Kindergarten Pacing Guide: Q2 CKLA

Q1 Guide

Q3 Guide

Q4 Guide

Listening & Learning

Overview

Week 1 - 11/5

Weeks 2/3 - 11/13

Week 4 - 11/26

Week 5 - 12/3

Week 6 - 12/10

Week 7 - 12/17

Week 8 - 1/7

Week 9 - 1/14

Week 10 - 1/22

Week 11 - 1/28

Standards

RI.K.1, RI.K.2, RI.K.4, and RI.K.7.

Quarter Overview

Domain 2: The Five Senses: This domain introduces students to the five senses. This domain will be one of many that follow in subsequent grade levels in which students will broaden their knowledge of the human body. This domain sets an important foundation for students' further learning. Students will also hear the inspirational stories of Hellen Keller and Ray Charles, who overcame challenges from disabilities related to sight and hearing. Note that this is a non-fiction unit.

 

Domain 3: Stories: This domain introduces students to classic stories and stories from other cultures. During this unit, students will learn about story elements (characters, plot, setting) and recurring themes of common stories.

 

Domain 4: Plants: This domain introduces students to a fundamental understanding of the parts of plants and how they grow. Students will learn what plants need in order to stay alive and will be introduces to the components of the plant life cycle. This domain is directly connected to other kindergarten domains (Farms and Taking Care of the Earth).

 

Standards Assessed:

RI.K.1, RI.K.2, RI.K.4, and RI.K.7

Assessment

Pausing Point: Administer the ""Five Senses Matching"" assessment to all students. Choose Pausing Point activities for your class based on need. These could be conducted in a whole group or small group setting"

Weekly Overview

Lesson 5: Have students turn and talk to answer some of the questions in the read aloud to increase engagement. You could also have students do kinesthetic movements (such as puckering their lips when talking about sour tastes or smiling and rubbing their stomach to show they enjoy sweet tastes, etc) to increase engagement, as well. For the extension activity, you will need different kinds of food for students to try (salty, sweet, sour, and bitter). This activity also has students do a gallery walk to view their classmate's pictures. You could also have students share within a group or pass their papers around, if classroom management may be an issue during a gallery walk.

Lesson 6: Continue to incorporate TPS and kinesthetic movements to increase student engagement during the read aloud. This lesson also spends time defining the word "texture". It would be a good idea to bring in a variety of objects with different textures for students to describe. Note the "Above and Beyond" extension idea to push students who are ready.

 

 

 

Standards Assessed:

RI.K.1, RI.K.2, RI.K.4, and RI.K.7

Assessment

 

Weekly Overview

Lesson 7: Complete lesson as is. During the extension activity, when you have students retell the story of Ray's life using the timeline, you could have students act out the different parts of Ray's life, as well. This would help engage students and incorporate students with a kinesthetic learning style.

Lesson 8: Consider teaching students some of the sign language letters to help them understand how Helen Keller communicated. This could also be a great Level 0 activity to do during bathroom breaks :).  Again, when creating the timeline, you could also have students act out different aspects of Helen's life.

 

 

 

 

 

 

Standards Assessed:

RI.K.1, RI.K.2, RI.K.4, and RI.K.7

Assessment

Domain Assessment: Complete the assessment as is.

 

Weekly Overview

Domain Review: Complete the activities in the Domain Review. The Domain Assessment will focus on the five senses, which are covered in the Domain Review. Preview the vocabulary covered in the Domain Assessment in order to choose which parts of which read alouds to review.

Culminating Activities: Use students' scores on the Domain Assessment to determine which activities to choose. You can use this time for remediation or an extension of students' learning, either whole or small group. Use the ""Above and Beyond"" activities for students who are ready to extend their learning.

 

 

 

 

 

Weekly Overview

Lesson 1: To introduce the domain, you will need a variety of tradebooks to show students. Make sure to do the ""Word Work"" portion of the lesson, since students will be tested on their knowledge of the word 'sly' on the Domain Assessment. For the extension portion of the lesson, students may need a model of how to use the three pictures to retell the story, before doing it as a TPS.

 

Lesson 2: You will need straw, sticks and a brick for this lesson. Be sure to include the Word Work portion of the lesson and prioritize your questioning after the read aloud based on what is covered in the Domain Assessment. During the extension activity, considering choosing an exemplar student to model the retelling of the story."

