Kindergarten English Language Arts

PA Core Standards- ELA
Reading Literature / Informational

• CC.1.3.K.A With prompting and support, retell familiar stories including key details. 

Foundational Skills

• CC.1.1.K.A Utilize book handling skills. 
• CC.1.1.K.B Demonstrate understanding of the organization and basic features of print.
  • Follow words left to right, top to bottom, page by page.
  • Recognize that  spoken words are represented in written language by specific sequences of letters. 
  • Recognize and name all uppercase and lowercase letters of the alphabet. 
• CC.1.1.K.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
  • Recognize and produce rhyming words.
  • Blend and segment onsets and rimes of single-syllable spoken words.
  • Isolate and pronounce the initial, medial vowel, and final sound (phonemes) in three-phoneme (CVC) words. 
• CC.1.1.K.D Know and apply grade-level phonics and word analysis skills in decoding words. 
  • Demonstrate basic knowledge of one-to-one letter-sound correspondence.
  • Read grade-level high frequency sight words with automaticity. 

• Building Knowledge
  • Everyone is special in different ways.
  • Families are all different and are made up of different people. 
  • You can do things you might not have been able to do before.
  • Words can be organized into categories to help us learn. (names, numbers, day of the week)
• Phonological/Phonemic awareness
  • Phonemes are the smallest units of sound in a word.
  • Words are made up of syllables (word parts that contain a single vowel and can be pronounced as a unit).
  • Rhyming words have the same or similar ending part.
• Phonics
  • Letter identification and letter formation for all learned letters.
  • Letters that we have learned can be used to read and spell words.
• High Frequency Words
  • High frequency words are words that can be read or written with automaticity.
• Concepts of Print
  • Readers use various concepts of print to read stories. 
• Comprehension
  • Readers actively listen to a story by having conversations about text.
  • Oral vocabulary helps readers understand the stories they read and interact with peers.
  • Fiction text is a made up story that has characters and a setting (where/when).
  • Characters are people, animals, or creatures in a story.
  • Nonfiction text gives facts about a topic.
  • A fairytale is a story about magical creatures.
  • A fable is a story with animal characters that teaches the reader a lesson.
  • An ABC book is an alphabet book.
  • A poem is a group of words, with rhythm or rhyme, that tell about a feeling or idea.
  • A prediction is when we guess what will happen next in a story.
  • Retelling is recounting the important details of a story in order.
• Writing/Conventions        
  • Spoken words are represented in written language by specific sequences of letters

• Everyone is alike and different in their own ways.
• Sounds and letters help us read and write words.
• Words have meaning and help us understand stories.
• Stories and texts have parts that help us learn.
• Writing helps us share our thinking.

Week 1

• Phonological/Phonemic awareness
  • Demonstrate understanding of spoken words, syllables and sounds (phonemes)
  • Recognize rhyming (same middle and ending sounds) words.
• Phonics
  • Recognize and name all uppercase and lowercase letters.
• High Frequency Words
• Read the high-frequency word (I)
• Read and understand texts
  • Build background knowledge.
  • Identify the front cover, back cover, and title page of a book.
  • Respond to text. (purpose for reading)
  • Recognize common types of texts. (Fairy Tale - a story about magical creatures.)
  • Identify characters, people or animals in a story, with prompting and support.
  • Identify major events, retelling, in a story with prompting and support. (events - what happens in a story)
  • Describe the relationship between illustrations and the story.
  • Compare (similar) and contrast (difference) experiences of characters with prompting and support.
  • Follow words left to right, top to bottom, page by page.
  • Participate in conversations about text.
• Write about the texts I read.    
  • Recognize that spoken words are represented in written language by specific sequences of letters.
  • Know that everyone is special in different ways.
  • Understand the category words: Names.

Week 2

• Phonological/Phonemic awareness
  • Demonstrate understanding of spoken words, syllables, and sounds.
  • Recognize rhyming words.
• Phonics
  • Recognize and name all uppercase and lowercase letters.
• High Frequency Words
  • Read  and write the word “can”.
• Read and understand texts
  • Recognize common types of text. (Fable, Fiction, ABC Book)
  • Use concepts of print when reading. (front cover, back cover, title page, left to right, top to bottom, page by page)
  • Make predictions. 
  • Participate in conversations about text.
  • Name the author and illustrator of a story with prompting and support.  
  • Compare and/or make connections to texts we have read.
• Write about the texts I read.        
  • Recognize that spoken words are represented in written language by specific sequences of letters. 
• Know who is in your family.
• Understand the category words: Numbers. 

Week 3

• Phonological/Phonemic awareness
  • Demonstrate understanding of spoken words, syllables, and sounds.
• Phonics
  • Recognize and name all uppercase and lowercase letters.
• High Frequency Words
  • Read and write the words “I” and “can”
• Read and understand texts
  • Recognize common types of text (poems, alphabet book, nonfiction, fiction).
  • Use concepts of print when reading (author and illustrator, front cover, back cover, title page).
  • Identify the main topic and key details in a text.
  • Participate in conversations about text.
  • Compare and/or make connections to texts we have read.
  • Ask and answer questions about what happens in a text.    
  • Understand that words are separated by spaces in print.
• Write about the texts I read            
  • Recognize that spoken words are represented in written language by specific sequences of letters. 
• Understand the category words: Days of the week.
• Know the different things you can do.
   

• How is everyone special?
• Who is in your family?
• What can you do?
   

• Can I demonstrate understanding of spoken words, syllables and sounds? (phonemes)
• Can I recognize rhyming (same middle and ending sounds) words?
• Can I recognize and name all uppercase and lowercase letters?
• Can I read and write the high-frequency words “I and can”?
• Can I build background knowledge?
• Can I respond to text? (purpose for reading)
• Can I recognize common types of texts? (fairy tale, fable, fiction, ABC book, poems, nonfiction)
• Can I identify characters, people or animals in a story, with prompting and support?
• Can I identify major events, retelling, in a story with prompting and support? (events - what happens in a story)
• Can I describe the relationship between illustrations and the story?
• Can I compare (similar) and contrast (difference) experiences of characters with prompting and support?
• Can I participate in conversations about text?
• Can I write about the texts I read?            
• Can I recognize how everyone can be special?
• Can I understand the category words: names?
• Can I read and write the word “can”?
• Can I use concepts of print when reading? (front cover, back cover, title page, left to right, top to bottom, page by page)
• Can I make predictions? 
• Can you name the author and illustrator of a story with prompting and support?  
• Can I compare and/or make connections to texts we have read?            
• Can I recognize that spoken words are represented in written language by specific sequences of letters? 
• Do I know who is in my family?
• Do I understand the category words: Numbers?
• Can I identify the main topic and key details in a text?
• Can I make connections to texts we read?
• Can I ask and answer questions about what happens in a text?    
• Do I understand that words are separated by spaces in print?
• Can I recognize that spoken words are represented in written language by specific sequences of letters? 
• Do I understand the category words: Days of the week?
• Do I know that there are different things we can do?
   

Letter Recognition Order:

• Week 1:
  • A a
  • B b
  • C c
  • D d
  • E e
  • F f
  • G g
  • H h
• Week 2:
  • I i
  • J j
  • K k
  • L l
  • M m
  • N n
  • O o
  • P p
  • Q q
  • R r
• Week 3:
  • S s
  • T t
  • U u
  • V v
  • W w
  • X x
  • Y y
  • Z z

High Frequency Words

• Week 1: I
• Week 2: can
• Wee 3: I can

ELA Academic Language
 

• Week 1:
  • readers
  • writers
  • information
  • essential question
  • photo(graph)
  • word
  • letter(s)
  • sentence
  • alphabet
  • uppercase
  • lowercase
  • write
  • uppercase letter
  • capital letter
  • fairy tale
  • characters
  • front cover
  • pictures
  • describe 
  • word web
  • label
  • fairy tale
  • retell
  • folktale
  • project
  • introduce
  • describe
  • rhyme
  • right
  • left
  • poem
  • same
  • different
• Week 2:
  • left
  • right
  • label
  • letter 
  • alphabet
  • word(s)
  • sentence
  • rhyme
  • match
  • photo
  • questions
  • fable
  • poem
  • fiction
  • characters
  • lesson
  • lowercase
  • uppercase
  • illustrations
  • retell
  • word web
  • project
  • details
  • end
  • title
  • pictures
  • selection
  • same
  • different
• Week 3:
  • photo
  • author
  • illustrator
  • alphabet
  • syllable
  • match
  • capital letter
  • sentence
  • nonfiction
  • photographs
  • word(s)
  • letter(s)
  • pictures
  • left
  • right
  • nonfiction
  • information
  • retell
  • poem
  • uppercase
  • lowercase
  • label
  • capital
  • fiction
  • made-up
  • characters
  • different
  • present
  • blend
  • space
  • chart
  • selections

• None

PA Core Standards- ELA

• Reading Literature / Informational
  • CC.1.2.K.A With prompting and support, identify the main idea and retell key details of a text. 
  • CC.1.2.K.E Identify parts of a book (title, author) and parts of a text. 
  • CC.1.2.K.J / CC.1.3.K.J Use words and phrases acquired through conversations, reading, and being read to, and responding to texts.
  • CC.1.2.K.K/CC.1.3.K.I Determine or clarify the meaning of unknown or multiple meaning words and phrases based upon grade-level reading and content.
  • CC.1.3.K.A With prompting and support, retell familiar stories including key details. 
  • CC.1.3.K.B Answer questions about key details in a text. 
  • CC.1.3.K.C With prompting and support, identify characters, settings, and major events in a story. 
  • CC.1.3.K.G Make connections between the illustrations and the text in a story (read or read aloud).
• Foundational Skills
  • CC.1.1.K.A Utilize book handling skills. 
  • CC.1.1.K.B Demonstrate understanding of the organization and basic features of print.
    • Follow words left to right, top to bottom, page by page.
    • Recognize that  spoken words are represented in written language by specific sequences of letters. 
    • Recognize and name all uppercase and lowercase letters of the alphabet. 
  • CC.1.1.K.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
    • Recognize and produce rhyming words.
    • Blend and segment onsets and rimes of single-syllable spoken words.
    • Isolate and pronounce the initial, medial vowel, and final sound (phonemes) in three-phoneme (CVC) words. 
  • CC.1.1.K.D Know and apply grade-level phonics and word analysis skills in decoding words. 
    • Demonstrate basic knowledge of one-to-one letter-sound correspondence.
    • Read grade-level high frequency sight words with automaticity. 
  • CC.1.1.K.E Read emergent-reader text with purpose and understanding. 
• Writing
  • CC.1.4.K.A Use a combination of drawing, dictating, and writing to compose informative/explanatory texts.
  • CC.1.4.K.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
  • CC.1.4.K.G Use a combination of drawing, dictating, and writing to compose opinion pieces on familiar topics.  
  • CC.1.4.K.T With guidance and support from adults and peers, respond to questions and suggestions from peers and add details to strengthen writing as needed. 
  • CC.1.4.K.W With guidance and support, recall information from experiences or gather information from provided sources to answer a question. 
• Speaking / Listening
  • CC.1.5.K.B Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
  • CC.1.5.K.C Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 

