Kindergarten Reading Curriculum Map                                              Isaac School District No. 5Authors:      ...
Kindergarten Reading Curriculum Map                                                        Isaac School District No. 5    ...
Kindergarten Reading Curriculum Map                                                       Isaac School District No. 5     ...
Kindergarten Reading Curriculum Map                                                        Isaac School District No. 5Quar...
Kindergarten Reading Curriculum Map                                                        Isaac School District No. 5Quar...
Kindergarten Reading Curriculum Map                                                        Isaac School District No. 5Quar...
Kindergarten Reading Curriculum Map                                                        Isaac School District No. 5Quar...
Kindergarten Reading Curriculum Map                                                        Isaac School District No. 5Quar...
Kindergarten Reading Curriculum Map                                                        Isaac School District No. 5Quar...
Kindergarten Reading Curriculum Map                                                        Isaac School District No. 5Quar...
Kindergarten Reading Curriculum Map                                                        Isaac School District No. 5Quar...
Kindergarten Reading Curriculum Map                                                        Isaac School District No. 5Quar...
Kindergarten Reading Curriculum Map                                                        Isaac School District No. 5Quar...
Kindergarten Reading Curriculum Map                                                       Isaac School District No. 5S3C2P...
Kindergarten Reading Curriculum Map                                                        Isaac School District No. 5Quar...
Kindergarten Reading Curriculum Map                                                        Isaac School District No. 5Quar...
Kindergarten Reading Curriculum Map                                                        Isaac School District No. 5Quar...
Kindergarten Reading Curriculum Map                                                        Isaac School District No. 5Quar...
Kindergarten Reading Curriculum Map                                                        Isaac School District No. 5Quar...
Kindergarten Reading Curriculum Map                                                       Isaac School District No. 5*S2C1...
Kindergarten Reading Curriculum Map                                                         Isaac School District No. 5Qua...
Kindergarten Reading Curriculum Map                                                        Isaac School District No. 5Quar...
Kindergarten Reading Curriculum Map                                                        Isaac School District No. 5Quar...
Kindergarten Reading Curriculum Map                                                          Isaac School District No. 5Qu...
Kindergarten Reading Curriculum Map                                                         Isaac School District No. 5Qua...
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Reading Curriculum Map Kinder

  1. 1. Kindergarten Reading Curriculum Map Isaac School District No. 5Authors: SchoolAngela Moore Morris K. UdallNorma Sandoval Morris K. UdallMarina Martinez Joseph ZitoErma Ruiz Joseph ZitoRationaleRationale for selected Kindergarten performance objectives is based on the “Big 5” areas of reading. We have chosen strands that are criticalfor students to master to become proficient readers and lifelong learners.Linking performance objectives have been chosen and strategically sequenced from basic foundational concepts and scaffolded to guidestudents to mastery of essential skills.As a team, we have determined a number of recurring concepts and performance objectives that are to be integrated throughout the year tosupport student mastery. These recurring performance objectives are listed in the Preamble.
  2. 2. Kindergarten Reading Curriculum Map Isaac School District No. 5 PREAMBLE These POs will be integrated throughout the year: AZ Essential LearningStandard Knowledge Skills PRINT CONCEPTSS1C1PO6 Spoken words; sequences of letters Recognize that spoken words are represented in written language by specific sequences of lettersS1C1PO4 Parts of a book; information Identify different parts of a book (e.g., front cover, back cover, title page) and the information they provide. One-to-one correlation; spoken word; printed Demonstrate the one-to-one correlation between a spoken word and a printed word.S1C1PO8 word PHONEMIC AWARENESSS1C2PO6 Blend spoken phonemes to form a single-syllable word (e.g., /m/…/a/…/n/…makes Spoken phonemes; single-syllable words man). PHONICSS1C3PO2 New word; letter Recognize that a new word is created when a specific letter is changed, added, or removed. VOCABULARYS1C4PO1 Word; sentence Determine what words mean from how they are used in a sentence, heard or read. COMPREHENSION STRATEGIESS1C6PO1 Predictions; title; cover; illustrations; text Make predictions based on title, cover, illustrations, and text. * = POs previously introduced Bold = Priority PO 7-15-2010 2 Italics = POs taught at earlier grade level [ ] = Increased skill rigorUnderlining = Cognitive rigor Isaac School District
