo Reading

Other Information: 1. Beginning of Kindergarten: Teacher will use modeled and assisted reading (choral, echo, listening center) 2. By March practice with partner or independently will be added to fluency practice. 3. Be specific what fluent reading sounds like when talking with students about fluency and reading. 4. Fluency is an exposure skill in Kindergarten.

Shippensburg Area School District 2011-2012 _____).

Topic: Grade: K

Optional Key Learning(s): Unit Essential Question(s): Instructional Tools:

-Blueprint for Intervention: A solid understanding of phonemic How does phonemic awareness impact awareness is essential for future learning to read? Book and Routine Cards. reading (95% Group)

Concept: Concept: Concept: Concept: Readiness Sound and Word Rhyming Blending Discrimination

Lesson Essential Questions: Lesson Essential Questions: Lesson Essential Question Lesson Essential Questions: 1. What skills do I need to be ready to 1. How do I tell if sounds are 1. Howdolknowifaword 1. How do I put syllables/parts read? the same or different? (la & rhymes? (2a) together to make a word? (3a) 1 c) (Reference: Blueprint: Skill 1 2. How can I make rhyming 2. How do I put sounds together to Concepts and Terms p. 23. Lessons 2. How do I tell if words are the words? (ex. I say make, you say make words? (3b) 1.1—1.9). same or different? (1 b) (2b) 3. How do I break words into individual sounds? (3b) Vocabulary: Vocabulary: Vocabulary: Vocabulary: • Directionality • Beginning, middle, end • Rhyme Manipulation (change) • Representation/Represent sounds • Word Families • One-to-One • Same, different • Onset-Rime • First and Last • Identification/Identify • Beginning, Middle, End • Deletion, Addition, Substitution

Other Information: 1. Use Blueprint for Intervention: Phonological Awareness Lessons in sequential order starting on page 58. 2. Phonemic Awareness in Younci Children by Adams, Foorman, Lindberg, Beeler. 3. LETRS Module 2 4. Number and letter after each essential question corresponds to the scope and sequence curriculum map.

Shippensburg Area School District 20 11-2012 Concept: Concept: Concept: Concept: Segmentation L Lesson Essential Questions Lesson Essential Questions Lesson Essential Questions Lesson Essential Questions 1. How can I identify words in a sentence? (4a)

2. How can I identify syllables in words? (4b)

3. How do I identify the becinninq and end sounds in a word? (4d)

4. How do I break words into syllables/parts? (4c) Vocabulary Vocabulary Vocabulary Vocabulary • Segment • Syllable/parts • Sentence • Identify • Word

Shippensburg Area School District 2011-2012 Topic: Grade: K

Optional Key Learning(s): Unit Essential Question(s): Instructional Tools:

-Blueprint for Intervention: Alphabetic Principle connects sounds What role does alphabetic principle play Phonics and symbols. in a child’s process of learning to read? -Reading PALS -FCRR

Concept: Concept: Concept: Concept: Letter-Sound Decoding Encoding Reading Correspondence

Lesson Essential Questions: Lesson Essential Questions: Lesson Essential Question Lesson Essential Questions: 1. What sound does each letter 1. How do you blend sounds to 1. How do I represent the sounds 1. How does knowing sight words help symbol make? (la, ib, & ic) read words? (3a) in words? (2a) me read fluently? (4a)

2. What letters can I write at the (Reference: Fry Sight Word List. beginning and end of words? (2a) Words 1—50

3. How can I make a new word by adding or substituting other letters? (2b) Vocabulary: Vocabulary: Vocabulary: Vocabulary: • Alphabet • Adding • Letter Symbol • Substituting • Sound

Other Information: 1 Hard sounds of c & g only. 2. Short vowels should be used. *(Short a and short o are the only vowels to be mastered in Kindergarten—application in reading and writing). 3. Fry word List should be referred as “Sight Words” to keep vocabulary consistent. 4. Numbers and letters after each Essential Question reference the Scope and Sequence Curriculum Map. Shippensburg Area School District 2011-2012 ______

Topic: Grade: K

Optional Key Learning(s): Unit Essential Question(s): Instructional Tools:

-Phoneme- Mapping Letterlsound relationships How do soundlletter Phonics build a foundation for spelling. relationships help a child write words?

