Q1 Kindergarten ELA Pacing Guides SY 2017-18

Q1

SY 17-18

Q2

SY 16-17

Q3

SY 16-17

Q4

SY 16-17

Listening & Learning:

  • Listening & Learning Overview

    Domain 1: Nursery Rhymes and Fables

    This domain introduces students to popular nursery rhymes and fables. These texts help students learn important vocabulary and build phonemic awareness.

     

    Review the vocabulary for this domain (pg. 4 of the Domain 1Teacher's Guide). Words written in bold have a corresponding word work activity. Students are not expected to master these words the first time they are exposed to them, but through repeated exposure, they should acquire a good understanding.

     

    Please reference the supplemental guide for lesson plans with scaffolded instruction. This could be used for EL or DL students, as well as for students who are struggling with understanding the content.  These lessons could be taught whole group or small group.

     

    Trade Books recommended for Read Alouds throughout the Domain can be found on pg. 6 of your Domain 1 Teacher's Guide. Websites that align to the domain can be found on pg. 8 of the Teacher's Guide. These lists can also be found in the Teacher Resource pages at the end of the Guide.

     

    Note: In order to increase students' Listening and Learning stamina, make it a goal to try at least 2-3 Turn and Talk opportunities during the fable read alouds to increase student engagement and discourse. There will also be opportunities for Think-Pair-Share at the end of each read aloud.

     

    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.

     

    Review the vocabulary for this domain (pg. 3 of the Domain 2 Teacher's Guide). Words written in bold have a corresponding word work activity. Students are not expected to master these words the first time they are exposed to them, but through repeated exposure, they should acquire a good understanding.

     

    Please reference the supplemental guide for lesson plans with scaffolded instruction. This could be used for EL or DL students, as well as for students who are struggling with understanding the content.  These lessons could be taught whole group or small group.

     

    Trade Books recommended for Read Alouds throughout the Domain can be found on pg. 5 of your Domain 2 Teacher's Guide. Websites that align to the domain can be found on pg. 9 of the Teacher's Guide. These lists can also be found in the Teacher Resource pages at the end of the Guide.

     

    Note: In order to increase students' Listening and Learning stamina, make it a goal to try at least 2-3 Turn and Talk opportunities during the read alouds to increase student engagement and discourse. There will also be opportunities for Think-Pair-Share at the end of each read aloud.

  • Week 1: September 4

    Domain

    1

    Lesson

    1 (2 days)

    2 (2 days)

    Assessment

    In Lesson 2B, there is an opportunity to assess chosen students' abilities to recite "Rain, Rain Go Away" using Instructional Master 2B-1 (pg. 169 in Teacher's Guide).

    Notes:

    **To increase student engagement, you could set up a table where you collect things that come from the nursery rhymes (i.e. a pig stuffed animal, a spider, a silk rose, a candlestick, etc).**

    Weekly Overview: This week, students will be introduced to four different nursery rhymes, participate in student discussions about the text and complete word work/vocabulary activities for each lesson.

    Lesson 1: Reference the Supplemental Guide for alternative language for the lesson that will provide more scaffolds for your students. Point to each word as you read the rhymes. Rhymes can be used to transition during the day. By the end of the unit, students should be able to recite one of the rhymes from the domain on their own. Discussion of the rhyme should be 5 minutes--you do not need to get through all of the questions--prioritize the questions based on your students' needs/comprehension. Model TPS with another student, since this will be the first time they have tried this routine. Make sure to do the "Word Work" portion of this lesson, since students will be assessed on it at the end of the domain. For Part 1B, again, be sure to complete the multiple meaning word activity. Acting out "Ring around the Rosie" will be a good way for students to internalize the rhyme. This can also be used for transitions throughout the day.

    Lesson 2: Same guidelines as above--point to the words as you read them, model TPS, be sure to include the "Word Work" portion, and consider using the rhyme to transition throughout the day. In part 2B, there is an opportunity for assessment (having students or a group of students recite the poem). This is denoted in the curriculum with a #10 with a gray circle around it. Use Instructional Master 2B-1 to assess.

  • Week 2: September 11

    Domain

    1

    Lesson

    3 (2 days)

    4 (2 days)

    Assessment

    In Lesson 3B, there is an opportunity to assess chosen students' abilities to recite "Jack Be Nimble" using Instructional Master 2B-1 (pg. 169 in Teacher's Guide).

