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Big Idea:
The ability to read a variety of texts requires independence,
comprehension, and fluency. |
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3.1 A. Concepts About Print |
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Essential Questions |
Enduring Understandings |
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How does understanding a text’s structure help me better understand
its meaning? |
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Understanding of a text’s features, structures, and characteristics
facilitate the reader’s ability to make meaning of the text. |
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Cumulative Progress
Indicators |
Comments and Examples |
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By the end of Kindergarten |
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1.
Realize that speech can be
recorded in words (e.g., his/her own name; words and symbols in the
environment). |
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2.
Distinguish
letters from words. |
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3.
Recognize that words are separated by spaces |
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4.
Follow words left to right and
from top to bottom. |
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5.
Recognize that print represents
spoken language. |
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6.
Demonstrate
understanding of the function of a book and its parts, including front and back
and title page.
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3.1 B. Phonological Awareness
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By the end of Kindergarten: |
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1.
Demonstrate understanding that
spoken words consist of sequences of phonemes. |
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2.
Demonstrate
phonemic awareness by rhyming, clapping syllables, and substituting sounds. |
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3.
Understand that the sequence of letters in a written
word represents the sequence of sounds (phonemes) in a spoken word
(alphabetic principle) |
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4.
Learn many,
though not all, one-to-one letter-sound correspondences. |
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5.
Given a
spoken word, produce another word that rhymes with it. |
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3.1 C. Decoding and Word Recognition |
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Essential Questions |
Enduring Understandings |
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How do I figure out a word I do not know? |
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Readers use language structure and context clues to identify the
intended meaning of words and phrases as they are used in text. |
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Cumulative Progress
Indicators |
Comments and Examples |
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By the end of Kindergarten: |
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1.
Recognize
some words by sight. |
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2.
Recognize
and name most uppercase and lowercase letters of the alphabet. |
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3.
Recognize
and read one’s name. |
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3.1 D. Fluency |
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Essential Questions |
Enduring Understandings |
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How does fluency affect comprehension? |
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Fluent readers group words quickly to help them gain meaning from
what they read |
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Cumulative Progress
Indicators
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Comments and Examples |
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By the end of Kindergarten: |
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1.
Practice
reading behaviors such as retelling, reenacting, or dramatizing stories. |
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2.
Recognize
when a simple text fails to make sense when listening to a story read aloud. |
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3.
Attempt to
follow along in book while listening to a story read aloud. |
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4.
Listen and respond attentively to literary texts (e.g., nursery
rhymes) and functional texts (e.g., science books) |
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3.1 E. Reading Strategies (before, during, and after reading)
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Essential Questions |
Enduring Understandings |
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-What
do readers do when they do not understand everything in a text?
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Good readers employ strategies to help them understand text.
Strategic readers can develop, select, and apply strategies to
enhance their comprehension. |
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Cumulative Progress
Indicators
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Comments and Examples |
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By the end of Kindergarten: |
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1.
Begin to track or follow print
when listening to a familiar text being read. |
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2.
Think ahead
and make simple predictions about text. |
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3.
Use picture clues to aid
understanding of story content. |
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4.
Relate personal experiences to story characters’ experiences,
language, customs, and cultures with assistance from teacher |
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5.
"Read" familiar texts from
memory, not necessarily verbatim from the print alone. |
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3.1 F.
Vocabulary and Concept Development |
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Essential Questions |
Enduring Understandings |
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-What
do readers do when they do not understand everything in a text?
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Words powerfully affect meaning |
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Cumulative Progress
Indicators |
Comments and Examples |
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By the end of Kindergarten: |
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1.
Continue to
develop a vocabulary through meaningful, concrete experiences. |
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2.
Identify and
sort words in basic categories. |
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3.
Explain
meanings of common signs and symbols. |
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4.
Use new
vocabulary and grammatical construction in own speech. |
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3.1 G.
Comprehension Skills and Response to Text |
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Essential Questions |
Enduring Understandings |
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- How do readers construct meaning from text? |
- Good readers compare, infer, synthesize, and
make connections (text to text, text to world, text to self) to make
text personally relevant and useful. |
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Cumulative Progress Indicators |
Comments and Examples |
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By the end of Grade Kindergarten: |
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1.
Respond to a variety of poems and
stories through movement, art, music, and drama.. |
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2.
Verbally identify the main
character, setting, and important events in a story read aloud. |
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3.
Identify
favorite books and stories. |
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4.
Retell a story read aloud using
main characters and events. |
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5.
Participate
in shared reading experiences. |
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6.
Make
predictions based on illustrations or portions of stories. |
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H. Inquiry and Research |
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Essential Questions |
Enduring Understandings |
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- Why conduct research? |
- Researchers gather and critique information
from different sources for specific purposes. |
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Cumulative Progress Indicators |
Comments and Examples |
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By the end of Kindergarten: |
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1.
Locate and
know the purposes for various literacy areas of the classroom and the
library/media center. |
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2.
Choose books
related to topics of interest. |
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