FNWSU Literacy Curriculum GRADE K Power Standard #1 Literate Community Students participate as members of a 21 century literate community by creating,

comprehending, and responding purposefully to a range of media, images, and texts. (Aligns with Standards 1.4, 5.14)
Literate Community Reading Widely and In-Depth
- Read or listen to at least three different genres/ kinds of text and a variety of authors as in the following: literary texts: poetry/nursery rhymes, fairy tales, fantasy, realistic fiction; informational: content trade books, childrens magazines practical/functional texts: lists, signs, labels
st

Concepts

Skills/Strategies

Power Indicators

Common Local Assessment

Active Listening

Reading Extensively

-Listen to at least one or two books read aloud every day -Reread, read two familiar books, charts or poems every day: alone with a peer with an adult

-Ask clarifying questions -Restate information -Respond appropriately in a variety of modes -Be responsive, respectful to the speaker -Extend and apply -Make connections

-Individual and Class Reading Logs? -Teacher Observations?

Speaking
-Share knowledge and perspectives -Show awareness of audience by adapting language & style -Respond effectively to audience -Use language expressively

- Self-select reading materials of personal interest -Participate in discussions about text offering comments related to the text or topic

-Speak clearly with appropriate pacing and volume -Assume roles in group communication tasks

FNWSU Literacy Curriculum Grade K Fall 2010

FNWSU Literacy Curriculum GRADE K Power Standard #2 Reading Strategies Students effectively apply a combination of word identification, vocabulary, monitoring, & broad comprehension strategies to help them read.
Visual recognition of print Auditory recognition of language Early Reading Skills & Strategies Phonological Awareness Concepts of Print
Concepts Skills/Strategies Power Indicators Common Local Assessment

Phonological Awareness

-Segment sentences into words -Recognize and produce rhyming words -Blend syllables into words -Identify beginning and ending sounds -Identify and blend the onset and the rime when a single-syllable word is produced--onset (/c/), rime (at) -Isolate and sequence phonemes in single-syllable words -Segment words into syllables

Word ID/Vocabulary
Apply phonological knowledge and decoding skills (by blending onset and rimes) and use resources to identify and understand unfamiliar vocabulary words

^F & P Initial Sounds ^F & P Letter Recognition Upper & Lower Case ^F & P Blending Words ^F & P Segmenting Words ^F & P Phonograms Word List (1) ^F & P Writing Picture Names

Concepts of Print
-Recognize that print goes from left to right, top to bottom, front to back, return sweep -Follow continuous text (e.g., text on charts, simple books), with tracking to demonstrate left-to-right, top-to-bottom and return sweep -Distinguish letters from words and numbers -Know the parts of a book and their functions, front, back, print, and illustrations -Match printed words to spoken words while being read to -Match voice to print with 1:1 correspondence on predictable texts -Identify the first and last part of a word

(act of reading)
(Aligns with Standards 1.1, 1.13, 1.14, 1.18, 1.19, 2.1, 2.2, 2.6, 2.9, 3.2)

FNWSU Literacy Curriculum Grade K Fall 2010

(beginning/end of the word) Word Study/Word Identification/Phonics Word identification -Read approximately 20 high-frequency words including names, environmental print (signs and labels), and sight words -Locate familiar words in text - Recognize, name and write all upper/lower case letters -Demonstrate sound-symbol relationship -Recognize and say the common sound of most letters and writes a letter that goes with a spoken sound -Demonstrate a basic understanding of how the letters of phonetically-regular words, going from left to right, represent their sounds

Word ID/Vocabulary
Apply phonological knowledge and decoding skills (by blending onset and rimes) and use resources to identify and understand unfamiliar vocabulary words

Analyzing word structure

Sound-symbol correspondence Word patterns Syllables Vocabulary Identifying meaning of words

Word ID/Vocabulary
-Use strategies to identify the meaning of unfamiliar words -Learn new words from everyday conversation Apply phonological knowledge and decoding skills (by blending onset and rimes) and use

FNWSU Literacy Curriculum Grade K Fall 2010

-Learn new words from books read aloud

resources to identify and understand unfamiliar vocabulary

Relationship of words (e.g., synonyms, antonyms)

