Shelby County Schools



Guidance for Instructional Time - KindergartenFoundational Skills Instruction – 90 minutesComponentsInstructional FormatInstructional Practices/Student Engagement Possible Tools/ResourcesTimeExplicit Instruction in Phonics (and related Phonological Awareness Tasks)Journeys Opening RoutinesDaily Phonemic AwarenessDaily High Frequency WordsJourneys Weekly Phonemic Awareness/Phonics SkillTeach/Model (I do)Guided Practice (We do/They do)Apply (You do)Whole GroupPhonological Awareness (taught orally)RhymingCounting/blending syllables Blending, adding or substituting phonemesSegmenting words, syllables, phonemes Isolating sounds (initial, final, medial)Phonics (taught in print)Matching letters to soundProducing sounds for lettersDecoding/reading CVC wordsJourneys’ Tools/Resources:Flip ChartsHigh Frequency word cardsAlphaFriends cardsSound/Spelling cardsLetter cardsPicture cardsWord cardsIndividual response boardsGames, songs, chants20-30 minutesWorking with Decodable Readers- Student Books Whole Groupand/orTeacher-led Small GroupStep 1: Teacher reads to model fluencyStep 2: Build fluency through choral/echo readingStep 3: Literal comprehension questionsStep 4: Phonics questions/tasksIndividual response boardsHighlighter tapePost-it notes10 minutes(if utilized only in whole group)Teacher-led Instruction & Literacy Work StationsSuggested Work StationsPhonemic AwarenessPhonics/Word studyFluencyGrammarWritingReading ComprehensionTechnology Small GroupTeacher-led instruction (Work with Decodable Readers or Skills-Focused Lesson)Students may engage in work station tasks such asMaking and building wordsDecoding words to match with picturesReading words, phrases, or sentences with weekly phonics and/or grammar skill(s) Rereading familiar decodable textsWriting uppercase & lowercase letters, high frequency words Building fluency (naming letters, reading words/phrases/sentences)Magnetic/manipulative lettersLetter tilesPicture-Sound sortsWord sortsElkonin (sound) boxesSight word activitiesWord building activitiesIndividual response boardsGraphic organizers/FoldablesTechnologyGames40-55 minutesExplicit Instruction in GrammarJourneys Weekly Grammar SkillTeach/Model (I do)Guided Practice (We do/They do)Apply (You do)Whole GroupStudents may engage in grammar tasks, such asIdentifying the grammar skill in speech/print Producing sentences using the grammar skillIndividual response boardsGraphic organizers/FoldablesTechnologyGames, songs, chants15-20 minutesGuidance for Instructional Time - Grades 1 & 2Foundational Skills Instruction – 90 minutesComponentsInstructional FormatInstructional Practices/Student Engagement Possible Tools/ResourcesTimeExplicit Instruction in Phonics (and related Phonological Awareness Tasks)Journeys Opening RoutinesDaily Phonemic AwarenessDaily High Frequency WordsJourneys Weekly Phonemic Awareness/Phonics SkillTeach/Model (I do)Guided Practice (We do/They do)Apply (You do)Whole GroupPhonological Awareness (taught orally)Blending & Segmenting individual phonemes in one-syllable wordsIsolating phonemes in one-syllable spoken wordsPhonics (taught in print)Producing sounds for letter combinationsDecoding/spelling simple one-syllable wordsDecoding/spelling multisyllabic wordsReading irregular wordsDictating sentencesCounting syllables in written wordsJourneys’ Tools/Resources:High Frequency word cardsSound/Spelling cardsLetter cardsPicture cardsWord cardsIndividual response boardsGames, songs, chants20-30 minutesWorking with Decodable Readers- Student Books Whole Groupand/orTeacher-led Small GroupStep 1: Teacher reads to model fluencyStep 2: Build fluency through choral/echo readingStep 3: Literal comprehension questionsStep 4: Phonics questions/tasksIndividual response boardsHighlighter tapePost-it notes10 minutes(if utilized only in whole group)Teacher-led Instruction & Literacy Work StationsSuggested Work StationsPhonics/Word studyFluencyGrammarWritingReading ComprehensionTechnologySmall GroupTeacher-led instruction (Work with Decodable Readers or Skills-Focused Lesson)Students may engage in work station tasks such asMaking and building wordsDecoding words to match with picturesReading/Writing words, phrases, or sentences with weekly phonics and/or grammar skill(s) Rereading familiar decodable textsWriting high frequency & irregular wordsBuilding fluency (reading words/phrases/sentences)Writing in response to readingMagnetic/manipulative lettersLetter tilesPicture-Sound sortsWord sortsElkonin (sound) boxesSight word activitiesWord building activitiesIndividual response boardsGraphic organizers/FoldablesTechnologyGames40-55 minutesExplicit Instruction in GrammarJourneys Weekly Grammar SkillTeach/Model (I do)Guided Practice (We do/They do)Apply (You do)Whole GroupStudents may engage in grammar tasks, such asIdentifying the grammar skill in speech/print Producing sentences using the grammar skillApplying the grammar skill in writing Individual response boardsGraphic organizers/FoldablesTechnologyGames, songs, chants15-20 minutesGuidance for Instructional