  3. 3. Kindergarten Reading Curriculum Map Isaac School District No. 5 PREAMBLE AZ Knowledge SkillsStandard ELEMENTS OF LITERATURES2C1PO2 Story elements; characters; setting; key events Identify elements of a story, including characters, setting, and key events.S2C1PO4 Story; events; sequence Retell or re-enact a story, placing the events in the correct sequence. COMPREHENDING INFORMATIONAL TEXTS3C1PO1 Purpose; expository text Identify the purpose for reading expository text.S3C2PO2 Signs; symbols; labels; captions; environment Identify signs, symbols, labels, and captions in the environment. * = POs previously introduced Bold = Priority PO 7-15-2010 3 Italics = POs taught at earlier grade level [ ] = Increased skill rigorUnderlining = Cognitive rigor Isaac School District
  4. 4. Kindergarten Reading Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Print Concepts: Understanding How We ReadCluster: 1Big Ideas/Enduring Understandings Essential Question(s)Print represents concepts, words & ideas. What is print?Print is organized systematically to convey meaning. How do I use print? What do I learn from print? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS1C1PO6 Spoken words are represented by Recognize that spoken words are represented in written words written language language by specific sequences of letters. lettersS1C1PO1 Print Recognize that print represents spoken language and conveys sentences meaning (e.g., his/her own name, Exit and Danger signs). meaningS1C1PO2 Book; pages Hold a book right side up and turn pages in the correct right side up direction. turn pagesS1C1PO3 Printed page; words from left to Start at the top left of the printed page, track words from left top, bottom, left, right; return sweep; top to bottom to right, using return sweep, and move from the top to the right bottom of the page. front coverS1C1PO4 Parts of a book; information Identify different parts of a book (e.g., front cover, back cover, title page title page) and the information they provide. back coverS1C1PO7 Concept of words Recognize the concept of words by segmenting spoken spoken words sentences into individual words. printed wordsS1C1PO8 One-to-one correlation Demonstrate the one-to-one correlation between a spoken word and a printed word. * = POs previously introduced Bold = Priority PO 7-15-2010 4 Italics = POs taught at earlier grade level [ ] = Increased skill rigor Underlining = Cognitive rigor Isaac School District
  5. 5. Kindergarten Reading Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Phonemic Awareness: Understanding the Sounds of LanguageCluster: 2Big Ideas/Enduring Understandings Essential Question(s)Words are made up of patterns and sounds. How can I use speech patterns to help me learn to read?Hearing and producing individual sounds helps you blend or segment words. How does being able to hear individual sounds in words make me a better reader? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS1C2PO7 Initial and final sounds; spoken Identify the initial and final sounds (not the letter) of a initial sound words spoken word. final soundS1C2PO1 Rhyming/Non-rhyming words Distinguish spoken rhyming words from non-rhyming words rhyming words (e.g., run, sun versus run, man). alliterationS1C2PO2 Rhyming words Orally produce rhyming words in response to spoken words (e.g., What rhymes with hat?).S1C2PO3 Alliteration Orally produce groups of words that begin with the same initial sound (alliteration). * = POs previously introduced Bold = Priority PO 7-15-2010 5 Italics = POs taught at earlier grade level [ ] = Increased skill rigor Underlining = Cognitive rigor Isaac School District
  6. 6. Kindergarten Reading Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Phonics: Understanding Letters and SoundsCluster: 3Big Ideas/Enduring Understandings Essential Question(s)Letters represent sounds. How do letter sounds help me read words?Letters can make words. How do letter patterns help me read & spell words? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS1C3PO3 Letter sounds for single-lettered Say letter sounds represented by the single-lettered letters consonants and vowels consonants and vowels. vowels Letters of the alphabet Identify letters of the alphabet (upper & lower case). consonantsS1C3PO1 upper case lower case * = POs previously introduced Bold = Priority PO 7-15-2010 6 Italics = POs taught at earlier grade level [ ] = Increased skill rigor Underlining = Cognitive rigor Isaac School District
  7. 7. Kindergarten Reading Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Vocabulary: Understanding the Meaning of WordsCluster: 4Big Ideas/Enduring Understandings Essential Question(s)Deriving meaning from words helps us understand what we read. Why is it important to learn new words? How can I use context clues to understand new words? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS1C4PO1 Words and sentences Determine what words mean from how they are used in a words sentence, heard or read. sentenceS1C4PO2 Familiar words Sort familiar words into basic categories (e.g., colors, shapes, meaning food). familiar Objects; events Describe familiar objects and events in both general and sortS1C4PO3 specific language. categories describe objects events * = POs previously introduced Bold = Priority PO 7-15-2010 7 Italics = POs taught at earlier grade level [ ] = Increased skill rigor Underlining = Cognitive rigor Isaac School District
