PBworks



|The following standards are minimally addressed in 2nd Quarter.   To ensure adequate coverage, incorporate these standards in whole group lessons, small group instruction or literacy work station activities when possible. |

|RF.K.2.c, RF.K.2.e, RF.K.3d, L.K.1c, L.K1d, L.K1e, L.K.4a, L.K.4b, L.K.5d |

|COMMON CORE STATE STANDARDS |OBJECTIVE |ESSENTIAL VOCABULARY |RESOURCES |

|CC.RF.K.1 Demonstrate understanding of the organization and basic features of print. |I will demonstrate an |Demonstrate |TRS: Chapter 3, |

|CC.RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters. |understanding of the basic |Features |Chapter 4 |

|(The vocabulary of this standard is not addressed in this Journeys lesson.) |features of print. |Print |

| |I will recognize that letters|Recognize |article/3398/ |

| |in a specific order make a |Specific |

| |word. | |classroom-reso|

| | | |urces/lesson-plans/gro|

| | | |wing-readers-writers-w|

| | | |ith-83.html?tab=1#tabs|

|CC.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. |I will decode words using my |Decode |TRS: Chapter 6 |

|CC.RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or most frequent |phonics skills. |Phonics | |

|sound for each consonant. |I will know the consonant |Skills | |

|(The rigor of this standard is not addressed in this Journeys lesson.) |letter sounds (2nd quarter |Consonant | |

| |1-9 sounds). |Sounds | |

|CC.RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information |I will describe the |Describe Connections Individual events |NRP: p. 110 |

|in a text. |connection between two |Ideas |

|(This standard is the Focus Wall target strategy for the week.) |people. |Information |sites/www/Uploa|

| |I will describe the | |ds/Grade%20K%20Unit%20|

| |connection between two | |4America%20PDF.pdf |

| |events. | | |

| |I will describe the | | |

| |connection between two ideas.| | |

| |I will describe the | | |

| |connection between two pieces| | |

| |of information in a text. | | |

|CC.L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |I will write in a complete |Complete sentence |

|CC.L.K.1b Use frequently occurring nouns and verbs. |sentence. |Nouns |dolch/kindergarten.htm|

|(The entire standard is not addressed in this |I will speak in a complete |Verbs | |

|Journey lesson.) |sentence. | | |

| |I will use nouns. | | |

| |I will use verbs. | | |

| | | | |

| | | | |

|CC.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what |I will compose text to give |Compose |Is That a Fact? |

|they are writing about and supply some information about the topic. |information. |Text |NW: PR |

|RC:A: 1,2 assessed students who received a N on RC for Quarter 3,4) | |Information |Appendix C: p. 7-8 |

|(The rigor of this standard is not addressed in this Journeys lesson.) | | | |

|(Refer to FSPS Ongoing CCSS Grade K) | | | |

|CC.RF.K.1 Demonstrate understanding of the organization and basic features of print. |I will demonstrate an |Demonstrate |TRS: Chapter 3 |

|CC.RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters. |understanding of the basic |Features |

| |features of print. |Print |classroom-resour|

| |I will recognize that letters|Recognize |ces/lesson-plans/growin|

| |in a specific order make a |Specific |g-readers-writers-with-|

| |word. | |83.html?tab=1#tabs |

| | | |

| | | |article/3398/ |

|CC.RF.K.3 Know and apply grade-level phonics |I will decode words using |Decode |TRS: Chapter 6 | | | |

|and word analysis skills in decoding words. |my phonics skills. |Phonics | | | | |

|CC.RF.K.3a Demonstrate basic knowledge of |I will know the consonant |Skills | | | | |

|one-to-one letter-sound correspondences by |letter sounds (2nd quarter |Consonant | | | | |

