Kindergarten English Language Arts
Pacing Guide & Standards
Kindergarten Grade Year at a Glance (Pacing Guide)
Mastery Pacing Guide-This document indicates when each standard should begin to be taught (D=Developing) and the date by which the majority of students should be assessed and have achieved mastery (A=Assessment Mastery). After the this assessment mastery date, any small group of students remaining without mastery, should continue to receive intervention on this skill.
Mastery Checklist-This is a spreadsheet checklist of the above document to allow you to keep track of your students mastery. Any assessments that have a resource have a "clickable link" to link you to this assessment. Any assessments marked "observation" rely on student observation or discussion to establish mastery. Teachers should use this document on a regular basis (ideally at least once a month) to keep tabs on student mastery. To create a copy of this that you can edit for your own students: 1. Open the link 2. Click-"File", "Make a Copy" and save it to your own google drive. You will likely need to make two copies for you class as there is only space for 15 students on each checklist (so it will print on one page across).
Kindergarten Grade Missouri Learning Standards
Mastery Pacing Guide-This document indicates when each standard should begin to be taught (D=Developing) and the date by which the majority of students should be assessed and have achieved mastery (A=Assessment Mastery). After the this assessment mastery date, any small group of students remaining without mastery, should continue to receive intervention on this skill.
Mastery Checklist-This is a spreadsheet checklist of the above document to allow you to keep track of your students mastery. Any assessments that have a resource have a "clickable link" to link you to this assessment. Any assessments marked "observation" rely on student observation or discussion to establish mastery. Teachers should use this document on a regular basis (ideally at least once a month) to keep tabs on student mastery. To create a copy of this that you can edit for your own students: 1. Open the link 2. Click-"File", "Make a Copy" and save it to your own google drive. You will likely need to make two copies for you class as there is only space for 15 students on each checklist (so it will print on one page across).
Kindergarten Grade Missouri Learning Standards
- Standards Website
- Kindergarten Standards Placemat-All Kindergarten ELA standards on one ledger size piece of paper.
Interdisciplinary Units
The kindergarten curriculum team has begun working on units of study that integrate reading, writing, science, and social studies. Below is the draft of these units. You're welcome to test them out this year!
Interdisciplinary Units of Study for Kindergarten-DRAFT
Interdisciplinary Units of Study for Kindergarten-DRAFT
Writing Workshop
Writing Workshop Units of Study: Use your Lucy Calkins Units of Study for Writing Kit to teach writers workshop.
Writing Assessment: Students should be assessed in writing workshop using the on-demand writing prompts included in your Writing Kit (they are in the Writing Pathways book). All students should be pre-assessed at the beginning of the year on all three strands of writing (Narrative, Informational, Opinion/Argument), and then post-assessed at the end of each writing unit using the on-demand prompt that matches the unit that was taught. Teachers should also conduct informal assessment of students writing through conferencing and keep an ongoing record of these conferences.
Writing Workshop Resources:
- Unit 1: Narrative Writing
- Unit 2: Informational Writing
- Unit 3: Opinion Writing
- Unit 4: Narrative Writing
Writing Assessment: Students should be assessed in writing workshop using the on-demand writing prompts included in your Writing Kit (they are in the Writing Pathways book). All students should be pre-assessed at the beginning of the year on all three strands of writing (Narrative, Informational, Opinion/Argument), and then post-assessed at the end of each writing unit using the on-demand prompt that matches the unit that was taught. Teachers should also conduct informal assessment of students writing through conferencing and keep an ongoing record of these conferences.
Writing Workshop Resources:
- Units of Study for Writing CDs- Because many of the district computers do not have CD drives, we have placed the contents of the CDs that were included in the writing kits here for use by those that have writing kits.
- Videos of Reading and Writing Workshop in Action
Reading Workshop
Reading Workshop Units of Study: Use the units below for reading workshop, beginning in 2015-2016. These units are based on the Kindergarten Curricular Calendar for Reading Workshop each unit below breaks apart the units included in this book to provide support and guidance in teaching the units.
Reading Assessments:
Reading Resources:
- Unit 1: Me & My School-We Are Readers Exploring the World of Books & Reader's Read Think, and Talk about Emergent Story Books
- Unit 2: Me & My Community
- Unit 3: Me & My World
- Unit 4: Nature's Wonders
Reading Assessments:
- STAR Reading-Should be used at each benchmark period. It can be used more frequently for progress monitoring of students scoring below grade level.
