Kindergarten
Reading Page


http://www.mrsalphabet.com/ The Letter Mm  Little Explorers Picture Dictionary
http://www.mrsalphabet.com/ Starfall.com

A is for Angelfish
 Aesop's Fables

Alphabet Soup Cafe
 ../../BeginningSounds/BeginningSounds.html   ../../Chunks/Chunks.html 
Put story pictures in order
matching upper and lower case letters
home-school links for matching to some of the frameworks listens to and retells, one to one cor. . . .

Reading/Language Arts Curriculmn Map
First 9 Weeks Second 9 Weeks Third 9 Weeks Fourth 9 Weeks
Develop and apply communication skills of listening, speaking, and viewing through variety of  informal and formal opportunities

Listen to and follow directions sequentially
Following directions game
Follows 2 & 3 step direction 

listen selectively and attentively to a
                  variety of speakers. 1) Students will show respect for a speaker  through demonstration of active listening behaviors which may include: making eye contact, giving attention, sitting still, facing speaker, taking turns to speak. . 

listen for a variety of purposes such as enjoyment, information and details. 1) Students will state purpose for listening, such as to gain information and to enjoy, . 

Listen to improve reading, oral and
                  written performance, 1) Students will listen to proficient, fluent models of oral reading using patterned and predictable text. . 

develop strategies such as asking
                  relevant questions, taking notes and making predictions for understanding what is heard. 1) Students will use a variety of strategies for understanding what is heard, such as: --raise questions in response to what is heard, --connect their own personal experiences, insights, information and ideas with those being shared. . 

The learner will be able to employ the use of critical listening skills.

The learner will be able to identify picture showing details from
                  orally read passage. 

The learner will be able to identify a picture depicting a conclusion
                  drawn from a short passage read aloud by the teacher. 

The learner will be able to listen to and understand age-appropriate recreational reading selections. 

The learner will be able to identify a picture showing inferences
                  which could be made from a short story read aloud. 

The learner will be able to select the picture showing the implied
                  main idea of an orally read passage. 

The learner will be able to listen to and understand age-appropriate functional text. 

The learner will be able to listen to and understand nonfiction,
                  informational text. 

The learner will be able to listen to and understand a poem.

The learner will be able to identify a picture showing the correct
                  details from a sequence of information orally read passages. 

The learner will be able to demonstrate understanding of the
                  relationship between written and oral language. 1) Students will
                  recognize that print conveys meaning.2) Students will demonstrate
                  an understanding of one to-one correspondence between spoken
                  and written words. 3) Students will demonstrate an understanding that spoken words are represented by letters written in specific sequences. . 

                  The learner will be able to demonstrate and use concepts of print
                  such as demonstrate, spacing, punctuation, and configuration in
                  developmentally appropriate ways. 1) Students will demonstrate an
                  understanding that print moves left-to-right across the page and
                  top-to bottom. 2) Students will understand that written words are
                  separated by spaces. 3) Students will distinguish between
                  individual letters and printed words. 4) Students will know the
                  difference between capital and lowercase letters. 5) Students will
                  recognize that different parts of a book, such as cover, title page
                  and illustrations, offer information. . 

The learner will be able to recognize and associate letters and
                  sounds. 1) PHONEMIC AWARENESS (Auditory Skill) Students will
                  demonstrate the ability to divide spoken sentences into individual
                  words. . 

The learner will be able to expand vocabulary through reading. 1)
                  Students will reproduce the language heard in stories and
                  informational texts (read to them) in their own speaking and
                  writing. . 

The learner will be able to understand the goal of reading is to
                  construct meaning. 1) Students will recount the most important
                  content from text read by the teacher. 2) Students will begin to
                  build connections between text that is read and own ideas,
                  experiences and knowledge. 3) Students will form mental images
                  based on text description that is read by the teacher. . 

The learner will be able to understand that reading is
                  communication between the author and the reader. 1) Students will
                  demonstrate knowledge that authors/ illustrators are real people.
                  2) Students will demonstrate an understanding that all texts, both
                  narrative and expository, are written by authors who are
                  expressing their own ideas. 

                  The learner will be able to establish purposes for reading such as
                  enjoyment, learning, modeling, sharing, performing, investigating
                  and solving problems. 1) Students will state purposes for reading
                  and listening, such as to be informed, to follow directions and to be
                  entertained. . 

The learner will be able to understand that texts have different
                  purposes (e.g., persuading, informing, entertaining and
                  instructing). 1) Students will distinguish different forms of text and
                  the functions they serve (e.g. fairytale to entertain, animal book to
                  inform). . 

