Topic: Fluency
Key Learning(s):
Unit Essential Question(s):
Fluency is essential for
automaticity of a skill.
Concept:
Phonemic
How does fluency impact
learning to read?
Concept:
Awareness
Lesson Essential Questions:
1. How do you differentiate
a sound as the same or
different fluently?
2. How do you identify
beginning, middle and
ending sounds in words
fluently?
Vocabulary:
Segmentation Onset/Rime
Blending
Rhyming
Phoneme Identification
Phoneme Isolation
Phoneme Deletion Syllables
Substitution
Addition
Other Information:
Grade:
I
Concept:
K
Optional
Instructional Tools:
Odyssey
Reading PALS
FCRR
Internet Resources
Concept:
Phonics
Vocabulary
Comprehension
Lesson Essential Questions:
1. How do you map letters
to sounds fluently?
2. How does analyzing the
structure of words affect
fluency?
Lesson Essential Question
1. How does activating prior
knowledge to make
connections to text affect
fluency?
Lesson Essential Questions:
1. How do we incorporate story
elements to gain a deeper level
of understanding text and
fluency of reading?
Vocabulary:
Closed Syllables Blends
Capital Letters
Diagraphs
Lowercase Letters Vowels
Consonants
Vocabulary:
Text to Self
Synonyms
Text to World
Antonyms
Text to Text
Shared Reading
Fry Sight Words
Vocabulary:
Fiction
Main Idea
Non-Fiction Compare/Contrast
Sequence
Categorize
Character
Retell Shared Reading
Setting
Read Aloud
Concert:
I
Writing
Lesson Essential Questions
1. How do you transfer
sounds to symbols,
words, and express
meaning in writing
fluently?
Vocabulary
Fry Sight Words
Capital Letters
Lowercase Letters
Concept:
Concept:
Concept:
Lesson Essential Questions
Lesson Essential Questions
Lesson Essential Questions
L
Vocabulary
Vocabulary
Vocabulary
Introduction to Reading Fluency
Topic:
Key Learning(s):
How do I become a fluent reader?
Concept:
Automaticity
Lesson Essential Questions:
1. How does naming known
items help me develop fluency?
2. How does knowing my j:
sounds help me read fluently?
3. Why is it important to know my
letter names fluently?
4. Why is it important to know my
sight words fluently?
Vocabulary:
•
•
•
•
•
Fluently
Sight words
Letter sounds/names
Pictures, colors, shapes
Automaticity
Concept:
Prosody
Lesson Essential Questions:
1. What does fluent reading
sound like?
Vocabulary:
•
•
•
•
•
Expression
Volume
Phrasing
Smoothness
Pace
K
Optional
Ins tructional Tools
Unit Essential Question(s):
Developing fluent skills leads to
comprehension.
Concept:
Grade:
-Sound Wall
-Alphabet Cards
-Sight Words
-Poems, Songs, Chee
Nursery Rhymes
-Fluency Rubric
Concep.
MAP (Model, Assisted
Reading, Practice)
Lesson Essential Question
Beginning of Year:
How does listening to and reading
with my teacher help me become a
fluent reader?
End of Year:
How does practicing alone or with
a partner help me become a fluent
reader?
Vocabulary:
•
•
•
•
•
Lesson Essential Questions:
Vocabulary:
Repeated Reading
Choral Reading
Modeled Reading
Paired Reading
Echo Reading
Other Information:
1.
2.
3.
4.
Beginning of Kindergarten: Teacher will use modeled and assisted reading (choral, echo, listening center)
By March practice with partner or independently will be added to fluency practice.
Be specific what fluent reading sounds like when talking with students about fluency and reading.
Fluency is an exposure skill in Kindergarten.
Shippensburg Area School District
2011-2012
Topic: Phonemic Awareness
Unit Essential Question(s):
Key Learning(s):
How does phonemic awareness impact
learning to read?
A solid understanding of phonemic
awareness is essential for future
reading
Concept:
Concept:
Readiness
Lesson Essential Questions:
1. What skills do I need to be ready to
read?
(Reference: Blueprint: Skill 1
Concepts and Terms p. 23. Lessons
1.1—1.9).
