Standards
Enduring Understandings - important ideas that students should carry
with them years beyond the instruction received this year.
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Different strategies and skills are required to understand a variety
of materials.
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People apply different strategies and skills when reading, writing,
speaking, listening, and viewing.
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People access, read, evaluate, and use a variety of resources to get
information.
Essential Questions - most important “big picture” questions students should
be able to answer after completing learning activities.
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Why do we need to understand what we read? *How
do we understand what we read?
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Why do we need to understand print around us?
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Why are the sounds and letters in words
important?
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How do we communicate what we have read?
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Why is it important to really think about what we
read?
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Why do I need a variety of resources?
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How do I access information and use it
responsibly? How do I evaluate resources?
Standards
Must be Mastered by End of Year
 Must
be Introduced
 Other
Standards & E-skills
Five Components of Literacy
Phonemic
Awareness: Hear the similarities of sounds in words and rhythmical
patterns in a sequence (e.g. word families). Count the number of
syllables in a word (word parts) Initial sounds. Onset and rime.
Segment words into phonemes and sounds.
Phonics: Recognize and identify letters and sounds.
Fluency: Self correct and re-reads at grade level.
Vocabulary: Recognize sight words. All 76 kindergarten
words from the D-11 common word list plus 50 first grade words.
Comprehension: Track print/knows concepts about print (handles book correctly,
knows directionality, uses pictures and voice-print match). Read,
comprehend, and listen to a range of genres: narrative text (e.g.
stories, songs, poems, plays) and expository texts (e.g. trade books,
how-to-books). Retell a narrative text using characters, setting
and sequence of events. Know story elements--character, setting,
and sequence of events. Expository text structure (title page,
glossary, vocabulary). Answer questions about text using prior
knowledge and pictures to check meaning. Explain difference
between fiction and nonfiction (real vs. make-believe).
Thinking Skills:
During this year, students will:
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Learn
to predict what is next in a story and check for
accuracy.
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Use pictures and pre-reading strategies to relate text to
personal experiences.
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Use text and picture clues to draw inferences.
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Apply background knowledge using personal connections.
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Discuss and identify cause and effect.
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Explain the difference between
truth and fantasy. Identify title and author.
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Retell a story
showing sequence and story elements (character, setting, problem/solution or
important details on expository text).
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Create/use simple graphic
organizers. Discuss similarities in characters and events across
stories and cultures.
Research Skills:
Answer questions about text and understand mood, voice, humor and
illustrations.
Standard 1: Students read,
listen to, and understand a variety of materials.
Standard 4: Students apply thinking skills to their reading, writing,
speaking, listening, and viewing.
Standard 5: Students read to locate, select, and make use of relevant
information from a variety of media, reference, and technological sources.
Resources
The Kindergarten Literacy
Overview includes
phonics, vocabulary, writing and reading fluency guidelines.
Letter Sound Association Powerpoints: This link will
provide students the opportunity to learn the names of the letters, the
sounds they make, and a picture association for each letter. The mastery of
these skills is essential for early reading development. Research has shown
that children need between 70 and 170 repetitions to learn information to
the level of automaticity.
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Parents
The most important support parents can
give their kindergarten children is to immerse them in the printed word. We
often forget just how much exposure and practice it really takes to learn to
read well. After all, learning to read was so long ago for most of us! Dr.
Barbara Swaby, UCCS professor and reading expert, calls it reading TO,
WITH,
and BY. Make reading to your child every day a fun ritual. Curling
up in a chair together with a book after supper or before bed makes reading
a positive experience for your child. With a book that has become very
familiar, ask your child to say the last word of each line. Nursery rhymes
are great for this practice since your child may already know the words by
heart. This is the beginning of reading with your child. As
time goes by, move your finger under the words as you read. Talk about the
pictures. Allow your child to turn the pages and point to the first word on
the page. No pressure is needed at this point in the reading process. Just
developing the love of books and reading is a great start! Before long, your
child will begin reading by him/herself; a goal to anticipate and
celebrate! |
