Q4 Kindergarten ELA Pacing Guides SY 2016-17

Q1

SY 17-18

Q2

SY 16-17

Q3

SY 16-17

Q4

SY 16-17

Listening & Learning

  • Teacher Notes

    Notes:

    **Kindergarten Teachers: Please note that there no L&L lesson on Fridays (this started in Q3). We have added a new Domain for the 2016-17 school year and in order to fit in all of the lessons, we will need to complete 30 minutes of L&L instruction on Fridays during Q3 and Q4.  The remaining 90 minutes of your literacy block can be used for Skills instruction, small groups, remediation and enrichment, like it has been previously.

     

    Domain 5: Farms

    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.

     

    It is important to note that the Farms Domain features informational text presented through a fictional narrator, Old MacDonald. As such, you may want to tell students that family farms like the one depicted are not as common as they once were, but that this is a fun way to learn about farm animals and crops. As you read the lessons about farm animals, you may also want to point out that some people, for a variety of reasons (e.g., religious or personal beliefs, food allergies, etc.), do not eat eggs, dairy, and/or meat products. This is a wonderful opportunity to teach students awareness and sensitivity.

     

    Review the vocabulary for this Domain (pg. 3 of the Domain 5 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 accessing 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 pp. 5-9 of your Domain 5 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 active student engagement opportunities (look-lean-whisper, stop and jot, turn and talk, call and response, response cards, etc.) 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.

     

    A great culminating activity for Domain 5 would be to take your class on a field trip to visit a farm.  Consider visiting the Lincoln Park Zoo "Farm-in-the-Zoo."

     

    Domain 6:  Native Americans

    This Domain will introduce students to the broad concept that indigenous people lived on the continents of North and South America long before European explorers visited and settled in this area.  Students will learn that there were many, many different tribes of Native Americans, and that each tribe in particular: the Latoka Sioux of the Great Plains region, the Wampanoag and the Lenape, both of the Eastern Woodlands region.  They will begin to understand how different geographical regions influenced different lifestyles.  Students will learn that each Native American group has its own distinctive culture. The last read-aloud focuses on Native American today.

     

    Review the vocabulary for this Domain (p. 3 of the Domain 6 Teacher's Guide).  Words written in bold have a corresponding word work activity.  Students are not expected to master these words for 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 accessing 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 pp. 5-8 of your Domain 6 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.

     

    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 active student engagement opportunities (look-lean-whisper, stop and jot, turn and talk, call and response, response cards, etc) 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 7:  Kings and Queens

    In this Domain, students will listen to read-alouds about kings and queens and royal families. Both the fiction and nonfiction selections will build students' understanding of the responsibilities, lifestyle, and customs associated with royalty throughout history. Many of the fictional rhymes, poems and stories in this domain are classic, well-loved tales, including King Midas and The Golden Touch, The Princess and the Pea, Cinderella, Snow White and the Seven Dwarfs.

     

    Please be aware that although these stories are classic tales, some of the content may be unsettling for students. Preview all of the read-alouds and lessons in the Domain before presenting them.

     

    Review the vocabulary for this Domain (pg. 4 of the Domain 7 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 accessing 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 pp. 6-8 of your Domain 7 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.

     

    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 active student engagement opportunities (look-lean-whisper, stop and jot, turn and talk, call and response, response cards, etc) 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: April 17

    Domain

    5

    Lesson

    8 - Part A

    8 - Part B

    9 - Part A

    9 - Part B

    Notes:

    Weekly Overview: This week, students will be learning about what activities happen on farms during the different seasons. They will also how about how crops become food for people and how they end up in the supermarket.

     

    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.

     

    Lesson 9: In this lesson, students will learn more about crops and how they become food for people.  They will also learn about the sequence of how crops go from the farm to the store. Make sure to do the extension activity where students are to sequence how crops from the farm get to the stores.  This will reinforce their learning from the read-aloud.   For the second part of this extension activity you have the option of reading a trade book on crops. 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.)

  • Week 2: April 24

    Domain

    5

    6

    Lesson

    DR

    DA

    CA

    1 - Part A

    1 - Part B

    Assessment

    Domain Assessment

    Notes:

    Weekly Overview: This week concludes Domain 5: Farms with the Domain Review, Domain Assessment, and Culminating Activities. Students will also begin Domain 6 on Native Americans by learning that they were the first known inhabitants of America.  They will also learn about a few of the different Native American tribes.

