English Language Arts Standards:

Kindergarten Standards:

4^th Quarter Student Goals

•Develop stamina and independence in oral reading and writing

•Establish oral and writing fluency with high frequency words•

Use decoding and spelling strategies independently

•mCLASS end of the fourth-quarter reading goal: Level C

4^th Quarter Instructional Goals

•Analyze student writing routinely to determine next instructional steps

•Collect Point BELM Portfolio writing samples

•Conduct student writing conferences to differentiate for diverse writing needs Assessment EOY mCLASS Assessment Dates: Complete ELM Portfolio requirements to Educopia byWeek30

March 23-27, 2020

Reading

•K.RL.CS.5: Recognize common types of texts.

•K.RI.CS.5: Know various text features.

Foundational Literacy Standards

•K.FL.PA.2a: Recognize and begin to produce rhyming words.

•Phonological Awareness

•Phonics and Word Recognition: High Frequency Words: List 17

good, with, for, white

Word Sort 11: Shorto and Shortu Mix

•K.FL.PWR.3c: Read common high-frequency words by sight.

•K.FL.PWR.3d: Decode regularly spelled CVC words.

•K.FL.PWR.3e: Distinguish between similarly spelled words by identifying the letters that differ.

•Word Composition

•K.FL.WC.4b: Write letter/letters for most consonant and short vowel sounds(phonemes).

•K.FL.WC.4d: Spell VC (at, in) and CVC (pet, mud) words with short vowels.

•K.FL.WC.4f: Write some common, frequently used words.•Fluency

•K.FL.F.5a: Read emergent-reader texts with purpose and understanding.

•Sentence Composition•

K.FL.SC.6c: Use frequently occurring nouns and verbs when speaking and in shared language activities.

Writer’s Workshop: Opinion

•K.W.TTP.1: With prompting and support, use a combination of drawing, dictating and/or writing to compose opinion pieces.

•K.W.PDW.4: With guidance and support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

•K.W.RBPK.7: Participate in shared research and writing projects, such as reading a number of books by a favorite author and expressing opinions about them

March 30-April 3, 2020

Reading

•K.RL.CS.5: Recognize common types of texts.

•K.RI.CS.5: Know various text features.

Foundational Literacy Standards

•K.FL.PA.2a: Recognize and begin to produce rhyming words.

Phonological Awareness

•K.FL.PA.2b: Count, pronounce, blend, and segment syllables in spoken words.

•Phonics and Word Recognition

High Frequency Words: List 18

little, day, gray, find

Word Sort 12:Short e (-et,-en)

•K.FL.PWR.3c: Read common high-frequency words by sight.

•K.FL.PWR.3d: Decode regularly spelled CVC words.

•K.FL.PWR.3e: Distinguish between similarly spelled words by identifying the letters that differ.

Word Composition

•K.FL.WC.4b: Write letter/letters for most consonant and short vowel sounds (phonemes).

•K.FL.WC.4d: Spell VC (at, in) and CVC (pet, mud) words with short vowels.

•K.FL.WC.4f: Write some common, frequently used words.

Fluency

•K.FL.F.5a: Read emergent-reader texts with purpose and understanding.

Sentence Composition

•K.FL.SC.6c: Use frequently occurring nouns and verbs when speaking and in shared language activities.

•K.FL.SC.6h: Capitalize the first words in a sentence and the pronoun I.

Writer’s Workshop: Opinion

•K.W.TTP.1: With prompting and support, use a combination of drawing, dictating, and/or writing to compose opinion pieces.

•K.W.PDW.4: With guidance and support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

•K.W. PDW.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from others, and add details to strengthen writing asneeded.

•K.W.RBPK.7: Participate in shared research and writing projects, such as reading a number of books by a favorite author and expressing opinions about them

1^st Grade standards:

March 23-27, 2020

Journeys Lesson 26:The Dot/Artists Create Art

Reading

•1.RL.KID.1 (Anchor Text): Ask and answer questions about key details in a text.

•1.RI.KID.1 (Paired Text): Ask and answer questions about key details in a text.

•1.RI.KID.2 (Paired Text): Identify the main topic and retell key details of a text.

•1.RI.KID.3 (Paired Text): Using graphic organizers or including written details and illustrations, describe the connections between two individuals, events, ideas, or pieces of information in a text.