                  The learner will be able to use print for daily activities (e.g.,
                  following directions, using references). 1) Students will use various
                  forms of functional print such as name cards, labels, signs,
                  calendar, word walls. . 

The learner will be able to read more than one work by a single
                  author. 1) Students will demonstrate knowledge of the content of
                  the works of a single author. . 

The learner will be able to use strategies such as keeping reading
                  logs, conferences with teacher, and discussions with other readers
                  for monitoring progress in reading. 1) Students will contribute to a
                  reading portfolio, which may include the following: journal,
                  classroom assessments, responses to reading, records of teacher
                  student conferences. . 

The learner will be able to use critical thinking and problem
                  solving strategies to integrate content from all subject matter
                  areas. 1) Students will participate in classroom discussions about
                  books and pictures related to a central theme. . 

The learner will be able to respond to reading in a variety of ways
                  (e.g., writing, retelling, art, drama). 1) Students will respond
                  through talk, movement, music, art, drama and writing to a
                  variety of stories and poems in ways that reflect understanding. 2)
                  Students will relate the life experiences of characters in stories to
                  their own experiences. . 

The learner will be able to initiate and participate in conversations
                  about reading. 1) 1) Students will request favorite books to be read
                  again. 2) Students will begin to share favorite books with friends
                  during independent reading time. . 

                  The learner will be able to move from visual and spoken
                  experiences to written language through positive modeling. 1)
                  Students will use pictures, known letters and phonetic writing to
                  show an awareness of the relationship between spoken and written
                  language. 2) Students will use the writing of adults, print in the
                  environment and the language in books as models for writing. 3)
                  Students will print own name. . 

The learner will be able to follow patterns from predictable books,
                  poems and stories. 1) Students will use predictable language
                  patterns in a stow, poem or song to dictate similar text. . 

The learner will be able to write in one or more subject areas daily.
                  1) Students will compose (draw/dictate/write) labels, captions and
                  sentences in response to a subject area topic or story read aloud. 

The learner will be able to give reasons in support of opinions
                  expressed. 1) Students will support spoken ideas and opinions with
                  examples. 

The learner will be able to speak in complete sentences. 1) Students
                  will choose and adapt spoken language appropriate to the
                  audience, purpose and occasion including use of appropriate
                  volume and rate. 2) Students will use effective oral communication
                  skills which may include --speaking in complete sentences,
                  --speaking with appropriate grammar and syntax, --speaking
                  clearly and distinctly, --maintaining eye contact with audience,
                  --responding courteously to questions from the audience. . 

The learner will be able to confirm understanding by paraphrasing
                  ideas. 1) Students will demonstrate the ability to listen by:
                  --discussing the topic when finished, --retelling a simple story,
                  --incorporating new ideas and vocabulary into their own speech,
                  --drawing and labeling what was heard. 

The learner will be able to respond to artistic performances both
                  verbal and musical. 1) Students will show interest in and respond
                  appropriately to verbal and musical performances. . 

                  The learner will be able to participate in discussion by alternating
                  the roles of speaker and listener. 1) Students will take turns
                  respectfully when speaking and listening. 2) Students will speak
                  clearly and audibly. 3) Students will actively listen to the speaker. .

The learner will be able to discuss current events. 1) Students will
                  participate in formal and informal discussions about personal
                  experiences and observations and local events of interest to them
                  (e.g. fall festival, school events). . 

The learner will be able to share ideas in discussion, conversation
                  and presentation. 1) Students will participate in formal and
                  informal discussions about personal experiences and observations
                  and local events of interest to them (e.g. fall festival, school
                  events). 

                  The learner will be able to check information for accuracy. 1)
                  students will respond courteously to a variety of speakers. 

The learner will be able to initiate and participate in conversations
                  about reading. 1) Students will request favorite books to be read
                  again. 2) Students will begin to share a favorite book with a friend
                  during independent reading time. . 

                  The learner will be able to respond appropriately to thoughts and
                  ideas of others. 1) Students will recognize the right of others to
                  express opposing views/opinions.x . 

                  The learner will be able to explain directions for a particular
                  purpose. 1) Students will give simple directions. . 

The learner will be able to contribute to class and small group
                  discussions. 1) Students will participate in formal and informal
                  discussions about personal experiences and observations and local
                  events of interest to them (e.g. fall festival, school events). 

The learner will be able to select reading material written by
                  his/her favorite authors. 

The learner will be able to recognize expository text. 