     

    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 this assessment as is. Pull students to complete it in small groups, if necessary.  You may want to give your students a short "brain break" after the vocabulary assessments.

     

    Culminating Activities:  Based on 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 activities that meet their needs.

     

    Lesson 1: In this lesson, students will begin to learn about the different things that Native Americans wore, what they ate, where they lived and how they traveled.  It will be helpful to spend some time in your discussion talking about the different places that Native Americans lived and what most of them wore on their feet.  These will come up on the Domain Assessment.  Make sure to create a Native American chart for the extension activity.  This will help students organize all of the information that they will be learning throughout the Domain.

     

    For more resources during this unit, consider this site.

  • Week 3: May 1

    Domain

    6

    Lesson

    2 - Part A

    2 - Part B

    3 - Part A

    3 - Part B

    4 - Part A

    Notes:

    Weekly Overview: This week, students will learn about one of the Native American tribes, the Lakota Sioux. They will learn about what they eat, where they live, what they wear, and the buffalo's importance in all of this.

     

    Lesson 2: In this lesson, students will be learning about the Lakota Sioux tribe of the Great Plains.  They will learn about the buffalo and how important it was to the tribe's survival.  In the Domain Assessment, students will need to know what the Sioux ate and how they traveled and where they lived. Warrior is a vocabulary word that students will also be assessed on. The extension activity will give students the opportunity to compare present-day life to that of the Lakota Sioux.

     

    Lesson 3: In this lesson, students will learn more about the Lakota Sioux.  They will find out where they lived and what they wore.  In the Domain Assessment, students have to know that the Sioux tribe moved frequently to follow the migrating buffalo.  They will also need to know where they slept.  Students will be assessed on the meaning of the word,  "chief."  For the extension activity, make sure to add to the Lakota Sioux tribe section.  You may want to enrich this lesson with a short Youtube clip on the Lakota Sioux tribe, as well.

     

    Lesson 4: In this lesson, students will  learn more about the Lakota Sioux through a read-aloud about Little Bear.  This story will help students synthesize what they learned about The Lakota Tribe thus far.

  • Week 4: May 8

    Domain

    6

    Lesson

    4 - Part B

    PP

    5 - Part A

    5 - Part B

    6 - Part A

    Assessment

    Pausing Point

    Notes:

    Weekly Overview: The Pausing Point will occur this week, providing an opportunity for students to display the knowledge they've retained thus far in the domain. The students will also begin learning about the Wampanoag tribe.

     

    Lesson 4:  In this lesson, students will  learn more about the Lakota Sioux through a read-aloud about Little Bear.  This story will help students synthesize what they learned about The Lakota Tribe thus far.  Be sure to do the Syntactic Awareness activity in conjunction with the read-aloud.  When introducing the activity, make sure to model expectations, model with the help of a student, and have students practice with each other before you have them begin to engage in the task in pairs. Consider bringing in some fruit that could help describe the word "succulent."

     

    Pausing Point:  Begin with the Student Performance Task Assessment to assess students' knowledge of Native Americans. Following it, select any activities that you deem necessary for student assessment based on the assessment results. Activities can be conducted in either whole group or small group settings.

     

    Lesson 5: In this lesson, students will begin to learn about the Wampanoag tribe.  The read aloud in Lesson 5 is pretty complex. Be sure to read it ahead of time and think about any supports your students will need to be successful. Maybe read it in chunks or have students act out pieces of it as you go to help with comprehension. One of the challenges of this read aloud is identifying the key details that describe the Wampanoag tribe. Make sure to identify the details before teaching the lesson that can be filled in on the Native American Chart.  Students will be assessed on the word "bay" during the domain assessment.

     

    Lesson 6:  In this lesson, students will be learning about the Lenape tribe.  They will learn how they get their food, where they live and what they wear.  On the Domain Assessment, students will need to know that the people of the Lenape tribe harvested some of their crops at the end of the summer to store in the winter when the ground was cold.  Make sure to discuss why this was important to their survival.   Students will be assessed on the vocabulary word "wigwam," so make sure to spend some time reviewing the term with the students.

  • Week 5: May 15

    Domain

    6

    Lesson

    6 - Part B

    7 - Part A

    7 - Part B

    8 - Part A

    8 - Part B

    Notes:

    Weekly Overview: This week, students will learn about the Lenape tribe.  They will then identify the similarities and differences between the Lakota Sioux, Wampanoag, Lenape tribes and students today.  During the last lesson, students will learn about Native Americans today and how they still keep some traditions alive.

