Literacy Kit Scoring Guide/Rationale



Lexie O’Brien

Dr. Bradley

Fall 2016

Literacy Kit Scoring Guide/Rationale

|Item |Explanation with Rationale – Why is this important to |Grade Level Selected |Quantity & |Total Points |

| |include? |Key ELAGSE Standard(s) of focus |Points | |

| | |(Other GPS or Content Areas that Are Integrated | | |

| | |Through This Item) | | |

|Book in the Bag – The |Book in a bag is a fun and engaging way for students to read |Kindergarten |1@5 |5 |

|Very Hungry Caterpillar.|stories at home with their families. I chose to include the |ELAGSEKRL2: With prompting and support, retell | | |

| |Very Hungry Caterpillar. With this, I chose to also include |familiar | | |

| |laminated cut outs of the characters and other pieces |stories, including key details | | |

| |throughout the book so that students can hold up during the | | | |

| |reading. Within the book in a bag, there are worksheets, and |1st Grade | | |

| |further aspects that are to be completed by the student and |ELAGSE1RL2: Retell stories, including key details, | | |

| |his/her parent/guardian or family member. This is such a |and demonstrate understanding of their central | | |

| |wonderful way to include families within their child’s |message or lesson. | | |

| |learning experiences. *This can easily be | | | |

| |differentiated/adjusted! |1st Grade | | |

| | |ELAGSE1RL1: Ask and answer questions about key | | |

| | |details in a text. | | |

| | | | | |

| | |1st Grade | | |

| | |ELAGSE1RL3: Describe characters, settings, and major| | |

| | |events in a story, using key details. | | |

|Magnetic Build-A-Word. |Within this literacy piece, I included magnetic words and a |1st Grade |1@8 |8 |

|Short Vowels with Blends|cooking pan for students to attach the words too. This is a |ELAGSE1RF2: Demonstrate understanding of spoken | | |

|and Digraphs. |great way to get students involved in building words. This |words, syllables, and sounds (phonemes). A. | | |

| |also works with students phonemic awareness, fine motor |Distinguish long from short vowel sounds in spoken | | |

| |skills, phonics skills, and spelling and reading words. |single-syllable words. | | |

| | |B. Orally produce single-syllable words by blending | | |

| | |sounds (phonemes), including consonant blends. | | |

| | | | | |

|1-2-3 FLIP IT! (Game) |This is a game for two players, which includes 20 cards and a|1st Grade |1@3 |11 |

|Phonics Skills: CVC |game board. Flip it focuses on phonics skills- CVC words. |ELAGSE1RF2: Demonstrate understanding of spoken |1@3 | |

|Words. |Students enjoy learning when it is fun and engaging, |words, syllables, and sounds (phonemes). a. |1@3 | |

|& |therefore, I chose to include games like these that catch |Distinguish long from short vowel sounds in spoken |1@2 | |

|CVC Cut and Paste. |their attention, along with making them want to learn more! |single-syllable words. | | |

|[class set] | | | | |

|& | |2nd Grade | | |

|Cupcake Match | |ELAGSE2RF3: Know and apply grade-level phonics and | | |

| | |word analysis skills in decoding words. a. | | |

|& | |Distinguish long and short vowels when reading | | |

|Consonant Clusters | |regularly spelled one-syllable words. | | |

|Puzzles. | | | | |

|Phoneme Counting Cards. |This includes 14 cards, with blocks for students to practice |1st Grade |1@3 |3 |

| |counting phonemes. This is extremely important in the sense |ELAGSE1RF2: Demonstrate understanding of spoken | | |

| |that students must break phonemes apart, in order to help |words, syllables, and sounds (phonemes). c. Isolate | | |

| |better understand a word. This helps with segmenting phonemes|and pronounce initial, medial vowel, and final | | |

| |in a fun and engaging way! |sounds (phonemes) in spoken single-syllable words. | | |

| | |D. Segment spoken single-syllable words into their | | |

| | |complete sequence of individual sounds (phonemes). | | |

|Sight Words Rhyming |-This is a set of dolch words from grades 1-3rd. The great |1st Grade |1@5 |9 |

|Game. |things about these cards are not only that they are dolch |ELAGSE1RF3: Know and apply grade-level phonics and |1@2 | |

| |words, but also that they work with rhyming skills for |word analysis skills in decoding words. A. Know |1@2 | |

|& |students. This serves as a fun and engaging way for students |the spelling-sound correspondences for common | | |