 

Demonstrate a willingness to use
reading to continue to learn, to communicate and to solve
 problems independently. 

The learner will be able to use relationships between words
                  and sentences, sentences and paragraphs, and paragraphs
                  and whole pieces to understand text. 1) Students will
                  recognize a group of words as a sentence that expresses a complete thought. 

Comprehend, evaluate, and respond
                  to works of literature and other kinds of writing which reflect their own cultures and developing viewpoints as well as those of others. 

Use specific strategies such as
                  making comparisons, predicting outcomes, drawing
                  conclusions, identifying the main ideas, and understanding
                  cause and effect to comprehend a variety of literary genres from diverse cultures and time periods. 1) Students will use prior knowledge, illustrations and context to make predictions about text the teacher has read. . 

The learner will be able to demonstrate knowledge of
                  expository and narrative texts. 1) Students will give the
                  beginning, middle and end of a story in a retelling. 2) Students
                  will identify different text genres, real and make-believe, from
                  everyday print material (storybooks, poems, newspapers,
                  signs, labels). . 

The learner will be able to use strategies for visual
                  organization of information such as story maps, semantic
                  mapping, charts, etc. 1) Students will sequence stories or
                  processes using pictures, storyboards, story maps and other
                  simple graphic organizers. . 

                  The learner will be able to read, listen and respond to a variety
                  of literary genres from diverse cultures. 1) Students will listen
                  to a variety of texts from various cultures. 2) Students will
                  participate actively (react, join in, predict, read along) when
                  predictable and patterned selections are read. . 

The learner will be able to use reading to enhance writing. 1)
                  Students will participate in class productions of text
                  innovations. 2) Students will use predictable texts as models
                  for their own writing. 3) Students will respond to shared
                  reading in their journals with pictures. 4) Students will apply
                  concepts of print to their writing. . 
 

                  The learner will be able to select appropriate resource
                  material from a variety of sources (e.g., library media centers,
                  community and home). 1) Students will understand the use of
                  the library and will check out books. 2) Students will use
                  classroom resources both print and non-print for information.

The learner will be able to move from visual and spoken
                  experiences to written language through positive modeling. 1)
                  Students will use pictures, known letters and phonetic writing
                  to show an awareness of the relationship between spoken and
                  written language. 2) Students will use the writing of adults,
                  print in the environment and the language in books as models
                  for writing. 3) Students will print own name. 

The learner will be able to use individual and collective
                  strategies for finding and developing ideas about which to
                  write. 1) Students will generate ideas and words for writing by
                  using available resources, such as books, word walls, labels,
                  charts, environmental print. . 

The learner will be able to write from experiences and
                  thoughts. 1) Students will compose (draw/dictate/write) labels,
                  words, sentences stimulated by personal or classroom
                  experiences. 

The learner will be able to recognize and express cultural
                  diversity in writing. 1) Students will compose
                  (draw/dictate/write) labels, captions and sentences in response
                  to a theme or multicultural story read aloud. 

                  The learner will be able to write in a variety of modes such as
                  journals, stories, poems, letters, interviews and notes. 1)
                  Students will explain some of the purposes for writing (e.g.
                  telephone messages, recipes or lists). 2) students will attempt
                  familiar modes of writing, such as lists, letters and stories,
                  using simplified text forms. . 

The learner will be able to apply knowledge of language
                  structure and language conventions (e.g., spelling and
                  punctuation) to print and nonprint texts. 

The learner will be able to organize information according to
                  criteria for importance and impact rather than according to
                  availability 1) Students will brainstorm ideas on a given
                  subject and dictate to the teacher to categorize and write. 

The learner will be able to listen to reinforce and extend
                  learning through the use of technology. 1) Students will
                  distinguish the purpose of various types of media
                  presentations (e.g. to inform, to entertain, to persuade). .

The learner will be able to listen for a variety of purposes such
                  as enjoyment, information and details. 1) Students will state
                  purpose for listening, such as to gain information and to
                  enjoy, . 

The learner will be able to listen to and understand
                  age-appropriate recreational reading selections. 

The learner will be able to identify a picture showing
                  inferences which could be made from a short story read aloud

                  The learner will be able to select the picture showing the
                  implied main idea of an orally read passage. 

The learner will be able to listen to and understand
                  age-appropriate functional text.

The learner will be able to listen to and understand nonfiction,
                  informational text. 

The learner will be able to tell and retell stories from writing,
                  reading and pictures. 1) Students wilt use pictures to retell a
                  story, giving the beginning, middle and end. . 

The learner will be able to identify and determine the meaning
                  of a word by applying knowledge of phonics. 