- Running Record Assessments: Students should be assessed using running records at least by the end of the 2014-2015 school year so that this information can be sent to their teacher for the fall.
- Concepts of Print: Students should be assessed at the beginning of the year and then again during each benchmark period until students have achieved mastery.
Reading Resources:
- Every building has a leveled library. Pull from this often!
- Videos of Reading and Writing Workshop in Action
Word Work
Phonics:
- Phonics Information and Resources
- Phonics Kits will arrive the week of 2/9/15, please begin using them no later than 3/1/15.
- Sight Words-Sight word lists and assessments for students in K-2.
Additional Components of Balanced Literacy
Interactive Writing-The teacher composes an enlarged text with the students in the class meeting area. Teacher and students co-create the message of the text and the students participate in writing parts of the text on the large chart. The teacher writes what is too easy or too difficult for the students. The teacher builds the meaning and the structure, so students can bring in the visual sources of information as they compose meaning into a text. During interactive writing, while one student might be adding text to the chart paper, the other students are writing that same word or group of words on individual slates/white boards on their laps.
Oral Story Telling-Oral storytelling is our first step in becoming authors. Prior to writing a story, a child must first be able to orally retell the story. Immersing children in oral story language will increase their knowledge and understanding of how authors write interesting stories that express feelings, thoughts, and character actions. During oral storytelling we will focus on: a beginning, middle, and end to our story; characters & feelings; adding details to our story
Interactive Read Aloud-This is a time when the teacher reads a piece of quality writing aloud to the whole class and stops at planned points to think aloud (model comprehension work for students) or to ask questions that elicit student response. Students learn to think deeply about text, to listen to others, and to grow their own ideas. The teacher models metacognitive reading strategies, provides opportunities for students to practice the strategy and invites students to participate in a grand (whole class) conversation about the text following the read aloud. During the interactive read aloud, students should engage in accountable talk. Accountable talk is when, at points during the read aloud, students turn and talk to a partner to discuss their thoughts and ideas about the text. Questions posed for turn and talk should be open ended and thought provoking.
Shared Reading-Shared Reading is a type of focus lesson in which all eyes are on the same text (enlarged print, big book, or projected onto a wall), rather than each student reading his/her own copy. The teacher uses this time, explicitly modeling reading strategies and skills that the students need to learn. The responsibility for reading is “shared” between the teacher and the students, although the teacher reads most of the text. Skills and strategies modeled may include concepts of print, word solving strategies, fluency, and comprehension. Familiar shared reading texts may be reread before a new text is introduced.
- Purpose: To generate models of good writing & support writer's workshop
- Schedule: 10min/day
Oral Story Telling-Oral storytelling is our first step in becoming authors. Prior to writing a story, a child must first be able to orally retell the story. Immersing children in oral story language will increase their knowledge and understanding of how authors write interesting stories that express feelings, thoughts, and character actions. During oral storytelling we will focus on: a beginning, middle, and end to our story; characters & feelings; adding details to our story
- Purpose: Helps kids build language & tell stories; supports writer’s workshop
- Schedule: Daily (Most effective if it proceeds writer's workshop)
Interactive Read Aloud-This is a time when the teacher reads a piece of quality writing aloud to the whole class and stops at planned points to think aloud (model comprehension work for students) or to ask questions that elicit student response. Students learn to think deeply about text, to listen to others, and to grow their own ideas. The teacher models metacognitive reading strategies, provides opportunities for students to practice the strategy and invites students to participate in a grand (whole class) conversation about the text following the read aloud. During the interactive read aloud, students should engage in accountable talk. Accountable talk is when, at points during the read aloud, students turn and talk to a partner to discuss their thoughts and ideas about the text. Questions posed for turn and talk should be open ended and thought provoking.
- Purpose: To get kids ready for books clubs in Grades 2-6; Gets kids to think and talk deeply about text; Gives us a toolbox of texts to use with conferring later
- Schedule: 10-15 min/day
Shared Reading-Shared Reading is a type of focus lesson in which all eyes are on the same text (enlarged print, big book, or projected onto a wall), rather than each student reading his/her own copy. The teacher uses this time, explicitly modeling reading strategies and skills that the students need to learn. The responsibility for reading is “shared” between the teacher and the students, although the teacher reads most of the text. Skills and strategies modeled may include concepts of print, word solving strategies, fluency, and comprehension. Familiar shared reading texts may be reread before a new text is introduced.
- Purpose: Teach concepts of print
- Schedule: Daily in K & 1; 2-3 times/week in 2nd