| |to practice their sight words with others! |consonant digraphs. B. Decode regularly spelled | | |

|Match the Rhyming Sight |-Cut and paste rhyming sight words activity that gets |one-syllable words. C. Know final –e and common | | |

|Words. |students working not only on their rhyming skills but also |vowel team conventions for representing long vowel | | |

| |their fine motor skills. |sounds. D. Use knowledge that every syllable must | | |

|& |-Rhyming boards for short and long vowels. This serves as a |have a vowel sound to determine the number of | | |

| |game to practice long and short vowels. |syllables in a printed word. E. Decode | | |

|Roll and Write. Words | |two-syllable words following basic patterns by | | |

|that Rhyme. | |breaking the words into syllables. F. Read words | | |

| | |with inflectional endings. | | |

| | |Dolch Sight Words Included: | | |

| | |1st Grade ( ELAGSE1RF4: Read with sufficient | | |

| | |accuracy and fluency to support comprehension D. | | |

| | |Read grade-appropriate irregularly spelled words. | | |

| | |2nd Grade ( ELAGSE2RF4: Read with sufficient | | |

| | |accuracy and fluency to support comprehension. D. | | |

| | |Recognize and read grade-appropriate irregularly | | |

| | |spelled words. | | |

| | |3rd Grade ( ELAGSE3RF4: Read with sufficient | | |

| | |accuracy and fluency to support comprehension. D. | | |

| | |Read grade-appropriate irregularly spelled words. | | |

|Scoop and Spell. |This is a wonderful technique that I believe all teachers |Kindergarten |5@1 |5 |

| |should have. This is extremely simple, but something |ELAGSEKRF2: Demonstrate understanding of spoken | | |

| |extremely engaging for all ages. As students are becoming |words, syllables, and sounds (phonemes). D. Isolate | | |

| |more familiar with words, along with the way those words are |and pronounce the initial, medial vowel, and final | | |

| |spelled, there is no better way for students to practice the |sounds (phonemes) in three-phoneme | | |

| |spelling of numerous words. During this literacy piece, |(consonant-vowel-consonant, or CVC) words. (This | | |

| |students will take a spoon and scoop out a small amount of |does not include CVCs ending with /l/, /r/, or/x/.) | | |

| |letters. From the letters they scooped out, they will then |E. Add or substitute individual sounds (phonemes) in| | |

| |take those letters and spell as many words as possible. |simple, one-syllable words to make new word. | | |

| | |ELAGSEKRF4: Read common high-frequency words by | | |

| | |sight. (e.g., the, of, to, you, she, my, is, are, | | |

| | |do, does); read emergent-reader texts with purpose | | |

| | |and understanding. | | |

| | |ELAGSEKRF1: Demonstrate understanding of the | | |

| | |organization and basic features of print. | | |

| | |B. Recognize that spoken words are represented in | | |

| | |written language by specific sequences of letters. | | |

| | |D. Recognize and name all upper- and lowercase | | |

| | |letters of the alphabet | | |

|Slap Mat. |Slap Mat for ending sounds; blends and digraphs! This is |1st Grade |1@5 |5 |

|Ending Sounds. Blends |definitely a kids favorite. With this, students are able to |ELAGSE1RF2: b. Orally produce single-syllable words | | |

|and Digraphs. |practice their ending sounds in a fun way—through the use of |by blending sounds (phonemes), including consonant | | |

| |a half poster board and a cut out fly swatter. Students will |blends. | | |

| |“swat”/”slap” the ending sound (blend or digraph) when | | | |

| |called! This is a great way to get students engaged while | | | |

| |learning! *This can be differentiated/adjusted! | | | |

|Slap Mat. |Slap Mat for long vowels! With this, students are able to |2nd Grade |1@5 |5 |

|Long Vowels. |practice their long vowels in a fun way—through the use of a |ELAGSE2RF3: Know and apply grade-level phonics and | | |

| |half poster board and a cut out fly swatter. Students will |word analysis skills in decoding words. A. | | |

| |“swat”/”slap” the long vowel when called! This is a great way|Distinguish long and short vowels when reading | | |

| |to get students engaged while learning! *This can be |regularly spelling one-syllable words. | | |

| |differentiated/adjusted! | | | |

|Slap Mat. |Slap Mat for uppercase and lowercase letters! With this, |Kindergarten |1@5 |5 |