Identify and determine meaning of word by applying knowledge of syntax
 
 
 

Responds logically to questions

 

The learner will be able to 2) Students will segment and combine syllables within spoken words. 3) students will
identify and produce pairs and rhyming words. 4) Students will segment the onset and rime in one syllable words 

Use major cueing systems such as phonics, syntactic, and semantic to decode and construct meaning

Use prior knowledge to extend reading ability and comprehension

Use strategies for visual organization of information such as story maps, semantic mapping, charts, etc. 

Comprehend, evaluate, and respond to works of literature and other kinds of writing which reflect their own cultures and developing viewpoints as well as those of others 

Understand that texts have different purposes (e.g., persuading, informing,
entertaining and instructing)

Identify a lower case letter, in isolation, whose name is orally read 

Identify an upper case letter, in isolation, whose name is orally read

Move from visual and spoken experiences to written language through positive modeling 1) Students will use pictures, known letters
                  and phonetic writing to show an awareness of the
                  relationship between spoken and written language. 2)
                  Students will use the writing of adults, print in the
                  environment and the language in books as models for
                  writing. 3) Students will print own name. . 

Understand relationship between letters and words, words and sentences, sentences and paragraphs, and paragraphs and whole pieces. 1) Students will distinguish letters in words and
                  words in sentences. 2) Students will write independently
                  at the phonetic stage (apply knowledge of beginning
                  and ending letter-sound associations and use some high
                  frequency words). . 

Respond appropriately to the writing of others

Write for a variety of audiences such as peers, parents, teachers and community

The learner will be able to develop a collection of
                  writings. 1) Students will contribute to a writing
                  portfolio. . 

Write independently on self-selected topics 1) Students will "write" spontaneously for self rather than for an audience

Speak to a variety of audiences on a variety of places for a variety of reasons 

Collaborate with others to solve and resolve problems. 1) Students will demonstrate an understanding of problem-solving techniques in the social environment

Understand fiction found in his/her immediate environment

Listen to and understand a poem 

Identify a picture showing correct details from a sequence of information orally read passages 

Identify an appropriate picture which represents the meaning of a given phrase or word 

Identify identical combinations of letters (do not form words) 

Identify picture of object whose name starts with given initial sound 

Identify picture of object with same initial sound as a given word 

Identify picture of object with same final sound as given word 

Identify the initial sound of orally read word

Select word that identifies given illustration
Use chunks to match word to picture
Phonics endings 2

Select picture that matches given word

Determine whether 2 orally read words are the same or different 

Matching Same/Visual 
                  The learner will be able to visually associate the same
                  words. 

Identify an orally read word
 
 
 
 
 

Things I havn't placed yet:

consonant blends

Ending sounds game

Beginning sounds game

Rhyming words game

Listen to a rhyme

Listen to rectreational fiction story

Identify capital letters

Alphabetical order to the first letter

Fact vs. Fantasy

Sentence word order

Make predictions based on cover of book
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Left to right progression

Sequence 4 picture cards

 

Read independently and with others daily 

Reread own dictated stories and familiar books, stories, poems. 1) Students will participate in shared reading. 2)
                  Students will read familiar texts fluently. . 

The learner will be able to experiment with creative and
                  playful language such as text innovation, choral reading, etc.
                  1) Students will participate in group innovations, choral
                  reading, etc. 2) Students will experiment with
                  language--rhyming words, riddles, trying new words,nonsense
                  words. . 

The learner will be able to read for personal reasons such as
                  for enjoyment, for information, and for inquiry. 1) Students
                  will "read" a variety of texts for enjoyment and information
                  which may include: · song charts, · big books, · easy alphabet
                  and counting books, · stories they have written, · predictable
                  books, · environmental print, · poetry, · nursery rhymes. .

The learner will be able to demonstrate fluency and
                  comprehension in both silent and oral reading. 1) Students
                  will participate in shared reading. 2) Students will read
                  familiar texts fluently. . 

                  The learner will be able to select appropriate reading material
                  from library media centers and other sources. 1) Students will
                  choose familiar books to "read" from a variety of sources (e.g.
                  home, community library, classroom, bookstore). . 

The learner will be able to employ a wide range of strategies
                  as they write and use different writing process elements
                  appropriately to communicate with different audiences for a
                  variety of purposes. 

The learner will be able to understand the relationship
                  between letters and words, words and sentences, sentences
                  and paragraphs, and paragraphs and whole pieces. 1)
                  Students will distinguish letters in words and words in
                  sentences. 2) Students will write independently at the phonetic
                  stage (apply knowledge of beginning and ending letter-sound
                  associations and use some high frequency words). . 

