Kindergarten Pacing Guide: Q3 CKLA

Q1 Guide

Q2 Guide

Q4 Guide

Listening & Learning

Overview

Week 1 - 2/4

Week 2 - 2/11

Week 3 - 2/18

Week 4 - 2/25

Week 5 - 3/4

Week 6 - 3/11

Week 7 - 3/18

Week 8 - 3/25

Week 9 - 4/1

Notes

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).

Domain 5: This domain will introduce students to several farm animals as well as to crops that people grow on farms. Students will learn how farmers meet the needs of farm animals.  Students will be able to make the connection from their learning in the Plants domain that animals need food, water, and space to live and grow—just as plants do. Students will be able to contrast how plants make their own food with how animals get their food from eating plants or other living things. Students will also understand the importance of farms as a source of food and other products people use. Finally, students will also become familiar with the classic story “The Little Red Hen,” which introduces the seasonal rhythm of planting, growing, and harvesting. Reading this story to Kindergarten students may also stimulate class discussion of helping one another and doing one's part to reap the benefits of a reward.

 

 

Unit 4

Lesson 3a

Lesson 3b

Lesson 4a

Lesson 4b

Pausing Point

Assessment:

Domain 4 Pausing Point

Notes

Lesson 3: In this lesson, students will learn about the life cycle of a plant. You will need a yardstick for this read aloud. Again, students will be asked to compare and contrast plants to humans - this will help them understand plants better. On the Domain Assessment, students will need to know the life cycle of a plant begins with a seed. You may want to plant seeds as a class, so you can observe the life cycle of a plant over the course of this domain.

Lesson 4: During this lesson, students will listen to a fictional story about a turnip. This lesson is not assessed on the Domain Assessment, but it is important for students to be exposed to the fiction genre and to see how plants can be represented across genres. Bring in a real turnip for the class to see if you can find one. For the extension activity, students will represent the life cycle of a turnip, which will reinforce knowledge learned in lesson 3.

Unit 4

Lesson 5a

Lesson 5b

Lesson 6a

Lesson 6b

Notes

Lesson 5: In this lesson, students will be introduced to Polly the Honeybee. Using a bee puppet to tell this story will add to student engagement. Students will learn about pollination. For the extension activity, you will need either cotton balls or scraps of paper. It would be a helpful visual if there were a few scraps of paper/cotton balls each colored different colors, so students can see how pollination works.

Lesson 6: Again, using the bee puppet for this lesson will add to student engagement. You will also need an apple for this lesson. The read aloud also discusses cherries, strawberries, and watermelons and their seeds. Bringing in these fruits will also increase student engagement and help students visualize the content of the text. It will also help students with the extension activity where they have to guess which seed goes with which fruit.

Unit 4

Lesson 7a

Lesson 7b

Lesson 8a

Lesson 8b

Notes

Lesson 7: In this lesson, students will read a story about Johnny Appleseed. While there are no questions on th Domain Assessment on Johnny Appleseed specifically, students will be assessed on the meaning of the word, "hero." Also, this story will help students synthesize what they have learned about seeds and the plant life cycle thus far. You may want to enrich this lesson with a short YouTube clip on Johnny Appleseed, as well.

Lesson 8: In this lesson, students learn about deciduous trees. They will need to know that deciduous trees loose their leaves in the winter. On the extension activity, they will be asked to draw a deciduous tree during the four different seasons. Students may need a review on what each season is like. You could do this through images or a short video. Students will need to be able to differentiate between a deciduous tree and an evergreen tree, as well as define both, on the Domain Assessment, so it is important they internalize that deciduous trees loose their leaves.

Unit 4

Lesson 9a

Lesson 9b

Lesson 10a

Lesson 10b

Notes

Lesson 9: In this lesson, students will learn about evergreen trees, and the fact that evergreen trees keep their leaves all year. You may want to create an anchor chart that shows the difference between evergreen and deciduous trees for students to refer to, since this may be a concept that is difficult for students to grasp.

