Parent Curriculum Guide
__________________________
Grade Level: Kindergarten
Six Weeks: 3rd Six Weeks – Week 1 (Nov. 18th – Nov 22nd)
What will students learn?
Skill described
How can I assist my child?
Activity described
Genre: Literary Text & Fantasy
Theme: What kind of food do you like?
Beginning Reading Skills
 Blend the sound that each letter makes to form one-­­syllable words (e.g.,/m/…/a/…/n/ says man)
 Isolate the initial sound in a word
 Recognize spoken alliteration (the repetitive sound in two or more neighboring words) or groups of
words that begin with the same spoken onset or initial sound
(e.g., "baby boy bounces the ball")
 Identify the common sounds that letters represent
 identify and read at least25 high –frequency (site) words
Ex: to, have, I, can, we, the, a, like, see, go
Reading Comprehension
 Identify elements of a story including setting, character, and key elements
 Retell a main event from a story read aloud
 Discuss the purposes for reading and listening to various texts
Materials: paper bags or notecards, magazines/ newspapers/ sales papers & scissors if needed
 Get small paper bags or cut notecards in ½, then label each bag or piece of notecard with the
alphabet. Have the child cut out 10-20 pictures from any print resource. Have the child name each
picture, saying the initial sound (e.g., “basketball, /b/”), and place pictures in corresponding bag or
under the lettered notecard.

Review high frequency (site) words daily.

Watch a 30 minute episode of one of your child’s favorite television shows, during commercial
breaks, ask story elements and character description questions from below, as well as, describe the
difference of fantasy and reality in the episode.
Partners-Teachers-Advocates- Advisors
What does it look like?
Models and visual
representation of the skill graphics
Title: ___________________________________
Characters: ______________________________
Setting: _________________________________
Problem:___________________________________________
Important Fact 1: ______________________________
Important Fact 2: ______________________________
Important Fact 3: ______________________________
Solutions: ____________________________________________
Fantasy
How do I know my child
understands?
What to look for…
Elements of a story
Where did the story take place?
Who was a character in this story?
What happened when ____?
Reality
Describe characters
How does ____ feel about _____?
Why do you think ______ did _______?
Which word best describes ________?
Why did ______ want to ______?
Vocabulary Reference:
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
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Literary text – a wide variety of imaginative and creative writing
Fantasy – In fantasy stories, there are things the author has made up that are not real
Reality – In reality stories, most of the information is or could be real
Partners-Teachers-Advocates- Advisors
Parent Curriculum Guide
__________________________
Grade Level: Kindergarten
Six Weeks: 3rd Six Weeks – Week 2 (Dec 2nd – Dec 6th)
What will students learn?
Skill described
How can I assist my child?
Activity described
Genre: Literary Text & Fantasy
Theme: Where do animals live?
Beginning Reading Skills
 Blend the sound that each letter makes to form one -­syllable words (e.g.,/m/…/a/…/n/ says man)
 Isolate the initial sound in a word
 Segment spoken one-syllable words into two to three phonemes (the sound that each letter makes in
a word) (e.g., dog: /d../o/../g/)
 Identify the common sounds that letters represent
 identify and read at least25 high –frequency (site) words
Ex: to, have, I, can, we, the, a, like, see, go, is
Reading Comprehension
 Predict what might happen next in text based on the cover, title, and illustrations
 Discuss the purposes for reading and listening to various texts
Materials: print items (magazines, newspapers, sales papers, etc), scissors, glue/tape & loose paper
 Parent: write the letters of the alphabet vertically down the left side of the paper (May have to use
more than 2 sheets)
 Have the child find pictures of animals that begin with the initial sound, then glue/tape next to
correct letter

Parent: Select a 1 page article from magazine or newspaper. Select 1 letter from the alphabet. Have
the child look through a magazine, newspaper, sales paper etc. circling all the words that begin with
the chosen letter.

Review high frequency (site) words daily.
Partners-Teachers-Advocates- Advisors
What does it look like?

Select a book with an illustrated cover. Allow the child to look at the cover and make a prediction of
what they believe the book is about based on the cover and title. Read the book/story to the child.
Then with the child, compare their prediction to the actual events from the story.

Before watching a 30 minute episode of one of your child’s favorite television shows, have the child
make a prediction about the episode. Once the episode is over, discuss similarities and differences of
prediction and actual events.
What the author says
Making Inferences
What I already know
What I figures out
Models and visual
representation of the skill graphics
How do I know my child
understands?
What to look for…



Predicting
What happened when _________ did ________?
Why did ______ go to ________?
Why is __________ important?
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


Purpose for Reading
Why do you think we read ____?
How did this story make you feel?
What do you like best in ______?
What did you learn from listening to me read _______?
Vocabulary Reference:



Literary text – a wide variety of imaginative and creative writing
Fantasy – In fantasy stories, there are things the author has made up that are not real
Reality – In reality stories, most of the information is or could be real
Partners-Teachers-Advocates- Advisors
Parent Curriculum Guide
__________________________
Grade Level: Kindergarten
Six Weeks: 3rd Six Weeks – Week 3 (Dec 9th – Dec 13th)
What will students
learn?
Skill described
Genre: Literary Text & Fantasy
Theme: Where do animals live?
Beginning Reading Skills
 Blend the sound that each letter makes to form one-­syllable words (e.g.,/m/…/a/…/n/ says man)
 Isolate the initial sound in one a word
 Segment spoken one-syllable words into two to three phonemes (the sound that each letter makes in a
word) (e.g., dog: /d../o/../g/)
 Identify the common sounds that letters represent
 identify and read at least25 high –frequency (site) words
Ex: to, have, I, can, we, the, a, like, see, go, is, play
Reading Comprehension
 Predict what might happen next in text based on the cover, title, and illustrations
 Discuss the ways authors group information in text
How can I assist my
child?