-Organize words by category (sorting pictures or objects into groups) -Identify synonyms and antonyms to connect new words to known words -Demonstrate knowledge of basic concepts (i.e., common words that describe position in space and time, such as over, between, after, behind)

words

Comprehension Applying reading strategies to understand text

While reading or listening to text, students:

-Use prior knowledge -Predict and make simple text-based inferences -Ask clarifying questions -Construct sensory images (visualize) -Make connections (text to self, text to text, and text to world) -Use strategies to provide oral and/or written response to simple comprehension questions or prompts -Participate in a conversation about text

Broad Comprehension
Construct meaning of varied texts by activating prior knowledge, predicting, inferring, making connections, visualizing, asking questions, determining importance, using text structure clues, & summarizing while reading

^F & P Text Level C (Instructional Level)

Monitoring Context and Self-

-Use pictures, syntax or repetitive language patterns to predict upcoming words -Notice when something read aloud does not make

Monitoring
Monitor and adjust reading by self-

^ F & P Text Level C (Instructional

FNWSU Literacy Curriculum Grade K Fall 2010

Correction Strategies

sense -Notice when something does not make sense when reading simple text -Self-correct using meaning/structure/visual when prompted -Recognize when something does not make sense and ask clarifying questions -Use known words to self-monitor 1:1 correspondence

correcting using sentence structure and context cues

Level)

Monitoring and Adjusting Strategies

FNWSU Literacy Curriculum Grade K Fall 2010

FNWSU Literacy Curriculum GRADE K Power Standard #3 Reading Accuracy Students read grade appropriate text with accuracy and fluency in a way that makes meaning clear
Phrasing (e.g. expression, punctuation) - Read predictable books, Levels A-C, with support - Read easy texts with support - Read and reread charts, class names and environmental print (labels & signs) Rate & Accuracy Accuracy & Fluency ^F & P
Concepts Skills/Strategies Power Indicators Common Local Assessment

- Read material appropriate for end of kindergarten

(levels A-C) with 90-94% accuracy. -Reread easy texts independently with accuracy

Accuracy: Read
appropriate materials for end of K with 9094% accuracy.

Benchmark Assessment Text Level C 90-94%

(Instructional Level)

Fluency: Oral reading

of material appropriate for end of grade K, demonstrate phrasing, expression and attention to text features. ^F & P 25 High Frequency Word Assessment Benchmark 100%

Aligns with Standard 1.2

FNWSU Literacy Curriculum Grade K Fall 2010

FNWSU Literacy Curriculum Grade K Fall 2010

FNWSU Literacy Curriculum GRADE K Power Standard #4 Reading Comprehension Students read, understand, interpret and analyze informational texts.
Initial Understanding of Informational Text
Concepts Skills/Strategies Power Indicators Common Local Assessment

When listening to or reading text, students:

-Obtain information, using text features such as title and illustrations -Answer questions using explicitly stated information -Find answers in the text -Tell what is learned

-Use text features (pictures on the cover) to answer literal and inferential questions about the book -Communicate learning while providing evidence -Make inferences and provide evidence to answer a question about what is read

F & P Text Level C

Comment [DFS1]: Just focus on INFORMATIONAL textrevise power indicators.

Aligns with Standards 1.15, 2.1, 2.2, 2.7, 2.11

Analysis & Interpretation of Informational Text/Citing Evidence

-Tell what was learned with reference to pictures/text -Make basic inferences or draw basic conclusions -Reread and find evidence in text to support inferences, conclusions and predictions

FNWSU Literacy Curriculum Grade K Fall 2010

FNWSU Literacy Curriculum GRADE K Power Standard #5 Reading Comprehension Students read, understand, interpret and analyze literary texts.
Initial Understanding of Literary Text (Comprehension)
Concepts Skills/Strategies Power Indicators Common Local Assessment

When listening to or reading text, students will be able to cite evidence from the text to:

-Identify characters -Recall details in order to respond to literal questions about what was read -Make predictions and connections

F & P Level C

(Instructional Level)

Identify characters in the story and their actions Retell the story in own words or re-enacts it with
the events and relevant details in the correct sequence Use prior knowledge and sense of story to understand text Demonstrate they know the meaning of the story

Comment [DFS2]: Just focus on LITERARY textrevise power indicators.