|producing the primary or most frequent sound |1-9 sounds). |Sounds | | | | |

|for each consonant. | | | | | | |

|(The rigor of this standard is not addressed | | | | | | |

|in this Journeys lesson.) | | | | | | |

|(RC:A: 2,3,4) | | | | | | |

|1-7 8-14 15-21 | | | | | | |

|2nd 3rd 4th | | | | | | |

|Comprehension |Comprehension |Connect To |Teacher Selected |

| |J – L 5 |J – L 5 |Assessment |

| | |“Kite Festival Today” | |

| |Skill: Sequence of Events |T370-T371 | |

| | |Genre: Informational Text | |

| |Strategy: Questions |MC: T368 -371 | |

| | |Connect to Social Studies | |

| |Genre: | | |

| |Informational Text | | |

| | | | |

| |Essential Question: | | |

| |Why is the order in which | | |

| |things happen in a text | | |

| |important? | | |

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|CC.RI.K.1 With prompting and support, ask and|I will ask questions about |Key details |STW: p. 17-18, p. 110-122, p. | | | |

|answer questions about key details in a text.|key details in a text. |Ask |177 | | | |

| |I will answer questions |Answer |IRAK-1: p. 5 | | | |

|(This standard is the Focus Wall target skill|about key details in a |Text |CT: lesson 8-11 | | | |

|for the week.) |text. |Question | | | | |

|(RC:A: 2,3,4) | | | | | | |

|(Refer to FSPS Ongoing CCSS Grade K) | | | | | | |

|CC.RI.K.4 Ask and answer questions about |I will ask questions about |Questions |STW p. 139-140 | | | |

|unknown words in a text. |unknown words in a text. |Unknown |BWL | | | |

|(This standard is the Focus Wall target |I will answer questions |Text | | | |

|strategy for the week.) |about unknown words in a | |tes/www/Uploads/Grade%20K%20Uni| | | |

| |text. | |t%203%20Exploring%20with%20Frie| | | |

| | | |nds%20In%20The%20Neighborhood-1| | | |

| | | |.pdf | | | |

|CC.RI.K.7 With prompting and support, |I will describe the |Describe |STW: p. 141-142 | | | |

|describe the relationship between |relationship between the |Relationship | | | | |

|illustrations and the text in which they |illustrations and the text.|Illustrations | | | | |

|appear (e.g., what person, place, thing, or | |Text | | | | |

|idea in the text an illustration depicts). | | | | | | |

|(This standard is only taught in the “Connect| | | | | | |

|To” section (Day 4) of Journeys.)(The rigor | | | | | | |

|of this standard is not addressed in this | | | | | | |

|Journeys lesson.) | | | | | | |

|CC.RL.K.3 With prompting and support, |I will identify characters |Characters |IRAK-1: p. 99-118 | | | |

|identify characters, settings, and major |in the story. |Setting | | | | |

|events in a story. |I will identify the setting|Identify | | | | |

|(Cover this standard in small group |in the story. |Story | | | | |

|instruction and whole group.)(RC:A: 1,2,3,4) |I will identify important | | | | | |

|characters settings events all |events in the story. | | | | | |

|1st 2nd 3rd | | | | | | |

|4th | | | | | | |

|CC.RF.K.4 Read emergent-reader texts with |I will read and understand |Text |WTW | | | |

|purpose and understanding. |text. |Purpose |WJ | | | |

|(Cover this standard in small group | | | | | | |

|instruction and whole group.) (RC:A: 2,3,4) | | | | | | |

|Level 1 Level 2 Level 3+ | | | | | | |

|2nd 3rd 4th | | | | | | |

| | | | | | | |

|Grammar |Grammar |Weekly Plan T326-327 | |

| |J – L 5 |J – L 5 | |

| | |Day 1 T340 | |

| |Action Verbs in Present Tense|Action Verbs in Present Tense | |

| | |Day 2 T356 | |

| | |Action Verbs in Present Tense | |

| | |(Big Book): “Kite Flying” | |

| |*Follow FSPS District |Projectable 5.2 | |

| |handwriting series for letter|(Action Verbs in Present Tense) | |

| |formation and practice |Day 3 T364 | |

| | |Action Verbs in Present Tense | |

| | |Book: “Little Red Hen” | |

| | |Projectable 5.2 | |

| | |(Action Verbs in Present Tense) | |

| | |Day 4 T372 | |

| | |Action Verbs in Present Tense | |

| | |Day 5 T378 | |

| | |Action Verbs in Present Tense | |

| | |Flip Chart: p. 34 | |

| | |PB: Vol., p. 41 | |

|CC.L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |I will write in a complete |Complete sentence |

