Kindergarten Understanding By Design - Quarter Reading Scope/Sequence
Using the UbD framework, I planned a full quarter for Kindergarten Reading standards. See below for stages, essential questions, enduring understandings, objectives and scope/sequence.
Stage 1: Content
Established Goal(s) (Common Core Standard to be mastered):
With prompting and support, ask and answer questions about key details in a text.
Ask and answer questions about unknown words in a text.
Recognize common types of texts (e.g., storybooks, poems).
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
Know and apply grade-level phonics and word analysis skills in decoding words.
Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
Read emergent-reader texts with purpose and understanding.
Speak audibly and express thoughts, feelings, and ideas clearly.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Write a letter or letters for most consonant and short-vowel sounds (phonemes).
Enduring Understandings:
-letter names and letter sounds
- blend/segment words into individual phonemes
-sound out a word from left to right
Essential Questions:
How can we identify letter sounds?
What sounds do the vowels make, long and short?
What are different strategies we can use to identify and isolate initial, medial, and consonant and vowel sounds?
What sounds to blends, such as vowel teams make?
What questions can I ask to better understand a story?
To understand, students will need these knowledge and skills:
Knowledge: Skills:
KNOW:
BE ABLE TO: (Skills, use the verbs from the standards here!)
Letter names and letter sounds.
short vowel sounds
Initial, medial, and ending vowel/consonant sounds.
Single syllable words
Break up words into letter sounds.
Stories are made up of beginning, middle and end.
Stories have characters, settings and problems and solutions
-Identify initial, medial and final sounds, vowels, taught blends and simple cvc words
-Identify characters and their experiences, wh questions to ask for understanding, types of texts
-Describe vowel sounds and blends
-Compare long and short vowel sounds and blends
-Compare and contrast story characters and their adventures
Stage 2: Process
Learning Targets:
WHAT:
HOW:
WHY:
-Students can ask wh questions
Students will select wh questions to use in questions about stories
This will provide students with greater understanding of story characters and their experiences.
-Students can correctly identify initial, medial and finial sounds
Students will chop sounds to id sound and position
This will make students strong readers.
-Students can id and produce sounds made by blends.
Students will produce blend sounds to correctly read a word
This will make students strong readers.
-Students can correctly read cvc words
-Students can describe experiences and adventure of story characters in their own words
Students will blend words by phonemes as they write.
Students will retell stories using graphic organizers, in order to compare and contrast story elements
This will make students more fluent readers.
This will provide student with the ability to better understand story elements and compare and contract
Summative Learning Target:
Students can read cvc and words with blends
By orally chopping and blend sounds
Identifying cvc words in a group of words
In order to read text at level a-d.
Formative Assessment
Summative Assessment
Performance tasks, CK assessments, ESGI
Seesaw, daily CK, google slides, small group differentiated work
Criteria for Success:
-Students can identify sounds in the initial, medial and final position
-Students can correctly say/produce cvc words and words with blends taught.
-Students can correctly compare long and short vowels
-Students can compare two story characters experiences
Stage 3: Learning Plan
Mon Tue Wed Thur Fri
11/16
Students will be able to chop a cvc word and identify the letters beginning, medial and final sounds
(Unit 3 Les. 13)
11/17
Students will be able to chop a cvc word and match to the correct picture
Students will be able to chop a cvc word and identify the letters beginning, medial and final sounds
(Unit 3 Les. 14)
11/18
Assessment
Id a cvc word
Stretch and chop initial, medial and final sounds
11/19
Students will be able to chop and sound out words, spell and match to the appropriate picture
Students will differentiate between the initial sounds /n/ and /m/
11/20
Students will be able to chop and sound out words, spell and match to the appropriate picture
11/23
Students will be able to chop and sound out words, spell and match to the appropriate picture
11/24
Students will be able to chop and sound out words, spell and match to the appropriate picture
(Unit 4, les. 4)
11/25
No school
11/26
No school
11/27
No school
11/30
Students will be able to chop and sound out words, spell and match to the appropriate picture
12/1
Students will be able to chop and sound out words, spell and match to the appropriate picture
Students will be able to differentiate between /f/ and /v/
12/2
Students will be able to chop and sound out words, spell and match to the appropriate picture
Students will be able to differentiate between /s/ and /z/
12/3
Students will be able to chop and sound out words, spell and match to the appropriate picture