• Building Knowledge
  • Friends are people who get along.
  • Baby animals move in different ways.
  • Your senses help you learn.
  • Words can be organized into categories to help us learn. (feelings, family, sensory)
• Phonemic Awareness
  • Phonemes can be isolated by first sound, final sound, and medial sound.
  • Phonemes are identified by corresponding sounds. 
  • Phonemes can be categorized by the same or different first sound, final sound, and medial sound.
  • Word parts can be blended to say a word. (onset and rime)
  • Phonemes can be blended to say a word.
  • Rhyming words have the same or similar ending part.
• Phonics
  • Letter identification, letter sound, and letter formation for all learned letters.
  • Letters that we have learned can be used to read and spell words.
• High Frequency Words
  • High frequency words are words that can be read or written with automaticity.
• Concepts of print
  • Readers use various concepts of print to read stories.(left to right/top to bottom, parts of a book)
• Comprehension
  • Readers actively listen to a story by asking themselves questions before, during, and after they read.
  • Characters are the people or animals in a story.
  • Oral vocabulary helps readers understand the stories they read and interact with peers.
  • Fiction text is a made up story that has characters.
  • Stories have topics and details.
  • Nonfiction text gives facts about a topic.
    • Text features help readers to learn new information. (photographs, labels)
• Writing/Conventions
  • Sentences are complete thoughts on one topic.
  • Words in a sentence go in a particular order.
  • A noun is a naming word.
  • Descriptive details provide specific information when writing.
  • Text evidence,the details in a story, are used to answer a prompt.

• We learn when we try new things.
• Sounds and letters help us read and write words.
• Words have meaning and help us understand stories.
• Stories and texts have parts that help us learn.
• Writing helps us share our thinking.
   

Week 1                        

• Phonological/Phonemic awareness
  • Hear the sound /m/ in words and connect that sound to the letter m.
  • Name the first sound in a word.
  • Blend word parts to say a word.
  • Identify words that have a final sound of m.
• Phonics
  • Print the letter M m.        
• High Frequency Words
  • Read and write the word the. 
• Read and understand texts                
  • Recognize common types of text. (Fiction, Fable, Nonfiction)
  • Identify characters in a text.                
  • Ask and answer questions about what happens in a text.                    
  • Learn and use new vocabulary words. 
  • Name the features of a fiction text.
  • Use photographs to learn new information.
  • Read from left to right.
• Write about the texts I read            
  • Use details when writing.
  • Begin to learn how to write a sentence.
  • Use text evidence to answer a prompt. 
  • Recognize nouns.
• Know how to get along with new friends.
• Understand categorized feeling words.

Week 2

• Phonological/Phonemic awareness
  • Hear the sound /a/ in words and connect that sound to the letter a.
  • Name the first sound in a word.
  • Blend sounds to say a word.
  • Identify words that have a first sound of /a/.
  • Tell if words rhyme.
• Phonics
  • Print the letter A a.
  • Read and spell words with the letter a.        
• High Frequency Words
  • Read and write the word we. 
• Read and understand texts.                        
  • Recognize common types of text. (Fiction, Fable, Nonfiction)
  • Identify characters in a text.                
  • Ask and answer questions about what happens in a text.                    
  • Learn and use new vocabulary words. 
  • Name the features of a fiction text.
  • Read from left to right and from top to bottom.
  • Identify parts of a book.
• Write about the texts I read            
  • Use details when writing.
  • Begin to learn how to write a sentence.
  • Use text evidence to answer a prompt. 
  • Use labels to learn new information.
  • Recognize nouns.
• Know how baby animals move.
• Understand categorized family words.

Week 3

• Phonological/Phonemic awareness
  • Hear the sound /s/ in words and connect that sound to the letter s.
  • Connect letters to sounds to read words.
  • Name the first sound in a word.
  • Blend sounds to say a word.
  • Identify words that have a first sound of s.
  • Tell if words rhyme.
• Phonics
  • Print the letter S s.
  • Read and spell words with the letter s.        
• High Frequency Words
  • Read and write the word see. 
• Read and understand texts                    
  • Recognize common types of text.  (Nonfiction, poetry)
  • Identify topic and details.                
  • Ask and answer questions about what happens in a text.                    
  • Learn and use new vocabulary words.
  • Name the features of a nonfiction text.
  • Read from left to right and from top to bottom.
  • Identify parts of a book.
• Write about the texts I read            
  • Use details when writing.
  • Begin to learn how to write a sentence.
  • Use text evidence to answer a prompt. 
  • Use labels to learn new information.
  • Recognize nouns.
• Know how my senses help me learn.
• Understand categorized sensory words.

• How can we get along with new friends?
• How do baby animals move?
• How can your senses help you learn?
   

Week 1

• Can you write the letter M m and say the sound for /m/?
• Can you identify the sound /m/ in a word? and as the final sound?
• Can you identify the first sound in a word? 
• Can you blend word parts to say a word?
• Can you read and write the high-frequency word “the”?
• Can you listen to and understand a text?
• Can you recognize common types of text and their features? (Fiction, Fable, Nonfiction)
• Can you use photographs to learn new information?
• Can you identify characters and details in a story?
• Can you ask and answer questions about what happens in a text?
• Can you use new vocabulary words? 
• Can you track print from left to right?
• Can you identify naming words (nouns)?
• Can you write about the texts you read?        
• Can you use details when writing?
• Can you write a sentence?
• Can you use text evidence to answer a prompt?

Week 2

• Can you write the letter A a and say the sound for /a/?
• Can you identify the short sound /a/ in a word? 
• Can you read and spell words with the letter a?    
• Can you identify the first and middle sound in a word?
• Can you blend the phonemes in a word?
• Can you tell if words rhyme?
• Can you read and write the high-frequency word “we”?
• Can you listen to and understand a text?
• Can you recognize common types of text and their features? (Fiction, Fable, Nonfiction)
• Can you use labels to learn new information?
• Can you identify characters and details in a story?
• Can you ask and answer questions about what happens in a text?
• Can you use new vocabulary words?
• How does an author write a complete sentence?
• Can you read from left to right and from top to bottom?
• Can you identify the parts of a book?
• Can you identify naming words (nouns)?
• Can you write about the texts you read?        
• Can you use details when writing?
• Can you write a sentence?
• Can you use text evidence to answer a prompt?

Week 3

• Can you write the letter S s and say the sound for /s/?
• Can you identify the sound /s/ in a word? 
• Can you read and spell words with the letter s?
• Can you identify the first sound in a word? (/s/)
• Can you blend the phonemes in a word to read it?
• Can you tell if words rhyme?
• Can you read and write the high-frequency word “see”?
• Can you listen to and understand a text?
• Can you ask and answer questions about what happens in a text?    
• Can you recognize common types of text and their features? (Nonfiction, Poem)
• Can you use labels to learn new information?
• Can you identify characters and details in a story?
• Can you use new vocabulary words?
• Can you write about the texts you read?    
• Can you use details when writing?
• Can you write a sentence?
• Can you use text evidence to answer a prompt?
• How does an author write a complete sentence?
• Can you track print from left to right and from top to bottom?
• Can you identify the parts of a book?
• Can you identify naming words (nouns)?
   

Oral Vocabulary:
Week 1:

• friend
• problem
• grasped
• escape
• rescue 

Week 2:

• adventure
• movement
• exhausted 
• excited 
• arrived 

Week 3:

• senses 
• explore 
• feast 
• finished 
• kneads 

Letter Sound Order:

• Week 1: M m /m/
• Week 2: A a /ă/
• Week 3: S s /s/

High Frequency Words:

• Week 1: the
• Week 2: we
• Week 3: see

ELA Academic Language

Week 1:

• partner
• discuss
• fiction
• details
• beginning
• letter
• print
• slant
• uppercase
• lowercase
• sentence
• noun
• text evidence
• poem
• illustration
• character
• connect
• left
• right
• vocabulary
• listen actively
• fable
• end
• top
• bottom
• clue
• understand
• photograph
• question mark
• edit
• revise
• research
• topic
• sort
• spell
• journal
• illustrator
• comprehension

Week 2:

• vocabulary
• respect
• character
• event
• vowel
• consonant
• dotted line
• circle
• rhyme
• main character
• author
• blend
• detail
• middle
• tracking
• idea
• understand
• title
• label
• blend
• underline
• edit
• revise
• research label
• same
• topic
• describe
• compare
• review

Week 3:

• topic
• connect
• conversation
• facts
• sweep 
• sense
• blend
• parts
• nonfiction
• photographs
• capital
• left
• right
• choral read
• sound
• right-side up
• text
• prompt
• poetry
• rhyme
• consonant
• retell
• final
• edit
• draft
• revise
• research
• senses
• count
• topic
• compare
• alike
• different
• author
• predict

• Wonders Unit 1 Assessment

PA Core Standards:
Reading Literature / Informational

• CC.1.2.K.A With prompting and support, identify the main idea and retell key details of text.
• CC.1.2.K.B With prompting and support, answer questions about key details in a text.
• CC.1.2.K.C With prompting and support, make a connection between two individuals, events, ideas, or pieces of information in a text.
• CC.1.2.K.E Identify parts of a book (title, author) and parts of a text (beginning, end, details).
• CC.1.2.K.G Answers questions to describe the relationship between illustrations and the text in which they appear.
• CC.1.2.K.J/CC.1.3.K.J Use words and phrases acquired through conversations, reading, and being read to, and responding to texts.
• CC.1.2.K.K/CC.1.3.K.I Determine or clarify the meaning of unknown or multiple-meaning words and phrases based upon grade-level reading and content.
• CC.1.2.K.L/CC.1.3.K.K Actively engage in group reading activities with purpose and understanding.
• CC.1.3.K.B Answer questions about key details in a text.
• CC.1.3.K.E Recognize common types of text.
• CC.1.3.K.F/CC.1.2.K.F With prompting and support, ask and answer questions about unknown words in a text.

