Q2 Kindergarten ELA Pacing Guides SY 2017-18

Q1

SY 17-18

Q2

SY 17-18

Q3

SY 17-18

Q4

SY 17-18

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.

 

Review the Culminating Activities to determine if any can be used throughout the Domain to increase student engagement and synthesize student knowledge of the domain concepts.

 

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.

 

Domain 3: Stories

This domain will introduce children to popular stories, such as "The Three Little Pigs", "Chicken Little", and "The Bremen Town Musicians", among others. They will also learn about 'trickster tales', where a smaller character can outwit a larger one. They will also read a Native American and Japanese read aloud. Students will learn about the story elements of plot, characters and setting. This domain will also introduce students to common themes in popular culture and children's literature.

 

Review the vocabulary for this domain (pg. 3 of the Domain 3 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 (insert link: ) 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 pgs. 5-7 of your Domain 3 Teacher's Guide.

 

Review the Culminating Activities to determine if any can be used throughout the Domain to increase student engagement and synthesize student knowledge of the domain concepts.

 

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.

Listening & Learning

Skills

  • Week 1: November 6

    Domain

    2

    Lesson

    5 (2 days)

    Notes:

    Weekly Overview: This week will be a continuation of the Five Senses domain. Students will learn about the sense of taste, have the opportunity to try different tastes and illustrate foods with different tastes.

     

    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.

  • Week 2: November 13

    Domain

    2

    Lesson

    6 (2 days)

    PP (2 days)

    Assessment

    Use the "Five Senses Matching" from the Pausing Point as an assessment on student understanding of which sense/body part would be used to enjoy different objects. (This can be included in student work portfolios.)

    Notes:

    Weekly Overview:

    This week students will learn about the sense of touch in Lesson 6. There is also a Pausing Point this week in which students spend time reviewing, reinforcing and extending material taught thus far.

     

    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.

     

    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.

  • Week 3: November 20

    Domain

    2

    Lesson

    7 (2 days)

    Notes:

    Weekly Overview:

    This week students will learn about Ray Charles and construct a timeline of his life.

     

    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.

  • Week 4: November 27

    Domain

    2

    Lesson

    8 (2 days)

    DR (1 day)

    DA (1 day)

    CA (1 day)

    Assessment

    The Domain Assessment is given this week. The assessment tests students' retention of domain and academic vocabulary words and the core content targeted in this domain. Use the "Tens Conversion Chart" to analyze students' mastery of concepts and vocabulary. Record students' scores in their Student Work Portfolios.

    Notes:

    Weekly Overview:

    This week students will learn about Helen Keller and create a timeline of her life, as well.

     

    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.

     

    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.

     

    Domain Assessment:

    Complete the assessment as is.

     

    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.

  • Week 5: December 4

    Domain

    3

    Lesson

     1 (2 days)

    2 (2 days)

    Assessment

    The "Sequencing Beginning, Middle, and End" activity for Chicken Little is used as an assessment for students and can be included in their student work portfolios.

     

    The "Sequencing Beginning, Middle, and End" activity for The Three Little Pigs is also used as an assessment for students and can be included in their student work portfolios.

    Notes:

    Weekly Overview:

    This week will begin Domain 3, Stories. Students will read Chicken Little and The Three Little Pigs. Students will learn about characters, plot and how to sequence events in a story.

     

    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.

  • Week 6: December 11

    Domain

    3

    Lesson

    3 (2 days)

    4 (2 days)

    Assessment

    The "Sequencing Beginning, Middle, and End" activity for The Wolf and the Seven Little Kids is used as an assessment for students and can be included in their student work portfolios.

    Notes:

    Weekly Overview:

    This week students will listen to two more texts - the story, Three Billy Goats Gruff, and the folktale, The Wolf and the Seven Little Kids. Students will learn about the setting of a story, as well as the definition of a folktale. Since folktales come from around the world, it may be interesting to have a map where you can put copies of an image from each folktale that you read on the country it came from.

     

    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.

  • Week 7: December 18

    Domain

    3

    Lesson

    5 (2 days)

    PP (1 day)

    Assessment

    The "Riddles for Core Content" in the Pausing Point is an assessment of students' ability to recall the stories/folktales read thus far. This can also be included in student work portfolios.

    Notes:

    Weekly Overview:

    This week students will listen to one more folktale, The Bremen Town Musicians, and review that in fiction things happen that couldn't happen in real life. This week is also the Pausing Point for this domain. Students will have time to review, reinforce and extend their knowledge of the content from the first half of the domain.

     

    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.

     

    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.

  • Week 8: January 8

    Domain

    3

    Lesson

    6 (2 days)

    7 (2 days)

    Notes:

    Weekly Overview:

    This week students will read another folktale from Japan, called Momotaro, Peach Boy, and one from the United States (a Native American tale), called The Story of Jumping Mouse, Part I.