|Capital and Lowercase |students are able to practice their letters in a fun |ELAGSEKRF1: Demonstrate understanding of the | | |

|Letters. |way—through the use of a half poster board and a cut out fly |organization and basic features of print. | | |

| |swatter. Students will “swat”/”slap” the letter when it is |d. Recognize and name all upper- and lowercase | | |

| |called! This is a great way to get students engaged while |letters of the alphabet. | | |

| |learning! *This can be differentiated/adjusted! | | | |

| | |1st Grade | | |

| | |ELAGSE1RF1: Demonstrate understanding of the | | |

| | |organization and basic features of print. A. | | |

| | |Recognize the distinguishing features of a sentence | | |

| | |(e.g., first word, capitalization, ending | | |

| | |punctuation). | | |

|Whisper Phones. |I personally build these, and even made a classroom set. I am|1st Grade |2@8 |16 |

| |only including 8. These are a great way for students to hear |ELAGSE1RF4: Read with sufficient accuracy and | | |

| |themselves read. This works with student’s fluency and |fluency to support comprehension. A. Read on-level | | |

| |reading skills. Students truly love this, and gives them more|text with purpose and understanding. B. Read | | |

| |drive to WANT to read! |on-level text orally with accuracy, appropriate | | |

| | |rate, and expression on successive readings. | | |

| | | | | |

| | |2nd Grade | | |

| | |ELAGSE2RF4: Read with sufficient accuracy and | | |

| | |fluency to support comprehension. A. Read on-level | | |

| | |text with purpose and understanding. B. Read | | |

| | |on-level text orally with accuracy, appropriate | | |

| | |rate, and expression on successive readings. | | |

| | | | | |

| | |3rd Grade | | |

| | |ELAGSE3RF4: Read with sufficient accuracy and | | |

| | |fluency to support comprehension. A. Read on-level | | |

| | |text with purpose and understanding. B. Read | | |

| | |on-level text orally with accuracy, appropriate | | |

| | |rate, and expression on successive readings. | | |

|Beginning and End |While focusing on beginning and end digraphs, I wanted to |1st Grade: |1@5 |5 |

|Digraph Clip Cards. |have something that would be fun for the students. Many |ELAGSE1RF2: Demonstrate understanding of spoken | | |

| |students learn best hands on, and through continuous |words, syllables, and sounds (phonemes). c. Isolate | | |

| |practice. With this piece, students are able to practice one |and pronounce initial, medial vowel, and final | | |

| |after the other as they become more familiar with beginning |sounds (phonemes) in spoken single-syllable words. | | |

| |and end digraphs with the help from a clothespin! | | | |

|Uppercase and Lowercase |Both completed with clothespins, and laminated cardstock |Kindergarten |3@3 |9 |

|Alphabet Cards. |cards, students will be able to practice and quickly master |ELAGSEKRF1: Demonstrate understanding of the | | |

|& |their knowledge of being able to distinguish both uppercase |organization and basic features of print. | | |

|Alphabet Clip Cards |and lowercase cards. Allowing students to practice the same |d. Recognize and name all upper- and lowercase | | |

|& |skill in various ways offers more opportunities for great |letters of the alphabet. | | |

|Puzzles |learning experiences. | | | |

|Blend BINGO. |Completed with a set of cards and multiple game boards, |1st Grade |1@5 |5 |

| |students will have fun learning and practicing blends through|ELAGSE1RF2: b. Orally produce single-syllable words | | |

| |the game BINGO! Because students love competition, along with|by blending sounds (phonemes), including consonant | | |

| |engaging activities, and of course BINGO, I found that this |blends. | | |

| |would be a great addition for students to use through a | | | |

| |literacy work station or even during class, whole group or | | | |

| |small group. | | | |

|Sight Word Cup Crash. |This can be altered but specifically, I chose to do |Kindergarten |6@1 |8 |

|& |Kindergarten! For this, students are to use mini red solo |ELAGSEKRF4: Read common high-frequency words by |1@2 | |

|Sight Word Mini Book. |cups, and to build sight words. The more sight words they |sight. (e.g., the, of, to, you, she, my, is, are, | | |

| |build, the taller their “tower” gets. Once they have |do, does) | | |

| |completed a set amount of sight words, they are able to then | | | |

| |take a ball and knock over the cups! This really gets | | | |

| |students engaged, and any time that they can play with a | | | |

| |ball, is fun and exciting! | | | |

|Graphic Organizers for |These graphic organizers for writing serve as a productive |1st Grade |9@1 |9 |