Allow the child to select a book with an illustrated cover that has not been previously read. Prompt the
child to make a prediction about the story based on the title and cover. After reading the book to the
child, allow him/her to compare prediction to actual events in the story.

Read a Dr. Seuss book, ex: “The Cat in the Hat”. As you read each page, stop to discuss how the
characters felt throughout the story and reasons why the author wrote certain sentences.
Activity described
What does it look like?
Author’s Purpose
Inform
Partners-Teachers-Advocates- Advisors
Entertain
Models and visual
representation of the
skill - graphics
How do I know my child
understands?
What to look for…



Predicting
What happened when _________ did ________?
Why did ______ go to ________?
Why is __________ important?
Author’s Purpose
 How did the author tell you about ___________?
 Did the author tell you more than one things about ___________?

Vocabulary Reference:



Literary text – a wide variety of imaginative and creative writing
Fantasy – In fantasy stories, there are things the author has made up that are not real
Reality – In reality stories, most of the information is or could be real
Partners-Teachers-Advocates- Advisors
Parent Curriculum Guide
__________________________
Grade Level: Kindergarten
Six Weeks: 3rd Six Weeks – Week 4 (Dec 16th – Dec 20th)
What will students learn?
Skill described
How can I assist my child?
Activity described
Genre: Literary Text & Fantasy
Theme: Where do animals live?
Beginning Reading Skills
 Blend the sound that each letter makes to form one-­syllable words (e.g.,/m/…/a/…/n/ says man)
 Isolate the initial sound in a word
 Segment spoken one-syllable words into two to three phonemes (the sound that each letter
makes in a word) (e.g., dog: /d../o/../g/)
 Identify the common sounds that letters represent
 Identify and read at least25 high –frequency (site) words
Ex: to, have, I, can, we, the, a, like, see, go, is, play
Reading Comprehension
 Discuss the purpose for reading and listening to various texts
 Identify elements of a story including setting, character, and key elements
 Predict what might happen next in text based on cover, tittle, and illustrations
Materials: box of assorted items
 Cut a hole in the end of a large box big enough to fit a child’s hand. Place the box with items on a
flat surface. Have the child select one object from the box and show the object. The child should
name the object, say its initial sound (e.g. domino, /d/).

Review high frequency (site) words daily.

Read a book or story to your child. Have the child create a story board that retells/illustrates the
events from the story.
Partners-Teachers-Advocates- Advisors
What does it look like?
Character
Setting
Beginning
Middle
End
Models and visual representation
of the skill - graphics
How do I know my child
understands?
What to look for…



Story Elements
Where did this story take place?
Who was a character in this story?
What happened when?
Purpose for Reading & Listening
* Why do you think we read ______?
* How did this story make you feel?
* What do you like best in _____?
*What did you learn from listening to me read _______?
Vocabulary Reference:



Literary text – a wide variety of imaginative and creative writing
Fantasy – In fantasy stories, there are things the author has made up that are not real
Reality – In reality stories, most of the information is or could be real
Partners-Teachers-Advocates- Advisors
Parent Curriculum Guide
__________________________
Grade Level: Kindergarten
Six Weeks: 3rd Six Weeks – Week 5 (Jan 6th – Jan 10th)
What will students learn?
Skill described
How can I assist my child?
Activity described
Genre: Informational Text/Expository
Theme: Neighborhood
Beginning Reading Skills
 Blend the sound that each letter makes to form one-­syllable words (e.g.,/m/…/a/…/n/ says
man)
 Isolate the initial sound in a word
 Segment spoken one-syllable words into two to three phonemes (the sound that each letter
makes in a word) (e.g., dog: /d../o/../g/)
 Identify the common sounds that letters represent
 Identify and read at least25 high –frequency (site) words
Ex: to, have, I, can, we, the, a, like, see, go, is, play, at, an, are
Reading Comprehension
 Discuss the purpose for reading and listening to various texts
 Discuss ways authors group information in text
 Retell a main event from a story read aloud
Materials: paper, pencil, beans & an assortment of pictures
 Create a 3 x 4 bingo board. Have the child fill in the blank spaces with alphabet letters of their
choice. Parent shows the child a picture of an item, the child uses beans to cover the
corresponding beginning letter of the pictures.

Review high frequency (site) words daily.

Read a book or story to your child. Have the child create a story board that retells/illustrates
the events from the story.
Partners-Teachers-Advocates- Advisors
Story Grammar
What does it look like?
Models and visual representation
of the skill - graphics
Setting
Characters
Problem
Important Events
Solution
How do I know my child
understands?
What to look for…
Author’s Purpose
Purpose for Reading & Listening
 How did the author tell you about ____?
* Why do you think we read ______?
 Did the author tell you more than one
* How did this story make you feel?
thing about ______?
* What do you like best in _____?
*What did you learn from listening to me read _______?
Vocabulary Reference:

Expository Text – non-fictional writing that informs the reader about a specific topic
Partners-Teachers-Advocates- Advisors
Parent Curriculum Guide
__________________________
Grade Level: Kindergarten
Six Weeks: 3rd Six Weeks – Week 6 (Jan 13th – Jan 17th)
District Assessments
Partners-Teachers-Advocates- Advisors