Lesson 10: In this lesson, students learn how people use plants to survive. You may want to bring in different types of plants that we eat, including vegetables, bread, rice, etc, in order to enhance the lesson. The text also discusses cotton, sap, and rubber, which could be brought in as well. Students will need to understand different things people can get from plants for the Domain Assessment. This idea will also be reinforced in the extension activity.

Unit 4

Lesson 11a

Lesson 11b

DR

DA

CA

Assessment:

Domain 4 Assessment

Notes

Lesson 11:

In this lesson, students will learn about George Washington Carver. You will need a map of the United States to show where we live versus where George Washington Carver lived, as well as where he went to college. For the Domain Assessment, students will need to recall that Carver was referred to as the "plant doctor." For the second part of this extension activity you have the option of reading a trade book on plants. If you choose to do that, you will need a trade book. (There is a list of related trade books at the beginning of the Teacher's Guide.)

Domain Review:

Choose a review activity based on student misconceptions you have observed throughout the domain. Choose an activity that addresses those misconceptions and will also be covered on the Domain Assessment.

Domain Assessment:

Complete as is. Pull students to complete in small groups, if necessary. In addition, this Domain Assessment has 4 parts, so you may want to give students a "brain break" in the middle.

Culminating Activities:

Choose a Culminating Activity that addresses students' misconceptions, according to the results of the Domain Assessment. you can have the whole class complete one Culminating Activity, or you can choose to have students work in small groups on an activity that meets their needs.

Unit 5

Lesson 1a

Lesson 1b

Lesson 2a

Lesson 2b

Notes

Lesson 1: In this lesson, students will be introduced to Old MacDonald's farm. They will learn what kinds of animals are on a farm, as well as what sounds they make. Students will need to know this information for the Domain Assessment, as well. In order to increase engagement, you may want to dress up as a farmer! There are also farms in the Chicagoland area, which are available to visit as field trips, which would be a great way to enhance this domain.

Lesson 2: In this lesson, students will learn all about cows. For the Domain Assessment, students will need to know that a baby cow is called a 'calf.' They will also need to know that animals eat hay to live and grow. Students will reinforce their learning from the read aloud by reviewing the pictures during the extension activity. Students will state what they learned from each picture in their own words. Push students to speak in more complex sentences, using domain vocabulary.

Unit 5

Lesson 3a

Lesson 3b

Lesson 4a

Lesson 4b

Notes

Lesson 3: In this lesson, students learn lots of information about chickens. On the Domain Assessment, students need to know that eggs come from an animal (chicken). In order to enhance this lesson, you could bring in an egg to crack to show students the two parts of an egg (the white and yolk).

Lesson 4: In this lesson, students learn facts about pigs. On the Domain Assessment, students will need to identify the sound a pig makes, so that should be emphasized in your discussion. For the extension activity, you will be reading a trade book about farms and animals on the farm. A list of possible trade books is at the beginning of your Teacher's Guide.

Unit 5

Lesson 5a

Lesson 5b

PP

Lesson 6a

Lesson 6b

Assessment:

Domain 5 Pausing Point

Notes

Lesson 5:

In this lesson, students will learn all about sheep. Students will not have to know facts about sheep for the Domain Assessment, however, this lesson is a great opportunity to build their background knowledge. The lesson also ties in a nursery rhyme from Domain 1. You may want to incorporate kinesthetic movements when you recite this rhyme with your class. For the extension activity, students will work with words related to the domain. You can push students to use these words in their responses going forward.

Pausing Point:

For this Pausing Point, you will have students recite the song "Old MacDonald Had a Farm" one-by-one. You may want to pull a few students every day for a few days to complete this assessment, rather than assessing all students in one day, depending on your class size.

Lesson 6:

In this lesson, students will learn about various crops that can be grown on the farm. In order to enhance the lesson, you could bring a variety of vegetables for your students to try. You could also bring in flour to show students. For the Domain Assessment, students will be able to identify crops. They will also have to know which crops can become food for people (apples and corn). Students will review what they learned in the read aloud during the extension activity.

