Required Materials |
Project Read Bridge Preview
Project Read Scope and Sequence Project Read Volume 1 Preview Lucy Caulkins Writing Narrative Writing Rubric Reimers, Fernando; Chopra, Vidur; Chung, Connie; Higdon, Julia; O'Donnell, E. (2016-07-28). Empowering Global Citizens: A World Course. Kindle Edition. |
Required Texts |
Foundational Skills |
Foundational Reading Daily
Foundational Writing
Foundational Language
Speaking and Listening
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Project Read Lessons
Engage Lessons
To supplement Project Read. *Unit 1 spans 10 school days
*Unit 2 spans 10 school days |
Foundational Reading Lesson FocusWhat? Phonemic awareness requires students to hear, manipulate, and identify phonemes, the smallest units of sound. Phonemes are speech sounds, such as /b/ as the first sound in bat. 20 Phonemic awareness is taught orally. Initially in kindergarten, it consists of learning about rhyming and listening for, recognizing, and manipulating sounds in words.
Why? Phonemic awareness has been shown to be a better indicator of early reading success than anything else, including socioeconomic status. The reason for this is that it sets the stage for successful decoding. To decode successfully, students need to learn the sounds that are represented in print by letters and combinations of letters, as well as how to blend these together to make words. This is quite simply an unfair task if we have not taught children how to hear the sounds in words. Phonemic awareness teaches students to recognize and blend sounds before blending written letter combinations. Allowing them to learn one thing at time instead of two at once. (Achieve the Core) |
Phonemic Awareness for Early Kindergarten
How? Here you will find an optional scope and sequence for kindergarten games, activities, and tasks using the recommended text Phonemic Awareness in Young Children by Marilyn Adams, Barbara Foorman, Ingred Lundberg, and Terri Beeler. It begins with key phonological awareness concepts and covers more ground than other programs to transition to phonemic awareness and set the stage for phonics. It does it all through games, songs, music, and movement. Any of the activities can replace a less engaging task or game in your core program. What? By the end of the first two months of kindergarten, it is imperative that all students are able to recognize lower- and upper-case letters visually, and name each letter. Singing and memorizing the alphabet is not enough! As part of this work, students should also learn how to properly form each letter, lower- and upper-case. As students are learning the letter names, it is supportive for them to also learn the most commonly associated consonant and short vowel sound for that letter. Make sure you are pronouncing each letter sound clearly and precisely yourself. This requires practice. Why and How? Follow your core curriculum’s scope and sequence in this area, being sure to provide sufficient practice opportunities so that all students master letter recognition and sound correspondence. Teachers must assess students regularly to determine who has mastery and who needs additional support in this area. Small-Group Instruction When with the teacher, students should have ample opportunities to practice the skills being focused on during the current week, and/or practice skills that were not previously mastered. Repeating games and tasks from phonemic awareness, with on-the-spot feedback and reteaching, should be the focus of this time. Your whole class will be moving through the tasks and games, so this may represent critical time to support students who need differentiated practice. For kindergarteners especially, small-group instruction is a chance for students to practice using oral language. For some learners, this accountable time with their teacher will make a huge difference. Keep an observation checklist to assess students regularly in real time. Independent/Group/Center Tasks Centers and work time (in groups, partners, or independently) can serve as an ideal way to support skills practice. It is important to use only centers and tasks that are easily implemented, simple to monitor, and independent (they should not require your guidance or attention). Repeating tasks that were taught whole-group, and using similar tasks with varied content from week to week, will allow students to focus independently on the task at hand. You should be sure that all your reading centers are focused on the skills your students must master for reading success. While it may seem obvious, an important guideline for tasks during early kindergarten is that they be clear in format for students. If directions are needed, explaining the directions whole class for a center or task that repeats will allow for more instructional time later. Suggested focus points for tasks during early kindergarten include: • Name writing • Letter recognition • Handwriting (proper letter formation) • Uppercase/lowercase match of taught letters • Rereading decodable or wordless books • Retelling read alouds based on pictures • Creating storylines for wordless books based on pictures (Achieve the Core) |
Lessons to Supplement
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Engage Lessons
To Supplement Project Read To Supplement Project Read Handwriting Unit 1 (Pre-Handwriting Skills, Basic Lines and Shapes, Phonological Awareness, Rapid Naming, Directionality) Unit 2 (Pre-Handwriting Skills, More Complex Lines and Shapes, Phonological Awareness, Rapid Naming, Directionality) |
Lesson 1 (3-5 Days) |
In morning meeting, begin to establish the rituals and routines of the class. Have students engage in exercises to develop friendships and class rules and behavioral expectations using Responsive Classroom Strategies for morning meeting.
Introduction to Morning Meeting by Responsive Classroom |
Lesson 2 (1-3 days) |
Lesson 3 (1-3 days) |
Narrative Writing - Workshop Model
Lucy Caulkins lessons |
Lesson 5 (3-5 days) |
Lesson 6 (4-6 days) |
Humanities Unit - Getting to know ourselves, our families and our friends
Activities 1.2 and 1.4 are completed in school Activities 1.1 and 1.3 include family engagement activities |
Suggested Readings |
Wemberly Worry 170 L
Owen 370L Lillian's Purple Plastic Purse 540L |
Optional LessonsLessons address Literary Reading, Language, Writing and Speaking and Listening standards
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Engage Unit 1
Engage Domain 1: Nursery Rhymes & Fables Engage Listening and Learning Unit 2 Engage Domain 2: The 5 Senses |
Academic Vocabulary
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Reading Text
Character traits
Ask Answer Recall Describe Feelings Complete sentences Details Beginning Middle End Retell Characters Setting Events Fiction/narrative Nursery rhymes Poetry Fairy tales Fantasy Author Illustrator Illustration Text Relationship Active listening Participate Engaged Reading for meaning Setting a purpose Non-‐fiction/informational text |
Writing
narrative
reaction setting Personal narrative Sequence of events Revise Edit Details Publish Produce |
Speaking/Listening
Speaking
listening text conversation topic key details clarification understand Complete sentence Turn-‐taking Listening to speaker Eye contact Think-‐pair-‐share Describe Details Events Familiar Illustration Visual display Provide Additional Audibly Express Appropriate volume |
Language
Upper and lowercase letters
capital noun verb plural nouns naming words question Uppercase/lowercase Plural Naming words Action words Complete sentences Question words Audibly Express Complete sentences Appropriate volume |
Foundation Skills
Left
right top bottom page spaces uppercase lowercase alphabet letters rhyme Tracking Letters Tracking Blend Syllable Consonant Vowel Beginning sound Ending sound Sound/phoneme Letter Sound Word Sight words Accurately Smoothly With expression Strategy use Reading for meaning Setting a purpose |