    Notes:

    Weekly Overview: This week, students will read four more nursery rhymes, participate in student discussions and complete word work/vocabulary activities for each lesson.

    Lesson 3: For Part 3A, follow the guidelines given in the previous lessons. The discussion for this section is only 5 minutes to allow time for dramatizing the nursery rhyme. Prioritize questions based on student understanding and set a timer to ensure you stay on pace. For 3B, some students will have the opportunity to recite, "Jack Be Nimble", which can be used as an assessment opportunity. Students will act out the nursery rhyme in this section, as well.

    Lesson 4: Part 4A asks students to make predictions. You may need to model how to make a prediction based on picture evidence first. Complete the "Word Work" section to help students begin to internalize the meaning of the word "fetch". For Part 4B, consider bringing in cottage cheese to help build students' background knowledge. Students will also need to know the meaning of "tuffet"--having a small stool to point to would be helpful.

  • Week 3: September 18

    Domain

    1

    Lesson

    5 (2 days)

    6 (2 days)

    Assessment

    In Lesson 6B, there is an opportunity to assess chosen students' abilities to recite "Star Light, Star Bright" using Instructional Master 2B-1 (pg. 169 in Teacher's Guide).

    Notes:

    Weekly Overview: This week, students will be introduced to four more nursery rhymes, participate in student discussions and complete word work/vocabulary activities for each lesson.

    Lesson 5: For Part 5A, the discussion is to be 5 minutes. Remember the goal is to elicit rich discussion, rather than ask all of the questions--prioritize questions based on the anchor objective. During the "Word Work" portion of the lesson, students will be completing the Making Choices activity again. You can call on single students, or have students share their response with a partner, or complete it more as a "call and response" activity. For Part 5B, during echo reading, there is an opportunity for an "Above and Beyond" activity (denoted with the arrow), where students who are ready to be pushed, come up and recite the poem, using their finger to point to the words. Be sure to complete the "Rhyming" portion of the lesson to build students' phonemic awareness.

    Lesson 6: For Part 6A, if students are having difficulty identifying the rhyming words, you can pull out the rhyming words and ask if they rhyme (i.e. Do "night" and "bright" rhyme?). For Part 6B, see the Making Choices options from Lesson 5.

  • Week 4: September 25

    Domain

    1

    Lesson

    PP (1 day)

    7 (2 days)

    8 (2 days)

    Assessment

    The Pausing Point has the Mid-Domain Student Performance Task Assessment. For this task, you will be assessing more students' abilities to recite a nursery rhyme using Instructional Master 2B-1 (pg. 169 in Teacher's Guide).

    In Lesson 8B, there is an opportunity to assess chosen students' abilities to recite "Little Bo Peep" using Instructional Master 2B-1 (pg. 169 in Teacher's Guide). This is the last opportunity in the curriculum to do this kind of assessment, so you will want to have all students finished by this day, or create a plan to finish before the end of the domain.

    Notes:

    Weekly Overview: This week starts with a review day (Pausing Point) of the nursery rhymes read so far. Students then read 4 for nursery rhymes, discuss and complete word work/vocabulary activities for each lesson.

    Pausing Point: Use this time to assess some students' ability to recite a nursery rhyme, using Instructional Master 2B-1. Choose from the activities listed in the lesson. You can give students choice on which activity to complete, complete the activities in small groups, or choose one activity to complete whole group. The "Nursery Rhyme Puppets" is considered an "Above and Beyond" activity. The Supplemental Guide also has idea of showing nursery rhyme videos or visiting nursery rhyme websites.

    Lesson 7: Part 7A has an "Above and Beyond" question to push students thinking, if appropriate. Remember to follow pacing guidelines in the lesson--the goal is to elicit rich discussion, rather than answer all of the questions. For Part 7B, you could bring different socks to increase student engagement.

    Lesson 8: Complete Part 8A as is, taking pacing considerations into the number of questions you ask students during the discussion. The opening to Part 8B is another opportunity for a student or group of students to recite a nursery rhyme. Complete 8B as is, taking pacing into consideration.