Time - KindergartenFoundational Skills Instruction – 60 minutesComponentsInstructional FormatInstructional Practices/Student Engagement Possible Tools/ResourcesTimeExplicit Instruction in Phonics (and related Phonological Awareness Tasks)Journeys Opening RoutinesDaily Phonemic AwarenessDaily High Frequency WordsJourneys Weekly Phonemic Awareness/Phonics SkillTeach/Model (I do)Guided Practice (We do/They do)Apply (You do)Whole GroupPhonological Awareness (taught orally)RhymingCounting/blending syllables Blending, adding or substituting phonemesSegmenting words, syllables, phonemes Isolating sounds (initial, final, medial)Phonics (taught in print)Matching letters to soundProducing sounds for lettersDecoding/reading CVC wordsJourneys’ Tools/Resources:Flip ChartsHigh Frequency word cardsAlphaFriends cardsSound/Spelling cardsLetter cardsPicture cardsWord cardsIndividual response boardsGames, songs, chants20-30 minutesWorking with Decodable Readers- Student Books Whole Groupand/orTeacher-led Small GroupStep 1: Teacher reads to model fluencyStep 2: Build fluency through choral/echo readingStep 3: Literal comprehension questionsStep 4: Phonics questions/tasksIndividual response boardsHighlighter tapePost-it notes10 minutes(if utilized only in whole group)Teacher-led Instruction & Literacy Work StationsSuggested Work StationsPhonemic AwarenessPhonics/Word studyFluencyGrammarWritingReading ComprehensionTechnology Small GroupTeacher-led instruction (Work with Decodable Readers or Skills-Focused Lesson)Students may engage in work station tasks, such asMaking and building wordsDecoding words to match with picturesReading words, phrases, or sentences with weekly phonics and/or grammar skill(s) Rereading familiar decodable textsWriting uppercase & lowercase letters, high frequency words Building fluency (naming letters, reading words/phrases/sentences)Magnetic/manipulative lettersLetter tilesPicture-Sound sortsWord sortsElkonin (sound) boxesSight word activitiesWord building activitiesIndividual response boardsGraphic organizers/FoldablesTechnologyGames20-30 minutesExplicit Instruction in GrammarJourneys Weekly Grammar SkillTeach/Model (I do)Guided Practice (We do/They do)Apply (You do)Whole GroupStudents may engage in grammar tasks, such asIdentifying the grammar skill in speech/print Producing sentences using the grammar skillIndividual response boardsGraphic organizers/FoldablesTechnologyGames, songs, chants10 minutesGuidance for Instructional Time - Grades 1 & 2Foundational Skills Instruction – 60 minutesComponentsInstructional FormatInstructional Practices/Student Engagement Possible Tools/ResourcesTimeExplicit Instruction in Phonics (and related Phonological Awareness Tasks)Journeys Opening RoutinesDaily Phonemic AwarenessDaily High Frequency WordsJourneys Weekly Phonemic Awareness/Phonics SkillTeach/Model (I do)Guided Practice (We do/They do)Apply (You do)Whole GroupPhonological Awareness (taught orally)Blending & Segmenting individual phonemes in one-syllable wordsIsolating phonemes in one-syllable spoken wordsPhonics (taught in print)Producing sounds for letter combinationsDecoding/spelling simple one-syllable wordsDecoding/spelling multisyllabic wordsReading irregular wordsDictating sentencesCounting syllables in written wordsJourneys’ Tools/Resources:High Frequency word cardsSound/Spelling cardsLetter cardsPicture cardsWord cardsIndividual response boardsGames, songs, chants20-30 minutesWorking with Decodable Readers- Student Books Whole Groupand/orTeacher-led Small GroupStep 1: Teacher reads to model fluencyStep 2: Build fluency through choral/echo readingStep 3: Literal comprehension questionsStep 4: Phonics questions/tasksIndividual response boardsHighlighter tapePost-it notes10 minutes(if utilized only in whole group)Teacher-led Instruction & Literacy Work StationsSuggested Work StationsPhonics/Word studyFluencyGrammarWritingReading ComprehensionTechnologySmall GroupTeacher-led instruction (Work with Decodable Readers or Skills-Focused Lesson)Students may engage in work station tasks, such asMaking and building wordsDecoding words to match with picturesReading/Writing words, phrases, or sentences with weekly phonics and/or grammar skill(s) Rereading familiar decodable textsWriting high frequency & irregular wordsBuilding fluency (reading words/phrases/sentences)Writing in response to readingMagnetic/manipulative lettersLetter tilesPicture-Sound sortsWord sortsElkonin (sound) boxesSight word activitiesWord building activitiesIndividual response boardsGraphic organizers/FoldablesTechnologyGames20-30 minutesExplicit Instruction in GrammarJourneys Weekly Grammar SkillTeach/Model (I do)Guided Practice (We do/They do)Apply (You do)Whole GroupStudents may engage in grammar tasks, such asIdentifying the grammar skill in speech/print Producing sentences using the grammar skillApplying the grammar skill in writing Individual response boardsGraphic organizers/FoldablesTechnologyGames, songs, chants10 minutes ................
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