|CC.L.K.1b Use frequently occurring nouns and verbs. |sentence. |Nouns |olch/kindergarten.htm |

|(The rigor of this standard is not addressed in this Journeys lesson.) |I will speak in a complete | | |

| |sentence. | |IW: see examples for |

| |I will use nouns. | |charts |

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| | | |Examples of Name |

| | | |Charts: |

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| | | |.mt.us/literacy/kindert|

| | | |ipfolder/kindertip17.ht|

| | | |ml |

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| | | |2011/09/04/na|

| | | |me-chart/ |

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| | | |Environmental Cards: |

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| | | |i_can_read_.ht|

| | | |ml |

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| | | |.al.us/environmental_pr|

| | | |int_links.htm |

| | | |Name Activities: |

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| | | |us/name-activities-and-|

| | | |crafts/ |

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| | | |Name_Activitie|

| | | |s_by_Difficulty.PDF |

|CC.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what |I will draw about my topic. |Label |Is that a Fact? pp. |

|they are writing about and supply some information about the topic. |I will write about my topic. |Drawing |3-12 |

|(This entire standard is not included in Journeys. It was included because of report card.) |I will label my picture. |Topic | |

|RC:A: 1,2 assessed students who received a N on RC for Quarter 3,4) |I will tell what I am writing| | |

|(Refer to FSPS Ongoing CCSS Grade K) |about with details. | | |

|CC.RF.K.1 Demonstrate understanding of the organization and basic features of print. |I will demonstrate an |Demonstrate |TRS: Chapter 3 |

|CC.RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters. |understanding of the basic |Features |

|(The rigor of this standard is not addressed in this Journeys lesson.) |features of print. |Print |classroom-resour|

| |I will recognize that letters|Recognize |ces/lesson-plans/growin|

| |in a specific order make a |Specific |g-readers-writers-with-|

| |word. | |83.html?tab=1#tabs |

| | | | |

| | | |

| | | |article/3398/ |

|CC.RF.K.2b Count, pronounce, blend, and segment|I will count syllables |Count |WTW | | | |

|syllables in spoken words. |in spoke words. |Syllables Pronounce |WJ | | | |

|(RC:A: 2,3,4) |I will pronounce |Blend |TRS p. 181-182 | | | |

|(This standard is not addressed in this |syllables in spoken |Segment | | | | |

|Journeys Lesson. It must be addressed using |words. | | | | | |

|Journeys and/or supplemental materials sometime|I will blend and segment| | | | | |

|during the 9 weeks.) |syllables in spoken | | | | | |

| |words. | | | | | |

|CC.RF.K.3 Know and apply grade-level phonics |I will decode words |Decode |TRS: Chapter 6 | | | |

|and word analysis skills in decoding words. |using my phonics skills.|Phonics | | | | |

|CC.RF.K.3a Demonstrate basic knowledge of |I will know the |Skills | | | | |

|one-to-one letter-sound correspondences by |consonant letter sounds |Consonant | | | | |

|producing the primary or most frequent sound |(2nd quarter 1-9 |Sounds | | | | |

|for each consonant. |sounds). | | | | | |

|(RC:A: 2,3,4) | | | | | | |

|1-7 8-14 15-21 | | | | | | |

|2nd 3rd 4th | | | | | | |

|CC.RF.K.3 Know and apply grade-level phonics |I will decode words |Decode |TRS: Chapter 6 | | | |