The learner will be able to use the responses of others to
                  review writing for clarity, style and content. 1) Students will
                  participate in teacher-led revision. 
 

The learner will be able to write for a variety of purposes such
                  as to persuade, to enjoy, to entertain, to inform, to record, to
                  respond to reading, and to solve problems. 1) Students will
                  explain some of the purposes for writing (e.g. telephone
                  messages, recipes or lists). 2) students will attempt familiar
                  modes of writing, such as lists, letters and stories, using
                  simplified text forms. 

The learner will be able to monitor progress of self and others
                  1) Students will examine written work with teacher direction
                  to determine progress in writing and work habits. 

The learner will be able to accept responsibility for completing
                  writing tasks. 

The learner will be able to edit writing for developmentally
                  appropriate spelling, usage, mechanics, grammar, vocabulary,
                  handwriting, and content accuracy 

The learner will be able to engage the audience with eye
                  contact and appropriate verbal cues. 1) Students will choose
                  and adapt spoken language appropriate to the audience,
                  purpose and occasion including use of appropriate volume
                  and rate. 2) Students will use effective oral communication
                  skills which may include --speaking in complete sentences,
                  --speaking with appropriate grammar and syntax, --speaking
                  clearly and distinctly, --maintaining eye contact with
                  audience, --responding courteously to questions from the
                  audience. 

The learner will be able to recognize when the audience does
                  not understand the message and adapt speaking to clarity. 1)
                  Students will choose and adapt spoken language appropriate
                  to the audience, purpose and occasion including use of
                  appropriate volume and rate. 2) Students will use effective
                  oral communication skills which may include --speaking in
                  complete sentences, --speaking with appropriate grammar
                  and syntax, --speaking clearly and distinctly, --maintaining
                  eye contact with audience, --responding courteously to
                  questions from the audience. 
 

                  The learner will be able to use clear, concise, organized
                  language when speaking. 1) Students will choose and adapt
                  spoken language appropriate to the audience, purpose and
                  occasion including use of appropriate volume and rate. 2)
                  Students will use effective oral communication skills which
                  may include --speaking in complete sentences, --speaking with
                  appropriate grammar and syntax, --speaking clearly and
                  distinctly, --maintaining eye contact with audience,
                  --responding courteously to questions from the audience. 
 

The learner will be able to respond to questions from the
                  audience. 1) Students will choose and adapt spoken language
                  appropriate to the audience, purpose and occasion including
                  use of appropriate volume and rate. 2) Students will use
                  effective oral communication skills which may include
                  --speaking in complete sentences, --speaking with appropriate
                  grammar and syntax, --speaking clearly and distinctly,
                  --maintaining eye contact with audience, --responding
                  courteously to questions from the audience. 
 

The learner will be able to read orally with meaning and
                  expression. 1) Students will participate in shared reading of
                  poems, songs, and stories. 2) Students will use their
                  knowledge of rhymes and repeated sounds to enhance oral
                  reading. . 

                  The learner will be able to participate in collaborative
                  speaking activities such as choral reading, plays and reciting
                  poems. 1)Students will participate in a variety & speaking
                  activities, such as shared reading, oral retelling and
                  dramatizations. . 

The learner will be able to give immediate,respectful, detailed
                  feedback to a variety of speakers. 1) students will respond
                  courteously to a variety of speakers. . 
 

The learner will be able to receive and use constructive
                  feedback to improve speaking abilities. 1) Students will accept
                  contributions of teacher to improve performance. . 

The learner will be able to make and respond to introductions.
                  1) Students will display appropriate social behavior upon
                  being introduced. . 
 

                  The learner will be able to present work completed in subject
                  areas in large and small groups in and out of the classroom
                  for discussion. 1) Students will participate in group
                  presentations of subject area work. 2) Students will
                  demonstrate appropriate stage presence (e.g. eye contact,
                  focus on entire audience). . 

The learner will be able to employ the use of critical listening
                  skills. 

Identify picture whose name rhymes with given object
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 

Letter and sound recognition:
Children are introduced to the letters of the alphabet and their corresponding sounds through the course of the year.  Children should be able to identify all the letters and their sounds by the end of Kindergarten.
Letter-sound correspondence-Sassy Seals   *   Letter recognition-Kangaroo Confusion   *   Letter-sound correspondence-Letter Bugs
Letter-sound correspondece-Space Trash   *   Recites the alphabet in order

 
 

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