  8. 8. Kindergarten Reading Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Comprehension: Understanding What We ReadCluster: 5Big Ideas/Enduring Understandings Essential Question(s)We read for different purposes. Why should I read?We have various strategies we can use to help us understand what we read. What makes a great story? What strategies do I use when I do not understand what I am reading? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment S2C1PO2 Story Elements Identify elements of a story, including characters, setting, story elements and key events. characters setting S1C6PO1 Predictions Make predictions based on title, cover, illustrations and text. key events (plot) predictions S1C6PO2 Highly predictable books Derive meaning from books that are highly predictable, use repetitive syntax, and have linguistic redundancy. predictable fiction S2C1PO1 Fiction selections; poetry Participate (e.g., react, speculate, join in, read along) when poetry predictably patterned selections of fiction and poetry are read retell aloud. sequence S2C1PO3 Story; events Retell or re-enact a story, placing the events in the correct sequence. * = POs previously introduced Bold = Priority PO 7-15-2010 8 Italics = POs taught at earlier grade level [ ] = Increased skill rigor Underlining = Cognitive rigor Isaac School District
  9. 9. Kindergarten Reading Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Print Concepts: Understanding How We ReadCluster: 6Big Ideas/Enduring Understandings Essential Question(s)Print represents concepts, words and ideas. What is print?Print is organized systematically to convey meaning. How do I use print? What do I learn from print? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S1C1PO6 Spoken words are represented by Recognize that spoken words are represented in written words written language language by specific sequences of letters. letter print S1C1PO5 Printed letters; words Distinguish between written letters and words. text segment S1C1PO7 Concept of words Recognize the concept of words by segmenting spoken sentences sentences into individual words. spoken words written words S1C1PO8 One-to-one correlation Demonstrate the one-to-one correlation between a spoken word and a written word. * = POs previously introduced Bold = Priority PO 7-15-2010 9 Italics = POs taught at earlier grade level [ ] = Increased skill rigor Underlining = Cognitive rigor Isaac School District
  10. 10. Kindergarten Reading Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Phonemic Awareness: Understanding the Sounds of LanguageCluster: 7Big Ideas/Enduring Understandings Essential Question(s)Words are made up of patterns and sounds. How can I use speech patterns to help me learn to read?Hearing and producing individual sounds helps you blend or segment words. How does being able to hear individual sounds in words make me a better reader? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S1C2PO7 Initial and final sounds Identify the initial and final sounds (not the letter) of a phoneme spoken word. initial sound blend S1C2PO5 Onset and rime Blend spoken simple onsets and rimes to form real words (e.g. onset & rime onset /c/ and rime /at/ makes cat). final sound Phonemes Blend spoken phonemes to form a single syllable word (e.g. syllable S1C2PO6 /m/ … /a/ … /n/ makes man). segment S1C2PO8 One syllable words Segment one syllable words into its phonemes using manipulatives to mark each phoneme (e.g. dog makes /d/../o/../g/ while the students move a block or tile for each phoneme). * = POs previously introduced Bold = Priority PO 7-15-2010 10 Italics = POs taught at earlier grade level [ ] = Increased skill rigor Underlining = Cognitive rigor Isaac School District
  11. 11. Kindergarten Reading Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Phonics: Understanding Letters and SoundsCluster: 8Big Ideas/Enduring Understandings Essential Question(s)Letters represent sounds. How do letter sounds help me read words?Letters can make words. How do letter patterns help me read and spell words? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS1C3PO3 Letter sounds for single-lettered Say letter sounds represented by the single-lettered letters consonants and vowels consonants and vowels. vowels Letters of the alphabet Identify letters of the alphabet (upper & lower case). consonants*S1C3PO1 upper case S1C3PO2 New words Recognize that a new word is created when a specific letter is lower case changed, added, or removed. add remove change * = POs previously introduced Bold = Priority PO 7-15-2010 11 Italics = POs taught at earlier grade level [ ] = Increased skill rigor Underlining = Cognitive rigor Isaac School District