     

    Lesson 6:  Students will complete the Native Americans Chart today.  They will have the opportunity to review what they learned about the Lenape tribe and discuss the similarities and differences between all three tribes that they learned about in this domain.  They will also compare students today to the different tribes.

     

    Lesson 7: The read-aloud in Lesson 7 will be read to students twice: the first time it will be read without stopping for any Guided Listening Support (as with any other alphabetical story), and the second time with Guided Listening Support and discussion. The expectation is not that students will become proficient in memorizing and using all the information contained in this read-aloud. Rather, this lesson is intended to provide students with a summary of Native American culture they began to explore in this domain. If students have difficulty answering the Comprehension Questions that follow this read-aloud, reread pertinent parts of the text and/or show relevant images. On the Domain Assessment, students will need to know how different tribes traveled. This is a perfect time to review that using examples from the read-aloud.

     

    Lesson 8:  In this lesson, students will learn about Native Americans today and that they still live in the United States and keep some of the same traditions and practices of their ancestors.  Students will be assessed on the questions asked in the read aloud discussion.  Make sure to spend some time in discussion diving into these questions. During the extension activity, this would be a perfect time to review vocabulary from the different read alouds.

  • Week 6: May 22

    Domain

    6

    7

    Lesson

    DR

    DA

    CA

    1 - Part A

    1 - Part B

    Assessment

    Domain Assessment

    Notes:

    Weekly Overview: This week concludes Domain 6: Native Americans with the Domain Review, Domain Assessment, and Culminating Activities. Students will also begin Domain 7 on Kings and Queens.  They will learn about kings and queens from long ago and how they lived.

     

    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 the Domain Assessment as-is.  Pull students to complete it in small groups, if necessary.  Consider modeling how to pick a smiley or frowny face before administering the assessment.

     

    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.  To celebrate the end of the Domain, you could have a Kindergarten Feast.  Be sure to ask your administration for permission. You could connect this feast to Native American traditions, and maybe have students create their own Totem poles.

     

    Lesson 1: In this lesson, students will be learning about kings and queens from long ago, the places where they lived and the royal things that belonged to them. During the read-aloud discussion, make sure that students are answering questions in complete sentences and using vocabulary from the read-aloud. On the Domain Assessment, students will need to know that there are still kings and queens today. Along with the vocabulary words from their word work activity and the multiple meaning word activity, students will also be assessed on "kingdom," "palace" and "servants" during the Domain Assessment.

  • Week 7: May 29

    Domain

    7

    Lesson

    2 - Part A

    2 - Part B

    3 - Part A

    3 - Part B

    4 - Part A

    Notes:

    Weekly Overview: This week, students will learn about royal families and what life was like for the children of royal families. They will also learn a lesson as they hear about the story of King Midas.  Students will spend time listening to and reading a nursery rhyme about a king.  The Pausing Point also occurs this week, providing an opportunity for students to display the knowledge they've retained thus far in the domain.

     

    Lesson 2: In this lesson, students will learn about royal families and what life was like for princes and princesses. They will hear about some of the advantages and disadvantages of being born into a royal family. You will need to create a 2-column chart which the class will use to compare royal families to their own families.   "Advantages" and "disadvantages" may be difficult vocabulary terms for the students. Use the opportunity to dig deeper into these terms during the Think-Pair-Share and word work activity.  Students will also be assessed on the terms "crown prince" and "reign."  You may want to go back into the text and reread pertinent passages in order to review the vocabulary terms.

     

    Lesson 3: In this lesson, students will read about the story of King Midas. They will learn about the important lesson that King Midas learned. Make sure to do the extension activity so that students have an opportunity to identify the beginning, middle, and end of the story. They will also have the chance to sequence and retell the story. This will reinforce their learning from the read-aloud. Encourage students to retell the story in complete sentences and use vocabulary that they have learned thus far as they share out.

     

    Lesson 4: In this lesson, students will hear an old nursery rhyme called "Old King Cole."  Students will be listening for rhyming words as the poem is read.  For the Domain Assessment, students will need to identify whether Old King Cole was a happy king or not. Use the echo technique to read the poem with the class.  After a couple of readings, you may want to leave out some of the rhyming words or other words for the students to fill in as you read.