|and word analysis skills in decoding words. |using my phonics skills.|Phonics |WJ: Chapter 4 | | | |

|CC.RF.K.3b Associate the long and short sounds |I will recognize short |Skills | | | | |

|with common spellings (graphemes) for the five |vowel sounds in common |Short vowel | | | | |

|major vowels. |spellings. |Long vowel | | | | |

|(RC:A: 2,3,4) | | | | | | |

|Comprehension |Comprehension |Weekly Plan T6-T7 |Optional: |

| |J – L 6 |J – L 6 | |

| |Skill: |Main Selection |Teacher Selected |

| |Compare and Contrast |“My Five Senses” |Assessment |

| | |T26-T27 (Big Book) | |

| |Strategy: |Genre: Informational Text | |

| |Monitor/Clarify |CLLG: p. 50-51 | |

| | |Day 2 T26-T27 | |

| |Genre: |Introduce: Skill: Compare and Contrast, | |

| |Informational Text/Folk Tale |Monitor/Clarify | |

| |and Fable (Traditional Tale) |Strategy Projectable S3 | |

| | |Strategy Projectable | |

| |Essential Question: |Develop Comprehension: | |

| |How are the five senses the |T28-T33 | |

| |same and different? |Wrap Up: T134-T135 | |

| | |Flip Chart: p.44 | |

| | |Retelling Cards 1-4 | |

| | |Day 3 T43 Compare and Contrast PB: Vol. | |

| | |1, p. 46 | |

| | |AL: alike, different | |

| | |Day 4 T49 Context Clues | |

| | |Projectable 6.3 | |

| | |AL: clues | |

| | |Day 5 Connect To | |

| | |“Picnic Day” | |

| | |T50 – T51 | |

| | |Context clues | |

| | |MMC: T48-51 | |

| | |Connect to Poetry | |

|CC.RI.K.3 With prompting and support, describe |I will describe the |Describe Connections|NRP: p. 110 | | | |

|the connection between two individuals, events,|connection between two |Individual events | | | |

|ideas, or pieces of information in a text. |people. |Ideas |tes/www/Uploads/Grade%20K%20Uni| | | |

|(The rigor of this standard is not addressed in|I will describe the |Information |t%204America%20PDF.pdf | | | |

|this Journeys lesson.) |connection between two | | | | | |

| |events. | | | | | |

| |I will describe the | | | | | |

| |connection between two | | | | | |

| |ideas. | | | | | |

| |I will describe the | | | | | |

| |connection between two | | | | | |

| |pieces of information in| | | | | |

| |a text. | | | | | |

|CC.RI.K.7 With prompting and support, describe |I will describe the |Describe |Is That a Fact: p. 52-53 | | | |

|the relationship between illustrations and the |relationship between the|Relationship | | | | |

|text in which they appear (e.g., what person, |illustrations and the |Illustrations | | | | |

|place, thing, or idea in the text an |text. |Text | | | | |

|illustration depicts). | | | | | | |

|(The rigor of this standard is not addressed in| | | | | | |

|this Journeys lesson.) | | | | | | |

|CC.RI.K.2 With prompting and support, identify |I will identify the main|Main topic |CT: lessons 19 and 20 | | | |

|the main topic and retell key details of a |topic of a text. |Retell | | | | |

|text. |I will retell key |Key details | | | | |

|(The rigor of this standard is not addressed in|details of a text. |Text | | | | |

|this Journeys lesson.) | | | | | | |

|Grammar | | |

| |Grammar | |

| | |Teacher may differentiate activities according to the class needs|

| |Sentence Structure |in order to teach the weekly grammar components and standards. |

| | | |

| |*Follow FSPS District | |

| |handwriting series for letter|Teacher selected |

| |formation and practice |Assessments |

| | | |

| | | |

| | | |

| | | |

|CC.L.K.1 Demonstrate command of the conventions|I will write in a |Complete sentence |PPW | | |