Foundational Skills

• CC.1.1.K.A Utilize book handling skills. 
• CC.1.1.K.B Demonstrate understanding of the organization and basic features of print.
  • Follow words left to right, top to bottom, page by page.
  • Recognize that spoken words are represented in written language by specific sequences of letters. 
• 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.
• CC.1.1.K.D Know and apply grade-level phonics and word analysis skills in decoding words. 
  • 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.
• CC.1.1.K.E Read emergent-reader text with purpose and understanding.

Writing

• CC.1.4.K.A Use a combination of drawing, dictating, and writing to compose informative/explanatory texts.
• CC.1.4.K.B Use a combination of drawing, dictating, and writing to focus on one specific topic. 
• CC.1.4.K.F/CC.1.4.K.L Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

 Spell simple words phonetically.

• CC.1.4.K.G Use a combination of drawing, dictating, and writing to compose opinion pieces on familiar topics.  
• CC.1.4.K.T With guidance and support from adults and peers, respond to questions and suggestions from peers and add details to strengthen writing as needed. 
• CC.1.4.K.W With guidance and support, recall information from experiences or gather information from provided sources to answer a question. 
• Speaking / Listening
• CC.1.5.K.A Participate in collaborative conversations with peers and adults in small and larger groups.
• CC.1.5.K.B Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
• CC.1.5.K.C Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
• CC.1.5.K.E Speak audibly and express thoughts, feelings, and ideas clearly.

• We explore to find out new things.
• Sounds and letters help us read and write words.
• Words have meaning and help us understand stories.
• Stories and texts have parts that help us learn.
• Writing helps us share our thinking.

Week 1                        

• Phonological/Phonemic awareness
  • Hear the sound /p/ in words and connect that sound to the letter p.
  • Segment and blend word parts to say a word.
  • Identify words that have an initial and/or final sound of p.
  • Identify rhyming words. 
• Phonics
  • Print the letter P p.
  • Segment, blend, read, and spell words using the previously learned letters and sounds.
• High Frequency Words
  • Read and write the word a. 
• Read and understand texts
  • Recognize common types of text. 
  • Identify the main topic and retell details in a text.        
  • Ask and answer questions about what happens in a text.    
  • Compare and/or make connections to texts we have read.                
  • Learn and use new vocabulary words. 
  • Name the features of a text and use them to learn new information.
  • Use concepts of print when reading.
• Write about the texts I read            
  • Use details when writing.
  • Learn how to write a sentence.
  • Use text evidence to answer a prompt. 
  • Recognize verbs.
• Know how tools can help us explore.
• Understand categorized color words.

Week 2

• Phonological/Phonemic awareness
  • Hear the sound /t/ in words and connect that sound to the letter t.
  • Segment and blend sounds to say a word.
  • Identify words that have an initial and/or final sound of t.
  • Identify rhyming words.
• Phonics
  • Print the letter T t.
  • Segment, blend, read, and spell words using the previously learned letters and sounds.
• High Frequency Words
  • Read and write the word like. 
• Read and understand texts.
  • Recognize common types of text.                         
  • Identify the main topic and retell details in a text.                
  • Ask and answer questions about what happens in a text.        
  • Compare and/or make connections to texts we have read.            
  • Learn and use new vocabulary words. 
  • Name the features of a text and use them to learn new information.
  • Use concepts of print when reading.
• Write about the texts I read            
  • Use details when writing.
  • Learn how to write a sentence.
  • Use text evidence to answer a prompt. 
  • Use labels to learn new information.
  • Recognize verbs.
• Know the names of different shapes we can see around us.
• Understand categorized shape words.

Week 3

• Phonological/Phonemic awareness
  • Hear the previously learned letters and sounds in words and connect that sound to the letters.
  • Connect letters to sounds to read words.
  • Segment and blend sounds to say a word.
  • Count and segment syllables. 
  • Tell if words rhyme.
• Phonics
  • Print the previously learned letters and sounds.
  • Segment, blend, read, and spell words using the previously learned letters and sounds.        
• High Frequency Words
  • Read and write the previously learned high-frequency words.
• Read and understand texts                    
  • Recognize common types of text. 
  • Identify the main topic and retell details in a text.
  • Ask and answer questions about what happens in a text.    
  • Compare and/or make connections to texts we have read.
  • Learn and use new vocabulary words.
  • Name the features of a text and use them to learn new information.
  • Use concepts of print when reading.
• Write about the texts I read            
  • Use details when writing.
  • Learn how to write a sentence.
  • Put spaces between written words in a sentence.
  • Use text evidence to answer a prompt. 
  • Use labels to learn new information.
  • Recognize verbs.
• Know about different bugs.
• Understand categorized texture words.

• How do tools help us to explore? 
• What shapes do you see around you?
• What kind of bugs do you know about?
   

Week 1

• Can you write the letter P p and say the sound for /p/?
• Can you identify the sounds in a word? 
• Can you blend the phonemes in a word?
• Can you read and write the high-frequency word “a”?
• Can you listen to and understand a text?
• Can you identify the main topic and retell details in a text?
• Can you write a sentence and use details in your writing?
• Can you use concepts of print to read stories?
• Can you identify action words (verbs)?

Week 2

• Can you write the letter T t  and say the sound for /t/?
• Can you identify the sounds in a word?
• Can you blend the phonemes in a word?
• Can you read and write the high-frequency word “like”?
• Can you listen to and understand a text?
• Can you identify the main topic and retell details in a text?
• Can you write a sentence and use details in your writing?
• Can you use concepts of print to read stories?
• Can you identify action words (verbs)?

Week 3

• Can you write the previously learned letters and say the sound for each?
• Can you identify the sounds in a word? 
• Can you blend the phonemes in a word?
• Can you read and write the previously learned high-frequency words?
• Can you listen to and understand a text?
• Can you identify the main topic and retell details in a text?
• Can you write a sentence and use details in your writing?
• Can you use concepts of print to read stories?
• Can you identify action words (verbs)?

Oral Vocabulary

• Week 1:
  • escape
  • friend
  • grasped
  • problem
  • rescue
• Week 2:
  • materials
  • nature
  • world
  • decoration
  • games
• Week 3:
  • curious
  • observe
  • process
  • slender
  • attaches

Letter Sound Order:

• Week 1: P p /p/
• Week 2: T t /t/
• Week 3 Review: Mm, Aa, Ss, Pp, Tt

High Frequency Words

• Week 1: a
• Week 2: like
• Week 3 Review: the, we, see, a, like

ELA Academic Language

Week 1:

• define
• vocabulary
• predict
• connect
• letter
• print
• dotted line
• spell
• sentence
• verb
• poem
• begins
• photograph
• facts
• author
• upside
• down
• right-side up
• listen actively
• folktale
• blend
• end
• clue
• understand
• sort
• category
• heading
• retell
• reread
• words
• choral
• rebus
• edit
• revise
• model
• same
• rhyme
• topic
• step
• compare
• similar
• different
• fluency

Week 2:

• question
• respect
• opinion
• beginning
• repeat
• across
• uppercase
• lowercase
• shape
• circle
• parts
• nonfiction
• details
• shapes
• evidence
• text evidence
• beginning
• front cover
• back cover
• title page
• bold print
• title
• research
• share
• comprehension

Week 3:

• details
• poetry
• capital
• high-frequency
• describe
• count
• parts
• syllables
• texture
• underline
• text
• illustration
• nonfiction
• vowel
• front cover
• back cover
• reason
• caption
• choral read
• final
• research
• final
• title
• share
• characters

• Wonders Unit 2 Assessment

PA Core Standards- ELA
Reading Literature / Informational

• CC.1.2.K.A With prompting and support, identify the main idea and retell key details of text.
• CC.1.2.K.B With prompting and support, answer questions about key details in a text.
• CC.1.2.K.F / CC.1.3.K.F With prompting and support, ask and answer questions about unknown words in a text.
• CC.1.2.K.G Answers questions to describe the relationship between illustrations and the text in which they appear.
• CC.1.2.K.H With prompting and support, identify the reasons an author gives to support points in a text.
• CC.1.2.K.I With prompting and support, identify basic similarities and differences between two texts (read or read aloud) on the same topic.
• CC.1.2.K.J/CC.1.3.K.J Use words and phrases acquired through conversations, reading, and being read to, and responding to texts.
• CC.1.2.K.K/CC.1.3.K.I Determine or clarify the meaning of unknown or multiple meaning words and phrases based upon grade-level reading and content.
• CC.1.3.K.A With prompting and support, retell familiar stories including key details.
• CC.1.3.K.C With prompting and support, identify characters, settings, and major events in a story.
• CC.1.3.K.E Recognize common types of text.
• CC.1.3.K.G Make connections between the illustrations and the text in a story (read or read aloud).
• CC.1.3.K.H Compare and contrast the adventures and experiences of characters in familiar stories.

Foundational Skills

• CC.1.1.K.A Utilize book handling skills. 
• CC.1.1.K.B Demonstrate understanding of the organization and basic features of print.
  • Follow words left to right, top to bottom, page by page.
  • Recognize that spoken words are represented in written language by specific sequences of letters. 
• 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.
• CC.1.1.K.D Know and apply grade-level phonics and word analysis skills in decoding words. 
  • 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.
• CC.1.1.K.E Read emergent-reader text with purpose and understanding.

Writing

• CC.1.4.K.A Use a combination of drawing, dictating, and writing to compose informative/ explanatory texts.
• CC.1.4.K.B Use a combination of drawing, dictating, and writing to focus on one specific topic.
• CC.1.4.K.C With prompting and support, generate ideas and details to convey information that relates to the chosen topic.
• CC.1.4.K.D Make logical connections between drawing and dictation/writing.
• CC.1.4.K.E With prompting and support, illustrate using details and dictate/write using descriptive words.
• CC.1.4.K.M Use a combination of drawing, dictating, and writing to compose narratives that describe real or imagined experiences or events.
• CC.1.4.K.N Establish who and what the narrative will be about.
• CC.1.4.K.O Describe experiences and events.
• CC.1.4.K.P Recount a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
• CC.1.4.F / CC.1.4.K.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. 
  • Capitalize the first word in sentence and pronoun I. 
  • Recognize and use end punctuation. 
  • Spell simple words phonetically.
• CC.1.4.K.T With guidance and support from adults and peers, respond to questions and suggestions from peers and add details to strengthen writing as needed. 
• CC.1.4.K.W With guidance and support, recall information from experiences or gather information from provided sources to answer a question. 