  • Week 5: October 2

    Domain

    1

    Lesson

    9 (2 days)

    10 (2 days)

    Notes:

    Weekly Overview: This week, students will be introduced to two more nursery rhymes and a fable, which they will get to act out!

    Lesson 9: Complete Part 9A as is. Be sure to complete the "On Stage" portion, as it introduces students to the concept of "dialogue". In part 9B, students are making predictions about "Humpty Dumpty."  Before reading--model first, if necessary. Consider bringing in an egg to increase student engagement.

    Lesson 10: The student discussion portion changes from 5 minutes to 10 minutes for this lesson. Be sure to save time for the "Word Work" portion to help increase students' vocabulary acquisition. For Part 10B, students have the opportunity to act out the fable. This will be important for students to synthesize their learning. You will also use Image Cards 1-4 to sequence and retell the fable. This can be done whole group, as an independent center, or a guided small group with the teacher.

  • Week 6: October 10

    Domain

    1

    Lesson

    11 (2 days)

    12 (2 days)

    Assessment

    In Lesson 11B, students will need to cut three pictures from the fable and put them in the correct order to assess their ability to retell a story in the correct sequence. It is important to also have students practice retelling the story to a partner.

    Notes:

    Weekly Overview: This week, students will read two more fables and complete follow-up activities to synthesize their learning.

    Lesson 11: For Part 11A, you will need a mirror and other reflective objects. Part 11B, is used as an assessment. You will need Image Cards 5-7 for this portion. Students will cut out three images from the story and put them in the correct order. Students should also retell the story to a partner, so that they get practice with retelling a story in the correct sequence of events.

    Lesson 12: For Part 12A, you may need to write the word "hare" on the board and explain the difference between "hair" and "hare" to students. For Part 12B, you will need Poster 7M. For the "Syntactic Awareness Activity", there is an "above and beyond" activity for students who are ready to combine two sentences into one. You could have a student volunteer try this whole group, or you could follow the suggestion and have students work in partners.

  • Week 7: October 16

    Domain

    1

    Lesson

    DR ( 1 day)

    DA (1 day)

    CA (1 day)

    Assessment

    Domain Assessment

    Notes:

    Weekly Overview: This week students will review what they learned during this domain, take a final assessment, and complete an engaging culminating activity to synthesize their learning.

    Domain Review: This lesson lists a number of different activities you could do to review the domain. The Domain Assessment assesses students' abilities to recall vocabulary, details from the stories, and rhyming words, so it would be best to choose an activity that reviews these things with students.

    Domain Assessment: Complete the Domain Assessment as is. If you think your students (or a group of students) needs more scaffolding, there is an alternative assessment in the Supplemental Guide on pg. 217. To score the assessment, use the "Tens Conversion Chart" in the "Teacher Resources" appendix (a score of 5 or above is considered sufficient).

    Culminating Activity: Use the results from the Domain Assessment to determine which Culminating Activity you would like to do with students. This could also be a good opportunity to pull a small group of students for remediation. Also, note the "Above and Beyond" activity for students who showed complete mastery on the Domain Assessment. The Culminating Activities are a great way for students to synthesize their learning and remember what they have learned going forward. This aligns with the CCSS Instructional shift of building knowledge through content-rich nonfiction.

  • Week 8: October 23

    Domain

    2

    Lesson

    1 (2 days)

    2 (2 days)

    Notes:

    Weekly Overview: Students will begin their study of the 5 senses through two read alouds with followup activities, in order to help them synthesize their learning.

    **To increase student engagement, you could set up a table where you collect and display things that represent the five senses (i.e. a mirror to see yourself, a Mr. Potato Head nose, sandpaper to touch, etc.**

    Lesson 1: Complete Part 1A as is. For Part 1B, you will take your students on a sensory walk. To push student learning, complete the "Above and Beyond" activity. This activity would be beneficial for all students. It is also an effective pre-assessment to determine students' understandings and misconceptions around the five senses. Reminder: throughout this Domain, you can refer to the Supplemental Guide, if you find your students, or a group of your students, needs more scaffolding.

    Lesson 2: For Part 2A, remember that the discussion is to be 10 minutes--prioritize questions that you think will help enhance student understanding and elicit a rich discussion. For Part 2B, complete as is. You may need to model how to brainstorm words that mean the same or different as "leap", before having students try. This would also be a good opportunity for a TPS and/or kinesthetic movements to be connected to the word.

