1. Theme: Families
Unit 1 Planner
Unit 1
Families
The
Big
Question
Who is a part of
your family?
8A
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Unit Theme Opener, page xvi Big Book Big Book
WEEK 1 WEEK 2
ORAL LANGUAGE
• Oral Vocabulary Theme Theme
My Family and Me Families Get Together
• Phonemic
Awareness Phonemic Awareness Phonemic Awareness
Onset/Rime Blending Onset/Rime Blending
Phoneme Isolation (Initial and Final /m/) Phoneme Isolation (Initial and Medial /a/)
Phoneme Categorization Phoneme Blending
WORD STUDY
• Phonics Phonics Phonics
Introduce /m/m Introduce /a/a
(Initial and Final) (Initial and Medial)
• High-Frequency
Words High-Frequency Words High-Frequency Words
we the
READING
• Listening Comprehension Comprehension
Comprehension Strategy: Recognize Text Structure Strategy: Recognize Story Structure
Skill: Make Predictions Skill: Identify Setting
• Fluency Fluency Fluency
Build Fluency: Word Automaticity Build Fluency: Word Automaticity
Echo-Reading, Read for Fluency Echo-Reading, Choral-Reading, Read for
• Practice Readers Fluency
Approaching
Family Fun Approaching
On Level Time to Eat!
We Can On Level
Beyond Family Dinner
Animal Families Beyond
English Learners Potluck Supper
We English Learners
The Family
LANGUAGE ARTS
• Grammar Oral Grammar Oral Grammar
Naming Words Naming Words
• Writing Writing Writing
Sentence Frame Description
viii Unit 1
2. Unit 1 Planner
Use the chart below to help plan your half-
day kindergarten schedule. Choose Small
Group and Workstation Activities as your time
Read-Aloud Trade Book allows during the day.
WEEK 3 ORAL LANGUAGE
• Phonemic Awareness
Theme
Families Change • Build Background
Phonemic Awareness • Oral Vocabulary
Phoneme Isolation (/m/, /a/)
Phoneme Categorization WORD STUDY
Phoneme Blending
• Phonics: /m/m, /a/a
• High-Frequency Words: we, the
Phonics READING
Review Initial: /m/m, /a/a; Medial /a/a;
Final: /m/m
• Share the Big Books: Whose Baby Am I?;
High-Frequency Words The Picnic at Apple Park
we, the
• Read-Aloud Trade Book: Peter’s Chair
Comprehension • Read-Aloud Anthology
Strategy: Recognize Story Structure
Skill: Make Predictions • Content Big Book
Fluency • Fluency Practice
Build Fluency: Word Automaticity
Echo-Reading, Choral-Reading, Read LANGUAGE ARTS
for Fluency
Approaching • Shared Writing
Reading as We Grow
• Interactive Writing
On Level
I Grow Up
• Independent Writing
Beyond
Dinner at Home INDEPENDENT PRACTICE
English Learners
Growing Up • Activity Book Pages
• Practice Book Pages
Oral Grammar • Handwriting Practice
Naming Words
Writing
Sentence Frames
Families ix
4. Theme: Friends
Unit 2 Planner
Unit 2
Friends
The
Big
Question
What do you like
to do with your
friends?
Friends
All
Around
by Miela Ford
14A
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Unit Theme Opener, page xvi Big Book Big Book
WEEK 1 WEEK 2
ORAL LANGUAGE
• Oral Vocabulary Theme Theme
Learning About Friends What Is a Friend?