  • Week 8: June 5

    Domain

    7

    Lesson

    2 - Part A

    2 - Part B

    3 - Part A

    3 - Part B

    4 - Part A

    Notes:

    Weekly Overview: The Pausing Point also occurs this week, providing an opportunity for students to display the knowledge they've retained thus far in the domain.  Students will also listen to two fairytales, "Cinderella" and "Snow White and the Seven Dwarfs."

     

    Lesson 4:  In this lesson, students will hear an old nursery rhyme called "Old King Cole."  Students will be listening for rhyming words as the poem is read.  For the Domain Assessment, students will need to identify whether Old King Cole was a happy king or not. Use the Echo Technique to read the poem with the class.  After a couple of readings, you may want to leave out some of the rhyming words or other words for the students to fill in as you read.  During the extension activity, students will practice making longer sentences by combining two thoughts.   For the second part of this extension activity you have the option of reading a trade book on kings and queens. 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.)  Students will be assessed on the vocabulary term "merry" on the Domain Assessment.

     

    **Lesson 5: Omit

     

    Pausing Point:

    (For #4 on the Student Performance Task Assessment, change #4 to Old King Cole/King Midas.  You need to substitute "King Midas" for "Sixpence Queen" because we omitted Lesson #5, which contained the nursery rhyme "Sing a Song of Sixpence.")

     

    Begin with the Student Performance Task Assessment to assess students' knowledge of Kings and Queens.  Following it, select any activities that you deem necessary for student assessment based on the assessment results. Activities can be conducted in either whole group or small group settings.

     

    **Lesson 6: Omit

     

    Lesson 7:  In this lesson, students will listen to the fairytale, "Cinderella.  They will listen to find out how Cinderella was treated so unfairly.  On day 2 of this lesson, students will complete a Sequencing Events in a Story assessment.  Make sure to complete the Word Work and Extensions activities.  Some of the vocabulary from the domain will be reviewed then.  Also, students will need to know that a carriage or coach carries people and is pulled by horses.

     

    Lesson 8:  In this lesson, students will hear a fairy tale called "Snow White and the Seven Dwarfs."  They will learn about Snow White and a queen that wants to be the fairest person in the kingdom and what she does to get what she wants. Students will spend some time identifying the characters and setting in the story.   For the Domain Assessment, students will be assessed on "fairest."  Spend some time comparing the endings of "Cinderella" and "Snow White and the Seven Dwarfs."  On the Domain Assessment, students will need to know that in both fairy tales, the characters who are good are rewarded with good things at the end of the story.

  • Week 9: June 12

    Domain

    7

    Lesson

    8 - Part B

    DR

    DA

    CA

    Assessment

    Domain Assessment

    Notes:

    Weekly Overview: This week, students will be identifying the characters and setting in a story and sequencing events as they read fairy tales. The Domain Assessment will also take place this week.

     

    Lesson 8: In this lesson, students will hear a fairy tale called "Snow White and the Seven Dwarfs."  They will learn about Snow White and a queen that wants to be the fairest person in the kingdom and what she does to get what she wants. Students will spend some time identifying the characters and setting in the story.  On day 2, they will be assessed on the story as they complete the Sequencing Events in a Story assessment.  For the Domain Assessment, students will be assessed on "fairest."  Spend some time comparing the endings of "Cinderella" and "Snow White and the Seven Dwarfs."  On the Domain Assessment, students will need to know that in both fairy tales, the characters who are good are rewarded with good things at the end of the story.

     

    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:

    **Omit #15 from Part 1 of the Domain Assessment.  The reason for this is because we omitted lesson # 5 due to pacing.  This was the lesson where the vocabulary word "dainty" was introduced.

     

    Complete the Domain Assessment as-is.  Pull students to complete in small groups, if necessary.  Consider modeling how to pick a smiley or frowny face before administering the assessment.

     

    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.

Skills

  • Teacher Notes

    Notes:

    Unit 8:

    **The Unit 8 Student Performance Task Assessment is a comprehensive, multi part assessment of all letter-sound correspondences, Tricky Words, and letter names taught in the CKLA program. With just several months of Kindergarten CKLA instruction remaining, it is imperative that you clearly identify any individual student weaknesses. To be successful in first grade, students must have mastered the basic code for the short vowel and consonant sounds and be able to apply this knowledge to blend and read words of 3–5 sounds.