  • Week 9: October 30

    Domain

    2

    Lesson

    3 (2 days)

    4 (2 days)

    Assessment

    Lesson 3B, has students complete a worksheet in which they draw loud and soft sounds. This should be used to assess their understanding of the vocabulary words "loud" and "soft".

    Notes:

    Weekly Overview:  This week, students will read, discuss and complete follow-up activities for two more senses--hearing and smelling.

    Lesson 3: Complete Part 3A as is. In Part 3B, students learn the song, "Hush Little Baby". This would be a good song to use to transition throughout the day. This lesson also has an assessment where students must draw loud and soft sounds.

    Lesson 4: For Part 4A, to increase student engagement, you could bring in items with a strong scent (i.e. a rose, a piece of pizza, perfume, etc). In Part 4B, you will create a class anchor chart of pleasant and unpleasant smells. This would be a good opportunity for students to turn and talk or stop and jot some ideas before sharing out with the class.

Skills

  • Notes to Teacher

    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.

  • Week 1: September 4

    Unit

    1

    Lesson

    1

    2

    Notes:

    **Note: Unit 1 is a review of skills students learn in Pre-K. If the majority of your class has been to Pre-K or has those skills already, you should give the Unit 1 Student Performance Task Assessment (found in lesson 10) as a pre-assessment to determine if you need to teach the unit.  If all of your students pass (guidelines for passing are found on pg. 5 of the Unit 1 Teacher's Guide), then you can skip to Unit 2. However, if even 1 or 2 students do not pass, it is better to complete Unit 1 with all students. Units 1-4 are designed to be used during whole group instruction, which the field tests have shown to be most effective.**

    **Time Management Note: Your primary goal should be to teach all of the exercises in a lesson, rather than every item in an exercise.**

    Weekly Overview: CKLA Skills follows a synthetic phonics approach - it teaches sounds and then attaches the sounds to letters, rather than teaching students a letter and the sound it makes. Therefore, CKLA avoids letter name lessons in the early lessons of Kindergarten, because the importance for reading is not the letter names, but the sound values the letters stand for. Therefore, in lessons 1 and 2 this week, students practice discriminating sounds, as well as some pre-writing skills.

    Lesson 1: Look at the notes in the margin for re-teach ideas if your students are having trouble mastering a particular concept. If short on time, the "Greeting" portion of the lesson could be completed during Morning Meeting. CKLA recommends that students write with short or broken crayons, rather than pencils, for all of Unit 1. The smaller stubs increase the likelihood of students grasping the crayon correctly with the tripod grip. Also, because crayons have greater resistance to paper than ink, they will strengthen finger and hand muscles.

    Lesson 2: Again, be aware of notes in the margin for re-teach opportunities found in the Pausing Point and the Assessment and Remediation Guide. Students will learn the song, "Where is Thumbkin?" during this lesson. This would be good to use during transition times throughout the day.

  • Week 2: September 11

    Unit

    1

    Lesson

    3

    4

    5

    6

    Assessment

    In Lesson 4, you will begin to administer a blending pre-test to students individually.  You can use this lesson to begin and continue through subsequent lessons (lessons 4-9). The pre-test is meant to assess students' ability to take isolated oral sounds and combine them into word form. You will assess students while other students are working on Worksheet 4.2 and any other work you deem appropriate. Use Worksheet 4.1 (from students' workbooks) to administer the test. Give students 1 point for each correct answer and 0 points for each incorrect answer. Note: If a student misses the first 5 items, you can discontinue the test.

    In Lesson 6, students will take the writing strokes pre-test. This pre-test can be administered whole group. Use the scoring guide at the end of Lesson 6 to determine which students are ready to start writing letters (introduced in Unit 3), and those that still need more work with pre-writing skills (in Units 1 and 2). The guidelines for this can be found on pg. 37 of the Teacher's Guide.

    Notes:

    Weekly Overview:

    Students will continue to work on sound awareness in lessons 3 and 4. They begin to work on word awareness in lessons 5 and 6, as well as pre-writing activities in all lessons.