     

    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.

     

    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.

  • Week 9: January 15

    Domain

    3

    Lesson

    8 (2 days)

    9 (2 days)

    Notes:

    Weekly Overview:

    This week students finish listening to the folktale, The Story of Jumping Mouse, Part II. They will also hear the popular story, Goldilocks and the Three Bears. They will also review the story elements of character, setting and plot.

     

    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 whether their predictions were correct or not and how they know.

     

    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.

  • Week 10: January 22

    Domain

    3

    Lesson

    10 (2 days)

    DR (2 days)

    Notes:

    Weekly Overview:

    This week students will read the final text in this domain - a trickster tale - Tug-of-War. Students will learn the definition of a trickster tale and review was makes a text fiction. Students will also have time to review the content learned throughout this domain.

     

    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.

     

    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.

  • Week 11: January 29

    Domain

    3

    Lesson

    DA (1 day)

    CA (1 day)

    Assessment

    The Domain Assessment will be given this week.

    Notes:

    Weekly Overview:

    This week students will complete the Domain Assessment, as well as various Culminating Activities to review, reinforce and/or extend their learning during this domain.

     

    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.

  • Notes to Teacher

    Notes:

    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.

     

    **For an explanation of CKLA's approach to phonics instruction, view the Appendix at the end of Unit 3 (which begins on page 95 of the Teacher's Guide).

  • Week 1: November 6

    Unit

    3

    Lesson

    11 (2 days)

    12 (2 days)

    Assessment

    Lessons 11-14 are dedicated to reviewing and assessing students' mastery of Unit 3. Part One of the assessment can be given whole group. After scoring Part One, you will determine which students you need to meet with to complete Part Two. Students who score 7 or fewer points will need to complete Part Two. In Part Two, you will meet with students individually to administer a 10-word reading assessment. (This should only take 2-4 minutes per child.) Record students' scores on Worksheet 11.2. Review page 68 of the Teacher's Guide on how to analyze students' responses and scores.

    Notes:

    Weekly Overview:

    This week students will review and assess the material covered in Unit 3.

     

    Lesson 11:

    If students need more practice with a particular concept, use the information on the left-panel of the Teacher's Guide on where to go to get additional review activities. Complete the lesson and assessment as is. Pay special attention to how to analyze students' responses and scores on the Unit 3 assessment on pg. 68 of the Teacher's Guide in order to determine appropriate next steps for instruction.

     

    Lesson 12:

    Complete the lesson as is. See notes under "Assessment" for more details on how to implement that Unit 3 Assessment with students.

  • Week 2: November 13

    Unit

    3

    4

    Lesson

    13 (1 day)

    14 (1 day)

    PP (1 day)

    1 (1 day)

    Assessment

    Lessons 11-14 are dedicated to reviewing and assessing students' mastery of Unit 3. Part One of the assessment can be given whole group. After scoring Part One, you will determine which students you need to meet with to complete Part Two. Students who score 7 or fewer points will need to complete Part Two. In Part Two, you will meet with students individually to administer a 10-word reading assessment. (This should only take 2-4 minutes per child.) Record students' scores on Worksheet 11.2. Review page 68 of the Teacher's Guide on how to analyze students' responses and scores.

    Notes:

    Weekly Overview:

    This week students will finish reviewing and being assessed on the material covered in Unit 3. They will also begin Unit 4 by learning the 'n' sound and segmenting words in Lesson 1.

     

    Lesson 13:

    For the "Stomp and Spell" portion of the lesson, consider creating a way so that more than one student could stomp and spell a word at a time. This could be through putting more than one set of letters on the ground or creating a template that students could tap. Again, see notes under "Assessment" for more details on how to implement, score and analyze the Unit 3 assessment.

     

    Lesson 14:

    Again, for the "Stomp and Spell" portion of the lesson, consider creating a way so that more than one student could stomp and spell a word at a time. This could be through putting more than one set of letters on the ground or creating a template that students could tap. As a reminder, see notes under "Assessment" for more details on how to implement, score and analyze the Unit 3 assessment.

     

    Pausing Point:

    Use students' responses and scores on the Unit 3 assessment to determine which activities would be appropriate. This is one of the most important Pausing Points in the grade. Students should feel comfortable blending before moving onto Unit 4 or they will struggle and fall behind. These activities can be done in whole or small group, depending on student need.

     

    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.

  • Week 3: November 20

    Unit

    4

    Lesson

    2 (1 day)

    3 (1 day)

    Notes:

    Weekly Overview:

    This week students will be introduced to the /h/ and /s/ sounds through a variety of activities.