Speaking / Listening

• CC.1.5.K.A Participate in collaborative conversations with peers and adults in small and larger groups.

• Building Knowledge
  • Different places have rules.
  • Different sounds are heard in the world around us.
  • During the week, different places are visited.
  • Words can be organized into categories to help us learn. (action, sound, sequence)
• Phonemic Awareness
  • Phonemes can be isolated by first sound, final sound, and medial sound.
  • Phonemes are identified by corresponding sounds. 
  • Phonemes can be categorized by the same or different first sound, final sound, and medial sound.
  • Word parts can be blended to say a word. (onset and rime)
  • Phonemes can be blended to say a word.
  • Letters in a word can be segmented and blended to say a word.
  • Rhyming words have the same or similar ending part.
  • Words are made up of syllables (word parts that contain a single vowel and can be pronounced as a unit)
• Phonics
  • Letter identification, letter sound, and letter formation for all learned letters.
  • Letters that we have learned can be used to read and spell words.
• High Frequency Words
  • High frequency words are words that can be read or written with automaticity.
• Concepts of print
  • Readers use various concepts of print to read stories. (locate printed word, left to right/top to bottom, parts of a book)
• Comprehension
  • Readers actively listen to a story by asking themselves questions before, during, and after they read.
  • Oral vocabulary helps readers understand the stories they read and interact with peers.
  • Fiction text is a made up story that has characters and a setting (where/when).
  • Nonfiction text gives facts about a topic.
  • Stories have topics and details.
  • Topic is the main idea of a story.
  • Details tell us more about a story and make the story more interesting. 
  • Sequence words tell the order in which things happen. (first, then, next, after, last)
  • Text features help readers to learn new information. (a list, captions, photographs, map)
  • Readers visualize by making mental images of the text they are reading.
  • Author’s purpose is why an author wrote a particular text. (entertain, persuade, inform)
  • Retelling is recounting the important details of a story in order.
• Writing/Conventions
  • Sentences are complete thoughts on one topic that begin with a capital and end with appropriate punctuation. (period and question mark)
  • Words in a sentence go in a particular order.
  • Descriptive details provide specific information when writing.
  • Text evidence, the details in a story, are used to answer a prompt.
  • Words are separated by spaces in print.
  • The pronoun I is capitalized.

• We learn by going to different places.
• Sounds and letters help us read and write words.
• Words have meaning and help us understand stories.
• Stories and texts have parts that help us learn.
• Writing helps us share our thinking.

Week 1                        

• Phonological/Phonemic awareness
  • Hear the sound /i/ in words and connect that sound to the letter i.
  • Isolate and categorize phonemes.
  • Blend word parts to say a word.
  • Identify and produce rhyming words.
• Phonics
  • Identify short /i/.
  • Print the letter I i.
  • Segment, blend, read, and spell words using the previously learned letters and sounds.
• High Frequency Words
  • Read and write the word “to”. 
• Read and understand texts
  • Actively listen to a story.
  • Recognize common types of text. (Fiction, Non-fiction, Fable)
  • Identify and describe characters in a text.
  • Visualize what happens in a text    .
  • Analyze the author’s purpose.        
  • Learn and use new vocabulary words. 
  • Name the features of a text and use them to learn new information.
  • Use concepts of print when reading.
• Write about the texts I read            
  • Write sentences with high frequency words using sentence conventions.
  • Learn how a sentence begins and ends.
  • Use descriptive details when writing.
  • Use text evidence to answer a prompt. 
  • Put spaces between written words in a sentence.
  • Capitalize the pronoun I.
• Know the rules we follow in different places.
• Understand categorized action words.

Week 2

• Phonological/Phonemic awareness
  • Hear the sound /n/ in words and connect that sound to the letter n.
  • Isolate and categorize phonemes.
  • Blend word parts to say a word.
  • Identify and produce rhyming words.
• Phonics
  • Identify N n .
  • Print the letter N n.
  • Segment, blend, read, and spell words using the previously learned letters and sounds.
• High Frequency Words
  • Read and write the word “and”. 
• Read and understand texts
  • Actively listen to a story.
  • Recognize common types of text. (Fiction, Non-fiction, Folktale)
  • Identify and describe the setting in a text.
  • Visualize what happens in a text    .
  • Retell familiar stories with prompting and support.    
  • Compare texts we have read.    
  • Learn and use new vocabulary words. 
  • Name the features of a text and use them to learn new information.
  • Use concepts of print when reading.
• Write about the texts I read            
  • Write sentences with high frequency words using sentence conventions.
  • Learn how a sentence begins and ends.
  • Learn about the parts of a sentence.
  • Use descriptive details when writing.
  • Use text evidence to answer a prompt. 
  • Put spaces between written words in a sentence.
  • Capitalize the pronoun I.
• Know the different sounds we hear.
• Understand categorized sound words.

Week 3

• Phonological/Phonemic awareness
  • Hear the sound /k/ in words and connect that sound to the letter c.
  • Isolate and categorize phonemes.
  • Count and segment syllables in spoken words.
  • Blend word parts to say a word.
  • Identify and produce rhyming words.
• Phonics
  • Identify C c .
  • Print the letter C c.
  • Segment, blend, read, and spell words using the previously learned letters and sounds.
• High Frequency Words
  • Read and write the word “go”. 
• Read and understand texts
  • Actively listen to a story.
  • Recognize common types of text. (Fiction, Non-fiction)
  • Identify and describe the characters in a text, including the main character.
  • Identify sequence words in a story.
  • Visualize what happens in a text    .
  • Identify the main topic and retell familiar stories with prompting and support.    
  • Compare texts we have read.    
  • Learn and use new vocabulary words. 
  • Name the features of a text and use them to learn new information.
  • Use concepts of print when reading.
• Write about the texts I read            
  • Write sentences with high frequency words using sentence conventions.
  • Learn how a sentence begins and ends.
  • Learn about the parts of a sentence.
  • Understand and use question words.
  • Use descriptive details when writing.
  • Use text evidence to answer a prompt. 
  • Put spaces between written words in a sentence.
  • Capitalize the pronoun I.
• Know places I go to during the week.
• Understand categorized words about sequence .

• What rules do we follow in different places?
• What are the different sounds we hear?
• What places do you go to during the week? 
   

Week 1

• Can you write the letter I i and say the sound for /i/?
• Can you identify the short /i/ sound in a word?
• Can you Isolate and categorize phonemes?
• Can you blend word parts to say a word?
• Can you identify and produce rhyming words?
• Can you segment, blend, read, and spell words using the previously learned letters and sounds?
• Can you read and write the word “to”?
• Can you listen to and understand a text?
• Can you recognize common types of text?
• Can you identify and describe characters in a text?
• Can you visualize what happens in a text    ?
• Can you analyze the author’s purpose?    
• Can you use new vocabulary words?
• Can you name the features of a text and use them to learn new information?
• Can you use concepts of print when reading?
• Can you write about the texts you read?            
• Can you write sentences with high frequency words using correct sentence conventions?
• Can you use descriptive details when writing?
• Can you use text evidence to answer a prompt?

Week 2

• Can you write the letter N n and say the sound for /n/?
• Can you identify the /n/ sound in a word?
• Can you Isolate and categorize phonemes?
• Can you blend word parts to say a word?
• Can you identify and produce rhyming words?
• Can you segment, blend, read, and spell words using the previously learned letters and sounds?
• Can you read and write the word “and”?
• Can you listen to and understand a text?
• Can you recognize common types of text?
• Can you identify and describe the setting in a text?
• Can you visualize what happens in a text    ?
• Can you retell familiar stories with prompting and support?    
• Can you compare texts you have read?
• Can you use new vocabulary words?
• Can you name the features of a text and use them to learn new information?
• Can you use concepts of print when reading?
• Can you write about the texts you read?            
• Can you write sentences with high frequency words using correct sentence conventions?
• Can you use descriptive details when writing?
• Can you use text evidence to answer a prompt?

Week 3

• Can you write the letter C c and say the sound for /c/?
• Can you identify the /c/ sound in a word?
• Can you isolate and categorize phonemes?
• Can you count and segment syllables in a spoken word?
• Can you blend word parts to say a word?
• Can you identify and produce rhyming words?
• Can you segment, blend, read, and spell words using the previously learned letters and sounds?
• Can you read and write the word “go”?
• Can you listen to and understand a text?
• Can you recognize common types of text?
• Can you identify and describe the characters in a text, including the main character?
• Can you visualize what happens in a text    ?
• Can you retell familiar stories with prompting and support?    
• Can you compare texts you have read?
• Can you use new vocabulary words?
• Can you name the features of a text and use them to learn new information?
• Can you use concepts of print when reading?
• Can you write about the texts you read?            
• Can you write sentences with high frequency words using correct sentence conventions?
• Can you use descriptive details when writing?
• Can you use text evidence to answer a prompt?
   

Oral Vocabulary

Week 1:

• rule
• cooperate
• guard
• prank
• responsible

Week 2:

• listen
• volume
• exclaimed
• chat
• familiar

Week 3:

• routine
• neighborhood
• local
• intelligent
• volunteer

Letter Sound Order:

• Week 1: I i /ĭ/
• Week 2: N n /n/
• Week 3: C c /k/

High Frequency Words:

• Week 1: to
• Week 2: and
• Week 3: go

Academic Language:

Week 1:

• opinion
• fiction
• connect
• print
• uppercase
• lowercase
• dotted line
• across
• spell
• letter
• sentence
• capital
• punctuation
• rhyme
• rules
• blend
• vowel
• begins
• visualize
• question
• question mark
• text
• illustration
• listen actively
• fable
• lesson
• middle same
• right-side up
• period
• action
• list
• nonfiction
• safe
• consonant
• compare
• similar
• different

Week 2:

• topic
• personal experiences
• setting
• slant
• listen
• author
• illustrator
• words
• folktale
• end
• left
• right
• capital letter
• captions
• photograph
• different
• retell
• same
• journal

Week 3:

• respect
• repeat 
• understand
• beginning
• circle
• syllable
• character
• front cover
• clues
• reread
• ideas
• count
• sequence
• map
• map key
• different
• notes
• storyboard

• Wonders Unit 3 Assessment

PA Core Standards- ELA
Reading Literature / Informational

• CC.1.2.K.A With prompting and support, identify the main idea and retell key details of text.
• CC.1.2.K.B With prompting and support, answer questions about key details in a text.
• CC.1.2.K.G Answers questions to describe the relationship between illustrations and the text in which they appear.
• CC.1.2.K.I With prompting and support, identify basic similarities and differences between two texts (read or read aloud) on the same topic.
• CC.1.2.K.J/CC.1.3.K.J Use words and phrases acquired through conversations, reading, and being read to, and responding to texts.
• CC.1.2.K.K/CC.1.3.K.I Determine or clarify the meaning of unknown or multiple meaning words and phrases based upon grade-level reading and content.
• CC.1.2.K.L/CC.1.3.K.K Actively engage in group reading activities with purpose and understanding.
• CC.1.3.K.B Answer questions about key details in a text.
• CC.1.3.K.C With prompting and support, identify characters, settings, and major events in a story.
• CC.1.3.K.E Recognize common types of text.
• CC.1.3.K.F/CC.1.2.K.F With prompting and support, ask and answer questions about unknown words in a text.
• CC.1.3.K.G Make connections between the illustrations and the text in a story (read or read aloud).