12/4
Students will be able to chop and sound out words, spell and match to the appropriate picture
(Unit 2 les. 9)
12/7
Students will be able to read simple phrases and match them to the correct picture
12/8
Students will be able to read simple phrases and match them to the correct picture
12/9
Assessment student will chop and read a cvc word
Students will find the word orally stated
12/10
Students will be able to identify similar words with different medial vowels, using JP motions, ID pictures, choppingand stretching
12/11
Students will be able to identify similar words with different medial vowels
Students will id beginning middle and final sounds to spell a word
(unit 4 les. 13)
12/14
Students will be able to identify similar words with different medial vowels
Students will id beginning middle and final sounds to spell a word
(unit 4 les. 13)
12/15
Students will identify and distinguish between words with similar sounds
12/16
Assessment student will chop and read a cvc word
Students will find the word orally stated
12/17
Students will identify and distinguish between words with similar sounds
12/18
Students will identify words with a specific medial vowel sound
(Unit 4 les. 15)
1/11
Students will id position of a consonant sound
Students will be able to chop and sound out words, spell and match to the appropriate picture, paying attention to the vowel sounds
1/12
Students will be able to chop and sound out words, spell and match to the appropriate picture, paying attention to the vowel sounds
Students will be able to read simple phrases and match them to the correct picture
1/13
Assessments, sight words
1/14
Students will be able to chop and sound out words, spell and match to the appropriate picture, paying attention to the vowel sounds
Students will be able to differentiate between /o/ and /u/
(unit 6 les. 4)
1/15
Students will be able to chop and sound out words, spell and match to the appropriate picture, paying attention to the vowel sounds
1/18
No school
1/19
Students will be able to chop and sound out words, spell and match to the appropriate picture, paying attention to the vowel sounds
1/20
Students will be able to chop and sound out words, spell and match to the appropriate picture, paying attention to the vowel sounds
1/21
Students will be able to chop and sound out words, spell and match to the appropriate picture, paying attention to the vowel sounds
1/22
Students will be able to chop and sound out words, spell and match to the appropriate picture, paying attention to the vowel sounds
1/25
Students will be able to chop and sound out words, spell and match to the appropriate picture, paying attention to the vowel sounds
Students will id the sound /c/ with both the letter c and k
(Unit 5 les. 10)
1/26
Students will be able to chop and sound out words, spell and match to the appropriate picture, paying attention to the vowel sounds
1/27
Assessment
Assessment student will chop and read a cvc word
Students will find the word orally stated
1/28
Students will be able to read simple phrases and match them to the correct picture
1/29
Students will be able to chop and sound out words found in a box of words and spell and match to the appropriate picture, paying attention to the vowel sounds
2/1
Students will be able to chop and sound out words among a group of words and match to the appropriate picture
2/2
Students will id word orally given
Students will read a simple phrase and match it to the correct picture
Students will be able to ask and answer questions about the Big Book
⅔
Assessments cvc words and sight words
2/4
Students will chop a word with in a given box and id the medial vowel
(unit 5 14.3)
⅖
Students will be able to chop and sound out words among a group of words and match to the appropriate picture
Students will be able to ask and answer questions about the Big Book
2/8
Students will read a simple phrase and match it to the correct picture
Students will be able to ask and answer questions about the Big Book
2/9
Students will be able to review taught initial, medial and finial sounds and blends
2/10
Assessment
2/11
Introduction of CK readers
How to use the book at home
2/12
End of the quarter
PD
No school
Differentiation for above Learning Targets:
Content
Process
Product
Letter sounds
CVC chopping and blending
Id letter position as initial, medial or finial
Leveled texts based on Fountas and Pinnell reading levels.
Repeated read alouds with following along with the story.
Daily review of key reading elements (characters, setting, problem, and solution).
Use Jolly Phonics movements and pictures to trigger sound production
Blend images for sound production
Students can use a KWL chart to identify story elements
Students will have picture cues/visual aids to help them identify story elements
Lower level students will have highlighted notes to help identify key words in CKLA materials
All students will be ability groups and pulled in small groups throughout the week to target their academic needs
Higher leveled students will work independently on CKLA materials. Be given “challenges”
Grade leveled students will use an example to complete CKLA materials.
Lower leveled students will be pulled with the teacher to complete CKLA materials.