  12. 12. Kindergarten Reading Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Vocabulary: Understanding the Meaning of WordsCluster: 9Big Ideas/Enduring Understandings Essential Question(s)Deriving meaning from words helps us understand what we read. Why is it important to learn new words? How can I use context clues to understand new words? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S1C4PO1 Words and sentences Determine what words mean from how they are used in a words sentence, heard or read. sentence meaning*S1C4PO2 Familiar words Sort familiar words into basic categories (e.g., colors, shapes, familiar food). sort categories*S1C4PO3 Objects; events Describe familiar objects and events in both general and describe specific language. objects events * = POs previously introduced Bold = Priority PO 7-15-2010 12 Italics = POs taught at earlier grade level [ ] = Increased skill rigor Underlining = Cognitive rigor Isaac School District
  13. 13. Kindergarten Reading Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Comprehension: Understanding What We ReadCluster: 10Big Ideas/Enduring Understandings Essential Question(s)We read for different purposes. Why should I read?We have various strategies we can use to help us understand what we read. What makes a great story? What strategies do I use when I do not understand what I am reading? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S2C1PO2 Story Elements Identify elements of a story, including characters, setting, story elements and key events. character*S1C1PO5 Printed letters; words Distinguish between written letters and words. setting*S2C1PO1 Fiction selections; poetry Participate (e.g., react, speculate, join in, read along) when key events (plot) predictably patterned selections of fiction and poetry are read letters aloud. words S2C1PO3 Story; events Retell or re-enact a story, placing the events in the correct sequence. prediction * = POs previously introduced Bold = Priority PO 7-15-2010 13 Italics = POs taught at earlier grade level [ ] = Increased skill rigor Underlining = Cognitive rigor Isaac School District
  14. 14. Kindergarten Reading Curriculum Map Isaac School District No. 5S3C2PO2 Signs; symbols; labels; captions Identify signs, symbols, labels and captions in the fiction environment. retell sequence signs symbols labels captions * = POs previously introduced Bold = Priority PO 7-15-2010 14 Italics = POs taught at earlier grade level [ ] = Increased skill rigorUnderlining = Cognitive rigor Isaac School District
  15. 15. Kindergarten Reading Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Print Concepts: Understanding How We ReadCluster: 11Big Ideas/Enduring Understandings Essential Question(s)Print represents concepts, words & ideas. What is print?Print is organized systematically to convey meaning. How do I use print? What do I learn from print? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S1C1PO6 Spoken words are represented by Recognize that spoken words are represented in written words written language language by specific sequences of letters. letters front cover*S1C1PO5 Printed letters; words Distinguish between written letters and words. title page back cover*S1C1PO7 Concept of words Recognize the concept of words by segmenting spoken segment sentences into individual words. sentences spoken words,*S1C1PO8 One-to-one correlation Demonstrate the one to one correlation between a spoken printed words word and a printed word. * = POs previously introduced Bold = Priority PO 7-15-2010 15 Italics = POs taught at earlier grade level [ ] = Increased skill rigor Underlining = Cognitive rigor Isaac School District
  16. 16. Kindergarten Reading Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Phonemic Awareness: Understanding the Sounds of LanguageCluster: 12Big Ideas/Enduring Understandings Essential Question(s)Words are made up of patterns and sounds. How can I use speech patterns to help me learn to read?Hearing and producing individual sounds helps you blend or segment words. How does being able to hear individual sounds in words make me a better reader? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S1C2PO7 Initial and final sounds Identify the initial and final sounds (not the letter) of a spoken word. initial sound Spoken syllables Blend two or three spoken syllables to say words. final soundS1C2PO4 blend segment*S1C2PO6 Phonemes Blend spoken phonemes to form a single syllable word (e.g. syllable /m/ … /a/ … /n/ makes man).*S1C2PO8 One syllable words Segment one syllable words into its phonemes using manipulatives to mark each phoneme (e.g. dog makes /d/../o/../g/ while the students move a block or tile for each phoneme). * = POs previously introduced Bold = Priority PO 7-15-2010 16 Italics = POs taught at earlier grade level [ ] = Increased skill rigor Underlining = Cognitive rigor Isaac School District
