Unit One 

Welcome to school

Content:

• Question word focus: Who, How

• Print Concepts

●    Follow words from left to right, top to bottom, and page by page.

●    Understand that words are separated by spaces in print.

●   Caring for books.

●   Identify the front cover, back cover, and title page of a book.

●  Correct book orientation and page-turning.

●  Role of an author and illustrator.

• Make connections between themselves, the text, and the world.

• Writing Readiness/Prewriting exercises: (See “Celebrating  Early Writing in Classrooms” Section)

• Proper position for holding pencils, markers, etc.

• Proper placement of the paper when writing.

• Write first name using capital letters.  

• Question word focus: How, Who, Where

• Recognize and name all upper- and lowercase letters of the alphabet.

• Focus Sight Words: I, am, my

• Letter Phonics and Recognition of capitals and lowercase: s,a,t,

CVC Word Focus:

• Ss: sun, sad, bus

• Alliteration: Susi sees seven spiders.

• Aa: rat, ant , ax

• Alliteration: Anny adores apples.

• Tt: cat, mat, bat

Alliteration: Two tiny tigers talk 

Literature Texts

• Exploration of different kinds of literature texts: stories, poems, plays

• Retell familiar stories, including the key details

• Name the author and illustrator of a story and define the role of each in telling the story 

• Writing Readiness/Prewriting exercises: (See “Celebrating  Early Writing in Classrooms” Section)

• Write first name using capital letter

• Proper placement of the paper when writing

Language:

Question word focus: Who, Where

Print Concepts

●       Recognize that spoken words are represented in written language by specific sequences of letters

●       The difference between letters and numbers

●       Recognize and name some upper/lowercase letters of the alphabet, especially those in their own name

●       Letter Phonics and Recognition: o,u,p

●       O: old, ocean, oil

●       Alliteration: Old octopus lives in the ocean.

●       U: up, umbrella, under

●       Alliteration: My uncle is under the umbrella.

●       P: pig, pan, pet

●       Alliteration: Purple pigs, purple pencils

Phonics and Word Recognition

·         Recognizes own name and common signs and labels in the environment

Environmental print: Cemaco, Xetulul, Miraflores, Jugueton 

Reading Comprehension:

Literature Texts

●       Retell familiar stories

●       Identify the characters

●       Ask and answer about details in a text (title, setting, etc.)

●       Ask and answer questions about characters and major events in a story

●       Make connections between themselves, the text, and the world

Make predictions about what will happen in the story 

Emergent Writing:

●    Writing Readiness/Prewriting exercises: (See “Celebrating  Early Writing in Classrooms” Section)

●       Write first name using a capital letter

●       Use drawing and inventive writing to narrate a vacation or special family event and react to what happened

Letter writing development with a focus on: o,u,p 

Unit Four 

Food & Nutrition 

Language:

·         Question word focus: When, Where, Why

·         Recognize and name all upper- and lowercase letters of the alphabet.

·         Count and segment syllables in one, two, and three syllable spoken words.

·         Distinguish between similarly spelled words by identifying the sounds of the letters that differ (examples: hat-cat, tall-fall, she-he, run-sun)

·         Focus Sight Words: like, you, are, we

·         Letter Phonics and Recognition with capital and lowercase letters: c,k,e,h

·         CVC Word Focus:

• c: car, cab, cat

• Alliteration: Crazy cats cry.

• k: kit, kiwi, kiss

• Alliteration: Kids kiss Kate.

• e: egg, beg, Ale

• Alliteration: Elmo eats eggs.

• h: hat, hip, hut

• Alliteration: Harry hugs ham.

●       Environmental print: McDonlads, Pizza Hut, El Rancho, Subway, bathroom signs, restaurant sign, no food or drinking sign

Reading Comprehension:

Informational Texts

●       Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

●       Identify the topic of the book and retell key details

Identify a variety of printed materials (ex: cookbooks, cereal boxes, recipes) 

Emergent Writing:

·         Use inventive writing and drawing to compose opinion pieces about their favorite food, favorite book, or favorite part of school.

·         Model and create how to make a list (ex: ingredient list for a recipe, shopping list, To-Do list)

Letter writing development with a focus on: c,k,e,h 

Unit Five

Animals 

Language:

Question word focus: When, What, Where

Correctly identifies 10 or more letters of the alphabet.

Noun opposites: baby-adult, living-nonliving, legs-wings

Verb opposites: swim-run, sit-stand

Count and segment syllables in one, two, and three syllable spoken words.

Distinguish between similarly spelled words by identifying the sounds of the letters that differ (examples: hat-cat, tall-fall, she-he, run-sun, can-cat)

Distinguish shades of meaning among verbs describing the same general action by acting out the meanings.

·         Run, march, walk

·         Skip, hop, jump

Focus Sight Words: it, and, look, the

Letter Phonics and Recognition with capital and lowercase:   r,m,d,g

CVC Word Focus:

●       r: jar, car, bar

●       Alliteration: Red rabbits run.

●       m: mess, mom, map

●       Alliteration: Mia mixes milk and mango.

●       d: bed, red, Ted

●       Alliteration: Dad´s dog in the den.