    Lesson 3: For the "Spatial and Bodily Awareness" portion of the lesson, use a student to model the movements if you do not feel comfortable having your back to the class. During "Drawing Time", consider having a student come up and model drawing a vertical line on the birdcage and/or have students do it in the air with their finger, so they understand they should be drawing from top to bottom. This will also be a quick CFU for you.

    Lesson 4: See notes about administering the blending assessment. You will also need a glove for this lesson. Just like in Lesson 3, during "Drawing Time", consider having a student come up and model drawing a horizontal line on the ladder and/or have students do it in the air with their finger, so they understand they should be drawing from top to bottom. This will also be a quick CFU for you.

    Lesson 5: Continue administering the blending assessment to students during independent work time. You will need Play-doh for the "Fine Motor Skills" portion of this lesson. During "Drawing Time", ensure students are drawing circles to the left, as this will help with writing certain letters of the alphabet.

    Lesson 6: Continue administering the blending assessment from Lesson 4 to students during independent work time. See assessment notes for administering the writing strokes pre-test in this lesson.

  • Week 3: September 18

    Unit

    1

    Lesson

    7

    8

    9

    10

    Assessment

    Continue administering the blending pre-test from Lesson 4 during independent worksheet time in lessons 7, 8 and 9.

    In Lesson 10, worksheets 10.1 and 10.2 are assessment worksheets. Worksheet 10.1 evaluates a student's ability to draw the various types of lines and their knowledge of position words (i.e. top, bottom, left, right, etc). Worksheet 10.2 evaluates their ability to hear separate words in a sentence. When evaluating students' writing strokes, use the guide at the end of Lesson 6.

    Notes:

    Weekly Overview: This week, students' continue to practice pre-writing skills and word awareness. In Lesson 10, students take an assessment on everything they have learned in Unit 1.

    Lesson 7: Continue to administer the blending pre-test from Lesson 4 during independent work time. During "Drawing Time," consider having a student come up and model drawing a diagonal line (first from top to bottom, then from left to right) on the ladder and/or have students do it in the air with their finger, so they understand how it should be done.

    Lesson 8: Continue to administer the blending pre-test from Lesson 4 during independent work time. During the "warm up", consider having students turn and talk about the names of the lines and/or use "call and response".

    Lesson 9: Continue to administer the blending pre-test from Lesson 4 during independent work time. All students should be assessed by the end of this lesson. You will need playdough for Lesson 9, as well.

    Lesson 10: You may want to administer the Unit 1 Student Performance Task Assessment in small groups or individually. Refer to pg. 61 of the Teacher's Guide to interpret students' scores.

  • Week 4: September 25

    Unit

    1

    2

    Lesson

    PP

    1

    2

    3

    Notes:

    Weekly Overview: The first lesson of this week gives you time to re-teach concepts that students struggled with during Unit 1. Then, we move into Unit 2, Lesson 1-3. Students will be practicing sound and word blending, and will continue work with their pre-writing skills in Unit 2. Read Appendix A from the Unit 2 Teacher's Guide if you would like more information on sounds and blending.

    Pausing Point: Refer to pg. 67 in the Teacher's Guide to determine which Pausing Point activities would be appropriate for your students, based on their scores on the Lesson 10 assessments. There are also activities from Unit 1, Sections I-IV in the Assessment and Remediation Guide that can be used as re-teach activities. You may need to complete some of these activities in a small group, based on student need.

    Lesson 1: For the "Duck, Duck, Goose Blending Game", be sure to clearly give and model expectations for how students should be moving around the room. You will need PlayDoh for the "Fine Motor Skills" portion of this lesson. Remember, students should still be using short crayons for the "Drawing Time" activities, to build up hand and finger muscles.

    Lesson 2: This lesson begins with students practicing syllable blending. They then move into sound blending. This is a very important transition for our students, since our writing system uses symbols to represent sounds (not syllables). If a student is struggling with blending, reference "Two Ways to Teach Blending" in Appendix A. Again, you will need PlayDoh for the "Fine Motor Skills" portion of this lesson.

    Lesson 3: The "Practicing Blending" section teaches students how to blend words by tapping the top, middle and bottom of their arm, and then doing a sweeping motion of the whole arm to say the whole word. Some teachers prefer to teach students by tapping a finger to their thumb, and then making a fist to say the word, because this is more conducive to 4-sound words. Both ways are effective. You will need the Blending Picture Cards for the second portion of the blending lesson. Use the data from the Blending Pre-Assessment in Unit 1 to help you know which students you may need to target for extra practice.

