Kindergarten Reading Comprehension - Unit 1
Key insights from teaching this unit in the pilot:
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This was a great unit to kick off the year in K. The skills taught and the texts used were very appropriate for K students at the beginning
of the year.
The habits lessons 1-5 were a great start to the year and really helped set the stage for reading expectations for all of the reading block
We found that aim 6 and 7 were best practiced with students Independent books and needed a couple days for students to master.
We found that aim 8 was too big and needed to split into smaller bite-sized chunks. We spent 3 days on each component.
We found that aim 13 and 14 need a couple of days each.
Updated: July 5, 2012
Kindergarten Reading Comprehension - Unit 1
Nursery Rhymes
Overview:
This is the first unit of Kindergarten Reading Comprehension. This unit focuses on setting the stage for building a strong
reading comprehension community and developing the preliminary reading skills necessary to set scholars up for successfully
accomplishing the kindergarten reading goals over the course of the year.
There are two focuses over the course of this unit. The first part of the unit is devoted mainly to setting up the reading
classroom and developing the effective reading structures and processes that are at the heart of successfully accomplishing all of the
Kindergarten grade level reading expectations. Students will learn the routines and systems for the reading comprehension class, be
able to describe the expectation for becoming an active participant in the reading comprehension community and develop a sense
of why reading comprehension is important to becoming a strong reader all while engaging in shared reading of classic nursery
rhymes. The second part of the unit will focus on developing students understanding of text and print concepts. Students will
learn the names and purposes for each part of a text and by the end of the unit will be able to explain and use some common text
conventions when shared reading nursery rhyme stories (1 to 1 correspondence, left to right tracking etc.)
Common Core Standards:
F.K.1 Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by
specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
F.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
RL.K.1 With prompting and support, ask and answer questions about key details in a text.
Essential Questions:
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How do we use text, symbols, and pictures to find meaning?
• How do we recognize a sentence?
• How do we read text?
• How are sentences and words identified?
Updated: July 5, 2012
Kindergarten Reading Comprehension - Unit 1
Unit Goals:
Habits
By the end of the unit student will be able to:
 Describe how a strong Kindergarten reader looks, sounds, acts in reading comprehension class using the reading comprehension
expectations
 Demonstrate active listening and reading behaviors during a reading comprehension lesson by sitting on the carpet, participating in
shared reading using an appropriate voice, tracking the speaker appropriately, responding to questions in a loud and proud voice.
Knowledge:
By the end of the unit students will understand
 Nursery Rhymes are silly short stories that usually rhyme and are song like and were written a long time ago.
 In books, text moves from left to right.
 A book usually has the following parts:
o Front Cover
o Back Cover
o Author
o Illustrator
o Title Page
o Illustrations/Pictures
o Words
o Sentences
 Books may have patterns in the sentences and words. Readers use these patterns to help them read text.
 Readers use the information from the pictures and the words to make meaning of what they read
 Readers make sure they understand a story by retelling the parts by explaining who the story is about
Skills:
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Students demonstrate one to one correspondence by tracking words with finger from left to right as words are being read.
Students will distinguish between sentences, words and letters in a story.
Students will describe the parts of a book by identifying the front and back cover, title, title page, illustrations, words, author and
illustrator when reading.
Students will identify patterns in text by identifying rhyming words.
Student will understand that pictures combined with words tell a story.
Unit Assessment:
The summative assessment for this unit is the STEP assessment. Teachers should use data from students Retell and response on the
assessment to determine mastery of Unit goals.
Updated: July 5, 2012
Kindergarten Reading Comprehension - Unit 1
Unit Texts:
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The Real Mother Goose Published by Scholastic Inc.
Jack and Jill by R.A. Herman
Hickory Dickory Dock by Keith Baker
To Market To Market by Anne Miranda
Baa Baa Black Sheep as told by Iza Trapani
Humpty Dumpty Climbs Again by Dave Horowitz
Aims Sequence:
Part 1: Routines and Systems for Reading Comprehension
1. SWBAT establish reading norms by creating a Reading Bill of Rights with reading comprehension expectations
2. SWBAT demonstrate active listening during Reading Comprehension by sitting still, tracking the reader/speaker with their
eyes and silently listening.
3. SWBAT demonstrate talk with a partner by turning, making eye contact, talking in a whisper voice and listening to their
partner.