 

Weekly Overview

Lesson 3: During the read aloud, consider adding in kinesthetic movements (students pretending to stomp across the bridge, etc) to increase student engagement. Consider increasing the rigor of the extension activity by having students respond to questions/images through drawing and/or writing. You could also have students 'annotate' the images or a short portion of the text that you typed up.

 

Lesson 4: Again, consider ways to make the read aloud more interactive for students through turn and talks, kinesthetic movements, written/drawn response to the text, etc. You will also need one of the suggested trade books for the extension activity in this lesson.

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Assessment

Pausing Point: Give students the ""Riddles for Core Content"" assessment. Based on student performance, choose appropriate activities from the Pausing Point. These can be conducted in either whole or small group.

Weekly Overview

"Lesson 5: Follow the active student engagement questions on the left-side panel of the read aloud in the Teacher's Guide. You may want to increase the rigor of this extension activity, as well, by adding an additional student response component, either through writing, drawing or a think-pair-share.

 

Lesson 6: You will need a world map for this lesson, if you are not already using one. You will also need a peach. Complete the lesson as is. For the extension activity, consider modeling a think aloud for students on your personal hero and how you chose him/her."

Weekly Overview

"Lesson 7: Be sure to complete the ""Word Work"" portion of this lesson, since 'perilous' can be a challenging word for students to master. Consider adding rigor to the extension activity by having students complete the chart through a guided practice, in partnerships or groups, or independently. Students could also record their predictions for how Jumping Mouse will repay the other characters in the second half of the text.

 

Lesson 8: Complete the read aloud as is. For the extension activity, students are choosing a favorite character from the texts read so far, drawing that character, and explaining why. Keep this extension activity, but consider following up on the previous lesson's extension activity where students evaluate whethere their predictions were correct or not and how they know."

Weekly Overview

Lesson 9: Complete the read aloud as is, including the active student engagement strategies in the left-hand panel of the Teacher's Guide. Complete the extension activity as is or consider changing the format of student response to include turn and talks, or their own writing/drawing.

 

Lesson 10: Consider bringing in a rope to quickly model how to play Tug-of-War for students who aren't familiar with the game. For the extension activity, review the 'Above and Beyond' suggestion to push students who are ready."

Assessment

Domain Assessment

Weekly Overview

Domain Review: Based on students mastery of the content during the domain, choose appropriate activities to review, reinforce, or extend learning, in small or whole group. You may also want to review vocabulary assessed in the Domain Assessment.

 

Domain Assessment: Complete as is.

 

Culminating Activities: Use students' results on the Domain Assessment and their Tens' scores to determine which activities to use with which students. These activities can be used for remediation or to extend students' knowledge of the domain concepts, in whole or small group.

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Weekly Overview

Skills

Overview

Week 1 - 11/5

Weeks 2/3 - 11/13

Week 4 - 11/26

Week 5 - 12/3

Week 6 - 12/10

Week 7 - 12/17

Week 8 - 1/7

Week 9 - 1/14

Week 10 - 1/22

Week 11 - 1/28

Quarter 2 SKILLS Overview

 

Unit 3 Overview (carry over from Q1): In Unit 3, students will learn the most common way to spell eight sounds: /m/-m, /a/-a, /t/-t, /d/-d, /o/-o, /k/-c, /g/-g, /i/-i. Students will use letter-sound correspondences to blend and read printed words.

 

Unit 4 Overview: In Unit 4, students will be introduced to eight sounds: /n/, /h/, /s/, /f/, /v/, /z/, /p/, /e/. Students will use these sound-picture correspondences to blend and read printed words. Only the lowercase letters are introduced. Continue to avoid using letter names. In this unit, teachers will use finger gestures instead of arm gestures to work on oral blending. Teachers will introduce the first decodable reader (big book) to students at the end of this unit.

 

Unit 5 Overview: In Unit 5, students will be introduced to eight additional sounds: /b/, /l/, /r/, /u/, /w/, /j/, /y/, /x/, /k/. Students will use these sound-spelling correspondences to blend and read printed words. This unit includes time for "small group instruction" during the skills block. Although the lessons suggest splitting students into two groups, teachers are encouraged to group students based on student data and need.