  • Week 5: October 2

    Unit

    1

    Lesson

    4

    5

    6

    7

    Notes:

    Weekly Overview: Students will continue to practice blending sounds into words, as well as continue with a variety of pre-writing activities. They will also begin work with identifying initial sounds. In Lesson 5, students begin work with their names.

    Lesson 4: You will need a puppet for a portion of this lesson. S/he will be called the "Mixed-Up Monster". Students will begin Lesson 4 by practicing blending. If students are struggling, use blending activities from the Pausing Point or from Unit 2, Section II of the Assessment and Remediation Guide. Look for other times in the school day you can segment words that students can then blend. (i.e. It is time for a-r-t...art!)

    Lesson 5: Before this lesson, you will need to make a list of student names, organized by inital sound. You will also need to make name cards for each student to be able to trace. One option is to put their name in a clear slip, so they can trace it using an Expo marker. Another option is to print their name on tracing paper (can be done online here. A final option, is to use tracing paper that students can place on top of the nameplate on their table/desk. In this lesson, you will teach students a version of "If You're Happy and You Know It", using "If your name starts with..." This would be good to use to transition students throughout the day. (i.e. "If your name starts with /m/, take a seat...").

    Lesson 6: Complete Lesson 6 as is. You will need materials for students to trace their names again.

    Lesson 7: Complete Lesson 7 as is. As an extension to the "Listening to Beginning Sounds" portion of the lesson, you may want to bring in objects that begin with the /m/ and /f/ sound, that students can identify in addition to the pictures. Again, you will need materials for students to be able to trace their names.

  • Week 6: October 10

    Unit

    2

    Lesson

    8

    9

    10

    Assessment

    In Lesson 10, worksheets 10.1, 10.2 and 10.3 will be used as an assessment. Use the guidelines on pages 51-60 of the Unit 2 Teacher's Guide to score students' assessments and evaluate their performance.

    Notes:

    Weekly Overview: This week, students continue to practice blending, taking away the visual support that has been provided in previous lessons. Students will also continue to work on identifying initial sounds and pre-writing skills. In Lessons 9-10, students will begin to add a sound to the end or beginning of a word to make a new word.

    Lesson 8: In the "Practicing Blending" portion of this lesson, you will remove the visual clues of the picture cards for students, and only show them the picture after they have blended the word correctly. This is an important transition for students, as they will strengthen their blending skills without the picture support. Continue to look for other parts of the school day when you can insert blending practice. During the "Listening to Beginning Sounds" portion of the lesson, you could bring in additional objects that begin with /n/ and /sh/ for students to identify by their initial sound. Again, students will be tracing their names, so you will need materials for this.

    Lesson 9: Remember, for students who are struggling with blending, there are additional activities in the Pausing Point, as well as in the Assessment and Remediation Guide for Unit 2, Section II. It is important that all students are mastering blending by Lesson 9, since the next lesson will be an assessment. Again, you will need materials for students to trace their names in this lesson.

    Lesson 10: In this lesson, you will introduce students to the game "I Spy" by segmenting words of objects you see. This is a game that could be used throughout the day, as well. Again, students will need materials to trace their names.

  • Week 7: October 16

    Unit

    2

    3

    Lesson

    PP

    1

    2

    3

    Assessment

    Optional: Letter-Sound and Letter Name assessments in Appendices B and C at the end of Unit 2. These would need to be administered individually.

    Notes:

    Weekly Overview: This week begins with a Pausing Point from Unit 2. Use this time to review skills based on students performance on the Unit 2, Lesson 10 assessments. In Unit 3, students begin to make connections between sounds and symbols. In Lessons 1-3, they will learn the most common spelling for the sounds /m/, /a/, and /t/, as 'm', 'a', and 't'.

    Pausing Point: Refer to pg. 62 in the Unit 2 Teacher's Guide to determine which Pausing Point activities would be appropriate for your students, based on their scores on the Lesson 10 assessments. There are also activities from Unit 2, Sections II-III in the Assessment and Remediation Guide that can be used as re-teach activities. Page 52 in the Unit 2 Teacher's Guide lists additional activities for students who need to improve their fine motor control. You may need to complete some of these activities in a small group, based on student need.

