Grade K Reading Course Description:

          Students will learn about the structure, expectations and purpose of reader’s and writer’s workshop as they learn about themselves and others as a community of learners and develop their identity as a reader, as well as develop the understandings, knowledge, and skills to be a proficient life-long reader and writer.  Research says, “the amount of time kids spend practicing, on-task, with eyes on print, makes the biggest difference to their success as readers, and across content areas” (Serravallo, 2015). With this goal in mind, the purpose of teaching and learning in reader’s and writer’s workshop is to cultivate a classroom atmosphere and structure that supports independent reading and writing.  Teachers utilize our SCASD Workshop Framework to differentiate teaching and provide respectful tasks that support student learning.

Kindergarten children will work through a progression of independent reading of pictures and retelling of familiar stories, to a more conventional reader of text.  At the kindergarten level there is also a strong emphasis on developing foundational skills to support reading fluency and comprehension. As developing readers, students will learn strategies to support their reading fluency and accuracy skills throughout the year.   When they engage in reading literature and nonfiction texts through read alouds, shared reading, and individual reading, they will explore ideas and concepts by reflecting, inquiring, collaborating, and researching about these ideas and concepts. Much of this early learning is grounded in conversations guided by our Speaking and Listening Scope and Sequence as well as through responding to text gradually transitioning from pictures to words and sentences as students are ready.  

Reader's Workshop Instructional Framework 

Reader's Workshop Brochure for Families  

Family Letter about Phonics and Phonemic Awareness

Unit 1 We Are Readers and Writers 

During this unit students will discover and learn what it means to be a reader and writer. They will begin to develop basic concepts of print, phonics, and phonological awareness to build literacy skills.  Students will engage in shared reading, shared writing, and read alouds to begin to develop basic comprehension of literature and nonfiction text.

Foundational Skills

Book Handling

CC.1.1.K.A  - Utilize book handling skills.

Print Concepts

CC.1.1.K.B Demonstrate understanding of the organization and basic features of print.

• Follow words left to right, top to bottom, and page by page.
• Recognize that spoken words are represented in written language by specific sequences of letters.
• Understand that words are separated by spaces in print.
• Recognize and name all uppercase and lowercase letters of the alphabet.

Phonological Awareness

CC.1.1.K.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

• Recognize and produce rhyming words.

Literature

1.3.K.A  - Theme - With prompting and support, retell familiar stories including key details.

1.3.K.B - Text Analysis - Answer questions about key details in a text.

• Begin to make inferences from text.

1.3.K.C  - Literary Elements - With prompting and support, identify characters, settings, and major events in a story.

Nonfiction

1.2.K.B Text Analysis -  With prompting and support, answer questions about key details in a text.

1.2.K.C Text Analysis -  With prompting and support, in a text make a connection between

• two individuals
• events, ideas
• pieces of information

1.2.K.E Text Structure Identify parts of a book (title, author) and parts of a text (beginning, end, details).

• Identify
• parts of a book (title, author, cover, title page)
• parts of a text (beginning, end, details)

Vocabulary

1.3.K.F - Vocabulary - Ask and answer questions about unknown words in a text.

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

• Use accurately

• grade-appropriate conversational language (common words most children know)

1.2.K.K Determine or clarify the meaning of unknown or multiple-meaning words and phrases based upon grade-level reading and content.

• Use a range of strategies or tools to determine/clarify the meaning of:
• unknown words
• multiple-meaning words
• Use context as a cue to the meaning of a word or phrase.
• Determine the meaning of the new word formed when a known suffix is added to a known word
• Suffix:  -s, -ing, -ed

During this unit students will grow in their understanding of what it means to be a reader and writer. They will continue to develop basic concepts of print, phonics, and phonological awareness to build literacy skills.  Students will engage in shared reading, shared writing, read alouds, and begin to apply these skills to independent reading and writing. Through these experiences students will continue to develop basic comprehension of literature and nonfiction text.

Foundational Skills

Book Handling

CC.1.1.K.A  - Utilize book handling skills.

Print Concepts

CC.1.1.K.B Demonstrate understanding of the organization and basic features of print.

• Follow words left to right, top to bottom, and page by page.
• Recognize that spoken words are represented in written language by specific sequences of letters.
• Understand that words are separated by spaces in print.
• Recognize and name all uppercase and lowercase letters of the alphabet.

Phonological Awareness

CC.1.1.K.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

• Recognize and produce rhyming words.
• Count, pronounce, blend, and segment syllables in spoken words.

Phonics and Word Recognition

CC.1.1.K.D Know and apply grade-level phonics and word analysis skills in decoding words.  (see Words Their Way)

• Demonstrate basic knowledge of one-to-one letter-sound correspondence.

Fluency

CC.1.1.K.E Read emergent-reader text with purpose and understanding.

Literature

1.3.K.A  - Theme - With prompting and support, retell familiar stories including key details.

1.3.K.B - Text Analysis - Answer questions about key details in a text.

• Begin to make inferences from text.

1.3.K.C  - Literary Elements - With prompting and support, identify characters, settings, and major events in a story.

1.3.K.D - Point of View - Name the author and illustrator of a story and define the role of each in telling the story.

1.3.K.E  - Text and Structure -Recognize common types of text.

• Stories, Informational, Poetry, Songs

1.3.K.G  - Sources of Information - Make connections between the illustrations and the text in a story (read or read aloud).

• Use illustrations to check for understanding

Nonfiction

1.2.K.B Text Analysis - With prompting and support answer questions about key details in a text.