 

Unit 6 Overview: In Unit 6, students will be introduced to one new letter-sound correspondance: the "s" spelling for the /z/ sound. Students already know the "z" spelling for the /z/ sound. The other goal for this unit is to automatize letter-sound correspondance for blending. In this unit, students will be introduced to consontant clusters (ie, 'cl" or 'br'), letter names, rhyming words, and indpeendent reading.

 

**Time Management Note: Your primary goal should be to teach all of the exercises in a lesson, rather than every item in an exercise. For example, if an exercise includes 10 practice items, choose 5-6 and add additional items if time allows.

 

Notes to Teacher: Whenever the lesson suggests that the teacher display materials (such as modeling a worksheet), or whenever we refer to the blackboard, please choose the most convenient and effective method of reproducing and displaying the material for all to see. This may include making a transparency of the material and using an overhead projector, scanning the page and projecting it on a Smart Board, or writing the material on chart paper or a white board.

Weekly Overview

During this week, no new skills/concepts are introduced. All activities are designed for review and practice of concepts introduced during Unit 3. Teachers are encouraged to use this week to review and remediate during the skills block as needed.

The end of unit reading assessment should be given at some point during this week. Materials can be found in lesson 11. The assessment can be given whole group on one day or it can be given in small groups throughout the week. If needed, reduce the amount of time for practice activities during lessons 11-14 to create time to give the end of unit assessment.

 

 

 

Weekly Overview (Note: this covers both the week of November 13 and the abbreviated Thanksgiving week)

Lesson 1: During the Warm Ups of this unit, students will begin to practice segmenting. Remember to consult the Assessment and Remediation Guide for Unit 4, Section II, as well as the Pausing Point exercises listed under ""Recognize and Isolate the Sounds in Unit 4"", for students who need additional practice recognizing and isolating the sounds taught during this unit. Complete all of the activities in the lesson--if short on time, do a few numbers of the items in each section, but do not skip a section altogether.

Lesson 2: Complete the lesson as is.

Lesson 3: Complete the lesson as is. When students are drawing an 's' in the air with their arm, you can encourage them to remember how the picture of the /s/ sound looks, by saying it is like a ""sssssnake""

Lesson 4: Complete the lesson as is. Remember, if you are short of time, complete every activity, but just shorten the number of items in each activity (i.e. do one chaining activity versus two). It is important that every activity is completed to ensure student mastery of the concepts.

Lesson 5: This is a review lesson that will cover concepts taught in lessons 1-4. If your class (or some of your students) are ready, you can have students individually complete the chaining activity, as well.

 

 

 

 

Weekly Overview

Lesson 6: Complete the lesson as is.

Lesson 7: This lesson has many different components. It is important that students have exposure to each activity in this lesson, since they will be exposed to a new sound, practice sound discrimination, complete a chaining activity, and participate in a sound dictation activity. Remember, if you are cutting down the lesson due to time constraints, ensure students get to participate in all activities, just a shorter number of items in each one.

Lesson 8: Complete the lesson as is. Take note of the suggestions on the left-hand side for students who are struggling with the material.

Lesson 9: Take special note of the ""Minimal Pairs"" activity, since students often struggle between identifying the /e/ and /i/ sounds. Reference the ""Newly Decodable Words"" in the ""Supplemental Resources"" of the lesson for ideas of words to use in your Morning Message and throughout other parts of the day.

 

 

 

 

 

 

Assessment

End of Unit Assessment

Weekly Overview

No new skills/concepts are introduced this week. All activities are designed for review and practice of the concepts introduced during unit 4. Teachers are encouraged to review and remediate during the skills block as needed.

 

The end of unit reading assessment should be given at some point during lessons 11-15. Materials can be found in lesson 11 and an overview of the assessment can be found on pages 4-5 of the teacher unit guide. The assessment can be given whole group on one day or it can be given in small groups throughout the week. If needed, reduce the amount of time for practice activities during lessons 11-15 to create time to give the end of unit assessment. "

Assessment

(TRC/DIBELS MOY Window opens)

-End of Unit Assessment (if not delivered during Week 5)

Weekly Overview

Lesson 14: During this review, students will practice reading by using ""Wiggle Cards"". You will need to prepare cards for this. The words to use for the cards can be found on page 89 of the Teacher's Guide. Consider incorporating the language of 'phrases' in your Morning Message and throughout other portions of the day.

