Reading Curriculum Map Kinder

Kindergarten Reading Curriculum Map
Isaac School District No. 5

Authors: School
Angela Moore Morris K. Udall
Norma Sandoval Morris K. Udall
Marina Martinez Joseph Zito
Erma Ruiz Joseph Zito

Rationale

Rationale for selected Kindergarten performance objectives is based on the “Big 5” areas of reading. We have chosen strands that are critical
for 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 guide
students 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 to
support student mastery. These recurring performance objectives are listed in the Preamble.

PREAMBLE
These POs will be integrated throughout the year:
AZ
Essential Learning
Standard
Knowledge Skills
PRINT CONCEPTS
S1C1PO6 Spoken words; sequences of letters Recognize that spoken words are represented in written language by specific sequences
of letters

S1C1PO4 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 AWARENESS
S1C2PO6 Blend spoken phonemes to form a single-syllable word (e.g., /m/…/a/…/n/…makes
Spoken phonemes; single-syllable words
man).
PHONICS
S1C3PO2 New word; letter Recognize that a new word is created when a specific letter is changed, added, or
removed.
VOCABULARY

S1C4PO1 Word; sentence Determine what words mean from how they are used in a sentence, heard or read.

COMPREHENSION STRATEGIES

S1C6PO1 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 rigor
Underlining = Cognitive rigor Isaac School District

PREAMBLE
AZ Knowledge Skills
Standard
ELEMENTS OF LITERATURE

S2C1PO2 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
TEXT

S3C1PO1 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.



Quarter: 1
Unit Name and Description: Print Concepts: Understanding How We Read

Cluster: 1
Big 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 Summative
Standard 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
S1C1PO1 Print Recognize that print represents spoken language and conveys sentences
meaning (e.g., his/her own name, Exit and Danger signs). meaning
S1C1PO2 Book; pages Hold a book right side up and turn pages in the correct right side up
direction. turn pages
S1C1PO3 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 cover
S1C1PO4 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 cover
S1C1PO7 Concept of words Recognize the concept of words by segmenting spoken
spoken words
sentences into individual words.
printed words
S1C1PO8 One-to-one correlation Demonstrate the one-to-one correlation between a spoken
word and a printed word.


Quarter: 1
Unit Name and Description: Phonemic Awareness: Understanding the Sounds of Language

Cluster: 2

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?
S1C2PO7 Initial and final sounds; spoken Identify the initial and final sounds (not the letter) of a initial sound
words spoken word. final sound
S1C2PO1 Rhyming/Non-rhyming words Distinguish spoken rhyming words from non-rhyming words rhyming words
(e.g., run, sun versus run, man).
alliteration
S1C2PO2 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).



Quarter: 1
Unit Name and Description: Phonics: Understanding Letters and Sounds

Cluster: 3

Letters represent sounds. How do letter sounds help me read words?

Letters can make words. How do letter patterns help me read & spell words?

S1C3PO3 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
lower case



Quarter: 1
Unit Name and Description: Vocabulary: Understanding the Meaning of Words

Cluster: 4

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?

S1C4PO1 Words and sentences Determine what words mean from how they are used in a words
sentence, heard or read. sentence
S1C4PO2 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 sort
S1C4PO3
specific language. categories
describe
objects
events



Quarter: 1
Unit Name and Description: Comprehension: Understanding What We Read

Cluster: 5

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?
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.



Quarter: 2

Cluster: 6

Print represents concepts, words and ideas. What is print?


*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
spoken words
written words
S1C1PO8 One-to-one correlation Demonstrate the one-to-one correlation between a spoken
word and a written word.



Quarter: 2

Cluster: 7


reader?
*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).



Quarter: 2

Cluster: 8


Letters can make words. How do letter patterns help me read and spell words?

S1C3PO3 Letter sounds for single-lettered Say letter sounds represented by the single-lettered letters
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



Quarter: 2

Cluster: 9



*S1C4PO1 Words and sentences Determine what words mean from how they are used in a words
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



Quarter: 2

Cluster: 10



What strategies do I use when I do not understand what I am reading?
*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


S3C2PO2 Signs; symbols; labels; captions Identify signs, symbols, labels and captions in the fiction
environment.
retell
sequence
signs
symbols
labels
captions



Quarter: 3

Cluster: 11

Print represents concepts, words & ideas. What is print?


*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
spoken words,
*S1C1PO8 One-to-one correlation Demonstrate the one to one correlation between a spoken printed words
word and a printed word.



Quarter: 3

Cluster: 12


reader?
AZ Essential Learning
Key Summative
*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 sound
S1C2PO4
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).



Quarter: 3

Cluster: 13


Letters can make words. How do letter patterns help me read and spell words?

*S1C3PO3 Letter sounds for single-lettered Say letter sounds represented by the single-lettered letters
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



Quarter: 3

Cluster: 14



*S1C4PO1 Words and sentences Determine what words mean from how they are used in a words
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



Quarter: 3

Cluster: 15



What strategies do I use when I do not understand what
I am reading?
*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.


*S2C1PO3 Story; events Retell or re-enact a story, placing the events in the correct directions
sequence.
picture clues

S3C2PO1 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.



Quarter: 4 The POs in the following cluster(s) are from the subsequent grade level (1st Grade)

Cluster: 16


reader?
Changing the sounds changes the word.
What is the difference between the sounds in a word and the syllables?
S1C2PO8 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 words
S1C2PO1 Rhyming words Generate a series of rhyming words, including consonant
blends. consonant blends
short vowel pattern
S1C2PO6 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 sound
S1C2PO4 Initial, medial and final sounds in Distinguish between initial, medial and final sounds in single- final sound
words syllable words.




Cluster: 17

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?
S1C3PO1 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
• add
S1C3PO4 Words with common spelling Read words with common spelling patterns (e.g., -ite, -ill, - remove
patterns ate) change

S1C3PO2 Inflectional endings with base Use knowledge of inflectional endings (e.g., -s, -ed, -ing) to
words identify base words.




Cluster: 18



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

S1C4PO2 Common words Classify common words into conceptual categories (e.g., words
animals, foods, toys…)
sentence
meaning
S1C4PO1 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., common
S1C4PO4 classify
sailboat, football, popcorn…)
categories
compound words




Cluster: 19

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 Assessment
S1C6PO2 Life experiences in reading Relate information and events in a reading selection to life information
selections experiences and life experiences to the text. relate
events
S3C1PO1 Topic; expository text Identify the topic of expository text, heard or read. life experiences
topic
S3C1PO2 Questions; expository text Answer questions (e.g., who, what, where, when, why, how) expository text
about expository text, heard or read. directions
picture clues
S3C1PO3 Organizational features; Identify organizational features (e.g., title, table of contents,
expository text heading, bold print) of expository text.



Unit Name and Description: Fluency: Understanding How To Read With a Natural Flow and Accuracy

Cluster: 20

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 Assessment

S1C5PO2 Fluency; natural speech Read aloud with fluency in a manner that sounds like fluency
natural speech. accuracy
natural speech
S1C5PO1 Grade level text; 90% Consistently read grade level text with at least 90% accuracy. flow
accuracy directions
S3C2PO1 Multi-step directions with Follow a set of written multi-step directions with picture cues
picture cues to assist.


Reading Curriculum Map Kinder

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (20)

Ähnlich wie Reading Curriculum Map Kinder

Ähnlich wie Reading Curriculum Map Kinder (20)

Mehr von Isaac_Schools_5

Mehr von Isaac_Schools_5 (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

Reading Curriculum Map Kinder