2008-2009 Pacing Guide for Kindergarten Houghton Mifflin ...



|Kindergarten Curriculum Guide – Houghton Mifflin Reading – Medallion Edition |

|Theme |Window of Instruction |CCSS |Resources |Assessment |

|Welcome to Kindergarten |Aug. 12 – 23 | | |ELS/BPST |

| |(2 weeks) | | | |

|Theme 1 |Look At Us | | | |

|Now I’m Big (RA) |Aug. 26 – 30 |RF.K.1-4 | | |

|Mice Squeak, We Speak (BB) | |RL.K.1-3, 5-7 | | |

|Let’s Play! (ML) | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|The Gingerbread Man (RA) |Sept. 3 – 6 |RF.K.1-4 | | |

|Here Are My Hands(BB) |(4-day week) |RL.K.1-3, 5-7 | | |

|How Do You Feel? (SSL) | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|The City Mouse and the Country Mouse (RA) |Sept. 9 – 13 |RF.K.1-4 | | |

|Review BBs & Links | |RL.K.1-3, 5-7 | | |

| | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|Theme 2 |Colors All Around | | | |

|I Need a Lunch Box (RA) |Sept. 16 – 20 |RF.K.1-4 | | |

|I Went Walking (BB) | |RL.K.1-3, 5-7 | | |

|What’s My Favorite Color? (SL) | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|Caps of Many Colors (RA) |Sept. 23 – 27 |RF.K.1-4 | | |

|In the Big Blue Sea (BB) | |RL.K.1-3, 5-7 | | |

|What Do You Do, Norbert Wu? (SL) | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|How the Birds Got Their Colors (RA) |Sept. 30 – Oct. 4 |RF.K.1-4 | | |

|Review BBs & Links | |RL.K.1-3, 5-7 | | |

| | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|Theme 3 |We’re a Family | | | |

|Jonathan and His Mommy (RA) |Oct. 7 – 11 |RF.K.1-4 | | |

|Tortillas and Lullabies(BB) | |RL.K.1-3, 5-7 | | |

|Families (SSL) | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|Goldilocks and the Three Bears (RA) |Oct. 15 – 18 |RF.K.1-4 | | |

|Shoes from Grandpa (BB) |(4-day week) |RL.K.1-3, 5-7 | | |

|Which Would You Choose? (SSL) | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|The Amazing Little Porridge Pot (RA) |Oct. 21 – 25 |RF.K.1-4 | | |

|Review BBs & Links | |RL.K.1-3, 5-7 | | |

| | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|Extend/Review/Assess |Oct. 28 – Nov. 1* | | |Mastery Word Test through Theme 3 |

| | | | |Writing: Narrative |

|Theme 4 |Friends Together | | | |

|Friends at School (RA) |Nov. 4 – 8 |RF.K.1-4 | | |

|Aaron and Gayla’s Alphabet Book (BB) | |RL.K.1-3, 5-7 | | |

|We Read Together (SSL) | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|The Lion and the Mouse (RA) |Nov. 12 – 15 |RF.K.1-4 | | |

|My Dad and I (BB) |(4-day week) |RL.K.1-3, 5-7 | | |

|Friends Help Friends (SSL) | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|Stone Soup (RA) |Nov. 18 – 22 |RF.K.1-4 | | |

|Review BBs & Links | |RL.K.1-3, 5-7 | | |

| | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|Thanksgiving Break |Nov. 25 – 29 | | | |

|Theme 5 |Let’s Count | | | |

|Benny’s Pennies (RA) |Dec. 2 – 6 |RF.K.1-4 | | |

|Feast for 10 (BB) | |RL.K.1-3, 5-7 | | |

|What’s on the Menu? (ML) | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|Counting Noodles (RA) |Dec. 9 – 13 |RF.K.1-4 | | |

|Ten Little Puppies (BB) | |RL.K.1-3, 5-7 | | |

|Meet Scott Nash (Art Link) | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|Peace and Quiet (RA) |Dec. 16 – 20 |RF.K.1-4 | | |

|Review BBs & Links | |RL.K.1-3, 5-7 | | |

| | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|Winter Break |Dec. 23 – Jan. 3 | | | |

|Theme 6 |Sunshine and Raindrops | | | |

|Chicken Soup with Rice (RA) |Jan. 6 – 10 |RF.K.1-4 | | |

|What Will the Weather Be Like Today? (BB) | |RL.K.1-3, 5-7 | | |

|Checking the Weather (SL) | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|The Sun and the Wind (RA) |Jan. 13 – 17 |RF.K.1-4 | | |

|All to Build a Snowman (BB) | |RL.K.1-3, 5-7 | | |

|What Can We Do? (SSL) | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|The Woodcutter’s Cap (RA) |Jan. 21 – 24 |RF.K.1-4 | | |

|Review BBs & Links |(4-day week) |RL.K.1-3, 5-7 | | |

| | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|Theme 7 |Wheels Go Around | | | |

|Wheels Around (RA) |Jan. 27 – 31 |RF.K.1-4 | | |

|The Wheels on the Bus (BB) | |RL.K.1-3, 5-7 | | |

|Look for Wheels (SL) | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|The Little Engine that Could (RA) |Feb. 3 – 7 |RF.K.1-4 | | |

|Vroom, Chugga, Vroom-Vroom (BB) | |RL.K.1-3, 5-7 | | |

|Cool Wheels (SL) | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|Mr. Gumpy’s Motor Car (RA) |Feb. 11 – 14 |RF.K.1-4 | | |

|Review BBs & Links |(4-day week) |RL.K.1-3, 5-7 | | |

| | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|Extend/Review/Assess |Feb. 18 – 21* | | |ELS |