●       g: mug, hug, bug

●       Alliteration: Gorilla gets gum

Environmental print: Don´t feed the animals sign, cow cross sign, danger sign (lions, crocodiles),Auto Safari Chapin, La Aurora, no pets allowed sign

Reading Comprehension:

Literature Texts

●       Predict what will happen in the story

●       Retell familiar stories, including the key details

●       Identify the characters, settings and major events in a story

●       Compare and contrast the adventures and experiences of characters in familiar stories

●       Explain the sequence of a story: beginning, middle, end

●       Mime a part of the story

Emergent Writing:

Use inventive writing and drawing to compose an informative text that gives some information about an animal of their choice.

Letter writing development with a focus on:  r,m,d,g 

Language: 

Question word focus: When, Where, Why

 Sound Patterns: Alliterations (Peter Piper), Assonance (Hickory, Dickory, Dock), Consonance (A flea and a fly flew up in a flute)

Prepositions: (e.g., to, from, in, out, on, off, for, of, by, with).

Opposites: stop-go, fast-slow, in-out, on-off, right-left, start-finish, red-green

One-to-one letter-sound correspondences: Produce the primary sound or many of the most frequent sounds for each consonant

Focus Sight Words: go, to, a , in

Letter Phonics and Recognition: o, l, f, b

CVC Word Focus:

●      o: hop, mop, top

●      Alliteration: Old octopus lives in the ocean.

●      l: lip, lid, lick

●      Alliteration: Lad likes logs.

●      f: fan , fat, roof

●      Alliteration: Francy fries fish.

●      b: beg, bed, bell

●      Alliteration: Big brown bus.

Environmental print: Parking sign, no parking sign, stop sign, go, Gas stations: Shell, Don Arturo, Texaco, Puma, CAT, Toyota

Reading Comprehension:

Informational Texts

●       Ask and answer questions about key details in a text (topic, details, etc.)

●       Ask and answer questions about unknown words in a text

●       Describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts)

Emergent Writing:

Letter writing development with a focus on: o, l, f, b

Inventive writing with a focus on writing one letter for each sound in a word

Capitalization

·         Pronoun I

·         First word in a sentence rule

·         All names

Recognize and name end punctuation (period, question mark)   

Unit Seven 

Discovery 

Language: 

Question word focus: Why, How

Prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

Sound Patterns: Alliterations (Peter Piper), Assonance (Hickory, Dickory, Dock), Consonance (A flea and a fly flew up in a flute)

Count, pronounce, blend, and segment syllables in their names.

Adjective Opposites: fast-slow, hot-cold, hard-soft, push-pull

One-to-one letter-sound correspondences: Produce the primary sound or many of the most frequent sounds for each consonant

Focus Sight Words: up, have, at, on

Letter Phonics and Recognition: q,u, j, z

CVC Word Focus:

●      q: equal, queen, quaker

●      Alliteration: Queens quicken questions.

●      u: bus, sun, bug

●      Alliteration: My uncle is under the umberella.

●      j: jam, jar, jag

●      Alliteration: Jar jogs on a jet.

●      z: zoo, zip, zero

●      Alliteration: Zebra zips zippers.

Environmental print: Animal Planet, Discovery Channel, National Geographic, YouTube, Netflix

Reading Comprehension:

Informational Texts

●       Describe the connection between two individuals, events, ideas, or pieces of information in a text

●       Describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts)

Emergent Writing:

Use drawing and inventive writing to narrate a single event or events of a science discovery and react to what happened.

Letter writing development with a focus on: q,u, j, z  

Unit Eight 

Plants & the Environment 

Language: 

Review Question Words: Who, What, Where, When, Why, How

Prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

Count, pronounce, blend, and segment syllables in written and spoken words (for example: water, bathroom, garden)

One-to-one letter-sound correspondences: Produce the primary sound or many of the most frequent sounds for each consonant

Focus Sight Words: see, has, they, can

Letter Phonics and Recognition: w, v, y, x

CVC Word Focus:

●      w: Will, wig, win

●      Alliteration: One wig in the web.

●      v: van, vat, vet

●      Alliteration: Vini visits the volcano.

●      y: yes, yak, yell

●      Alliteration: Yogi likes yoga.

●      x: fox, box , ox

●      Alliteration: Fox in a box.

Environmental print: Ingenio Pantaleon, Ingenio Madre Tierra, Ingenio La Unión, keep off the grass sign, recycle sign, no smoking sign, put trash in its place, think green sign

Reading Comprehension :

Informational Texts

●       Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures)

●       Describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts)

 Emergent Writing:

• Use inventive writing and drawing to compose informative texts about plants or the environment

• Letter writing development with a focus on: w, v, y, x  

Unit Nine

Celebrations & Traditions 

Language: 

●   Review Question Words: Who, What, Where, When, Why, How

●   Count, pronounce, blend, and segment syllables in written and spoken words (for example: Guatemala, tamale, mountain)

●   One-to-one letter-sound correspondences: Produce the primary sound or many of the most frequent sounds for each consonant

●   Focus Sight Words: that, we, of, all, me

Letter Phonics and Recognition: Review Alphabet 

Reading Comprehension:

• Difference between reality and fantasy in books (informative vs. fiction texts) and in real life

• Compare and contrast the adventures and experiences of characters in familiar stories

• Identifies a variety of printed material (brochures, maps, tourist information, newspapers)  

Emergent Writing:

• Use inventive writing and drawing to narrate their family traditions and to retell information that they learned about Guatemala.