     

    In Unit 8, students will be introduced to 14 double-letter spellings for consonant sounds and seven high-frequency Tricky Words.  The Warm-Up exercise for Unit 8 consists of two parts. The goal of Part A 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.

     

    Unit 9:

    Although half of Unit 9 and all of Unit 10 are not addressed this year, the skills taught in Units 9 and 10 of Kindergarten CKLA are taught again in Grade 1 CKLA as brand new skills. So, it is more important for you to focus on teaching the skills within this pacing guide and providing remediation and enrichment based on Units 1 - 8, rather than in completing 9 and 10. Please note that this was a crucial factor in determining the pacing guide for the year for Kindergarten.

     

    Unit 10:  Teachers will only be administering the assessment portions of Unit 10.

     

    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 Smartboard, or writing the material on chart paper or a whiteboard.

  • Week 1: April 17

    Unit

    8

    Lesson

    1

    2

    3

    Notes:

    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.

  • Week 2: April 24

    Unit

    8

    Lesson

    4

    5

    6

    7

    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.

     

    Lesson 7:  This lesson follows a similar structure as previous lessons.  The short vowel sound /e/ will be added into the Warm-Up activity.  Remember, the sounds /i/ and /e/, and /e/ and /a/ are difficult to distinguish.  You may want to consider using an oral reading activity or assign a vocabulary worksheet for small group time.

  • Week 3: May 1

    Unit

    8

    Lesson

    8

    9

    10

    11

    Notes:

     

    Lesson 8: This lesson follows a similar structure as previous lessons.  For the dictation in this lesson, students will be writing tricky words.  You will probably need to guide students through the process until they get comfortable with you.  You may need to pull a group of students to complete the activity as a guided practice. Before students go off to partner read, remind them not to read ahead.  We don't want them to get into that habit, since other readings may have new spellings.

     

    Lesson 9:  Students will continue reviewing short vowels and digraphs.  They will review Tricky words through dictation and rhyming words by identifying words that rhyme.  Students will be reading a story for homework.  You may want to include a signature line for accountability.

     

    Lesson 10:  In this lesson, students will be introduced to double-letter spellings for consonant sounds.  Place the sound cards for ‘bb, ‘dd’, ‘ff’, ‘gg, ‘cc, ‘ck, ‘ll, and ‘mm’ on the appropriate Sound Posters. The double-letter spellings have been taught as one spelling unit.  Because of this, the divider is placed after the double spelling when breaking words down into syllables.  You may need to provide more guidance to students when completing the Word Sort activity until they are comfortable.  For homework, students will read a story to a family member for homework.  You may want to include a signature line for accountability.  Be sure to incorporate the phrase and wiggle cards throughout the day.

     

    Lesson 11: In this lesson, students will continue to work with double-letter spellings for consonant sounds.  If students need extra support with reading words with double-letter spellings, you may want to select Pausing Point exercises that address reading words with those types of spellings. As students read, make sure to circulate the room, taking anecdotal notes on their progress and reading behaviors.

  • Week 4: May 8

    Unit

    8

    Lesson

    12

    13

    15 & 16

    17

    Assessment

    The Unit 8 Student Performance Task Assessment begins this week with lesson 15 and extends through lesson 19.

    Notes:

     The Unit 8 Student Performance Task Assessment is a comprehensive, multipart assessment of all letter-sound correspondences, Tricky Words, and letter names taught in the CKLA program. With just several months of Kindergarten CKLA instruction remaining, it is imperative that you clearly identify any individual student weaknesses. To be successful in first grade, students must have mastered the basic code for the short vowel and consonant sounds and be able to apply this knowledge to blend and read words of 3–5 sounds.

     

    We strongly recommend giving serious consideration to placing students who are not successful on the assessments in a remedial group rather than proceeding to Units 9 and 10. Be assured students who are placed in intensive remediation groups will not miss instruction on the new skills. The skills taught in Units 9 and 10 of Kindergarten CKLA are taught again in Grade 1 CKLA as brand new skills.

     

    Lesson 12:  In this lesson, students will be introduced to new double-letter spellings for consonant sounds.  If students are still struggling with reading words with double-letter spellings, you may choose activities from Unit 8, Section I of the ARG to remediate.  Make sure that students are going back to the text or illustrations to answer questions during the discussion on "Sam in Class."