|of standard English grammar and usage when |complete sentence. |Expand |WP | | |

|writing or speaking. |I will speak in a |Produce | | |

|CC.L.K.1f Produce and expand complete sentences|complete sentence. | |itingcorner/sentences_numbersk.| | |

|in shared language activities. |I will produce complete | |asp | | |

|(The rigor of this standard is not addressed in|sentences. | | | | |

|this Journeys lesson.) |I will expand sentences.| | | | |

|CC.L.K.2 Demonstrate command of the conventions|I will write a letter(s)|Capitalization |PPW: p 44-50, p. 72-82 | | |

|of standard English capitalization, |for most sounds. |Punctuation | | | |

|punctuation, and spelling when writing. | |Spelling | | | |

|CC.L.K.2c Write a letter or letters for most | |Consonant | | | |

|consonant and short-vowel sounds. | |Vowel | | | |

|(The rigor of this standard is not addressed in| |Sounds | | | |

|this Journeys Lesson) | | | | | |

|(RC:A: 2,3,4) | | | | | |

| | | | | | |

| | | | | | |

|Writing |Writing |Weekly Plan T6-T7 |Optional Daily Writing |

| |J – L 6 |J – L 6 |Prompts |

| | | |Optional Writing Prompt for|

| |Focus Trait |Day 1 T21 |the Week: |

| |Descriptive Sentences |Sentences: Using Descriptive Words |Draw and write about how |

| | |Projectable 6.1 |you use one of your senses.|

| |Focus |(Descriptive Sentences) | |

| |Informative | | |

| |(Instruct) |Day 2 T37 | |

| | |Sentences: Using Descriptive Words | |

| | |Projectable 6.1 | |

| | |(Descriptive Sentences) | |

| | |Day 3 T45 | |

| | |Descriptive Sentences | |

| | | | |

| | |Day 4 T53 | |

| | |Descriptive Sentences | |

| | |Flip Chart: p. 45 | |

| | | | |

| | |Day 5 T59 | |

| | |Descriptive Sentences | |

|CC.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what |I will draw about my topic. |Label |Is that a Fact? pp. 3-12|

|they are writing about and supply some information about the topic. |I will write about my topic. |Drawing | |

|(The rigor of this standard is not addressed in this Journeys lesson.) |I will label my picture. |Topic | |

|(RC:A: 1, assessed students who received a N on RC for Quarter 2,3,4) |I will tell what I am writing| | |

| |about with details. | | |

|CC.RF.K.1 Demonstrate understanding of the organization and basic features of print. |I will demonstrate an |Demonstrate |TRS: Chapter 3 |

|CC.RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters. |understanding of the basic |Features |

|(Cover this standard in small group instruction and whole group.) |features of print. |Print |classroom-resource|

| |I will recognize that letters|Recognize |s/lesson-plans/growing-r|

| |in a specific order make a |Specific |eaders-writers-with-83.h|

| |word. | |tml?tab=1#tabs |

| | | | |

| | | |

| | | |article/3398/ |

|CC.RF.K.2b Count, pronounce, blend, and segment syllables in spoken words. |I will count syllables in |Count |WTW |

|(RC:A: 2,3,4) |spoke words. |Syllables Pronounce Blend |WJ |

|(This standard is not addressed in Journeys Lesson.7 It must be addressed using Journeys and/or supplemental materials sometime|I will pronounce syllables in|Segment |TRS p. 181-182 |

|during the 9 weeks). |spoken words. | | |

| |I will blend and segment | | |

| |syllables in spoken words. | | |

|CC.RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., |I will describe the |Describe |

|what person, place, thing, or idea in the text an illustration depicts). |relationship between the |Relationship |

|(This standard is the Focus Wall target skill for the week.) (This standard is only taught in the “Connect and Extend” section |illustrations and the text. |Illustrations |