•1.RI.CS.4 (Paired Text): Determine the meaning of words and phrases in a text relevant to a grade1 topic or subject area.

•1.RI.CS.5 (Paired Text): Know and use various text features to locate key facts or information in a text.

•1.RI.IKI.7 (Paired Text): Either orally or in writing when appropriate, use the illustrations and words in a text to describe its characters, setting, or events.

•1.RI.IKI.8 (Paired Text): Identify the reasons an author provides information to support points in a text.

Foundational Literacy Sort 28: o patterns: /oy/, /oi/,/oa/

Phonics and Word Recognition

•1.FL.PWR.3d: Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

•1.FL.PWR.3e: Decode two syllable words following basic patterns by breaking words into syllables.

Word Composition

•1.FL.WC.4a: Use conventional spelling for one-syllable words with common consonant spelling patterns, including consonant digraphs, double letters, and initial and final consonant blends

•1.FL.WC.4b: Use conventional spelling for one-syllable words with common vowel spelling patterns including CVCe, common vowel teams, final–y, and r-controlled vowels.

•1.FL.WC.4d: Spell two-syllable words that end in–y or–ly, are compounds, or have two closed syllables.

•1.FL.WC.4f: Write many common, frequently used words and some irregular words.

Sentence Composition

•1.FL.SC.6f: Use frequently occurring conjunctions.

High Frequency Words Lesson 27 something, each

Writing

•1.W.TTP.2 With prompting and support, write informative/explanatory texts, naming a topic, supplying some facts about the topic, and providing some sense of closure.

•1.W.PDW.4: With guidance and support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

•1.W.PDW.5: With guidance and support form adults, focus on a topic, respond to questions and suggestions from others, and add details to strengthen writing as needed.•1W.PDW.6: With guidance and support from adults, and in collaboration with peers, explore a variety of digital tools to produce and publish writing.•1.W.RBPK.7: Participate in shared research and writing projects, such as exploring a number of “how to” books on a given topic and using them to write a sequence of instructions.

Speaking and Listening

•1.SL.CC.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

March 30-April 3, 2020

Journeys Lesson 27: What Can You Do?/The Wind and the Sun

Reading

•1.RI.KID.1 (Anchor Text): Ask and answer questions about key details in a text.

•1.RI.KID.2 (Anchor Text): Identify the main topic and retell key details of a text.

•1.RI.KID.3 (Anchor Text): Using graphic organizers or including written details and illustrations, describe the connections between two individuals, events, ideas, or pieces of information in a text.

•1.RI.CS.4 (Anchor Text): Determine the meaning of words and phrases in a text relevant to a grade 1 topic or subject area.

•1.RI.CS.5 (Anchor Text): Know and use various text features to locate key facts or information in a text.•

1.RI.IKI.7 (Anchor Text): Either orally or in writing when appropriate, use the illustrations andwords in a text to describe its characters, setting, or events.

•1.RI.IKI.8(Anchor Text): Identify the reasons an author provides information to support points ina text.

•1.RL.KID.1 (Paired Text): Ask and answer questions about key details in a text.

Foundational Literacy

Sort 29:o patterns:/ou/, /ow/

•Phonics and Word Recognition

•1.FL.PWR.3d: Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

•1.FL.PWR.3e: Decode two syllable words following basic patterns by breaking words into syllables.

Word Composition

•1.FL.WC.4a: Use conventional spelling for one-syllable words with common consonant spelling patterns, including consonant digraphs, double letters, and initial and final consonant blends

•1.FL.WC.4b: Use conventional spelling for one-syllable words with common vowel spelling patterns including CVCe, common vowel teams, final–y, and r-controlled vowels.

•1.FL.WC.4d: Spell two-syllable words that end in–y or–ly, are compounds, or have two closed syllables.

•1.FL.WC.4f: Write many common, frequently used words and some irregular words.

•Sentence Composition

•1.FL.SC.6i: Produce and expand compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

High Frequency Words Lesson 28 : should, still, be

Writing

•1.W.TTP.2With prompting and support, write informative/explanatory texts, naming a topic, supplying some facts about the topic, and providing some sense of closure.