|Writing. |and helpful visual for students in order to work towards more|ELAGSE1W6: With guidance and support from adults, | | |

| |efficient and effective writing. These visuals help prompt |use a variety of tools to produce and publish | | |

| |students to think about appropriate information while staying|writing, including digital tools and collaboration | | |

| |on task and working towards their writing through various |with peers. | | |

| |tools. |ELAGSE1W1: Write opinion pieces in which they | | |

| | |introduce the topic or the name of the book they are| | |

| | |writing about, state an opinion, supply a reason for| | |

| | |the opinion, and provide some sense of closure. | | |

|Graphic Organizers for |I absolutely love the reading organizers I chose! I find |Kindergarten |4@1 |4 |

|Reading. |nothing more appealing than fun and engaging posters! These |ELAGSEKSL2: Confirm understanding of written texts | | |

| |reading posters prompt students on ways to read |read aloud or information presented orally or | | |

| |appropriately, along with reminders of what to do when |through media by asking and answering questions | | |

| |something is unfamiliar within a text. This serves as a |about key details and requesting clarification if | | |

| |useful visual not only for the students but for the teachers |something is not understood. | | |

| |too, especially as we work towards creating independence for | | | |

| |our students. | | | |

|Graphic Organizers for |This graphic organizer serves as a useful visual for students|2nd Grade |7@1 |7 |

|Questions. |to use while working towards more in depth writing. As |ELAGSE2W8: Recall information from experiences or | | |

| |students become more engaged in writing, aspects like these |gather information from provided sources to answer a| | |

| |will come naturally, but until then, visuals like these help |question. | | |

| |prompt students to questions that they should ask themselves | | | |

| |in order to help with recalling information. | | | |

|Graphic Organizer for |This graphic organizer provides a wonderful visual for |1st Grade |1@1 |1 |

|Punctuation. |students to look at when needing help, or guidance when it |Demonstrate command of the conventions of standard | | |

| |comes to using punctuation, especially periods! |English capitalization, punctuation, and spelling | | |

| | |when writing. B. Use end punctuation for sentences. | | |

|1st Grade Reading Sight |This is a very beneficial work list for teachers to keep. |1st Grade |1@1 |1 |

|Word List. |Because I plan on keeping a binder for sight words, I found |ELAGSE1RF4: Read with sufficient accuracy and | | |

| |this to be extremely important simply because sight words are|fluency to support comprehension | | |

| |crucial, especially for the younger grades. Though I am |d. Read grade-appropriate irregularly spelled words.| | |

| |including 1st grade sight words, I am expressing my | | | |

| |excitement and importance of printable like these for us | | | |

| |teachers to have an use. | | | |

|Phonics Brochure with |(a_e) (ap) (cl) I chose to incorporate these simply because |2nd Grade |1@5 |5 |

|Reading Passages (Word |they include multiple word families along with multiple ways |ELAGSE2RF3: Know and apply grade-level phonics and | | |

|Families) |to work with those families. The reading passages, which are |word analysis skills in decoding words. A. | | |

| |included help to further, practice the word families in |Distinguish long and short vowels when reading | | |

| |various ways. From reading comprehension questions, to |regularly spelled one-syllable words. B. Know | | |

| |writing the word families that are found within the passage. |spelling-sound correspondences for additional common| | |

| | |vowel trams. C. Decode regularly spelled | | |

| | |two-syllable words with long vowels. | | |

|Family Engagement |This is a send home activity in which students are to work |5th Grade |1@5 |5 |

|Activity |with their family members. Within this take home activity, |ELAGSE5RL7: Analyze how visual and multimedia | | |

| |directions, examples, and all resources are included. This |elements contribute to the meaning, tone, or beauty | | |

| |focuses on shape poetry. Students are to work with their |of a text (e.g., graphic novel, multimedia | | |

| |family members to create their own unique shape poetry, |presentation of fiction, folktale, myth, poem). | | |

| |adding simple and great touches throughout. There are | | | |

| |instructions and cover letters as well. Families are to | | | |

| |complete this with the students, along with the appropriate | | | |

| |materials on its due date. This will go to every student. A | | | |

| |survey is also attached so that I am better able to work on | | | |

| |particular aspects within my teaching. | | | |

| | | | |TOTAL: |

| | | | |131/100 |

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