Vocabulary:
•
•
•
•
•
•
•
Directionality
Representation/Represent
One-to-One
First and Last
Identification/Identify
Beginning, Middle, End
Deletion, Addition,
Substitution
Grade:
Lesson Essential Questions:
1. How do I tell if sounds are
the same or different? (la &
1 c)
2. How do I tell if words are the
same or different? (1 b)
Vocabulary:
•
•
Beginning, middle, end
sounds
Same, different
Optional
Instructional Tools:
-Blueprint for Intervention:
Phonological Awareness
Book and Routine Cards.
(95% Group)
Concept:
Concept:
Sound and Word
Discrimination
Blending
Rhyming
Lesson Essential Question
1. Howdolknowifaword
rhymes? (2a)
Lesson Essential Questions:
1. How do I put syllables/parts
together to make a word? (3a)
2. How can I make rhyming
words? (ex. I say make, you say
(2b)
2. How do I put sounds together to
make words? (3b)
Vocabulary:
•
•
•
3. How do I break words into
individual sounds? (3b)
Vocabulary:
Manipulation (change)
Rhyme
Word Families
Onset-Rime
Other Information:
1. Use Blueprint for Intervention: Phonological Awareness Lessons in sequential order starting on page 58.
Phonemic Awareness in Younci Children by Adams, Foorman, Lindberg, Beeler.
LETRS Module 2
Number and letter after each essential question corresponds to the scope and sequence curriculum map.
2.
3.
4.
Shippensburg Area School District
K
20 11-2012
Concept:
Segmentation
Lesson Essential Questions
1. How can I identify words in a
sentence? (4a)
Concept:
Concept:
Concept:
Lesson Essential Questions
Lesson Essential Questions
L
Lesson Essential Questions
2. How can I identify syllables in
words? (4b)
3. How do I identify the becinninq and
end sounds in a word? (4d)
4. How do I break words into
syllables/parts? (4c)
Vocabulary
•
•
•
•
•
Vocabulary
Vocabulary
Vocabulary
Segment
Syllable/parts
Sentence
Identify
Word
Shippensburg Area School District
2011-2012
Topic: Alphabetic Principle
Unit Essential Question(s):
Key Learning(s):
What role does alphabetic principle play
in a child’s process of learning to read?
Alphabetic Principle connects sounds
and symbols.
Concept:
Letter-Sound
Correspondence
Lesson Essential Questions:
1. What sound does each letter
symbol make? (la, ib, & ic)
Vocabulary:
•
•
•
Alphabet
Letter Symbol
Sound
Grade:
Vocabulary:
-Blueprint for Intervention:
Phonics
-Reading PALS
-FCRR
Encoding
Sight Word Reading
Lesson Essential Question
1. How do I represent the sounds
in words? (2a)
Lesson Essential Questions:
1. How does knowing sight words help
me read fluently? (4a)
2. What letters can I write at the
beginning and end of words? (2a)
(Reference: Fry Sight Word List.
Words 1—50
Decoding
Lesson Essential Questions:
1. How do you blend sounds to
read words? (3a)
Optional
Instructional Tools:
Concept:
Concept:
Concept:
K
3. How can I make a new word by
adding or substituting other
letters? (2b)
Vocabulary:
•
•
Vocabulary:
Adding
Substituting
Other Information:
1 Hard sounds of c & g only.
2. Short vowels should be used. *(Short a and short o are the only vowels to be mastered in Kindergarten—application in
reading and writing).
3. Fry word List should be referred as “Sight Words” to keep vocabulary consistent.
4. Numbers and letters after each Essential Question reference the Scope and Sequence Curriculum Map.
Shippensburg Area School District
2011-2012
Spelling
Topic:
Key Learning(s):
I
Phoneme Awareness
How do soundlletter
relationships help a child write
words?
Concept:
-Phoneme-Grapheme Mapping
Phonics
Concept:
Letter Sounds
Letter
Names
Lesson Essential Questions:
Lesson Essential Questions:
Lesson Essential Question
1. What sound does each letter
symbol make? (la, ib, Ic)
1. How do I break words into
individual sounds? (3b) NOTE:
reference PA blending
1. What is the name of each
letter? (3a)
Lesson Essential Questions:
2. How do I tell if sounds are the
same or different? (1 b)
Vocabulary:
•
•
Same/Different
Beginning, Middle, End
Sounds
Vocabulary:
Vocabulary:
Finger spell
Vocabulary:
Alphabet
Other Information:
1.