Unit 5

Lesson 7a

Lesson 7b

Lesson 8a

Lesson 8b

Notes

Lesson 7:

In this lesson, students will listen to a story about a hen that grows a crop. This lesson will help students synthesize their learning from the previous lesson about crops, which will help to answer those questions on the Domain Assessment. Students will also act out the story for the first part of the extension activity. You may want to create a developmentally appropriate rubric to share with students to show them how they will be assessed during the performance - emphasize the gestures students should use for various parts of the plot.

Lesson 8:

In this lesson, students will learn about the activities that take place on a farm during the different seasons.  Make sure to spend some time discussing how tractors make farming easier.  This will come up on the Domain assessment.  Also, make sure to spend time during the read aloud discussing the meaning of ""harvest.""  This will come up as well.

Skills

Overview

Week 1 - 2/4

Week 2 - 2/11

Week 3 - 2/18

Week 4 - 2/25

Week 5 - 3/4

Week 6 - 3/11

Week 7 - 3/18

Week 8 - 3/25

Week 9 - 4/1

Notes:

Quarter 3 SKILLS Pacing Guide

Unit 6 Overview: In Unit 6, students will be introduced to one new letter-sound correspondence: 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 correspondence for blending. In this unit, students will be introduced to consonant clusters (ie, 'cl" or 'br'), letter names, rhyming words, and independent reading. Letter names are introduced during this unit. Consonant clusters are also introduced in this unit. This unit also introduces students to individual readers that match and supplement "Big Book" work.

Unit 7 Overview: In Unit 7, students are introduced to digraphs- ch, sh, th (voiced and unvoiced), and ng. Students are also introduced to qu. CKLA introduces theses to students as "letter teams". Until now in CKLA, students have been taught a "1-1 correspondence", meaning that each letter represents one sound that can be blended together. Teachers will need to call out that the "two letters for 1 sound" concept is new and changes something students have previously learned. Digraphs are represented in CKLA using bold text.

Unit 8 Overview: In Unit 8, students are exposed to tricky words. Previously, all words in text have been decodable. The tricky words introduced during this unit are: the, a, of, all, one, from, was. Students will begin to see these words in decodable readers. Students will also learn double-letter spellings (ll, ff, zz, ss, pp, etc) that usually come after a short vowel sound. The double letter spellings should not cause students difficulty when reading, but may cause students confusion when spelling. In this unit, students may be exposed to multi-syllabic words (swimming) but they will not see these words in the reader or workbook.

Unit 6

Lesson 5

Lesson 6

Lesson 7

Lesson 8

Notes

Lesson 5: This lesson follows a similar structure as previous lessons. Students will blend words with consonant clusters, review letter names, listen to a read aloud from the Big Book, and read in partnerships. The homework for this lesson requires a brass fastener. You may want to make these wheels ahead of time for students, in case they don't have these materials at home. Be sure to use phrase and wiggle cards throughout the day.

Lesson 6: In this lesson, students will begin to use their personal chaining folders. Students will spell the words said orally using small letter cards in their own individual folders. For homework, students will read sentences to an adult. You may want to add a signature line to increase student accountability.

Lesson 7: For the dictation in this lesson, you will need to guide students through the process until they feel comfortable with it. You may need to pull a group of students to complete the worksheet as guided practice. Make sure you are teaching students how to use the table of contents to find the story they should be reading during partner reading. For the second page of homework, students may need flash cards. You may want to prepare these in baggies for students ahead of time.

Lesson 8: In this lesson, a new chaining routine will be introduced - students will work in partnerships and one student will create the word said out of letter cards, while the other student writes the word down. You could have students use personal whiteboards for the writing, if you would prefer.

Unit 6

Lesson 9

Lesson 10

Lesson 11

Lesson 12

Notes

Lesson 9: This lesson follows a similar structure as previous lessons. Students will blend words with consonant clusters, complete a dictation, listen to a read aloud, and participate in partner reading. Again, for homework, students will need notecards and baggies, so this may be something you want to prepare and give them ahead of time.

Lesson 10: This lesson includes a ""Tap and Spell"" activity. In order to prepare for this activity, you will need to create letter cards that students can tap their foot on. You can use card stock or construction paper to make these cards, if you would prefer students don't tap or step on the letter cards given in the curriculum. Students will use their foot to tap each letter of a word to spell it, saying the sound as they tap the card. All other activities in this lesson have been completed previously.