|(Day 5) of Journeys.) | |Text |

|CC.L.K.2 Demonstrate command of the conventions of|I will use |Capitalization |PPW: p.72-82 | | |

|standard English capitalization, punctuation, and |capitalization when |Punctuation |WP | | |

|spelling when writing. |writing. |Spelling | | |

|CC.L.K.2a Capitalize the first word in a sentence |I will use punctuation|Sentence |c/cap_letters_stops/eng/Introdu| | |

|and the pronoun I. |when writing. |Pronoun |ction/StarterActivityPart2.htm | | |

|(This standard is the FSPS Grammar Focus for the |I will use correct | | | | |

|week.) |spelling when writing.| | | | |

|(RC:A: 2,3,4) | | | | | |

| | | | | | |

|Writing |Writing |Weekly Plan T84-T85 |Optional Daily Writing |

| |J – L 7 |J – L 7 |Prompts |

| | | |T86 |

| |Descriptions |Day 1 T101 Description | |

| | |Projectable 9.1 (Description) |Optional Writing Prompt |

| |Focus Trait |Big Book: “Good Morning, Digger” |for the Week: |

| |Word Choice |Day 2 T117 Description |Draw and write about an |

| | |Big Book: “What Do Wheels Do All Day?” |animal and the sound it |

| | |Projectable 9.1 |makes. |

| |Focus |(Description) | |

| |Informative |Day 3 T125 Description | |

| |(Instruct) |Big Book: “What DO Wheels Do All Day?” | |

| | |Day 4 T133 Description | |

| | |Flip Chart: p. 66 | |

| | |Day 5 T139 Description | |

|CC.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what |I will compose text to give information. |

|they are writing about and supply some information about the topic. | |

|(The rigor of this standard is not addressed in this Journeys lesson.) | |

|(RC:A: 1,2 assessed students who received a N on RC for Quarter 3,4) | |

| | |

|Teachers may choose standards that best match their research connections genre. | |

|Refer to FSPS Research Connections Criteria | |

|Refer to FSPS Vocabulary Instruction Guidelines K-6. | |

|Phonemic Awareness & Word Work/Phonics |Phonics | |

| | | |

| |Letter/Sound |Teacher Selected Materials for Phonemic Awareness and Word Work. |

| |Review final sounds | |

| |Review blending words | |

| |Phonics | |

| | |*Follow FSPS District handwriting series for letter formation and|

| |Letter Names |practice. |

| |Ll, Bb | |

|Teacher will use additional resources to review letters. | | |

|CC.RF.K.2b Count, pronounce, blend, and segment |I will count syllables |Count |WTW | | |

|syllables in spoken words. |in spoke words. |Syllables Pronounce Blend |WJ | | |

|(Cover this standard in small group instruction |I will pronounce |Segment |TRS p. 181-182 | | |

|and whole group.) |syllables in spoken | | | | |

| |words. | | | | |

| |I will blend and | | | | |

| |segment syllables in | | | | |

| |spoken words. | | | | |

|Comprehension: Research Connections | |

| |Research Connections |

| |Teacher selected materials for vocabulary during Research Connections study. |

|Teacher may choose standards that best match their research connections genre. | |

|Refer to FSPS Research Connections | |

|Refer to FSPS Vocabulary Instruction Guidelines K-6. | |

|Grammar | | |

| |Antonyms |Teacher Selected Materials for Grammar Study |

|CC.L.K.5 With guidance and support form adults, explore word relationships and nuances in word meanings. |I will determine the meaning |Opposites |

|CC.L.K.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites |of verbs and adjectives by | |

|(antonyms). |relating them to their | |

| |opposites. | |

W-17 FSPS Kindergarten District Assessment Week

|COMMON CORE STATE STANDARDS |OBJECTIVE |

|Teacher may choose standards that best match their Author Study | |

|FSPS Kindergarten District DRA Week |

|Teachers can review skills, students in work stations to administer the DRA on every student. |

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