"How To" Books
Focus on writing sentences
BECOMING AVID READERS
Fostering partner discussions of books
Scope and Sequence
- Counting and Cardinality
- Operations and Algebraic Thinking
- Number and operations base 10
- Measurement and Data
K.CC.1 Counting to 20 by 1’s
K.CC.3 Writing and Representing to 10
K.CC.4a.b 1 to 1 to 10
K.CC.4c Representing 1 more
K.MD.3 Classifying and sorting to 5
K.G.2 Finding shapes and describing positions
Patterning AB, ABB,AAB
K.CC.1 Counting to 50 by 1’s
Counting to 100 by 10’s
K.M.D.1 Length and Width
K.MD.2 Compare 2 objects (taller/shorter, Bigger/smaller,faster/slower)
K.OA.1 Represent addition to 5 with fingers,drawings,sounds
K.CC.7 Compare 2 numbers to 10
K.CC.6 <> = to 20
K.CC.5 Answer “How Many?” up to 20
K.CC.1 Counting to 60
100 by 10”s
K.CC.2 Count forward from a given # (except 1)
K.CC.3 Writing and representing to 20
K.CC.4.a.b 1 to 1 to 30
K.CC.1 Represent addition to 10 with fingers, drawings,sounds
K.NBT.1 Compose and decompose numbers 11-19 by drawing
K.MD.2 Compare to objects (taller,shorter, bigger,smaller,faster,slower)
K.G.5 Identify 2-d (flat) shapes and 3-d (solid) shapes
K.G.6 Compose simple shapes to form larger shapes
KOA.2 Solve addition and subtraction word problems
Place value 11-19
K.OA.4 Add and Subtract to 10
K.CC.1 Counting to 20 by 2’s; Counting
Up to 100 by 10’s and 5’s
K.OA.5 Fluency add and subtract within 5
K.NBT.1 Compose and decompose numbers 11-19 by drawings and equations
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.K.1 With prompting and support, ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.K.2 With prompting and support, retell familiar stories, including key details.
CCSS.ELA-LITERACY.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
Craft and Structure:
CCSS.ELA-LITERACY.RL.K.4 Ask and answer questions about unknown words in a text.
CCSS.ELA-LITERACY.RL.K.5 Recognize common types of texts (e.g., storybooks, poems).
CCSS.ELA-LITERACY.RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
CCSS.ELA-LITERACY.RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Range of Reading and Level of Text Complexity:
CCSS.ELA-LITERACY.RL.K.10 Actively engage in group reading activities with purpose and understanding.
We Are Readers
Topic 1: Launching the reading workshop by readers reading the world.
Topic 2: Reading with a partner
Readers Read, Think and Talk about Emergent Story Books and Familiar Shared Texts.
Topic 1: Telling the Story across the Pages.
Topic 2: Sounding Like a Story.
Topic 3: Inventing Fun Things to do with Books We Know Really Well.
Topic 4: Unfamiliar and Informational Books.
Readers Use Super Powers to Read Everything in the Classroom and Beyond.
Topic 1: Readers Use Superpowers to Read Familiar Books.
Topic 2: Readers USe Many Super Powers to Read Even the Hardest Words.
Topic 3: Readers Use Superpowers to Read Familiar and Unfamiliar Texts.
Topic 4: Readers Reread and Practice Our Superpowers, Reading with Drama and Fluency to Make Our Books Come Alive.
Learning About Ourselves and Our World: Reading for Information.
Topic 1: Readers Ask Questions and Look Closely To Learn From Their Books.
Topic 2: Readers See More Than the Text on the Page.
Topic 3: Readers Can Read More Than One Book about a Topic to Compare and Contrast.
Readers are Resourceful
Topic 1: Super Readers Help Each Other
Tackling Hard Words and Tricky Parts in Books
Topic 2: SUper Readers Retell and Talk about Their Adventures.
Topic 3: Readers Think about The Story and How Books Sound to Figure out the Words.
Topic 4: Readers Notice When There is a Tricky Part and Take Action.
Topic 5: Readers Reread to Make Their Reading Sound Great and to Study More.
Readers Get To Know Characters
Topic 1: Readers Have Strategies for Getting to Know a Character.
Topic 2: Partners pretend They are Characters to Learn Even More.
Topic 3: Readers Perform Books with Partners to Become Characters.
Topic 4: Giving the Gift of Reading.
Text Types and Purposes:
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Production and Distribution of Writing:
(W.K.4 begins in grade 3)
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge:
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Block play fostering creativity, team work , sorting, counting, and shape recognition.
Al jugar con bloques aprendemos a trabajar juntos, a usar nuestra creatividad, a contar, a reconocer y clasificar formas.
Reading book list
- Autumn Leaves by Gail Saunders-Smith
- The Berenstain Bears in the House of Mirrors by Stan & Jan Berenstain
- Cars by Gail Saunders-Smith
- Count and See by Tana Hoban
- Do You Want to Be My Friend? by Eric Carle Growing Colors by Bruce McMillan
- Look what I Can Do by Jose Aruego
- My Book by Ron Maris
- My Class by Lynn Salem
- What Do Insects Do? by Susan Canizares
- Cat on the Mat by Brian Wildsmith
- Chickens by Peter Brady
- Fun with Hats by Lucy Malka
- Hats around the World by Liza Charlesworth
- Have You Seen My Cat? by Eric Carle
- Have You Seen My Duckling? by Nancy Tafuri
- The Headache by Rod Hunt
- Mrs. Wishy-washy by Joy Cowley
- Where’s the Fish? by Taro Gomi Guided Reading
- All Fall Down by Brian Wildsmith
- Baby Says by John Steptoe Boats by Gail Saunders-Smith
- Brown Bear, Brown Bear by Bill Martin
- Cars by Gail Saunders-Smith
- Costumes by Lola Schaefer
- Eating Apples by Gail Saunders-Smith
- Family Pets by Lola Schaefer
- The Fox on the Box by Barbara Gregorich
- Gregory’ s Dog by William Stobbes
- A Halloween Mask for Monster by Virginia Mueller
- I Want a Pet by Barbara Gregorich
- I Went Walking by Sue Williams Joshua
- James Likes Trucks by Catherine Petrie
- The Little Red House by Norma Jean Sawicki
- Masks by Lola Schaefer My Dream by Brian Wildsmith
- Now We Can Go by Ann Jonas Pancakes,
- Crackers and Pizza by Marjorie Eberts
- A Playhouse for Monster by Virginia Mueller
- Rain by Robert Kalan
- Roll Over by Merle Peek Spots,
- Feathers and Curly Tails by Nancy Tafuri
- Sunflowers by Gail Saunders-Smith
- Trucks by Gail Saunders-Smith
- Up Went the Goat by Barbara Gregorich
- What a Tale! by Brian Wildsmith
- What’s for Lunch? by Eric Carle