Lesson 11: Students will use individual chaining folders and review rhyming words in this lesson. There is no homework given for this lesson. You may want to create a worksheet that reviews rhyming for homework for students."

Lesson 12: In this lesson, students will review letter names by playing a game called, 'Alphabet Soup'. Students will select a card from the container and say the letter name and sound. For the demonstration story in this lesson, you will first read the story, "Up", from the Big Book, and then students will read the story aloud as a whole class from their readers. If you finish early, you can read "Mumps" and "Kit's Pants" aloud as a whole class, as well.

Unit 6

Lesson 13

Lesson 14

Lesson 15

Assessment:

End of Unit Assessment (Lesson 15)

Notes

Lesson 13: In this lesson, students will play a 'Letter Name Sprint'. Two students will play at a time. You will say a letter name and have students race to pick it up. You can also modify this game by writing the letters on the board and then just have students point to them, or tap them with a fly swatter. This lesson also includes large card chaining. In order to have all students participate during the large card chaining, have students write the words being created on personal whiteboards or in a Skills notebook.

Lesson 14: This lesson follows a similar structure as previous lessons. Students will complete a warm up blending words with consonant clusters, complete a dictation, listen to a read aloud from a Big Book, and complete partner reading. For homework, students will need to cut out small cards and read them aloud to an adult. You may want to create an adult signature line for added accountability. Also, you may want to have students create these cards on notecards, rather than using the worksheet, in case they don't have access to scissors. This will also give students a bigger card to hold onto.

Lesson 15: The first two parts of the assessment will be completed whole group. Students will circle the letter that corresponds with the letter name you say aloud. In the second part, students will color in a smiley face if the two words said aloud rhyme and a frown face if they do not. For the third part of the assessment, you will read a word aloud and students will need to circle the correct word. You may want to create parallel worksheets with different words to complete with students first, so that they are familiar with the format of the assessments and you get accurate data. You may also choose to complete the assessment in small groups, based on your class' needs.

Unit 7

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Notes

Lesson 1: The Warm-Up exercise for Unit 7 has two sections. In Part A, you will segment words containing up to five sounds, with consonant clusters at the beginning and/or the end of the word. You will begin with a set of six words which will be repeated for the first few lessons. You will also add a new word in every lesson until you have a set of 10. At that point, you will drop the oldest word when adding a new word in the next lesson. This will maintain a set of 10 words at all times. In Part B of the Warm-Up, you will review selected sounds and spellings that have been taught. You can always review all of the sounds if you think your students are ready. The worksheet students will complete during differentiated instruction can be confusing for students. Model this worksheet and do some guided practice to ensure students understand how to complete it. Be sure to incorporate the phrase and wiggle cards throughout your day.

Lesson 2: In this lesson, students will learn the spelling for the /sh/ sound. One Fish, Two Fish, Red Fish, Blue Fish by Dr. Seuss has many examples of the /sh/ sound. If possible, you should find the opportunity to read this book to the class. This would be a great way to introduce the sound to students and/or to use it as a check for understanding by reading it aloud and having students raise their hand when they hear the /sh/ sound. Students will also use individual chaining folders in this lesson. For homework, students will need to cut out cards with /ch/ sound in them and read them aloud. You may want to have students write these words on notecards, so they are easier to hold onto, and will help students who don't have access to scissors.

Lesson 3: Students will complete the "Chain and Copy" exercise in this lesson. Students who are copying the words can write them on personal whiteboards or in a notebook. Again, during differentiated instruction, model the worksheet and complete some guided practice with students, since it is a new format, to ensure they know how to complete it correctly.

Lesson 4: This lesson follows the same format as previous lessons introducing a new spelling. Students will complete a warm-up, learn about the /th/ sound and how to spell it, and participate in a chaining activity. It is also recommended that students re-read from the reader, Kit, to develop fluency and accuracy with any extra time.