  17. 17. Kindergarten Reading Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Phonics: Understanding Letters and SoundsCluster: 13Big Ideas/Enduring Understandings Essential Question(s)Letters represent sounds. How do letter sounds help me read words?Letters can make words. How do letter patterns help me read and spell words? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S1C3PO3 Letter sounds for single-lettered Say letter sounds represented by the single-lettered letters consonants and vowels consonants and vowels. vowels consonants*S1C3PO1 Letters of the alphabet Identify letters of the alphabet (upper & lower case). upper case lower case*S1C3PO2 New words Recognize that a new word is created when a specific letter is changed, added, or removed. add remove change * = POs previously introduced Bold = Priority PO 7-15-2010 17 Italics = POs taught at earlier grade level [ ] = Increased skill rigor Underlining = Cognitive rigor Isaac School District
  18. 18. Kindergarten Reading Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Vocabulary: Understanding the Meaning of WordsCluster: 14Big Ideas/Enduring Understandings Essential Question(s)Deriving meaning from words helps us understand what we read. Why is it important to learn new words? How can I use context clues to understand new words? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S1C4PO1 Words and sentences Determine what words mean from how they are used in a words sentence, heard or read. sentence meaning*S1C4PO2 Familiar words Sort familiar words into basic categories (e.g. colors, shapes, familiar food). sort categories*S1C4PO3 Objects; events Describe familiar objects and events in both general and describe specific language. objects events * = POs previously introduced Bold = Priority PO 7-15-2010 18 Italics = POs taught at earlier grade level [ ] = Increased skill rigor Underlining = Cognitive rigor Isaac School District
  19. 19. Kindergarten Reading Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Comprehension: Understanding What We ReadCluster: 15Big Ideas/Enduring Understandings Essential Question(s)We read for different purposes. Why should I read?We have various strategies we can use to help us understand what we read. What makes a great story? What strategies do I use when I do not understand what I am reading? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S2C1PO2 Story Elements Identify elements of a story, including characters, setting, story elements and key events. character setting S2C1PO4 Literary selection Determine whether a literary selection that is heard is realism key events (plot) or fantasy. realism fantasy*S1C6PO1 Predictions Make predictions based on title, cover, illustrations & text. predictable Highly predictable books Derive meaning from books that are highly predictable, use fiction*S1C6PO2 repetitive syntax, and have linguistic redundancy. poetry*S2C1PO1 Fiction selections & poetry Participate (e.g., react, speculate, join in, read along) when retell predictably patterned selections of fiction and poetry are read sequence aloud. * = POs previously introduced Bold = Priority PO 7-15-2010 19 Italics = POs taught at earlier grade level [ ] = Increased skill rigor Underlining = Cognitive rigor Isaac School District
  20. 20. Kindergarten Reading Curriculum Map Isaac School District No. 5*S2C1PO3 Story; events Retell or re-enact a story, placing the events in the correct directions sequence. picture cluesS3C2PO1 Set of directions; picture clues Sequentially follow a two or three-step set of directions (e.g., recipes, center directions, classroom procedures, science experiments) using picture clues. * = POs previously introduced Bold = Priority PO 7-15-2010 20 Italics = POs taught at earlier grade level [ ] = Increased skill rigorUnderlining = Cognitive rigor Isaac School District
  21. 21. Kindergarten Reading Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following cluster(s) are from the subsequent grade level (1st Grade)Unit Name and Description: Phonemic Awareness: Understanding the Sounds of LanguageCluster: 16Big Ideas/Enduring Understandings Essential Question(s)Words are made up of patterns and sounds. How can I use speech patterns to help me learn to read?Hearing and producing individual sounds helps you blend or segment words. How does being able to hear individual sounds in words make me a better reader?Changing the sounds changes the word. What is the difference between the sounds in a word and the syllables? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary AssessmentS1C2PO8 Phonemes in one syllable words Segment spoken phonemes contained in one-syllable words syllable of two to five phoneme sounds into individual phoneme segment sounds (e.g., splat = /s/p/l/a/t/ using manipulatives to mark phoneme each phoneme). rhyming wordsS1C2PO1 Rhyming words Generate a series of rhyming words, including consonant blends. consonant blends short vowel patternS1C2PO6 Letter sounds; letter patterns; Generate sounds from letters & letter patterns, including long vowel pattern vowel patterns; recognizable consonant blends and long & short vowel patterns words (phonograms), to combine those sounds into recognizable initial sound words. medial soundS1C2PO4 Initial, medial and final sounds in Distinguish between initial, medial and final sounds in single- final sound words syllable words. * = POs previously introduced Bold = Priority PO 7-15-2010 21 Italics = POs taught at earlier grade level [ ] = Increased skill rigor Underlining = Cognitive rigor Isaac School District