Foundational Skills

• CC.1.1.K.A Utilize book handling skills. 
• CC.1.1.K.B Demonstrate understanding of the organization and basic features of print.
  • Follow words left to right, top to bottom, page by page.
  • Recognize that  spoken words are represented in written language by specific sequences of letters. 
• 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.
• CC.1.1.K.D Know and apply grade-level phonics and word analysis skills in decoding words. 
  • 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.
• CC.1.1.K.E Read emergent-reader text with purpose and understanding.

Writing

• CC.1.4.K.A Use a combination of drawing, dictating, and writing to compose informative/ explanatory texts.
• CC.1.4.K.B Use a combination of drawing, dictating, and writing to focus on one specific topic.
• CC.1.4.K.C With prompting and support, generate ideas and details to convey information that relates to the chosen topic.
• CC.1.4.K.D Make logical connections between drawing and dictation/writing.
• CC.1.4.K.E With prompting and support, illustrate using details and dictate/write using descriptive words.
• CC.1.4.K.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
•  spell simple words phonetically.
• CC.1.4.K.T With guidance and support from adults and peers, respond to questions and suggestions from peers and add details to strengthen writing as needed. 
• CC.1.4.K.W With guidance and support, recall information from experiences or gather information from provided sources to answer a question. 
• CC.1.4.K.X Write routinely over short time frames.
• Speaking / Listening
• CC.1.5.K.B Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
• CC.1.5.K.E Speak audibly and express thoughts, feelings, and ideas clearly.

• Building Knowledge
  • There are different people and places in a neighborhood.
  • Some people have jobs that help a neighborhood.
  • People use tools to do their jobs.
  • Neighbors are the people who live on your street.
  • People can help make their community better.
  • Words can be organized into categories to help us learn. (job words, food words, position words)
• Phonemic Awareness
  • Phonemes can be isolated by first sound, final sound, and medial sound.
  • Phonemes are identified by corresponding sounds. 
  • Phonemes can be categorized by the same or different first sound, final sound, and medial sound.
  • Word parts can be blended to say a word. (onset and rime)
  • Phonemes can be blended to say a word.
  • Letters in a word can be segmented and blended to say a word.
  • Rhyming words have the same or similar ending part.
• Phonics
  • Letter identification, letter sound, and letter formation for all new/learned letters. 
  • Letters that we have learned can be used to segment, blend, read and spell words.
• High Frequency Words
  • High frequency words are words that can be read or written with automaticity. (you, do, and, go, to)
  • Sentences can be read with high frequency words. (you, do, and, go,to)
• Concepts of print
  • Readers use various concepts of print to read stories. (locate printed word, left to right/top to bottom, parts of a book)
• Comprehension
  • Readers actively listen to a story by asking themselves questions before, during, and after they read.
  • Readers make connections to the stories they read.
  • Oral vocabulary helps readers understand the stories they read and interact with peers.
  • Fiction text is a made up story that has characters, setting (where/when) and details.
  • Nonfiction text gives facts about a topic with supporting details.
  • Topic is the main idea of a story.
  • Details tell us more about a story and make the story more interesting. 
  • Sequence (time order) words tell the order in which things happen. (first, next, last)
  • Text features help readers to learn new information. (labels, illustrations, captions)
• Writing/Conventions
  • Sentences are complete thoughts on one topic that begin with a capital and end with appropriate punctuation. 
  • Words in a sentence go in a particular order.
  • Descriptive details/words provide specific information when writing.
  • Text evidence, the details in a story, are used to answer a prompt focusing on one topic.
  • Words are separated by spaces in print.
  • Adjectives are words that describe nouns.

• Neighborhoods have different people and places in them.
• Sounds and letters help us read and write words.
• Words have meaning and help us understand stories.
• Stories and texts have parts that help us learn.
• Writing helps us share our thinking.

Week 1

• Phonological/Phonemic awareness
  • Hear the sound /o/ in words and connect that sound to the letter o.
  • Segment and blend word parts to say a word.
  • Identify words that have a beginning and middle sound of /o/.
  • Identify rhyming words. 
  • Isolate and categorize phonemes.
• Phonics
  • Print the letter O o.
  • Segment, blend, read, and spell words with the letter o.
• High Frequency Words
  • Read and write the word you. 
• Read and understand texts
  • Recognize common types of text. (Informational, folktale)
  • Identify the main topic and retell details in a text.        
  • Ask and answer questions about what happens in a text.    
  • Compare and/or make connections to texts we have read.                
  • Learn and use new vocabulary words. 
  • Name the features of a text and use them to learn new information.
  • Use concepts of print when reading.
  • Read sentences with the word “you”.
• Write about the texts I read            
  • Use details when writing.
  • Write a nonfiction text.
  • Write a sentence.
  • Use text evidence to answer a prompt. 
  • Recognize and use adjectives.
• Know how tools can help us explore.
• Understand/Categorize job words

Week 2 

• Phonological/Phonemic awareness
  • Hear the sound /d/ in words and connect that sound to the letter d.
  • Segment and blend word parts to say a word.
  • Identify words that have a beginning /d/.
  • Identify rhyming words. 
  • Isolate and categorize phonemes.
• Phonics
  • Print the letter D d.
  • Segment, blend, read, and spell words using the previously learned letters and sounds.
• High Frequency Words
  • Read and write the word “do.” 
• Read and understand texts
  • Recognize common types of text. (realistic fiction, personal narrative, informational, fiction))
  • Identify the main topic and retell details in a text.
  • Identify the characters and settings in a text.        
  • Ask and answer questions about what happens in a text.    
  • Compare and/or make connections to texts we have read.                
  • Learn and use new vocabulary words. 
  • Name the features of a text and use them to learn new information.
  • Use concepts of print when reading.
  • Read sentences with the word “do”.
• Write about the texts I read            
  • Use details when writing.
  • Learn about the parts of a sentence and write a sentence with conventions.
  • Use text evidence to answer a prompt. 
  • Recognize and use adjectives.
• Know who my neighbors are.
• Understand/Categorize food words.

Week 3

• Phonological/Phonemic awareness
  • Hear the sounds /sn/, /sp/, /st/ in words and connect them to the letters sn, sp, st.
  • Segment and blend word parts to say a word.
  • Identify rhyming words. 
  • Isolate and categorize phonemes.
• Phonics
  • Print the letters Cc, Dd, Ii, Nn, Oo.
  • Segment, blend, read, and spell words using the previously learned letters and sounds.
• High Frequency Words
  • Read and write the words “and”, “do”, “go”, “to”, “you.”
• Read and understand texts
  • Recognize common types of text. (informational, fable, fiction)
  • Identify the main topic and retell details in a text.
  • Tell time order (first, next, last).
  • Identify the characters and settings in a text.        
  • Ask and answer questions about what happens in a text.    
  • Compare and/or make connections to texts we have read.                
  • Learn and use new vocabulary words. 
  • Name the features of a text and use them to learn new information.
  • Use concepts of print when reading.
  • Read sentences with the words ““and”, “do”, “go”, “to”, “you.”.
• Write about the texts I read            
  • Use details when writing.
  • Learn about the parts of a sentence and write a sentence with conventions.
  • Use text evidence to answer a prompt and focus on one idea.
  • Recognize and use adjectives.
• Know how people can help make my community better.
• Understand/Categorize position words.

• What do people use to do their jobs?
• Who are your neighbors?
• How can people help to make your community better?
   

Week 1

• Can I hear the sound /o/ in words and connect that sound to the letter o?
• Can I segment and blend word parts to say a word?
• Can I identify words that have a beginning and middle sound of /o/?
• Can I identify rhyming words? 
• Can I isolate and categorize phonemes?
• Can I print the letter O o?
• Can I segment, blend, read, and spell words with the letter o?
• Can I read and write the word “you?” 
• Can I recognize common types of text? (Informational, folktale)
• Can I identify the main topic and retell details in a text?        
• Can I ask and answer questions about what happens in a text?    
• Can I compare and/or make connections to texts we have read?                
• Can I learn and use new vocabulary words? 
• Can I name the features of a text and use them to learn new information?
• Can I use concepts of print when reading?
• Can I read sentences with the word “you”?            
• Can I use details when writing?
• Can I write a nonfiction text?
• Can I write a sentence?
• Can I use text evidence to answer a prompt? 
• Can I recognize and use adjectives?
• Can I know how tools can help us explore?
• Can I understand/categorize job words?

Week 2 

• Can I hear the sound /d/ and connect that sound to the letter d?
• Can I segment and blend word parts to say a word?
• Can I identify words that have a beginning /d/?
• Can I Identify rhyming words? 
• Can I isolate and categorize phonemes?
• Can I print the letter D d?
• Can I segment, blend, read, and spell words using the previously learned letters and sounds?
• Can I read and write the word “do” ?
• Can I recognize common types of text? (realistic fiction, personal narrative, informational, fiction)
• Can I identify the main topic and retell details in a text?
• Can I identify the characters and settings in a text?        
• Can I ask and answer questions about what happens in a text?    
• Can I compare and/or make connections to texts we have read?                
• Can I learn and use new vocabulary words? 
• Can I name the features of a text and use them to learn new information?
• Can I use concepts of print when reading?
• Can I read sentences with the word “do”.            
• Can I use details when writing?
• Can I learn about the parts of a sentence and write a sentence with conventions?
• Can I use text evidence to answer a prompt? 
• Can I recognize and use adjectives?
• Can I identify who my neighbors are?
• Can I understand/categorize food words?