4. SWBAT demonstrate how to ask and answer a question by raising their hand and waiting to be called on by the teacher.
5. SWBAT read as a class by echo reading text in a loud, clear and proud voice keeping pace with each other and modeling the
teacher’s tone.
.Part 2:
Print Concepts
6. SWBAT identify and explain the parts of a book by pointing to the front cover, the back cover, the title, the illustrations, and the text and
describe each parts purpose.
7. SWBAT demonstrate how to read a book correctly by holding the book right side up, turning the pages from front to back and reading
the words from left to right.
8. SWBAT identify and distinguish between letters, words, and sentences by pointing to each and counting the letters in a word and words
in a sentence
9. SWBAT demonstrate one to one correspondence by pointing to words in a sentence as they are read aloud.
10. SWBAT identify the character by pointing out whom the story is about.
11. SWBAT describe the events in the story by explain what happened in the story
12. SWBAT sequence the events in a story by arranging event cards in order of what happened first, next, last.
13. SWBAT retell the story by describing who the story is about and what happens in the story first, next, last.
Updated: July 5, 2012
Kindergarten Reading Comprehension - Unit 1
Pacing Guide
Day 1
Aim: SWBAT establish
Day 2
Aim: SWBAT demonstrate
Day 3
Aim: SWBAT demonstrate
Day 4
Aim SWBAT demonstrate
Day 5
Aim: SWBAT echo reading
reading norms by creating a
Reading Rock Star Rules chart
with reading comprehension
expectations
active listening during
reading comprehension by
sitting still, tracking the
reader/speaker with their
eyes and silently listening.
talk with a partner by
turning, making eye contact,
talking in a whisper voice and
listening to their partners.
how to ask and answer a
question by raising their
hand and waiting to called on
by the teacher
text by modeling the
teachers tone, pace,
emphasis while reading
together as a class
Text: Twinkle Twinkle Little
Star
Text: To Market To Market
Text: Humpty Dumpty
Text: Jack and Jill
Day 6
Aim: SWBAT identify the
Day 7
Aim: SWBAT demonstrate
Day 8
Aim: SWBAT identify and
Day 9
Aim: SWBAT demonstrate
FLEX
parts of a book by pointing to
the front cover, the back
cover, the title, the
illustrations, and the text.
how to read a book correctly
by holding the book right side
up, turning the pages from
front to back, and read the
words form left to right. .
distinguish between letters,
words, and sentences by
pointing to each and
counting the letters in a word
and words in a sentence.
one to one correspondence
by pointing to words in a
sentence as they are read
aloud.
Text: The Wheels on the Bus
Text: Hey Diddle Diddle
Text: The Itsy Bitsy Spider
Text: Hickory Dickory Dock
Day 11
Day 12
Day 13
Text: Little Miss Muffet
Little Jack Horner
Twinkle Twinkle Little Star
Day 14
Aim: SWBAT identify the
Aim: SWBAT describe the
Aim: SWBAT sequence the
Aim: SWBAT retell the story
characters in the story by
pointing out people, animals
or things in the story
events in a story by
explaining what happened to
the character.
events the events in a story
by arranging event cards in
order of what happened first,
next, last.
by describing who the story is
about and what happens in
the story first, next, last.
Text: I’m a little Teapot
Text: Miss Mary Mack
Updated: July 5, 2012
Text: The Itsy Bitsy Spider
Text: Row, Row, Row Your
Boat
Day 10
Day 15
FLEX
Unit Visual Anchor
Reading Rock Star Rules
To become AWESOME Kindergarten Readers we will follow these rules:
 Readers should have silent mouths.
 Readers should sit still.
 Readers listen to the book.
 Readers will raise their hand.
 Readers should track the reader/speaker.
Updated: July 5, 2012
Unit Assessments
Below are descriptions of and links to the diagnostic, formative and summative assessments for Unit 1. The formative assessments are suggestions that may be
used daily, weekly, and in combination to measure scholars’ progress toward unit goals. The diagnostic exam is directly aligned to the summative assessment,
which should be delivered uniformly across the grade in order to accurately measure scholars’ achievement.
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Diagnostic
F&P/STEP scores and
analysis
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Updated: July 5, 2012
Formative
Do Nows
Class work artifacts from
reading notebooks,
graphic organizers, class
or small-group
discussions, etc.
Scholar-teacher
conferences
Exit tickets
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Summative
F&P/STEP scores and
analysis