2.
Tap It, Map It, and Graph It activity.
Refer to letter as “What is the name?” Refer to the sound as “What is the sound?”
Shippensburg Area School District
K
Optional
Instructional Tools:
Unit Essential Question(s):
Letterlsound relationships
build a foundation for spelling.
Concept:
Grade:
2011-2012
Print Concepts
Topic:
Unit Essential Question(s):
Key Learning(s):
How does understanding
directionality and how letters and
words go together build reading
skills?
Concepts of Print are the
foundation for effective literacy
instruction.
Concept:
Concept:
Vocabulary:
Left to right
Return sweep
Top to bottom
•
•
•
Optional
Inst ructional Tools
-Authentic Literature
-Blueprint for Intervent ion:
Phonological Awareness (95%
Group)
-FCRR
p.
Lesson Essential Questions:
1. Whyistherea space
between words? (1 b)
2. Why is there a period at the
end of a sentence? (ic)
3. Where is the first/last letter in
a word? (ib)
4. How do I locate a letter within
a word/a word within a
sentence? (ib)
Vocabulary:
•
•
•
•
•
Lesson Essential Question
Vocabulary:
Lesson Essential Questions:
Vocabulary:
Period
Space
First
Last
Sentence
Other Information:
•
Develop a CAP (Concepts about print) checklist.
Shippensburg Area School District
K
Sequence of
LetterslWords
Tracking
Lesson Essential Questions:
1. Where do I start reading and
which way do I go? (la)
Concept:
Grade:
2011-2012
Comprehension
Topic:
Key Learning(s):
Predicting/Identifying
Lesson Essential Questions:
1. How do I make meaningful
predictions about a story? (la)
2. How are fiction and non-fiction
Why is it important to understand
what I read?
Concept:
texts different? (1 b)
3. How do I use pictures to
predict and understand a story?
(1 a)
Vocabulary:
•
•
•
2. How do I respond to a
fiction/non-fiction text? (2b)
Vocabulary:
Predict
Realism
Fantasy
•
•
•
Character
Setting
Plot
•
Fiction
•
Title
•
Non-fiction
•
•
•
•
Table of contents
Vocabulary
Glossary
Text
Scott Foresman
Literature
Concept:
Identifying information
from text
Lesson Essential Questions:
1. How do I answer the
questions who, what, and where
from a text? (2a)
K
Optional
Instructional Tools:
Unit Essential Question(s):
To build meaningful connections
through text, with self and world.
Concept:
Grade:
Retelling and
Summarizing
Lesson Essential Question
1. Howdolretellatextin
sequence? (3a, 3b, 3d, 3e)
2. How do I retell a text to include
character, setting and events?
(3c)
Vocabulary:
•
Beginning—first
•
•
•
•
•
•
•
Middle—next
End—last
Sequence
Summarize
Retell
Character
Text
Making Connections
Lesson Essential Questions:
1. How do I make connections from
text to myself, my world, and other
texts? (4a)
2. How do I write about something I
have read? (4b)
Vocabulary:
•
•
•
•
Connections
Reflection
Creative
Text
Other Information:
1.
2.
3.
4.
Students should be engaged in shared reading, choral reading, buddy reading, echo reading, guided reading, independent reading, and drama.
Teachers should select text purposefully to engage and motivate students.
Students should engage in writing activities such as shared writing, learning logs, and personal reflections.
Teachers should facilitate conversations about text, not provide direct instruction.
Shippensburg Area School District
2011-2012
Vocabulary
Topic:
Key Learning(s):
How does the use of vocabulary
impact reading, writing, speaking,
listening, and comprehension?
enhance student knowledge.
Concept:
Concept of Naming
and Use
Lesson Essential Questions:
1. How do I use words to name,
describe and label my world?
(la, ib, ic)
Lesson Essential Questions:
1. How do I identify and sort
pictures into categories? (2a)
•
•
•
•
•
•
Location
Size
Color
Shape
Attribute
Adjective
Vocabulary:
•
•
•
•
•
•
Alike
Different
Common
Same
Compare
Contrast
-Scott Foresman
-FCRR (Florida Cente r for
ngResearch
-Authentic Children’s Literature
-Graphic Organizers
-Odyssey
Concep:
Vocabulary
Morphological Awareness:
Development and Use
Roots and Affixes
Categorization
Suggested Tool: Venn Diagram
and Frayer Graphic Organizers
Vocabulary:
Concept:
Lesson Essential Question
1. How do I discover vocabulary
before, during and after reading?