Aligns with Standards 1.3, 1.15, 2.1, 2.2, 2.7, 2.11

Recognize terms: author and illustrator Reread and find answers to questions

FNWSU Literacy Curriculum Grade K Fall 2010

Analysis and Interpretation of Literary Text/ Citing Evidence

When listening to or reading text, students will be able to cite evidence from the text to:
Identify physical characteristics or personality traits of main characters Identify problems within the story Infer authors message/lesson of a simple story Make predictions and connections based on illustrations or story Generate personal response by comparing stories or other texts to personal experience, prior knowledge, or other books

FNWSU Literacy Curriculum Grade K Fall 2010

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FNWSU Literacy Curriculum GRADE K Power Standard #2 Writing Dimensions/ Process Students apply the processes of writing including drafting, revising, editing, and critiquing to create a written product for the purpose of communication, discovery, or expression.
Summative
None at this level Prewriting, Drafting, Revising, Editing, Publishing Pre-write - Use background knowledge and experiences to generate ideas for drawing and writing (with or without prompting) - State purpose and audience before writing Draft -Write or draw a simple message that communicates the writers purpose - Construct a written text or drawing to convey an idea or story -Express information in a logical, sequential way
Concepts Skills/Strategies Power Indicators Common Local Assessment

Prewriting
Generate and share ideas using pictures, words (oral or written) given a topic or focus

Formative
PS #4 (response to informationa l text OR report)

Drafting
Develop a given topic or focus using pictures and/or words

PS #5 (narrative)

FNWSU Literacy Curriculum Grade K Fall 2010

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FNWSU Literacy Curriculum GRADE K Power Standard #3 Writing Conventions & Structures Students demonstrate command of the structures of English language by writing with appropriate English grammar and conventions.
Concepts of Print, Grammar, Usage, Mechanics, Spelling, Handwriting Concepts of Print - Distinguish between lower case and upper case letters - Write lower case and upper case letters correctly - Write from left to right, top to bottom - Begin to use spaces between words - Write own name with upper case and lower case letters Grammar/Usage/Mechanics (GUM)
Concepts Skills/Strategies Power Indicators Common Local Assessment

Students will build meaning with

Words separated by spaces, Capitals with names and first words, and periods

Students will edit for clarity

Reading their words out loud.

When writing or speaking,

-Form regular plural nouns by adding s or es orally -Use question words (who, what, where, when, how) Spelling - Use a variety of strategies to approximate conventional spelling - Use correct initial and final consonant to spell

FNWSU Literacy Curriculum Grade K Fall 2010

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- Begin to spell grade appropriate sight words Handwriting - Grasp pencil appropriately - Begin legible printing using appropriate strokes for letter information

FNWSU Literacy Curriculum Grade K Fall 2010

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FNWSU Literacy Curriculum GRADE K

Concepts Skills/Strategies Power Indicators Common Local Assessment

Power Standard #4 Informational Writing Students will write informational pieces with purpose, organization, voice and details in order to show thinking through analysis, synthesis and evaluation.
Reports -Identify details/information related to topic or to a given focus (pictures may include labels) Purpose, Voice, Organization, Details Response to Informational Text - Articulate parts of a book (in a group setting) -Use prior knowledge or reference to text to support a given focus, using pictures and/or labels - Arrange pictures in a logical, sequential way - Through a shared writing activity, include details and information related to the topic and/or focus

Purpose: n/a

Voice: n/a

Organization: n/a

Details (Elaboration):
Use prior knowledge and/or reference to text in order to list or illustrate details to support a given focus.

FNWSU Literacy Curriculum Grade K Fall 2010

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FNWSU Literacy Curriculum GRADE K Power Standard #5 Expressive Writing Students will write creatively with purpose, organization, voice and details in order to express identity, their own thoughts, ideas and feelings.
Details (Elaboration):
*Label pictures. *Create and name character(s). Poetry - Match sounds for rhyming Expressive Writing: Purpose, Voice, Organization, Details (Elaboration)
Narratives Concepts Skills/Strategies Power Indicators Common Local Assessment

Purpose:
Use pictures to create an understandable story line.

- Identify and name character(s) - Create a story with a beginning, middle and end using pictures with/without labels, when given a structure

Voice: n/a

Organization:
Use a given structure.

FNWSU Literacy Curriculum Grade K Fall 2010

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