1.2.K.C  - Text Analysis - With prompting and support, in a text make a connection between

• two individuals
• events, ideas
• pieces of information

1.2.K.E Text Structure - Identify parts of a book (title, author) and parts of a text (beginning, end, details).

• Identify
• Parts of a book (title, author, cover, title page)
• Parts of a text (beginning, end, details)

1.2.K.G Diverse Media - Answer questions to describe the relationship between illustrations and the text in which they appear.

1.2.K.H Evaluating Arguments - With prompting and support, identify the reasons an author gives to support points in a text.

• With prompting and support identify an author’s point in a text
• With prompting and support, identify the reasons an author gives to support the points

Vocabulary

1.3.K.F - Vocabulary - Ask and answer questions about unknown words in a text.

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

• Use accurately

• grade-appropriate conversational language (common words most children know)

1.2.K.K Determine or clarify the meaning of unknown or multiple-meaning words and phrases based upon grade-level reading and content.

• Use a range of strategies or tools to determine/clarify the meaning of:
• unknown words
• multiple-meaning words
• Use context as a cue to the meaning of a word or phrase.
• Determine the meaning of the new word formed when a known suffix is added to a known word
• Suffix:  -s, -ing, -ed

During this unit students will see themselves as an avid reader and writer.  They will share their ideas, understanding, and knowledge. They will continue to apply concepts of print, phonics, and phonological awareness to support literacy skills.  Students will engage in shared reading, shared writing, read alouds, and continue to apply these skills to independent reading and writing. Through these experiences students will continue to develop basic comprehension and enjoyment of literature and nonfiction text.

Foundational Skills

Book Handling

CC.1.1.K.A  - Utilize book handling skills.

Print Concepts

CC.1.1.K.B Demonstrate understanding of the organization and basic features of print.

• Follow words left to right, top to bottom, and page by page.
• Recognize that spoken words are represented in written language by specific sequences of letters.
• Understand that words are separated by spaces in print.
• Recognize and name all uppercase and lowercase letters of the alphabet.

Phonological Awareness

CC.1.1.K.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

• Recognize and produce rhyming words.
• Count, pronounce, blend, and segment syllables in spoken words.
• Blend and segment onsets and rimes of single-syllable spoken words.
• Isolate and pronounce the initial, medial vowel, and final sound (phonemes) in the three-phoneme (CVC) words.

Phonics and Word Recognition

CC.1.1.K.D Know and apply grade-level phonics and word analysis skills in decoding words.  (see Words Their Way)

• Demonstrate basic knowledge of one-to-one letter-sound correspondence.
• Associate the long and short sounds with common spellings for the five major vowels.
• Read grade-level high-frequency sight words with automaticity.
• Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Fluency

CC.1.1.K.E Read emergent-reader text with purpose and understanding.

Literature

1.3.K.A  - Theme - With prompting and support, retell familiar stories including key details.

1.3.K.B - Text Analysis - Answer questions about key details in a text.

• Begin to make inferences from text.

1.3.K.C  - Literary Elements - With prompting and support, identify characters, settings, and major events in a story.

1.3.K.D - Point of View - Name the author and illustrator of a story and define the role of each in telling the story.

1.3.K.E  - Text and Structure -Recognize common types of text.

• Stories, Informational, Poetry, Songs

1.3.K.G  - Sources of Information - Make connections between the illustrations and the text in a story (read or read aloud).

• Use illustrations to check for understanding

1.3.K.H  - Text Analysis -  Compare and contrast the adventures and experiences of characters in familiar stories.

Nonfiction

1.2.K.A Main Idea - With prompting and support, identify the main idea and retell key details of text.

• With prompting, identify the main idea
• With prompting, retell  key details

1.2.K.B Text Analysis -  With prompting and support, answer questions about key details in a text.

1.2.K.C Text Analysis -  With prompting and support, in a text make a connection between

• two individuals
• events, ideas
• pieces of information.

1.2.K.E Text Structure Identify parts of a book (title, author) and parts of a text (beginning, end, details).

• Identify
• parts of a book (title, author, cover, title page)
• parts of a text (beginning, end, details)

1.2.K.G Diverse Media - Answer questions to describe the relationship between illustrations and the text in which they appear.

1.2.K.H Evaluating Arguments - With prompting and support, identify the reasons an author gives to support points in a text.

• With prompting and support identify an author’s point in a text
• With prompting and support, identify the reasons an author gives to support the points

1.2.K.I Analysis Across Texts - With prompting and support, identify basic similarities and differences between two texts (read or read aloud) on the same topic.

• With prompting and support, identify basic

• similarities in two texts (read or read aloud) on the same topic
• differences between two texts (read or read aloud) on the same topic

1.4.3.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and informational texts. *Respond to text through whole group conversations and  shared writing starting by the second half of the year

Vocabulary

1.2.K.F Vocabulary - With prompting and support, ask and answer questions about unknown words in a text.

• Use a range of strategies or tools to determine/clarify the meaning of:
• unknown words
• multiple-meaning words
• Use context as a cue to the meaning of a word or phrase.
• Determine the meaning of the new word formed when a known suffix is added to a known word
• Suffix:  -s, -ing, -ed

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

• Use accurately

• grade-appropriate conversational language (common words most children know)

1.2.K.K Determine or clarify the meaning of unknown or multiple-meaning words and phrases based upon grade-level reading and content.

• Determine or clarify the meaning of
• unknown or multiple-meaning words
• Use context as a cue to the meaning of a word or phrase.