•1.W.PDW.4: With guidance and support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

•1.W.PDW.5: With guidance and support form adults, focus on a topic, respond to questions and suggestions from others, and add details to strengthen writing as needed.

•1W.PDW.6: With guidance and support from adults, and in collaboration with peers, explore a variety of digital tools to produce and publish writing.

•1.W.RBPK.7: Participate in shared research and writing projects, such as exploring a number of “how to” books on a given topic and using them to write a sequence of instructions.

Speaking and Listening

•1.SL.CC.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media

2^nd Grade standards:

March 23-27, 2020

Journeys Lesson 24:Half-Chicken/The Lion and the Mouse Reading

2.RL.KID.2 (Anchor Text and Paired Text): Recount stories, including fables and folktales from diverse cultures, and determine their central message, and moral.

•2.RL.CS.5 (Anchor Text): Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action.

•2.RL.CS.6 (Anchor Text): Determine when characters have different points of view.

Foundational Literacy Standards

•2.FL.PWR.3d: Decode words with common prefixes and suffixes.

•Phonics and Word Recognition

Sort 22:Prefixes: /re/ /pre/

Word Composition

•2.FL.WC.4b: Use conventional spelling for regular two-and three-syllable words containing combined syllable types, compounds, and common prefixes and derivational suffixes.

High Frequency Words: Lesson 25: done, hear, learn, only, our, through, were, young

•2. FL.WC.4d: Write most common, frequently used words, and most irregular words. (ongoing standard)

Sentence Composition

•2.FL.SC.6d: Form and use the past tense of frequently occurring irregular verbs.

Vocabulary Acquisition

•2.FL.VA.7a (i): Use sentence-level context as a clue to the meaning of a word or phrase.

•2.FL.VA.7a (ii): Determine the meaning of the new word formed when a known prefix is added to a known word.

•2.FL.VA.7b (iii): Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

Informative/explanatory Writing

•2.W.TTP.2: Write informative/explanatory texts.

a. Introduce a topic.

b. Group related information together including illustrations when needed to provide clarity to the reader.

c. Develop the topic with facts, definitions, and details.

d. Provide a conclusion

e. Use linking words and phrases to connect ideas within categories of information.

f. Use precise language to inform about or explain the topic.

g. Apply language standards addressed in the Foundational Literacy standards.

•2.W.PDW.4: With guidance and support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

•2.W.PDW.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and strengthen writing as needed by revising and editing.

March 30–April 3, 2020

Journeys Lesson 25: From Seed to Plant/Super Soil Reading

•2.RI.KID.3 (Anchor Text and Paired Text): Describe the connections between a series of historical events, scientific ideas, or steps in a process in a text.

Foundational Literacy Standards

•2.FL.PWR.3d: Decode words with common prefixes and suffixes.

Phonics and Word Recognition Sort 23:Prefixes: /un/ /dis/

Word Composition

•2.FL.WC.4b: Use conventional spelling for regular two-and three-syllable words containing combined syllable types, compounds, and common prefixes and derivational suffixes.

High Frequency Words: Lesson 26 again, don’t, every, goes, head, now

•2.FL.WC.4d:Write most common, frequently used words, and most irregular words.(ongoing standard)

Sentence Composition

•2.FL.SC.6d: Form and use the past tense of frequently occurring irregular verbs.

Vocabulary Acquisition

•2.FL.VA.7a (i): Use sentence-level context as a clue to the meaning of a word orphrase.

•2.FL.VA.7a (ii): Determine the meaning of the new word formed when a known prefix is added to a known word.

•2.FL.VA.7b (iii): Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

Informative/explanatory Writing

•2.W.TTP.2: Write informative/explanatory texts.

a. Introduce a topic.

b. Group related information together including illustrations when needed to provide clarity to the reader.

c. Develop the topic with facts, definitions, and details.

d. Provide a conclusion.

e. Use linking words and phrases to connect ideas within categories of information.

f. Use precise language to inform about or explain the topic.

g. Apply language standards addressed in the Foundational Literacy standards.

•2.W.PDW.4: With guidance and support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

•2.W.PDW.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and strengthen writing as needed by revising and editing.

•2.W.PDW.6: With guidance and support from adults, and in collaboration with peers, use a variety of digital tools to produce and publish writing.