     

    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".

  • Week 4: November 27

    Unit

    4

    Lesson

    4 (1 day)

    5 (1 day)

    6 (1 day)

    7 (1 day)

    Notes:

    Weekly Overview:

    This week students will continue to practice segmenting. They will learn the /f/, /v/, and /z/ sounds. In addition, during Lesson 5, they will review the concepts learned thus far in the previous lessons for this unit.

     

    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.

     

    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.

  • Week 5: December 4

    Unit

    4

    Lesson

    8 (1 day)

    9 (1 day)

    10 (1 day)

    11 (1 day)

    Assessment

    Lessons 11-15 give time to assess students on the skills they learned in Unit 4. Part 1 is a whole-group activity required of all students. They will circle 10 CVC words (one per row) as you say them aloud. After scoring Part 1, you will determine which students need to complete Part 2. In Part 2, you will meet with students one-on-one to administer a 10 word reading assessment. Directions on giving, scoring and analyzing the Unit 4 assessment are on pages 74-76 of the Teacher's Guide. Students who score in the fair–poor range are at risk of experiencing considerable difficulty in Unit 5. If a number of students in the classroom fall into this category, it is strongly recommended that you provide substantial practice and remediation using the activities in the Pausing Point and the Assessment and Remediation Guide.

    Notes:

    Weekly Overview:

    This week students will learn the sounds /p/ and /e/. In Lesson 10, they will review what they have learned in lessons 6-9. Students will also be introduced to the concept of 'phrases'. Lesson 11 begins the review and assessment of Unit 4.

     

    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.

     

    Lesson 10:

    This is a review lesson of the skills learned in lessons 6-9. Again, ensure that students complete all of the activities in the lesson - modify the number of items per activity if there is a time constraint.

     

    Lesson 11:

    This is a review lesson for Unit 4. Pay attention to the suggestions in the left-hand column of the Teacher's Guide for students who need more practice with a specific skill.

  • Week 6: December 11

    Unit

    4

    Lesson

    12 (1 day)

    13 (1 day)

    14 (1 day)

    15 (1 day)

    Assessment

    Lessons 11-15 give time to assess students on the skills they learned in Unit 4. Part 1 is a whole-group activity required of all students. They will circle 10 CVC words (one per row) as you say them aloud. After scoring Part 1, you will determine which students need to complete Part 2. In Part 2, you will meet with students one-on-one to administer a 10 word reading assessment. Directions on giving, scoring and analyzing the Unit 4 assessment are on pages 74-76 of the Teacher's Guide. Students who score in the fair–poor range are at risk of experiencing considerable difficulty in Unit 5. If a number of students in the classroom fall into this category, it is strongly recommended that you provide substantial practice and remediation using the activities in the Pausing Point and the Assessment and Remediation Guide.

    Notes:

    Weekly Overview:

    This week students will review all of the skills they learned in Unit 4, as well as be assessed on their knowledge of those skills. View the notes under "Assessment" for more information.

     

    Lesson 12:

    This lesson continues the review of Unit 4. There are many parts that are all important to help students synthesize the learning they did in Unit 4. Students will also listen to a read aloud with words they can decode after this unit.

     

    Lesson 13:

    This lesson also has a variety of activities to complete to help students review the skills taught in Unit 4. Ensure students have the opportunity to complete all activities.

     

    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.

  • Week 7: December 18

    Unit

    4

    5

    Lesson

    PP (1 day)

    1 (1 day)

    2 (1 day)

    Notes:

    Weekly Overview:

    Students will complete Unit 4 this week with the Pausing Point. They will then begin Unit 5 by learning the /b/ and /l/ sounds and the corresponding picture for those sounds.

     

    Pausing Point:

    Use students' responses and scores on the Unit 4 assessment to determine which activities would be appropriate for students to do. Activities can be completed whole or small group.

     

    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.

  • Week 8: January 8

    Unit

    5

    Lesson

    3 (1 day)

    4 (1 day)

    5 (1 day)

    6 (1 day)

    Notes:

    Weekly Overview:

    This week students learn the /r/, /u/, and /w/ sounds and the pictures that represents those sounds. Also, in Lesson 5, they will review the sounds they have learned thus far through a variety of chaining activities.

     

    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 anecdotal 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.

  • Week 9: January 15

    Unit

    5

    Lesson

    7 (1 day)

    8 (1 day)

    9 (1 day)

    Notes:

    Weekly Overview:

    This week students learn the /j/, /y/, and /x/ sounds, as well as their corresponding pictures/spellings.

     

    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.