    **Note: Appendices B and C have letter-sound and letter-name pre-tests if you would like to give those to students before beginning Unit 3. These pre-tests are optional, but may be helpful in deciding which students to target during Unit 3. (Those with a strong knowledge of letter names may be confused when the letter sound is different.)

    Lesson 1: This lesson begins with blending practice. If students are still struggling, use activities from the Unit 3, Section I Assessment and Remediation Guide. You will need handheld mirrors for each student for this lesson. For more information, read the Unit 3 Introduction on pg. 1 to determine which sounds are voiced or unvoiced to better help teach students how to make the sounds (i.e. the vibration, shape of the mouth, etc). If students need more practice with the /m/ sound, look to Unit 3, Section II of the Assessment and Remediation Guide for ideas.

    Lesson 2: From Lesson 2 forward, during the "Warm-Up", you will now complete a blending activity, as well as review all of the previous sounds taught in this unit. Students will need handheld mirrors for this lesson, as well. Look at the "Newly Decodable Words" chart at the end of the lesson, to see which words you could include in other parts of your day (i.e. the morning message) that students should now be able to decode on their own.

    Lesson 3: For this lesson, you will need a pocket chart and to make 2 index cards with the letters 'm', and 't' on them, and one index card with the letter 'a' on it. Read pages 6-7 in the Unit 3 Teacher's Guide for more information on the pocket chaining chart. Review the "Supplemental Resources" at the end of the lesson to see newly decodable words you could use throughout your day. There are also additional chaining exercises if students need more practice.

  • Week 8: October 23

    Unit

    3

    Lesson

    4

    5

    6

    7

    Notes:

    Weekly Overview: This week, students will continue to make connections between sounds and symbols. They will learn the /d/ and 'd', /o/ and 'o', and /k/ to 'c' connection. Students will also continue chaining practice to be able to read new words.

    Lesson 4: Before this lesson, you will need to create 2 'd' cards for the pocket chart. After this lesson, you can start to post the sound posters. They provide a visual reminder for students of the code that they have been taught. Add the sound cards to the sound poster as the spellings have been taught. (For more information on this, read pages 7-8 of the Unit 3 Teacher's Guide.) Again, review the "Supplemental Resources" for a list of newly decodable words to use throughout your day, as well as additional chains.

    Lesson 5: This lesson reviews the 4 sounds/symbols previously taught in the unit. You will formally introduce the sound posters, explaining to students how they work. If you already have them posted in the room, you can teach students about the posters while they are on the wall. This way, students will know where to look when they need to reference them. If you want to introduce the posters at the rug, wait to hang them up until after the lesson.

    Lesson 6: Before this lesson, create an index card with 'o' on it for the pocket chaining activity. You will also need the handheld mirrors again. Again, review the "Supplemental Resources" for a list of words students should be able to decode on their own now.

    Lesson 7: Before this lesson, create one index card with the letter 'c' on it. You will also need handheld mirrors for each student for this lesson. Again, review the "Supplemental Resources" for a list of words students should be able to decode on their own now.

  • Week 9: October 30

    Unit

    3

    Lesson

    8

    9

    10

    Notes:

    Weekly Overview: This week students will continue to make connections between sounds and symbols. They will learn the /g/ and 'g', and the /i/ and 'i' connections. In Lesson 10, students will review all of the sound/symbol connections they have learned in the unit. Students will also continue chaining practice to be able to read new words.

    Lesson 8: For this lesson, you will need to create 2 index cards with 'g' on them. You will also need the sound poster for 'c'. As always, review the "Supplemental Resources" for a list of words students should be able to decode on their own now.

    Lesson 9: For this lesson, you will need to create 1 index card with 'i' on it. You will also need the sound poster for 'g'. Remember, it is more important to complete all of the activities than to do every item in each activity. Pace your lesson so that you get to all activities, even if this means not completing all of the examples. As always, review the "Supplemental Resources" for a list of words students should be able to decode on their own now.

    Lesson 10: For this lesson, you will need the sound poster for 'i'. Students will practice vowel discrimination in this lesson. If students need extra support, use the Pausing Point exercise "T-Charts" and the activities in Unit 3, Section I of the Assessment and Remediation Guide.