Kindergarten

2. Students will recognize and produce rhyming words. || Adams 50 Emergent Assessment || Zoo-Phonics, DRA2, MAPS ||  || 2. Students will identify all letter sounds. 3. Students will apply knowledge of letter sounds to decode single-syllable words (e.g. dog, cat). || Adams 50 Emergent Assessment, Kindergerten Assessment || Zoo-Phonics, DRA2, MAPS ||  || 2. Students will understand basic concepts about print (i.e. handle book correctly, directionallity of print, voice-print match, predictions). || Adams 50 Emergent Assessment || MAPS ||  ||
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 * Grade Level: KINDERGARTEN |||||| Name(s): Jeana Lincoln, Kym Ferguson, Lindsay Hammel, Dana McKeeman ||  ||
 * Subject Area: READING ||  ||   ||   ||   ||
 * Essential Learning || Indicators for Success || Common Assessment in place or needed (Notes only) || Materials or training in place or needed (Notes only) || Other Thoughts (Notes only) ||
 * Students will demonstrate knowledge of basic phonemic awareness skills. || 1. Students will recognize beginning, middle, and ending sounds of basic CVC words.
 * Students will demonstrate knowledge of basic phonemic awareness skills. || 1. Students will recognize beginning, middle, and ending sounds of basic CVC words.
 * Students will demontrate knowledge of basic phonics. || 1. Students will recognize and name all upper and lower-case letters of the alphabet.
 * Students will demonstrate knowledge of basic reading fluency. || 1. Students will orally read simple text containing familiar word patterns. 2. Students will recognize beginning sight words (30). || Adams 50, Kindergaren Assessment || Leveled Readers, MAPS ||  ||
 * Students will demonstrate knowledge of basic vocabulary. || 1. Students will identify and sort common themes within basic categories (e.g. colors, shapes, food). || Teacher-created picture sorting assessment || MAPS ||  ||
 * Students will demonstrate knowledge of basic reading comprehension. || 1. Students will demonstrate knowledge of story elements (i.e. retell a simple story, identify characters, setting, and sequence of events).
 * Differentiation Ideas: ||  ||   ||   ||
 * * Differentiation will be addressed through needs-based instruction, individual conferencing, and small group instruction. These differentiation ideas are applicable for all three of the Kindergarten Writing ELs. ||  ||   ||   ||
 * Differentiation Ideas: ||  ||   ||   ||
 * * Differentiation will be addressed through needs-based instruction, individual conferencing, and small group instruction. These differentiation ideas are applicable for all three of the Kindergarten Writing ELs. ||  ||   ||   ||


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 * Grade Level: Kindergarten ||  ||   ||   ||
 * Subject Area: Writing || Date: February 2009 ||  ||   ||
 * Essential Learning
 * Essential Learning

What every child will know and be able to do. || Indicators for Success || Common Assessments || Unit/Lesson Ideas || 2. Students will begin to convey information through use of labeling. || 1. Kindergarten Writing Assessment 2. Picture and Label Assessment || 1. Daily Journal Writing 2. Labeling Parts of Pictures (various pictures to match thematic units) || 2. Students will use phonetic spelling to label pictures. 3. Students will demonstrate the relationship between pictures and words. || 1. Kindergarten Writing Assessment 2. Picture and Label Assessment || 1. Daily Journal Writing 2. Writer's Workshop (?) || 2. Morning Message ||
 * Students will identify themselves as writers. || 1. Students will communicate thoughts and ideas through daily journal writing.
 * Students will express their thoughts using both pictures and phonetic representation of words. || 1. Students will use pictures to communicate thoughts and ideas.
 * Students will identify and begin to recognize conventions of writing. || 1. Students will begin to recognize the appropriate use of: capital letters in names and at the beginning of a sentence, as well as spacing between words and ending punctuation. || Convention Recognition Assessment || 1. Daily Journal Writing
 * Differentiation Ideas: ||  ||   ||   ||
 * * Differentiation will be addressed through needs-based instruction, individual conferencing, and small group instruction. These differentiation ideas are applicable for all three of the Kindergarten Writing ELs. ||  ||   ||   ||
 * * Differentiation will be addressed through needs-based instruction, individual conferencing, and small group instruction. These differentiation ideas are applicable for all three of the Kindergarten Writing ELs. ||  ||   ||   ||