  • Week 10: January 22

    Unit

    5

    Lesson

    10 (1 day)

    11 (1 day)

    12 (1 day)

    13 (1 day)

    Assessment

    Lessons 12-16 give time to assess students on all of the skills they have learned in Unit 5. Part One is a whole-group assessment, required of all students. Depending on their score, only some students will complete Part Two, in which they complete a 10-word reading assessment one-on-one with the teacher. Refer to page 74 of the Teacher's Guide to score and analyze students' assessments to determine if they will need to complete Part Two. The words students will read for Part Two are on page 76 of the Teacher's Guide. Students who score in the fair–poor range are at risk of experiencing considerable difficulty in Unit 6. If a number of students in the classroom fall into this category, it is strongly recommended that you provide substantial practice and remediation using the activities in the Pausing Point and the Assessment and Remediation Guide.

    Notes:

    Weekly Overview:

    This week students learn the /k/ sound, as well as its corresponding picture/spelling. Lesson 11 is a review lesson. During Lessons 12-13, students review all of the skills covered in Unit 5 and complete the Student Performance Task Assessment.

     

    Lesson 10:

    Students learn the /k/ sound in this lesson. Remind students that they already learned one spelling for the /k/ sound - the 'c' - and that today they will be learning a new picture for that sound. Again, you may want to prepare student chaining folders before the lesson to save time (directions for this are on page 63 of the Teacher's Guide). For Worksheet 10.2, students will need to complete a sort. You may want to model for students how to do this, before conducting the guided practice with the worksheet. For this model, you can write the 'c' and 'k' words on cards and create a t-chart on the board with a 'c' and 'k' on each side, to show students a large-size model of sorting.

     

    Lesson 11:

    This is a review lesson. You will need to create materials for the "Stomp and Spell" activity.

     

    Lesson 12:

    If you think your students will need a model on how to complete the whole-group assessment, create a parallel worksheet using different words.

     

    Lesson 13:

    In this lesson, you will be reading a demonstration story. You can either use your Big Book or project this story from ckla.amplify.com. Prepare some questions that you would like to ask students about the read aloud. The only suggestion in the curriculum for a question is, "What did the ox like to do?" Ask literal questions to ensure student understanding of the story, as well as at least one inferential question to push their thinking. (Note: You will be re-reading this book in the next three lessons, so you will want to pace out your questions over the four lessons.)

  • Week 11: January 29

    Unit

    5

    Lesson

    14 (1 day)

    15 (1 day)

    16 (1 day)

    PP (1 day)

    Assessment

    Lessons 12-16 give time to assess students on all of the skills they have learned in Unit 5. Part One is a whole-group assessment, required of all students. Depending on their score, only some students will complete Part Two, in which they complete a 10-word reading assessment one-on-one with the teacher. Refer to page 74 of the Teacher's Guide to score and analyze students' assessments to determine if they will need to complete Part Two. The words students will read for Part Two are on page 76 of the Teacher's Guide. Students who score in the fair–poor range are at risk of experiencing considerable difficulty in Unit 6. If a number of students in the classroom fall into this category, it is strongly recommended that you provide substantial practice and remediation using the activities in the Pausing Point and the Assessment and Remediation Guide.

    Notes:

    Weekly Overview:

    This week students will continue to review all of the skills covered in Unit 5. They will also finish completing the Unit 5 Student Performance Task Assessment.

     

    Lesson 14:

    You will read the Ox and Man demonstration story again in this lesson. You may use the Big Book or project the story from www.ckla.amplify.com. Prepare another set of questions for this reading. Students will also be completing a vowel sort in this lesson. Depending on student familiarity with sorts, you may need to model this for students first. You can model using the worksheet or you could practice sorting with a whole-class t-chart on the board, using notecards with words written on them.

     

    Lesson 15:

    Again, during this lesson, you will read Ox and Man, so you will need to Big Book or the projectable version online. If you are not able to coordinate the "Sound Sprints" in this lesson, since it requires a fairly large space for students to run, you could also do a "Stomp and Spell". For the "Stomp and Spell", you put the letters on the ground in the middle of a circle formed by the students, say a letter sound, and have then choose two students to race to stomp the correct letter.

     

    Lesson 16:

    You will read Ox and Man again during this lesson. Students may be ready to read some of the lines with you, since this is their fourth time viewing the text. Students will also play "Spelling Hopscotch". If you do not have space in your classroom, you could make worksheets with the letters on them. Students could complete the same activity, but rather than hopping on the letter, they could tap the letter with their finger.

     

    Pausing Point:

    Use students' responses and scores on the Unit 5 assessment to determine which activities would be appropriate for students to do. Activities can be completed whole or small group. It is important that students are comfortable with blending before moving onto Unit 6. Letter names are introduced in Unit 6. It is important that students have a strong grasp on how to blend letter sounds before learning the names to eliminate confusion.