(3a)
2. How do I discover and use
vocabulary in listening and
speaking? (3b, 3c)
3. How do I discover and use
vocabulary in writing? (3c)
Vocabulary:
•
•
•
•
•
•
Synonyms
Antonyms
Curious
Interesting
Noun
Verb
Lesson Essential Questions:
1. How do I use word parts to
understand the meaning of a word?
(4a)
(Focus on endings: -ing, -s, and —ed)
NOTE: 1QI taught to mastery
Vocabulary:
•
•
Plurals
Endings
Other Information:
1.
2.
3.
Morphological awareness is a verbal introduction of word parts.
Develop authentic use of vocabulary through natural discovery, to pique the curiosity of students.
Develop vocabulary during RtII block.
Shippensburg Area School District
K
Optional
Ins tructional Tools
Unit Essential Question(s):
To build a wealth of vocabulary to
Concept:
Grade:
2011-2012
Writing
Topic:
Key Learning(s):
Encoding Words
Lesson Essential Questions:
1 How do I use letters to write
the sounds and words? (la, Ib,
ic, id, le)
Vocabulary:
How do I use conventions to
write for specific purposes?
Concept:
Sight Words
Lesson Essential Questions:
1. How do I spell and use the
sight words in my writing? (2a)
Vocabulary:
Sight Words
-Kidwriting Manual
pandAuthenticLiteratur
-Shared
Concept:
I I
Composition
Conventions
Lesson Essential Question
1. How do I begin and end
sentences? (3a, 3b)
Lesson Essential Questions:
1 How do I write to gain and share
information? (4a, 4b)—Kidwriting p27
2. How do I separate words in a
sentence? (3c)
*2. How do I include the beginning,
middle, and end of a story? (4c)
Vocabulary:
•
•
•
Capital
Period
Finger spaces
Vocabulary:
•
•
•
Fiction
Non-fiction
Beginning, middle, end
Other Information:
-Teach pre-writing process first!
-Writing should sound like we are talking.
-Pictures should be used before writing.
-Room should contain a joyful print rich environment.
-Environment should be comfortable (see Kidwriting p. 29).
-Students should develop their writing through stages (see Kidwriting pp. 153—154).
Shippensburg Area School District
K
Optional
In structional Tools
Unit Essential Question(s):
Understanding the writing
process is a key component of
literacy.
Concept:
Grade:
2011-2012
Speaking and Listening
Topic:
Key Learning(s):
Unit Essential Question(s):
It is important to clearly express
and listen to thoughts and ideas.
Concept:
Comprehension and
Collaboration
Lesson Essential Questions:
1. How do I have an appropriate
conversation with my friends?( 1 a)
2. How do I ask questions about
text, topics, orto get help?(lb, lc)
3. How do I answer questions
about text, topics, or to give help?
(ib, lc)
Vocabulary:
-listen
-Speak
-Rules for discussions
-Who, What, Where, When, Why
How?
How do I use my voice, body, and
eyes to speak and listen
effectively?
Concept:
Concept:
Presentation of
Knowledqe
Lesson Essential Questions:
1. How do I use details to tell
about people, places, things,
and events? (2a)
2. How do I use drawings or
objects to provide details about
my topic? (2b)
3. How do I share my thoughts,
feelings, and ideas clearly? (2c)
Vocabulary:
Lesson Essential Question
Vocabulary:
Grade:
0
Optional
lnstr uctional Tools
-Speaking and Listening Rubric
-THINK Acronym
-Auditory Processing
-Character Counts
-Social Skills Activities for Speci
Children by Darlene Mannix
Concep.
Lesson Essential Questions:
Vocabulary:
-Details
-Describe
-Events
-Explain
-Clearly
-Expression
-Volume
Other Information:
1.
2.
Teach rules of conversation: listening to others and taking turns speaking.
Refer to rubric for:
• Voice
• Body
• Eyes
Shippensburg Area School District
K
2011-2012