Week 3

• Can I hear the sounds /sn/, /sp/, /st/ in words and connect them to the letters sn, sp, st?
• Can I segment and blend word parts to say a word?
• Can I identify rhyming words? 
• Can I isolate and categorize phonemes?
• Can I print the letters Cc, Dd, Ii, Nn, Oo?
• Can I segment, blend, read, and spell words using the previously learned letters and sounds?
• Can I read and write the words “and”, “do”, “go”, “to”, “you”?
• Can I recognize common types of text? (informational, fable, fiction)
• Can I identify the main topic and retell details in a text?
• Can I tell time order? (first, next, last)
• Can I identify the characters and settings in a text?        
• Can I ask and answer questions about what happens in a text?    
• Can I compare and/or make connections to texts we have read?                
• Can I learn and use new vocabulary words? 
• Can I name the features of a text and use them to learn new information?
• Can I use concepts of print when reading?
• Can I read sentences with the word “and”, “do”, “go”, “to”, “you”?             
• Can I use details when writing?
• Can I learn about the parts of a sentence and write a sentence with conventions?
• Can I use text evidence to answer a prompt and focus on one idea?
• Can I recognize and use adjectives?
• Can I tell how people can help make my community better?
• Can I understand/categorize position words? 

Oral Vocabulary

Week 1:

• equipment
• uniform
• utensils
• expect
• remained

Week 2:

• cultures
• appreciate
• proud
• tradition
• prefer

Week 3:

• community
• improve
• harvest
• quarrel
• confused

Letter Sound Order

• Week 1: O o /ŏ/
• Week 2: D d /d/
• Week 3: Ii, Nn, Cc, Oo, Dd

High Frequency Words

• Week 1: you
• Week 2: do
• Week 3: to, and, go, you, do

Academic Language

Week 1:

• job
• tools
• work
• information
• nonfiction
• prediction
• connect
• beginning
• vowel
• print
• circle
• spell
• sentence
• adjective
• word part
• details
• author
• connect
• middle
• lowercase
• same
• different
• compare
• similar
• text
• folktale
• blend
• consonants
• sort
• front cover
• back cover
• pattern
• word part
• labels
• photograph
• begin

Week 2:

• neighbors
• important
• respectful
• character
• setting
• letter
• capital
• around
• describe
• count 
• sort
• category
• realistic fiction
• personal narrative
• before
• during
• after
• illustrations
• title page

Week 3: 

• pitch in
• first
• next
• last
• high frequency (words)
• punctuation
• adjective
• describe
• rhyme
• position
• time order
• repetition
• left
• right
• fable
• community
• reread
• captions
• senses

• Wonders 4 Unit Assessment

PA Core Standards- ELA
Reading Literature / Informational

• CC.1.2.K.B With prompting and support, answer questions about key details in a text.
• CC.1.2.K.C With prompting and support, make a connection between two individuals, events, ideas, or pieces of information in a text.
• CC.1.2.K.F / CC.1.3.K.F With prompting and support, ask and answer questions about unknown words in a text.
• CC.1.2.K.G Answers questions to describe the relationship between illustrations and the text in which they appear.
• CC.1.2.K.H With prompting and support, identify the reasons an author gives to support points in a text.
• CC.1.2.K.I With prompting and support, identify basic similarities and differences between two texts (read or read aloud) on the same topic.
• CC.1.2.K.J/CC.1.3.K.J Use words and phrases acquired through conversations, reading, and being read to, and responding to texts.
• CC.1.2.K.K/CC.1.3.K.I Determine or clarify the meaning of unknown or multiple-meaning words and phrases based upon grade-level reading and content.
• CC.1.3.K.A With prompting and support, retell familiar stories including key details.
• CC.1.3.K.C With prompting and support, identify characters, settings, and major events in a story.

Foundational Skills

• CC.1.1.K.A Utilize book handling skills. 
• CC.1.1.K.B Demonstrate understanding of the organization and basic features of print.
  • Follow words left to right, top to bottom, page by page.
  • Recognize that  spoken words are represented in written language by specific sequences of letters. 
• 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.
• CC.1.1.K.D Know and apply grade-level phonics and word analysis skills in decoding words. 
  • 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.
• CC.1.1.K.E Read emergent-reader text with purpose and understanding.

Writing

• CC.1.4.K.A Use a combination of drawing, dictating, and writing to compose informative/ explanatory texts.
• CC.1.4.K.B Use a combination of drawing, dictating, and writing to focus on one specific topic.
• CC.1.4.K.C With prompting and support, generate ideas and details to convey information that relates to the chosen topic.
• CC.1.4.K.D Make logical connections between drawing and dictation/writing.
• CC.1.4.K.E With prompting and support, illustrate using details and dictate/write using descriptive words.
• CC.1.4.K.G Use a combination of drawing, dictating, and writing to compose opinion pieces on familiar topics. 
• CC.1.4.K.H Form an opinion by choosing between two given topics.
• CC.1.4.K.I Support the opinion with reasons.
• CC.1.4.K.J Make logical connections between drawing and writing.
• CC.1.4.K.F / CC.1.4.K.L Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
•  spell simple words phonetically. 
• CC.1.4.K.T With guidance and support from adults and peers, respond to questions and suggestions from peers and add details to strengthen writing as needed. 
• CC.1.4.K.W With guidance and support, recall information from experiences or gather information from provided sources to answer a question. 
• CC.1.4.K.X Write routinely over short time frames.
• Speaking / Listening
• CC.1.5.K.C Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
• CC.1.5.K.G Demonstrate command of the conventions of standard English when speaking based on kindergarten level and content.

Building Knowledge

• Living things need certain things to grow.
• Living things change as they grow.
• Specific living things are grown on farms.
• Words can be organized into categories to help us learn.

Phonemic Awareness

• Phonemes can be isolated by first sound, final sound, and medial sound.
• Phonemes are identified by corresponding sounds. 
• Phonemes can be categorized by the same or different first sound, final sound, and medial sound.
• Rhyming words have the same or similar ending part.
• Words are made up of syllables. 

Phonics

• Letter identification, letter sound, and letter formation for all learned letters.
• Letters that we have learned can be used to read and spell words.
• S can be added to the end of a word to make it plural. 

High Frequency Words

• High frequency words are words that can be read or written with automaticity.

Comprehension

• Topic is the main idea of a story.
• Details tell us more about a story and make the story more interesting. 
• Events are the things that happen in a story. 
• Characters are the people or animals in a story.
• Setting is where a story takes place.
• Words are separated by spaces in print. 
• Readers ask themselves and others questions before, during, and after they read.    
• Oral vocabulary helps readers understand the stories they read and interact with peers.
• Poetry is text that has rhyming words.
• Realistic fiction text is a made up story about things that could happen in real life.
• Nonfiction/informational text gives facts about a topic.
• Rereading texts gives a better understanding of them.
• Text features help readers to learn new information 
• Authors make choices when writing a text.
• Readers visualize by making mental images of the text they are reading.

Writing/Conventions

• Sentences are complete thoughts on one topic.
• Words in a sentence go in a particular order.
• Write sentences using sentence conventions (capitalize the pronoun I).
• Subjective pronouns are words that can take the place of a noun.
• Descriptive details provide specific information when writing.
• Text evidence, the details in a story, is used to answer a prompt.

• Different kinds of things grow in nature.
• Sounds and letters help us read and write words.
• Words have meaning and help us understand stories.
• Stories and texts have parts that help us learn.
• Writing helps us share our thinking.

Week 1                        

• Phonological/Phonemic awareness
• Hear the sound /h/ in words and connect that sound to the letter h.
• Segment and blend word parts to say a word.
• Identify words that have an initial and/or final sound of h.
• Identify rhyming words. 
• Phonics
• Print the letter H h.
• Segment, blend, read, and spell words using the letter h.
• High Frequency Words
• Read and write the word my. 
• Read and understand texts
• Recognize common types of text (realistic fiction, nonfiction, poetry).
• Identify the main story elements (character, setting, and events) in a text.
• Discuss the choices authors make when writing a text.        
• Ask and answer questions about what happens in a text.    
• Compare and/or make connections to texts we have read.                
• Learn and use new vocabulary words. 
• Write about the texts I read            
• Use details when writing.
• Practice writing a sentence using conventions (tell about events in the order which they occurred).
• Use text evidence, the details in a story, to answer a prompt. 
• Recognize subjective pronouns.
• Add s to the end of words to make them plural.
• Share what living things need to grow.
• Understand categorized size words.

Week 2

• Phonological/Phonemic awareness
  • Hear the sound /ĕ/ in words and connect that sound to the letter e.
  • Segment and blend sounds to say a word.
  • Identify words that have an initial and/or middle sound of e.
  • Identify rhyming words.
• Phonics
  • Print the letter E e.
  • Segment, blend, read, and spell words using the letter e.
• High Frequency Words
  • Read and write the word my. 
• Read and understand texts.
  • Recognize common types of text (nonfiction, fairy tale).                         
  • Identify the main topic and retell details in a text.                
  • Ask and answer questions about what happens in a text.    
  • Reread texts to better understand them. 
  • Compare and/or make connections to texts we have read.            
  • Learn and use new vocabulary words. 
  • Name the features of a text and use them to learn new information (diagrams).
  • Name the choices an author made when writing a text.
• Write about the texts I read            
  • Use details when writing.
  • Learn how to write a sentence using sentence conventions (s can be added to the end of words to make them plural).
  • Use text evidence, the details in a story, to answer a prompt. 
  • Use labels to learn new information.
  • Recognize subjective pronouns.
• Know how living things change as they grow.
• Understand categorized tree parts words.

Week 3

• Phonological/Phonemic awareness
  • Hear the sounds /f/ and /r/  in words and connect those sounds to the letters.
  • Segment and blend sounds to say a word.
  • Identify words that have an initial and/or final sound of f and/or r.
  • Identify rhyming words.
• Phonics
  • Print the letters F f and R r.
  • Segment, blend, read, and spell words using the letters f and r.
• High Frequency Words
  • Read and write the words with and he. 
• Read and understand texts.
  • Recognize common types of text (nonfiction, informational text). 
  • Identify the main topic and retell details in a text.                
  • Ask and answer questions about what happens in a text.        
  • Compare and/or make connections to texts we have read.            
  • Learn and use new vocabulary words. 
  • Name the features of a text and use them to learn new information (lists).
• Write about the texts I read            
  • Use details when writing.
  • Learn how to write a sentence.
  • Use text evidence, the details in a story, to answer a prompt. 
  • Use labels to learn new information.
  • Recognize subjective pronouns.
• Know what kinds of things grow on a farm.
• Understand categorized food words.