     

    Lesson 13:  In this lesson, students will be reviewing all short vowels and spellings that they have learned so far this in this unit.  When doing the "True or False" activity, make sure to demonstrate how to complete the worksheet until you feel that students can work independently.  For homework, students will be reading to a family member.  You may want to include a signature line for accountability.

     

    Lesson 14 - Omitted

     

    Lessons 15 & 16:  Today, you will give the Word Recognition Assessment and the Lowercase Letter Names Assessment, which are the first two parts of the Student Performance Task Assessment.  You may choose to administer these assessments in whole group or in a small group setting. To provide you with a window of time to individually assess students on the Lowercase Letter Names Assessment, there are Workbook pages for the rest of the class to complete.  Explain the worksheets to all students and have them work independently while you assess each student.  You may want to cut out either the reading or the practice pages from these lessons depending on student need and on the amount of time that is remaining after administering both assessments

     

    Scoring the Word Recognition Assessment: Sort the students into two groups based on their performance on the Word Recognition Assessment. Students who score 90% (18 or more correct out of 20) or better have strong word recognition skills and can be placed in a low-risk category. Students who score below 90% (less than 18 correct) need further assessment using the Pseudoword Reading Assessment. An optional Real Word Reading Assessment is provided but should only be used if you feel the measurement of the student’s ability is somehow compromised by using the Pseudoword Reading Assessment.

     

    Begin to administer the Pseudoword Reading Assessment, individually to each student who scored below 90% (less than 18 correct) on the Word Recognition Assessment. The optional Real Word Reading Assessment should only be used if you feel the accuracy of the results of the Pseudoword Reading Assessment is in doubt.

    Scoring: Sort the students again. Students who score 90–100% (27 or better correct out of 30) on the Pseudoword Reading Test have strong word attack skills. Students who score below 90% (less than 27 correct) need further assessment to pinpoint gaps in their knowledge of letter sound correspondences.

     

    Lesson 17:   Today, you will administer the Tricky Word Assessment to the entire class.  Worksheet 15.1 is provided as a recording sheet for each individual student. This sheet should be placed in the student’s assessment portfolio along with the actual Student Performance Task Assessment worksheets completed by each student. You may need this documentation for family member conferences or for RtI.

     

    Continue to administer the Pseudoword Reading Assessment, individually to each student who scored below 90% (less than 18 correct) on the Word Recognition Assessment. The optional Real Word Reading Assessment should only be used if you feel the accuracy of the results of the Pseudoword Reading Assessment is in doubt.

    Scoring: Sort the students again. Students who score 90–100% (27 or better correct out of 30) on the Pseudoword Reading Test have strong word attack skills. Students who score below 90% (less than 27 correct) need further assessment to pinpoint gaps in their knowledge of letter sound correspondences.

     

    For each student who scored below 90% (less than 27 correct) on the Pseudoword or Real Word Reading Assessment you will administer the Code Knowledge Diagnostic Assessment.  This test will allow you to pinpoint specific letter-sound correspondences individual students have not yet mastered.

  • Week 5: May 15

    Unit

    8

    Lesson

    18

    19

    20

    PP

    Assessment

    The Unit 8 Student Performance Task Assessment continues this week and extends through lesson 19.  The Pausing Point also occurs this week.

    Notes:

    The Unit 8 Student Performance Task Assessment is a comprehensive, multipart assessment of all letter-sound correspondences, Tricky Words, and letter names taught in the CKLA program. With just several months of Kindergarten CKLA instruction remaining, it is imperative that you clearly identify any individual student weaknesses. To be successful in first grade, students must have mastered the basic code for the short vowel and consonant sounds and be able to apply this knowledge to blend and read words of 3–5 sounds.

     

    We strongly recommend giving serious consideration to placing students who are not successful on the assessments in a remedial group rather than proceeding to Units 9 and 10. Be assured students who are placed in intensive remediation groups will not miss instruction on the new skills. The skills taught in Units 9 and 10 of Kindergarten CKLA are taught again in Grade 1 CKLA as brand new skills.

     

    Lesson 18:  Today, you will administer the Story Reading Assessment to students who score 90% or above on the Word Recognition Assessment. At the teacher’s discretion, it may also be administered to students who score less than 90% on the Word Recognition Assessment but then score 90% or above on either the Pseudoword or Real Word Reading Assessment. This assessment is not administered to students who take the Code Knowledge Diagnostic Assessment. This is the most demanding test of the Unit 8 multipart assessment.