Concept: Concept: Concept: Phoneme Awareness Letter Sounds Names I Letter Lesson Essential Questions: Lesson Essential Questions: Lesson Essential Question Lesson Essential Questions: 1. What sound does each letter 1. How do I break words into 1. What is the name of each symbol make? (la, ib, Ic) individual sounds? (3b) NOTE: letter? (3a) reference PA blending 2. How do I tell if sounds are the same or different? (1 b)

Vocabulary: Vocabulary: Vocabulary: Vocabulary: • Same/Different Finger spell Alphabet • Beginning, Middle, End Sounds

Other Information:

1. Tap It, Map It, and Graph It activity. 2. Refer to letter as “What is the name?” Refer to the sound as “What is the sound?”

Shippensburg Area School District 2011-2012 ______

Topic: Print Concepts Grade: K

Optional Key Learning(s): Unit Essential Question(s): Instructional Tools

How does understanding -Authentic Concepts of Print are the directionality and how letters and -Blueprint for Intervention: Phonological Awareness (95% foundation for effective words go together build reading Group) instruction. skills? -FCRR

Concept: Concept: Concept: p. Tracking Sequence of LetterslWords

Lesson Essential Questions: Lesson Essential Questions: Lesson Essential Question Lesson Essential Questions: 1. Where do I start reading and 1. Whyistherea space which way do I go? (la) between words? (1 b) 2. Why is there a period at the end of a sentence? (ic) 3. Where is the first/last letter in a word? (ib) 4. How do I locate a letter within a word/a word within a sentence? (ib) Vocabulary: Vocabulary: Vocabulary: Vocabulary: • Left to right • Period • Return sweep • Space • Top to bottom • First • Last • Sentence

Other Information:

• Develop a CAP (Concepts about print) checklist.

Shippensburg Area School District 2011-2012 Topic: Comprehension Grade: K

Optional Key Learning(s): Unit Essential Question(s): Instructional Tools: Scott Foresman To build meaningful connections Why is it important to understand Literature through text, with self and world. what I read?

Concept: Concept: Concept: Predicting/Identifying Identifying information Retelling and Making Connections from text Summarizing

Lesson Essential Questions: Lesson Essential Questions: Lesson Essential Question Lesson Essential Questions: 1. How do I make meaningful 1. How do I answer the 1. Howdolretellatextin 1. How do I make connections from predictions about a story? (la) questions who, what, and where sequence? (3a, 3b, 3d, 3e) text to myself, my world, and other 2. How are fiction and non-fiction from a text? (2a) texts? (4a) texts different? (1 b) 2. How do I retell a text to include 3. How do I use pictures to 2. How do I respond to a character, setting and events? 2. How do I write about something I predict and understand a story? fiction/non-fiction text? (2b) (3c) have read? (4b) (1 a) Vocabulary: Vocabulary: Vocabulary: Vocabulary: • Predict • Character • Beginning—first • Connections • Realism • Setting • Middle—next • Reflection • Fantasy • Plot • End—last • Creative • Fiction • Title • Sequence • Text • Non-fiction • Table of contents • Summarize • Vocabulary • Retell • Glossary • Character • Text • Text

Other Information: 1. Students should be engaged in shared reading, choral reading, buddy reading, echo reading, , , and drama. 2. Teachers should select text purposefully to engage and motivate students. 3. Students should engage in writing activities such as shared writing, learning logs, and personal reflections. 4. Teachers should facilitate conversations about text, not provide direct instruction.