• What do living things need to grow?
• How do living things change as they grow?
• What kinds of things grow on a farm? 

Week 1

• Can you write the letter H h and say the sound for /h/?
• Can you identify the sounds in a word? 
• Can you blend the phonemes in a word?
• Can you read and write the high-frequency word “my”?
• Can you listen to and understand a text?
• Can you identify the main topic, setting, and retell details in a text?
• Can you write a sentence and use details in your writing?
• Can you use concepts of print to read stories?
• Can you identify subjective pronouns?

Week 2

• Can you write the letter E e  and say the sound for /e/?
• Can you identify the sounds in a word?
• Can you blend the phonemes in a word?
• Can you read and write the high-frequency word “are”?
• Can you listen to and understand a text?
• Can you identify the main topic and retell details in a text?
• Can you write a sentence and use details in your writing?
• Can you use concepts of print to read stories?
• Can you identify subjective pronouns?

Week 3

• Can you write the letters F f and R r and say the sounds for them?
• Can you identify the sounds in a word?
• Can you blend the phonemes in a word?
• Can you read and write the high-frequency words “with” and “he”?
• Can you listen to and understand a text?
• Can you identify the main topic and retell details in a text?
• Can you write a sentence and use details in your writing?
• Can you use concepts of print to read stories?
• Can you identify subjective pronouns?
   

Oral Vocabulary
 

Week 1:

• require
• plant
• harmful
• soak
• crowd

Week 2:

• develop
• amazing
• enormous
• imagine
• content

Week 3:

• fresh
• delicious
• beneath
• raise
• special

Letter Sound Order:

• Week 1: H h /h/
• Week 2: E e /ĕ/
• Week 3: F f / f/, R r /r/

High Frequency Words 

• Week 1: my
• Week 2: are
• Week 3: with, he

Academic Language:

Week 1:

• opinions
• realistic fiction
• reread
• connect
• letter
• print
• uppercase
• lowercase
• dotted line
• across
• pronoun
• replace
• syllable
• plural
• noun
• character
• setting
• events
• imaginary
• blend
• words
• rhyme
• nonfiction
• text
• important
• beginning
• spell
• sort
• exclamation point
• clue
• idea
• stanza
• poem
• belong
• middle
• research
• begin
• same
• topic
• detail
• compare
• nursery rhyme
• experience

Week 2:

• change
• speaker
• respect
• interrupting
• nonfiction
• vowel
• capital
• verb
• past
• time order
• underline
• provide
• fairy tale 
• front cover
• back cover
• title page
• category
• diagram
• stages
• edit
• presentation
• count
• marker
• preview
•  

Week 3:

• discuss
• fresh
• author
• illustrator
• words
• retell
• journey
• concept
• different
• vowel
• event
• category
• strategy
• lists
• photograph
• photos
• connections 
• review
• add
• order
• photo
• caption
• preview 
• predict

• Wonders Unit 5 Assessment

PA Core Standards
Reading Literature / Informational

• CC.1.2.K.A With prompting and support, identify the main idea and retell key details of text.
• CC.1.2.K.F / CC.1.3.K.F With prompting and support, ask and answer questions about unknown words in a text.
• CC.1.2.K.G Answers questions to describe the relationship between illustrations and the text in which they appear.
• CC.1.2.K.I With prompting and support, identify basic similarities and differences between two texts (read or read aloud) on the same topic.
• CC.1.2.K.J/CC.1.3.K.J Use words and phrases acquired through conversations, reading, and being read to, and responding to texts.
• CC.1.2.K.K/CC.1.3.K.I Determine or clarify the meaning of unknown or multiple meaning words and phrases based upon grade-level reading and content.
• CC.1.2.K.L/CC.1.3.K.K Actively engage in group reading activities with purpose and understanding.
• CC.1.3.K.A With prompting and support, retell familiar stories including key details.
• CC.1.3.K.C With prompting and support, identify characters, settings, and major events in a story.

Foundational Skills

• CC.1.1.K.A Utilize book handling skills. 
• CC.1.1.K.B Demonstrate understanding of the organization and basic features of print.
  • Follow words left to right, top to bottom, page by page.
  • Recognize that  spoken words are represented in written language by specific sequences of letters. 
• 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.
• CC.1.1.K.D Know and apply grade-level phonics and word analysis skills in decoding words. 
  • 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.
• CC.1.1.K.E Read emergent-reader text with purpose and understanding.

Writing

• CC.1.4.K.G Use a combination of drawing, dictating, and writing to compose opinion pieces on familiar topics. 
• CC.1.4.K.H Form an opinion by choosing between two given topics.
• CC.1.4.K.I Support the opinion with reasons.
• CC.1.4.K.J Make logical connections between drawing and writing.
• CC.1.4.K.M Use a combination of drawing, dictating, and writing to compose narratives that describe real or imagined experiences or events.
• CC.1.4.K.N Establish who and what the narrative will be about.
• CC.1.4.K.O Describe experiences and events.
• CC.1.4.K.P Recount a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
• CC.1.4.K.L / CC.1.4.K.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
•  Spell simple words phonetically. 
• CC.1.4.K.T With guidance and support from adults and peers, respond to questions and suggestions from peers and add details to strengthen writing as needed. 
• CC.1.4.K.W With guidance and support, recall information from experiences or gather information from provided sources to answer a question. 
• CC.1.4.K.X Write routinely over short time frames.

Speaking / Listening

• CC.1.5.K.A Participate in collaborative conversations with peers and adults in small and larger groups.
• CC.1.5.K.E Speak audibly and express thoughts, feelings, and ideas clearly.

• Building Knowledge
  • The seasons are different.
  • Different things happen in different kinds of weather.
  • You can stay safe in bad weather.
  • Words can be organized into categories to help us learn.
• Phonemic Awareness
  • Phonemes can be isolated by first sound, final sound, and medial sound.
  • Phonemes are identified by corresponding sounds. 
  • Phonemes can be categorized by the same or different first sound, final sound, and medial sound.
  • Word parts can be blended to say a word.
  • Phonemes can be blended to say a word.
• Phonics
  • Letter identification, letter sound, and letter formation for all learned letters.
  • Letters that we have learned can be used to read and spell words.
• High Frequency Words
  • High frequency words are words that can be read or written with automaticity.
• Comprehension
  • Sequence is the order that events in a story take place.
  • Readers ask themselves and others questions before, during, and after they read.    
  • Oral vocabulary helps readers understand the stories they read and interact with peers.
  • Fiction text is a made up story that has characters.
  • Realistic fiction text is a made up story about things that could happen in real life.
  • Nonfiction and informational text gives facts about a topic.
  • Fantasy is a make believe story that could not happen in real life. Animals in fantasy often talk.
  • Folktales and fairytales are made-up stories told by people from long ago.
  • Text features help readers to learn new information.
  • Rereading texts gives a better understanding of them.
  • Authors make choices when writing a text.
  • Readers visualize by making mental images of the text they are reading.
• Writing/Conventions
  • Sentences are complete thoughts on one topic.
  • Words in a sentence go in a particular order.
  • Write sentences using sentence conventions.
  • Subjective pronouns are words that can take the place of a noun.
  • Descriptive details provide specific information when writing.
  • Text evidence, the details in a story, is used to answer a prompt.
     

• Weather and seasons affect our everyday lives.
• Sounds and letters help us read and write words.
• Words have meaning and help us understand stories.
• Stories and texts have parts that help us learn.
• Writing helps us share our thinking.

Week 1                        

• Phonological/Phonemic awareness
  • Hear the sounds /b/ and /l/ in words and connect that sound to the letters.
  • Segment and blend word parts to say a word.
  • Identify words that have an initial and/or final sound of b and/or l.
  • Identify rhyming words. 
• Phonics
  • Print the letters B b and L l.
  • Segment, blend, read, and spell words using the letters b and l.
• High Frequency Words
  • Read and write the words is and little. 
• Read and understand texts
  • Recognize common types of text (realistic fiction, poetry, informational text).
  • Identify the main events and sequence in a text.    
  • Ask and answer questions about what happens in a text.    
  • Compare and/or make connections to texts we have read.                
  • Learn and use new vocabulary words. 
  • Analyze the author’s craft, the choices an author made when writing a text.
• Write about the texts I read
  • Use details when writing.
  • Practice writing a sentence using previously taught conventions.
  • Use text evidence, the details in a story, to answer a prompt. 
  • Recognize singular and plural nouns.
• Know how the seasons are different.
• Understand categorized seasons words.

Week 2

• Phonological/Phonemic awareness
  • Hear the sound /k/ in words and connect that sound to the letters k and -ck.
  • Segment and blend word parts to say a word.
  • Identify words that have an initial and/or final sound of/k/.
  • Identify rhyming words. 
• Phonics
  • Print the letters K k and ck.
  • Segment, blend, read, and spell words using the letters k and ck.
• High Frequency Words
  • Read and write the words she and was. 
• Read and understand texts
  • Recognize common types of text (fantasy, informational text, folktale, fiction).
  • Identify the main events and sequence in a text.    
  • Ask and answer questions about what happens in a text.    
  • Compare and/or make connections to texts we have read.                
  • Learn and use new vocabulary words. 
  • Name the features of a text and use them to learn new information (speech bubbles, labels).
  • Analyze the author’s craft, the choices an author made when writing a text.
  • Write about the texts I read
• Use details when writing.
  • Practice writing a sentence using previously taught conventions.
  • Use text evidence, the details in a story, to answer a prompt. 
  • Recognize singular and plural nouns.
• Know what happens in different kinds of weather.
• Understand categorized weather words.

Week 3

• Phonological/Phonemic awareness
  • Hear the previously learned letters and sounds in words and connect that sound to the letters.
  • Connect letters to sounds to read words.
  • Segment and blend sounds to say a word.
• Phonics
  • Print the previously learned letters and sounds.
  • Hear the blends sounds /bl/, /cl/, /fl/, and /sl/  in words and connect them to the letters bl, cl, fl, and sl.
  • Segment, blend, read, and spell words using the previously learned letters and sounds.        
• High Frequency Words
  • Read and write the previously learned high-frequency words.
• Read and understand texts                    
  • Recognize common types of text (realistic fiction, informational text, fairy tale, fiction). 
  • Identify the main events and sequence in a text.    
  • Ask and answer questions about what happens in a text.    
  • Name the features of a text and use them to learn new information (italics, checklist).
  • Compare and/or make connections to texts we have read.
  • Learn and use new vocabulary words.
• Write about the texts I read            
• Use details when writing.
  • Practice writing a sentence using previously taught conventions.
  • Use text evidence, the details in a story, to answer a prompt. 
  • Recognize singular and plural nouns.
• Know how to stay safe in bad weather.
• Understand categorized question words.