     

    This individually administered assessment in which students are asked to read an unfamiliar story aloud provides the teacher with an opportunity to complete a running record of student performance when asked to read continuous text, not just isolated words. By asking oral comprehension questions after students finish reading, the teacher can also gauge whether students understand what they are reading.

     

    Lesson 19:  In today's lesson, you will be reviewing short vowel sounds and letter spellings from the unit.  Instead of modeling the "Word Box" worksheet, you may prefer to have the students complete the worksheet independently while you meet with students in order to continue individual assessments.  Read "Max in the Mud" with Group 1 today while Group 2 reads with a partner. Make sure to take anecdotal notes on students' progress and reading behaviors.  Continue administering individual assessments for the Student Performance Task Assessment if needed.

     

     

    *After giving these assessments and recording the results, you should be able to identify those students in your class who need the most assistance with the code knowledge presented thus far. You should also be able to pinpoint specific weaknesses. For example, you should be able to identify specific letter-sound correspondences a student has not mastered. Please use this information to determine remediation strategies.

    We encourage you to closely examine the performance of each student in your class and to tailor your instruction and remediation to the specific needs of your students. The assessment scores, combined with your daily observations of student performance, should provide you with enough information to group your students according to their instructional needs. The effectiveness of your remediation will depend upon the ongoing monitoring of individual student progress. Therefore, these groupings should be flexible and should allow for movement between groups as students meet their goals and as their specific needs change.

     

    Lesson 20:   In today's lesson, you will be reviewing short vowel sounds and letter spellings from the unit.  For the Dictation and Connect the Rhyming Words activities, model for the students until you feel that they can work independently.  Read "Max in the Mud" with Group 2 today while Group 1 reads with a partner. Make sure to take anecdotal notes on students' progress and reading behaviors.

     

    Pausing Point:  The Unit 8 Pausing Point is critical. In previous Pausing Points you may have only paused for a day or two to work on a few skills. At this Pausing Point, you should analyze all of the assessment results for each student.   For students who need additional support an assessment error analysis and reteaching suggestions can be found in the Assessment and Remediation Guide: file:///C:/Users/rtpic_000/Downloads/ckla_gk_arg_unit8_engage.pdf

     

    Students who do poorly on Word Recognition, Pseudoword/Real Word and/or Code Knowledge Diagnostic Assessments should not move on to Units 9 and 10. Instead, using the Assessment and Remediation Guide, your instruction should be a reteaching of skills from Units 3–7 as identified by the assessment results.

  • Week 6: May 22

    Unit

    8

    9

    Lesson

    1

    2

    3

    4

    Notes:

    We strongly recommend giving serious consideration to placing students who are not successful on the assessments in a remedial group rather than proceeding to Units 9 and 10. Be assured students who are placed in intensive remediation groups will not miss instruction on the new skills. The skills taught in Units 9 and 10 of Kindergarten CKLA are taught again in Grade 1 CKLA as brand new skills.

     

    Lesson 1:  For the Warm-up, students will practice blending two-syllable words.  They will also review digraphs, spelling alternatives and other spellings that they have learned.  Students will also begin learning about uppercase letters.  They will be introduced to A, B, C and D and will practice writing the letters correctly.  Part of their homework will provide them with extra practice in handwriting.

     

    Lesson 2: If students will benefit from continued story demonstration, please demonstrate reading "The Bad Crab."   You can enhance the reading by using the images from the Teacher Resources section for Zack and Ann in tandem with a projection system.

     

    Lesson 3:  In this lesson, students will continue to review upper and lower case letters  ‘A’, ‘a’, ‘B’, ‘b’, ‘C’, ‘c’, ‘D' and 'd'.  They will also be introduced to upper case letters E, F, G and H.  Make sure to preview vocabulary prior to reading "Ann's Dress."  Also, make sure that students are answering the discussion questions in complete sentences.

     

    Lesson 4: In this lesson, students will be reviewing tricky words and the 20 spellings previously taught, including digraphs and spelling alternatives. They will also review the first 8 uppercase letters by matching them to the corresponding lowercase letters.  When students are partner reading, encourage them to not read ahead.  You may wish to assign them any optional vocabulary worksheets to complete if they get done early. As students are completing the Story Questions worksheet, have them go back to the text to find the answer.