• Phonemic
Awareness Phonemic Awareness Phonemic Awareness
Phoneme Isolation Phoneme Isolation (Initial/Final /p/)
Phoneme Categorization (Initial/Final /s/) Phoneme Identity (Initial and Final /p/)
Phoneme Blending Phoneme Blending
WORD STUDY
• Phonics Phonics Phonics
Introduce /s/s Introduce /p/p
(Initial and Final) (Initial and Final)
• High-Frequency
Words High-Frequency Words High-Frequency Words
like a
READING
• Listening Comprehension Comprehension
Comprehension Strategy: Ask Questions Strategy: Ask Questions
Skill: Identify Character Skill: Compare and Contrast
• Fluency Fluency Fluency
Build Fluency: Word Automaticity Build Fluency: Word Automaticity
Echo-Read, Choral Read, Read for Fluency Echo-Read, Choral-Read, Read for Fluency
• Practice Readers
Approaching Approaching
We Like Animal Friends
On Level On Level
We Like the Playground We Can Share
Beyond Beyond
Sam Likes School I Like My Friends
English Learners English Learners
The Playground We Like It
LANGUAGE ARTS
• Grammar Oral Grammar Oral Grammar
Naming Words Naming Words
• Writing Writing Writing
Sentence Picture Web
viii Unit 2
5. Unit 2 Planner
Use the chart below to help plan your half-
day kindergarten schedule. Choose Small
Group and Workstation Activities as your time
Read-Aloud Trade Book allows during the day.
ORAL LANGUAGE
WEEK 3
• Phonemic Awareness
Theme • Build Background
Getting Along
• Oral Vocabulary
Phonemic Awareness
Phoneme Isolation WORD STUDY
Phoneme Categorization
Phoneme Blending • Phonics: /s/s, /p/p
• High-Frequency Words: like, a
READING
Phonics
Review Initial: /s/s, /p/p; Final /s/s, /p/p
• Share the Big Books: What Do You Like?;
High-Frequency Words Friends All Around
like, a
• Read-Aloud Trade Book: Simon and Molly
plus Hester
Comprehension • Read-Aloud Anthology
Strategy: Ask Questions
Skill: Identify Character • Content Big Book
Fluency • Fluency Practice
Build Fluency: Word Automaticity
Echo-Read, Choral-Read, Read for Fluency LANGUAGE ARTS
Approaching
Hats • Shared Writing
On Level
We Like Painting
• Interactive Writing
Beyond • Independent Writing
Ice Skating Fun!
English Learners INDEPENDENT PRACTICE
Painting
• Activity Book Pages
• Practice Book Pages
Oral Grammar • Handwriting Practice
Naming Words
Writing
Sentence
Friends ix
7. Theme: Transportation
Unit 3 Planner
Unit 3
Transportation
The
Big
Question
How did you travel
to school today?
Suzanne Bloom
20A
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Unit Theme Opener, page xvi Big Book Big Book
WEEK 1 WEEK 2
ORAL LANGUAGE
• Oral Vocabulary Theme Theme
Getting Around Town Traveling Far and Near
• Phonemic
Awareness Phonemic Awareness Phonemic Awareness
Phoneme Isolation (/t/) Phoneme Isolation (/t/)
Phoneme Categorization (/t/) Phoneme Identity
Phoneme Blending Phoneme Blending
WORD STUDY
• Phonics Phonics Phonics
Introduce /t/t Introduce /i/i
• High-Frequency High-Frequency Words High-Frequency Words
Words see go
READING
• Listening Comprehension Comprehension
Comprehension Strategy: Recognize Story Structure Strategy: Recognize Text Structure
Skill: Make and Confirm Predictions Skill: Classify and Categorize
• Fluency Fluency Fluency
Build Fluency: Word Automaticity Build Fluency: Word Automaticity
Echo-Read, Read for Fluency Echo-Read, Choral-Read, Read for Fluency
• Practice Readers
Approaching Approaching
Bear Goes to Town It Can Go Up
On Level On Level
Tig Can See Fast or Slow?
Beyond Beyond
How They Go The Train Trip
English Learners English Learners
I Can See It Can Go
LANGUAGE ARTS
• Grammar Oral Grammar Oral Grammar
Action Words Action Words
• Writing Writing Writing
Sentence Frame Description
viii Unit 3