Unit 7

Lesson 5

Lesson 6

Lesson 7

Lesson 8

Notes

Lesson 5: This lesson introduces the other /th/ sound. They are referred to as 'sister sounds.' Make sure that you complete the activities where students compare the two different sounds, so that they understand the difference. For the differentiated instruction portion of the lesson, you will need to write the phrases in advance for student's reference. Students will have homework from this lesson, as well.

Lesson 6: Students will participate in 'Spelling Hopscotch' in this lesson. You will need to prepare letter cards that students can step on. Refer to your Teacher's Guide on how to set the letter cards up on the floor. The 'Chain and Copy' routine is also included in this lesson.

Lesson 7: In this lesson, students will learn about the /qu/ sound. They will practice the sound through riddles, a worksheet and chaining. In the homework for this lesson, students will need a brass fastener. You may want to make the wheels ahead of time, since some students may not have access to these materials at home.

Lesson 8: In this lesson, students will learn about the /ng/ sound. It is often hard for students to differentiate between the /n/ and /ng/ sound. Make sure the complete the activity on 'Minimal Pairs', so students can practice differentiating the two. The worksheet for differentiated instruction can be confusing for students, so make sure you do enough clear modeling/guided practice before sending them off to work on their own. As always, be sure to incorporate the phrase and wiggle cards throughout the day.

Unit 7

Lesson 9

Lesson 10

Lesson 11

Lesson 12

Assessment:

Lesson 11: End of Unit Assessment

Notes

Lesson 9: In this lesson, students will review all of the sound spellings taught in this unit. For the practice worksheet, students will need to determine how many sounds are in a word. This is a new worksheet for students, so they may need extra modeling/guided practice before completing it independently. This lesson will also be the first lesson in Unit 7 when you read a demonstration story from the Big Book. For this reading, students can follow along in their own readers. For homework, students will need to cut out cards with the sounds learned in this unit and read them aloud. You may want to have students write these words on notecards, so they are easier to hold onto, and will help students who don't have access to scissors.

Lesson 10: In this lesson, students will review all of the sounds taught in this unit again, through a warm-up, a dictation exercise, a demonstration story, and partner reading. During the demonstration story, again, students can follow along in their own readers. For the partner reading, make sure students don't read ahead, even though they won't be have new spellings in this particular reader, we don't want them to get into the habit, since other readers will have new spellings in them.

Lesson 11: In Lesson 11, you will administer Part 1 of the End-of-Unit assessment where students circle the word that you pronounce. You may want to create a parallel worksheet for students to complete before administering the assessment, so that they are familiar with the format. For Part 2 of the assessment, you will need to pull students one-by-one to read words with the spellings learned in Unit 7. You will have 7 lessons to pull all students. You may choose to pull students during partner reading or when students are completing independent worksheets. This lesson also includes a demonstration story and partner reading. For homework, students need to read to their families, so you may want to create an adult signature line to increase accountability.

Lesson 12: This lesson consists of a warm-up, a chaining activity, an independent practice worksheet, and partner reading. You can pull students one-on-one to assess them on Part 2 of the End-of-Unit assessment during the independent practice worksheet, as well as partner reading. Again, students will need to read aloud to a family member for homework, so you may want to include a signature line to increase accountability.

Unit 7

Lesson 13

Lesson 14

Lesson 15

Lesson 16

Notes

Lesson 13: This lesson is very similar to lesson 12. Students will participate in a warm-up, a chaining activity, a demonstration story, as well as partner reading. Pull students one-on-one during partner reading to administer Part 2 of the End-of-Unit assessment.

Lesson 14: Again, this lesson consists of a warm-up, an independent practice worksheet, a demonstration story, and partner reading. You can pull students one-on-one to assess them on Part 2 of the End-of-Unit assessment during the independent practice worksheet, as well as partner reading. Again, students will need to read aloud to a family member for homework, so you may want to include a signature line to increase accountability.