| |(4-day week) | | |Mastery Word Test through Theme 6 |

| | | | |Writing: Informative/Explanatory |

|Theme 8 |Down on the Farm | | | |

|The Story of Half-Chicken (RA) |Feb. 24 – 28 |RF.K.1-4 | | |

|Cows in the Kitchen (BB) | |RL.K.1-3, 5-7 | | |

|Ice Cream: From Cows to Kids (SSL) | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|The Enormous Turnip (RA) |March 3 – 7 |RF.K.1-4 | | |

|Mouse’s Birthday (BB) | |RL.K.1-3, 5-7 | | |

|Who Lives on the Farm? (SL) | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|A Lion on the Path (RA) |March 10 – 14 |RF.K.1-4 | | |

|Review BBs & Links | |RL.K.1-3, 5-7 | | |

| | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|Theme 9 |Spring is Here | | | |

|Kevin and His Dad (RA) |March 17 – 21 |RF.K.1-4 | | |

|Spring is Here (BB) | |RL.K.1-3, 5-7 | | |

|What Season Is It? (SL) | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|The Tortoise and the Hare (RA) |March 24 – 28 |RF.K.1-4 | | |

|Mrs. McNosh Hangs Up Her Wash (BB) | |RL.K.1-3, 5-7 | | |

|Spring Jobs (SSL) | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|The Three Billy Goats Gruff (RA) |March 31 – April 4 |RF.K.1-4 | | |

|Review BBs & Links | |RL.K.1-3, 5-7 | | |

| | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|Theme 10 |A World of Animals | | | |

|Run Away! (RA) |April 7 – 11 |RF.K.1-4 | | |

|Splash! (BB) | |RL.K.1-3, 5-7 | | |

|Baby Animals Play (SL) | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|Spring Break |April 14 – 21 | | | |

|The Tale of the Three Little Pigs (RA) |April 22 – 25 |RF.K.1-4 | | |

|Feathers for Lunch (BB) |(4-day week) |RL.K.1-3, 5-7 | | |

|Which Pet? (SL) | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|Henny Penny (RA) |April 28 – May 2 |RF.K.1-4 | | |

|Review BBs & Links | |RL.K.1-3, 5-7 | | |

| | |RI.K.1-2, 5-7 | | |

| | |W.K | | |

| | |SL.K.2, 4 | | |

| | |L.K.1-2 | | |

|End of Year |May 5 – 30* | | |ELS/BPST |

|Extend/Review/Assess |(4 weeks) | | |Mastery Word Test through Theme 10 |

| | | | |Writing: Opinion |

Italicized font indicates non-fiction/informational text

Bold-faced font indicates main selection/Big Book

Non-italicized font indicates fictional text

* Indicates end of trimester

KEY: RA = Read Aloud, BB = Big Book, ML = Math Link, SL = Science Link, SSL = Social Studies Link

CCSS not addressed or minimally addressed in HM Medallion:

RL.K.4, 9

K.4 Ask and answer questions about unknown words in a text. (see CCSS Question Prompts)

K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. (see CCSS Question Prompts)

• Find more opportunities to discuss author/illustrator and their role in telling the story, discuss illustrations and how they help explain what’s happening in the story, compare & contrast experiences of characters in familiar stories – may require bringing in paired selections (even if just by discussion, e.g. “Does the main character in this week’s selection remind you of another character you know?”) if the selections provided by HM for the week don’t lend themselves to compare/contrast.

RI.K.3-4, 8-9

K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (see CCSS Question Prompts)

K.4 With prompting and support, ask and answer questions about unknown words in a text. (see CCSS Question Prompts)

K.8 With prompting and support, identify the reasons an author gives to support points in a text. (see CCSS Question Prompts)

K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). (see CCSS Question Prompts)

• HM has informational text selections/resources each week, however the lessons are not necessarily aligned to the CCSS. Provide access to more informational text to give students with opportunities to practice CCSS skills and critical thinking processes. Some ideas include, but are not limited to: HM – Weekly nonfiction selections, Math Links, Science Links, Social Studies Links, Content Area Flip Charts & Readers. Outside of HM - Math Readers, Science Readers, and H/SS curriculum.

W.K.1-3, 5-8

K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).

• HM Opinion Writing:

K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

• HM Informative/Explanatory Writing: Themes 1- 10

K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

• HM Narrative Writing: Theme 6/Week 3, Theme 7/Week 2, Theme 8/Week 1, Theme 9/Week 3

K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

• Most of the writing in HM is descriptive which falls in the informative/explanatory genre. Incorporate more opportunities for opinion and narrative writing. Day 5 of each week is reserved for Journal Writing. Journal Writing can focus on narrative or opinion writing prompts. “My favorite _______ is ________.” (Could be their favorite selection or activity from the week.) Note: HM includes multiple opportunities for expressing opinions, we just need to take it a step further and incorporate them in our writing instruction.

SL.K.1, 3, 5-6

K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b) Continue a conversation through multiple exchanges.

K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.

K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

L.K.4-6

K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a) Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

• Incorporate use of Oral Vocabulary Routine, Vocab Context Cards, Curious About Words, Vocabulary Readers, Building Vocabulary Flip Charts

K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. a) Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. b) Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). c) Identify real-life connections between words and their use (e.g., note places at school that are colorful). d) Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Note: This curriculum guide is just a guide. It is not intended to take away your creativity or professional judgment as an expert in your particular grade level. You will easily address all strands of the ELA CCSS in each lesson if you follow an integrated approach that includes components of reading, questioning, discussing, and writing (not necessarily always in that order). This also goes for your science and social studies units. Furthermore, if you use the “CCSS Reading Questions for Literature & Informational Text” for discussion and writing, you will also be covering the CCSS. Remember that you are teaching literacy skills all day, not just during your designated ELA time!

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