 

Lesson 15: Students complete a variety of review activities in this lesson, as well. As part of this lesson, students will play ""Spelling Hopscotch"". The materials for this game will need to be prepared ahead of time. See the top of page 92 for more information.

 

Lesson 1: At this point in the curriculum, if students have not already done so, they can transition from writing in crayon to primary pencils.

 

Lesson 2: Beginning with this lesson, there will be designated time for small group work to differentiate to students' ability levels. Activities are suggested for small group instruction. However, you may also choose activities from the Pausing Point, the Assessment and Remediation Guide, or previous units, that meet students' needs. The curriculum has plans for 2 small groups, but you may choose to split your students into more groups than that. These groups should be flexible and can vary from day-to-day based on student need."

 

Assessment

(TRC/DIBELS MOY Window open)

Weekly Overview

"Lesson 3: This lesson includes structured small group time. Small Group 2 is for students who are able to decode CVC words. Students can do this work independently. Small Group 1 is more differentiated and will need to be facilitated by the teacher. Students will practice saying each individual letter-sound and blending them together. Use data from the previous lesson, as well as annecdotal observations, to inform your groupings. Review the supplemental resources for words to include throughout the day (i.e. in morning message) and wiggle cards that you could use during transitions.

 

Lesson 4: When students are completing the ""minimal pairs"" activity, have them make the gesture for the /o/ sound (finger around their mouth). Again, reference the supplemental guide for ways to include the new spelling sound throughout your day.

 

Lesson 5: This is a review lesson. Students complete a variety of chaining activities. If students need additional chaining practice, you may use the activities in Unit 5, Section II of the Assessment and Remediation Guide.

 

Lesson 6: You may want to prepare students' chaining folders before the lesson (switching out 'f' for 't'), to save time during the lesson. Remember to reference the supplemental resources, to find ways to include the new sounds and spellings throughout your day.

"

 

Assessment

(TRC/DIBELS MOY Window open)

Weekly Overview

Note: starting this week there are only 3 skills lessons. This should allow teachers additional time to complete MOY Reading3D Testing. Teacher are encouraged to split the three skills lesson over five days and use the additional 30-40 minutes each day for testing.

 

Lesson 7: For Small Group 2, you may want to have a different activity for students to complete if they finish early (rather than sharing their illustrations with a partner) - this could be reading books that have phonics patterns they have learned thus far or completing additional worksheets using the letter-sounds they have already learned. For Small Group 1, you will need the Pet Fun big book.

 

Lesson 8: You may need to model how to complete the worksheet for Small Group 2. Remember to reference the supplemental resources to find ways to weave the letter-sound correspondences that students have learned throughout the day.

 

Lesson 9: As you prepare to teach the letter-sound /x/, remember /x/ actually consists of two sounds, /k/ and /s/. When students are reading the phrases on Worksheet 9.1, have them point to each word to ensure that they are reading all words in the phrase. Remember to complete every activity in the lesson and decrease the number of items in each activity if you are short on time."

Assessment

(TRC/DIBELS MOY Window open)

Weekly Overview

"No new skills/concepts are introduced this week. All activities are designed for review and practice of the concepts introduced during unit 4. Teachers are encouraged to review and remediate during the skills block as needed. The end of unit reading assessment should be given at some point during lessons 12-16. Materials can be found in lesson 12.

 

The assessment can be given whole group on one day or it can be given in small groups throughout the week. If needed, reduce the amount of time for practice activities during lessons 12-16 to create time to give the end of unit assessment."

Assessment

(TRC/DIBELS MOY Window open)

Weekly Overview

"No new skills/concepts are introduced this week. All activities are designed for review and practice of the concepts introduced during unit 4. Teachers are encouraged to review and remediate during the skills block as needed. The end of unit reading assessment should be given at some point during lessons 12-16. Materials can be found in lesson 12.

 

The assessment can be given whole group on one day or it can be given in small groups throughout the week. If needed, reduce the amount of time for practice activities during lessons 12-16 to create time to give the end of unit assessment."

Assessment

Weekly Overview

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