  22. 22. Kindergarten Reading Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following cluster(s) are from the subsequent grade level (1st Grade)Unit Name and Description: Phonics: Understanding Letters and SoundsCluster: 17Big Ideas/Enduring Understandings Essential Question(s)Good readers decode words to read fluently. How do word families help me decode text?Words can be made of single sounds and combinations of sounds. How do letter sounds/patterns help me read and spell words? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary AssessmentS1C3PO1 Two syllable words with letter Decode regularly spelled two-syllable words fluently by letters sound correspondences applying the most common letter-sound correspondences, vowels including the sounds represented by: consonants • Single letters (consonants & vowels) blends • Consonant blends (e.g., bl, st, tr…) digraphs • Consonant digraphs (e.g., th, sh, ck…) diphthongs • Vowel digraphs & diphthongs (e.g., ea, ee, ie) spelling pattern • addS1C3PO4 Words with common spelling Read words with common spelling patterns (e.g., -ite, -ill, - remove patterns ate) changeS1C3PO2 Inflectional endings with base Use knowledge of inflectional endings (e.g., -s, -ed, -ing) to words identify base words. * = POs previously introduced Bold = Priority PO 7-15-2010 22 Italics = POs taught at earlier grade level [ ] = Increased skill rigor Underlining = Cognitive rigor Isaac School District
  23. 23. Kindergarten Reading Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following cluster(s) are from the subsequent grade level (1st Grade)Unit Name and Description: Vocabulary: Understanding the Meaning of WordsCluster: 18Big Ideas/Enduring Understandings Essential Question(s)Deriving meaning from words helps us understand what we read. Why is it important to learn new words?Combining two words or changing the ending can change meanings of words. How does adding an ending to a word change the word? Essential Learning AZ Key Summative Standard Knowledge Skills Vocabulary AssessmentS1C4PO2 Common words Classify common words into conceptual categories (e.g., words animals, foods, toys…) sentence meaningS1C4PO1 Base words; inflections Recognize base words and their inflections (e.g., look, looks, looked, looking…) base word inflection Compound word Recognize that two words can make a compound word (e.g., commonS1C4PO4 classify sailboat, football, popcorn…) categories compound words * = POs previously introduced Bold = Priority PO 7-15-2010 23 Italics = POs taught at earlier grade level [ ] = Increased skill rigor Underlining = Cognitive rigor Isaac School District
  24. 24. Kindergarten Reading Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following cluster(s) are from the subsequent grade level (1st Grade)Unit Name and Description: Comprehension: Understanding What We ReadCluster: 19Big Ideas/Enduring Understandings Essential Question(s)We read for information. Why should I read expository text?We use various tools to help us understand factual text. How does expository text relate to my personal experiences?Real life experiences can relate to expository text. How does knowing the parts of expository text help me use it to learn information? Essential Learning Key Summative AZ Standard Knowledge Skills Vocabulary AssessmentS1C6PO2 Life experiences in reading Relate information and events in a reading selection to life information selections experiences and life experiences to the text. relate eventsS3C1PO1 Topic; expository text Identify the topic of expository text, heard or read. life experiences topicS3C1PO2 Questions; expository text Answer questions (e.g., who, what, where, when, why, how) expository text about expository text, heard or read. directions picture cluesS3C1PO3 Organizational features; Identify organizational features (e.g., title, table of contents, expository text heading, bold print) of expository text. * = POs previously introduced Bold = Priority PO 7-15-2010 24 Italics = POs taught at earlier grade level [ ] = Increased skill rigor Underlining = Cognitive rigor Isaac School District
  25. 25. Kindergarten Reading Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following cluster(s) are from the subsequent grade level (1st Grade)Unit Name and Description: Fluency: Understanding How To Read With a Natural Flow and AccuracyCluster: 20Big Ideas/Enduring Understandings Essential Question(s)Fluency (speed and accuracy) impacts comprehension. What is fluency?Fluent reading mimics natural speech. How does reading fluently help me understand what I read? Essential Learning Key Summative AZ Standard Knowledge Skills Vocabulary AssessmentS1C5PO2 Fluency; natural speech Read aloud with fluency in a manner that sounds like fluency natural speech. accuracy natural speechS1C5PO1 Grade level text; 90% Consistently read grade level text with at least 90% accuracy. flow accuracy directionsS3C2PO1 Multi-step directions with Follow a set of written multi-step directions with picture cues picture cues to assist. * = POs previously introduced Bold = Priority PO 7-15-2010 25 Italics = POs taught at earlier grade level [ ] = Increased skill rigor Underlining = Cognitive rigor Isaac School District

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