Shippensburg Area School District 2011-2012 Topic: Vocabulary Grade: K

Optional Key Learning(s): Unit Essential Question(s): Instructional Tools

-Scott Foresman To build a wealth of vocabulary to How does the use of vocabulary -FCRR (Florida Cente r for enhance student knowledge. impact reading, writing, ngResearch speaking, -Authentic Children’s Literature listening, and comprehension? -Graphic Organizers -Odyssey Concept: Concept: Concept: Concep:

Concept of Naming Categorization Vocabulary Morphological Awareness: and Use Development and Use Roots and Affixes

Lesson Essential Questions: Lesson Essential Questions: Lesson Essential Question Lesson Essential Questions: 1. How do I use words to name, 1. How do I identify and sort 1. How do I discover vocabulary 1. How do I use word parts to describe and label my world? pictures into categories? (2a) before, during and after reading? understand the meaning of a word? (la, ib, ic) (3a) (4a) 2. How do I discover and use Suggested Tool: Venn Diagram vocabulary in listening and (Focus on endings: -ing, -s, and —ed) and Frayer Graphic Organizers speaking? (3b, 3c) NOTE: 1QI taught to mastery 3. How do I discover and use vocabulary in writing? (3c) Vocabulary: Vocabulary: Vocabulary: Vocabulary: • Location • Alike • Synonyms • Plurals • Size • Different • Antonyms • Endings • Color • Common • Curious • Shape • Same • Interesting • Attribute • Compare • Noun • Adjective • Contrast • Verb

Other Information:

1. Morphological awareness is a verbal introduction of word parts. 2. Develop authentic use of vocabulary through natural discovery, to pique the curiosity of students. 3. Develop vocabulary during RtII block.

Shippensburg Area School District 2011-2012 ______

Topic: Writing Grade: K

Optional Key Learning(s): Unit Essential Question(s): Instructional Tools

-Kidwriting Manual Understanding the writing How do I use conventions to pandAuthenticLiteratur-Shared process is a key component of write for specific purposes? literacy.

Concept: Concept: Concept: Encoding Words Sight Words I I Conventions Composition Lesson Essential Questions: Lesson Essential Questions: Lesson Essential Question Lesson Essential Questions: 1 How do I use letters to write 1. How do I spell and use the 1. How do I begin and end 1 How do I write to gain and share the sounds and words? (la, Ib, sight words in my writing? (2a) sentences? (3a, 3b) information? (4a, 4b)—Kidwriting p27 ic, id, le) 2. How do I separate words in a *2. How do I include the beginning, sentence? (3c) middle, and end of a story? (4c)

Vocabulary: Vocabulary: Vocabulary: Vocabulary: Sight Words • Capital • Fiction • Period • Non-fiction • Finger spaces • Beginning, middle, end

Other Information: -Teach pre-writing process first! -Writing should sound like we are talking. -Pictures should be used before writing. -Room should contain a joyful print rich environment. -Environment should be comfortable (see Kidwriting p. 29). -Students should develop their writing through stages (see Kidwriting pp. 153—154).

Shippensburg Area School District 2011-2012 Topic: Speaking and Listening Grade: K

Optional Key Learning(s): Unit Essential Question(s): lnstructional Tools

-Speaking and Listening Rubric It is important to clearly express How do I use my voice, body, and -THINK Acronym and listen to thoughts and ideas. eyes to speak and listen -Auditory Processing -Character Counts effectively? -Social Skills Activities for Speci Children by Darlene Mannix Concept: Concept: Concept: Concep. Comprehension and Presentation of 0 Collaboration Knowledqe

Lesson Essential Questions: Lesson Essential Questions: Lesson Essential Question Lesson Essential Questions: 1. How do I have an appropriate 1. How do I use details to tell conversation with my friends?( 1 a) about people, places, things, 2. How do I ask questions about and events? (2a) text, topics, orto get help?(lb, lc) 2. How do I use drawings or 3. How do I answer questions objects to provide details about about text, topics, or to give help? my topic? (2b) (ib, lc) 3. How do I share my thoughts, feelings, and ideas clearly? (2c) Vocabulary: Vocabulary: Vocabulary: Vocabulary: -listen -Details -Speak -Describe -Rules for discussions -Events -Who, What, Where, When, Why -Explain How? -Clearly -Expression -Volume

Other Information: 1. Teach rules of conversation: listening to others and taking turns speaking. 2. Refer to rubric for: • Voice • Body • Eyes

Shippensburg Area School District 2011-2012