Lesson 15: This lesson includes the 'Tap and Spell' activity. You will need to prepare letter cards students can step on for this activity. For the 'Circle Spelling' worksheet ensure you do sufficient modeling/guided practice, since this is a worksheet that tends to confuse students. You can pull students one-on-one to complete Part 2 of the End-of-Unit assessment, while students work on the worksheet independently. Students will also participate in partner reading, which is another time you can pull students to complete Part 2 of the assessment. Again, students will need to read aloud to a family member for homework, as well as recite all 26 letter names, so you may want to include a signature line to increase accountability.

Lesson 16: This lesson is similar to previous lessons. Students will complete a warm-up, read wiggle cards, complete a practice worksheet (during which time you can pull students one-on-one to complete Part 2 of the End-of-Unit assessment), a demonstration story, and partner reading (again, when you can pull students one-on-one for Part 2 of the assessment). Homework is included in this lesson.

Unit 7

Lesson 17

Unit 8

Lesson 1

Lesson 2

Lesson 3

Assessment:

Lesson 17: End of Unit Assessment

Notes

Lesson 17: This is the last lesson where you will have time to assess students one-on-one on Part 2 of the End-of-Unit assessment. Again, you can pull students for the assessment during the independent practice worksheet, as well as during partner reading. This lesson also includes 'Word Reading Sprints'. You will need to prepare these word cards ahead of time. For the activity, two students will race to retrieve the word you say aloud. If you would prefer students don't run in the classroom, you could write the words on the board and have two students stand at the board and point at the correct word. (They could also use a fly swatter or some other type of pointer.) For homework, students will read aloud to a family member, as well as recite a rhyming word to a word read aloud by a family member. Again, adding a signature line will increase accountability. You could also provide a space for parents to write in the rhyming word their child says aloud.

**Note: Teachers may choose to use their flex day this week on Tuesday to accommodate for the end of unit assessment.

Lesson 1: In Part A of the Warm-Up, the goal is to review the five short vowel sounds /i/, /e/, /a/, /u/, and /o/. In Part B, you will review the digraphs and other spellings taught using Large Cards. Choose cards for spellings students need to practice. The ability to quickly decode letter-sound correspondences is essential for fluent reading. Any students who are not able to quickly provide the sounds associated with specific letters should be given opportunities for additional practice.  If students need additional practice writing Tricky Words, you may select appropriate Pausing Point exercises from those addressing writing Tricky Words and the activities in Unit 8, Section I of the Assessment and Remediation Guide.

Lesson 2: See the notes from Lesson 1 about the Warm-Up.  Lesson 2 begins small group, differentiated instruction for this Unit. As always, you may choose to do a targeted activity from the ARG, rather than the suggested option in the Teacher's Guide, if that will better meet the needs of your students.

Lesson 3: In this lesson, students will review the short vowel sounds /o/, /a/ and /i/ and the digraphs /ch/, /sh/, /th/, /ng/ and 'qu/.  You can do Flash Card review with students to practice Tricky Words.  For homework, students will be cut out and arrange Tricky words into phrases to read to a family member.  You may want to have students write the words down on notecards, rather than using the worksheet.  This will be helpful to those students that may not have scissors at home.  They will also have larger cards to practice with.

Unit 8

Lesson 4

Lesson 5

Lesson 6

Notes

Lesson 4: This lesson follows a similar structure as previous lessons.  You may want to project the set of words for the Making Phrases with Tricky Words activity on the overhead or Smartboard if available.  Students will be identifying rhyming words in today's lesson.

Lesson 5:  This lesson follows a similar structure as previous lessons.  You will need to prepare a 3-column chart for  /u/, /ng/ and /sh/ for the Reviewing Letter Sounds activity. If time permits, you may want to ask students to add some of their own words to the column.  For the partner reading, make sure students don't read ahead.  We don't want them to get into the habit, since other readers will have new spellings in them.  For homework, students will be reading to a family member.  You may want to include a signature line for accountability.

Lesson 6: For the dictation in this lesson, you will need to guide students through the process until they feel comfortable with it.  You may need to pull a group of students to complete the activity as a guided practice.  Make sure to have students refer to the Sounds Poster as a resource.  Students will be reading "Tasks" in their small groups.  Make sure to take anecdotal notes regarding students' reading progress.  For homework, students will be reading a story to a family member.  You may want to include a signature line for accountability.

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