  • Week 7: May 29

    Unit

    9

    Notes:

    Lesson 5:  In today's lesson, you will be using finger taps for oral blending.  This helps students hear and distinguish individual sounds.  For the Circle and Copy worksheet, model how to complete the worksheet until you feel that students can work independently.

     

    Lesson 6: Students will be introduced to the uppercase letters I, J, K, L and M.  Students will practice writing the letters correctly and will be matching the uppercase letters that they learned to the corresponding lowercase letters. Before reading "Zack Gets a Pet," make sure to preview the vocabulary. Make sure that students are answering discussion questions in complete sentences.

     

    Lesson 7:  In this lesson, students will be introduced to the uppercase letters N, O, P, Q and R.  If students need additional practice with uppercase letters, you may select appropriate Pausing Point exercises from those listed under “Recognize and Write Uppercase Letters” and the activities in Unit 9, Section III of the Assessment and Remediation Guide.

    Lesson

    5

    6

    7

  • Week 8: June 5

    Unit

    9

    Lesson

    Unit 9, L 10

    Unit 9, L 12

    Unit 10, L 26 & 27

    Unit 10, L 27 & 28

    Assessment

    End-of-Year Student Performance Task Assessment

    Notes:

    Lesson 8:  Omit

     

    Lesson 9: Omit

     

    (Day 1) Unit 9, Lesson 10:  In this lesson, students will be introduced to the uppercase letters S, T, U, V and W.  There are a number of challenging vocabulary words in today's story, "Fix That Ship."  Make sure to preview the vocabulary before reading the story.  You may want to refer to the illustrations from the text as your go over the vocabulary words.  For homework, students will be reading a story to a family member.  You may want to add a signature line for accountability.

     

    Lesson 11: Omit

     

    (Day 2) Unit 9, Lesson 12: In today's lesson, students will be introduced to the uppercase letters X, Y and Z.  During partner reading, make sure to encourage students not to read ahead.  Once they are finished reading "The Tent," they can read previous stories from the reader.  Circulate the room and take anecdotal notes on students' progress and reading behaviors.  During the discussion, make sure that students are answering questions in complete sentences and using the question stems in their answer. For homework, students will be reading a story to a family member. You may want to add a signature line for accountability.

     

    (Day 3)  Unit 10: Lessons 26 & 27 (combined): Administer Part 1A and 1B of the End-of-Year Student Performance Task Assessment to all students simultaneously using workbook pages 26.1 and 26.2. Words in Part 1A (rows 1-10) assess students' knowledge of the sound spellings taught in Kindergarten. Words in Part 1B (rows 11-20) assess students' knowledge of Tricky Words. This assessment should take 25 minutes. Then, administer Part 2 of the End-of-Year assessment (found in lesson 27). Use worksheet 27.1 to have students spell words as you read them aloud. This should take 15 minutes. Use the remaining time in your skills block to do a demonstration story or partner reading of previous stories from their readers, depending on student need/ability. You will need to grade your assessments for each student using workbook page 26.3 to determine which students need to complete Part 3 of the assessment tomorrow.

     

    (Day 4) Unit 10: Lessons 27 & 28 (combined): Today you will administer Part 3: Letter Sounds of the End-of-Year assessment individually to specific students using workbook page 27.6 (the directions for this assessment can be found in lessons 27, 28 or 29). It should only be given to students who miss 6 or more of the 20 (total) items on Part 1A and 1B: Word Reading and/or 4 or more of the 15 items on Part 2: Sound Writing. While you are pulling students to assess, other students may partner read previous stories from their readers or complete additional Pausing Point pages from their student workbooks. Lesson 28 also contains an optional letter writing assessment that you can administer to all students simultaneously, using workbook page 28.1. You may complete this assessment with your students with any remaining time you have in your block.

  • Week 9: June 12

    Unit

    9

    Lesson

    Assessment, Remediation, and Enrichment based on Unit 9 Review lessons and based on Unit 8 assessment data

    Notes:

    Although half of Unit 9 and all of Unit 10 are not addressed this year, the skills taught in Units 9 and 10 of Kindergarten CKLA are taught again in Grade 1 CKLA as brand new skills. So, it is more important for you to focus on teaching the skills within this pacing guide and providing remediation and enrichment based on Units 1 - 8, rather than in completing Units 9 and 10. Please note that this was a crucial factor in determining the pacing guide for the year for Kindergarten.