• How are the seasons different?
• What happens in different kinds of weather?
• How can you stay safe in bad weather?
   

Week 1

• Can you write the letter B b and say the sound for /b/?
• Can you write the letter L l and say the sound for /l/?
• Can you identify the /b/ sound in a word?
• Can you identify the /l/ sound in a word?
• Can you isolate and categorize phonemes?
• Can you segment, blend, read, and spell words using the previously learned letters and sounds?
• Can you read and write the word “is”?
• Can you read and write the word “little”?
• Can you listen to and understand a text?
• Can you recognize common types of text?
• Can you identify the sequence of events in a text?
• Can you visualize what happens in a text?
• Can you analyze the author’s craft?    
• Can you use new vocabulary words?
• Can you recognize singular and plural nouns?
• Can you write about the texts you read?            
• Can you write sentences with high frequency words using correct sentence conventions?
• Can you use descriptive details when writing?
• Can you use text evidence to answer a prompt?

Week 2

• Can you write the letter K k and say the sound for /k/?
• Can you read and write the digraph -ck at the end of a word?
• Can you identify the /k/ sound in a word?
• Can you isolate and categorize phonemes?
• Can you blend word parts to say a word?
• Can you identify and produce rhyming words?
• Can you segment, blend, read, and spell words using the previously learned letters and sounds?
• Can you read and write the word “she”?
• Can you read and write the word “was”?
• Can you listen to and understand a text?
• Can you recognize common types of text?
• Can you identify the sequence of events in a text?
• Can you visualize what happens in a text    ?
• Can you retell familiar stories?    
• Can you recognize singular and plural nouns?
• Can you compare texts you have read?
• Can you use new vocabulary words?        
• Can you write sentences with high frequency words using correct sentence conventions?
• Can you use descriptive details when writing?
• Can you use text evidence to answer a prompt?

Week 3

• Can you write the previously learned letters and say the sound for each?
• Can you identify the sounds in a word? 
• Can you read and write the previously learned high-frequency words?
• Can you listen to and understand a text?
• Can you recognize singular and plural nouns?
• Can you isolate and categorize phonemes?
• Can you segment, blend, read, and spell words using the previously learned letters and sounds?
• Can you recognize common types of text?
• Can you identify the sequence of events in a text?
• Can you visualize what happens in a text    ?
• Can you retell familiar stories with prompting and support?    
• Can you compare texts you have read?
• Can you use new vocabulary words?
• Can you write about the texts you read?            
• Can you write sentences with high frequency words using correct sentence conventions?
• Can you use descriptive details when writing?
• Can you use text evidence to answer a prompt?
   

Oral Vocabulary

Week 1:

• weather
• seasons
• migrate
• active
• spot

Week 2:

• predict
• temperature
• drought
• clever
• storm

Week 3:

• safe
• prepare
• notice
• celebration
• enough

Letter Sound Order:

Week 1: B b /b/, L l /l/
Week 2: K k, -ck /k/
Week 3: Hh, Ee, Ff, Rr, Bb, Ll, Kk, -ck

High Frequency Words:

• Week 1: is, little
• Week 2: she, was
• Week 3: are, he, is, little, my, she, was, with

ELA Academic Language:

Week 1:

• seasons
• questions
• clarify
• visualize 
• sequence
• connect 
• letter 
• uppercase
• lowercase
• around
• summer
• plural
• pattern
• repeats
• beginning
• end
• rhyme 
• singular
• nonfiction
• text
• blend
• sort
• punctuation
• clues
• poem
• spell
• edit
• revise
• research
• website
• count
• sounds
• topic
• detail
• compare 
• experience

Week 2:

• weather
• respect
• opinion
• fantasy
• spelled 
• slant
• sentence
• proper noun
• exact
• sort
• categories
• similar
• compare
• imagine 
• blending
• different
• visualize
• text
• folktale
• important
• capital letter
• speech bubbles
• labels
• temperature 
• count
• sounds

Week 3:

• details
• event
• sequence
• same
• vowel
• line
• noun
• plural
• realistic fiction
• events
• illustrations
• italic
• high-frequency word
• describe
• text
• blend
• reread
• details
• singular
• related
• directions
• checklist
• add
• plural noun

• Wonders Unit 6 Assessment

PA Core Standards- ELA
Reading Literature / Informational

• CC.1.2.K.B With prompting and support, answer questions about key details in a text.
• CC.1.2.K.C With prompting and support, make a connection between two individuals, events, ideas, or pieces of information in a text.
• CC.1.2.K.E Identify parts of a book (title, author) and parts of a text (beginning, end, details).
• CC.1.3.K.F/CC.1.2.K.F With prompting and support, ask and answer questions about unknown words in a text.
• CC.1.2.K.H With prompting and support, identify the reasons an author gives to support points in a text.
• CC.1.2.K.I With prompting and support, identify basic similarities and differences between two texts (read or read aloud) on the same topic.
• CC.1.2.K.J/CC.1.3.K.J Use words and phrases acquired through conversations, reading, and being read to, and responding to texts.
• CC.1.2.K.K/CC.1.3.K.I Determine or clarify the meaning of unknown or multiple meaning words and phrases based upon grade-level reading and content.
• CC.1.3.K.B Answer questions about key details in a text.
• CC.1.3.K.C With prompting and support, identify characters, settings, and major events in a story.

Foundational Skills

• CC.1.1.K.A Utilize book handling skills. 
• CC.1.1.K.B Demonstrate understanding of the organization and basic features of print.
  • Follow words left to right, top to bottom, page by page.
  • Recognize that  spoken words are represented in written language by specific sequences of letters. 
• 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.
• CC.1.1.K.D Know and apply grade-level phonics and word analysis skills in decoding words. 
  • 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.
• CC.1.1.K.E Read emergent-reader text with purpose and understanding.

Writing

• CC.1.4.K.A Use a combination of drawing, dictating, and writing to compose informative/ explanatory texts.
• CC.1.4.K.B Use a combination of drawing, dictating, and writing to focus on one specific topic.
• CC.1.4.K.C With prompting and support, generate ideas and details to convey information that relates to the chosen topic.
• CC.1.4.K.D Make logical connections between drawing and dictation/writing.
• CC.1.4.K.E With prompting and support, illustrate using details and dictate/write using descriptive words.
• CC.1.4.K.G Use a combination of drawing, dictating, and writing to compose opinion pieces on familiar topics. 
• CC.1.4.K.H Form an opinion by choosing between two given topics.
• CC.1.4.K.I Support the opinion with reasons.
• CC.1.4.K.J Make logical connections between drawing and writing.
• CC.1.4.K.M Use a combination of drawing, dictating, and writing to compose narratives that describe real or imagined experiences or events.
• CC.1.4.K.N Establish who and what the narrative will be about.
• CC.1.4.K.O Describe experiences and events.
• CC.1.4.K.P Recount a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
• CC.1.4.K.F / CC.1.4.K.L / CC.1.4.K.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
  • Capitalize first word in sentence and pronoun I
  • Recognize and use end punctuation
  • Spell simple words phonetically
• CC.1.4.K.T With guidance and support from adults and peers, respond to questions and suggestions from peers and add details to strengthen writing as needed. 
• CC.1.4.K.W With guidance and support, recall information from experiences or gather information from provided sources to answer a question. 
• CC.1.4.K.X Write routinely over short time frames.

Speaking / Listening

• CC.1.5.K.A Participate in collaborative conversations with peers and adults in small and larger groups.
• CC.1.5.K.B Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
• CC.1.5.K.G Demonstrate command of the conventions of standard English when speaking based on kindergarten level and content.

• Building Knowledge
  • Animals are alike and different in many ways.
  • Different kinds of pets need to be taken care of in different ways.
  • Animals live in different places.
  • Words can be organized into categories to help us learn. (animal parts, pets, animal homes)
• Phonological/Phonemic awareness
  • Phonemes can be isolated by first sound, final sound, and medial sound.
  • Phonemes are identified by corresponding sounds. 
  • Phonemes can be categorized by the same or different first sound, final sound, and medial sound.
  • Word parts can be blended to say a word. (onset and rime)
  • Phonemes can be blended to say a word.
  • Phonemes can be added, deleted, or substituted to form new words.
  • Letters in a word can be segmented and blended to say a word.
  • Rhyming words have the same or similar ending part.
• Phonics
  • Letter identification, letter sound, and letter formation for all learned letters.
  • Letters that we have learned can be used to read and spell words.
  • Compound words are words that are made of 2 smaller words.
• High Frequency Words
  • High frequency words are words that can be read or written with automaticity. 
• Concepts of Print
  • Readers use various concepts of print to read stories. (locate printed word, left to right/top to bottom, parts of a book, author, illustrator)
  • Comprehension
  • Readers actively listen to a story by asking themselves questions before, during, and after they read.
  • Readers recognize common types of text. (Non-fiction, Poetry, Realistic Fiction, Fiction, Fantasy, Folktale)
  • Text features help readers to learn new information. (a list, captions, photographs, map, glossary, label)
  • Alliteration is when words in a sentence start with the same sound.
  • Facts are things that we can prove are true.
  • Opinions are what someone thinks or feels. 
  • A poem is a group of words, with rhythm or rhyme, that tell about a feeling or idea.
  • Oral vocabulary helps readers understand the stories they read and interact with peers.
  • A problem is what a character wants to do or fix.
  • A solution is the way the character solves or fixes the problem.
  • A narrator is the person telling the story.
  • A prediction is when we guess what will happen next in a story.
  • The topic is the main idea of a story.
  • Characters are people, animals, or creatures in a story.
  • Details tell us more about a story and make the story more interesting. 
  • Prepositions can tell the position or place of something. (to, for, with, of, from, in)
  • Author’s purpose is why an author wrote a particular text. (entertain, persuade, inform)
  • Cause is what makes an important event happen, and effect is the event that happens in text.    
• Writing/Conventions        
  • Sentences are complete thoughts on one topic that begin with a capital and end with appropriate punctuation. (period, question mark, exclamation mark)
  • Words in a sentence go in a particular order.
  • Descriptive details provide specific information when writing.
  • Text evidence, the details in a story, are used to answer a prompt.
  • Action words are called verbs. (past tense words, future tense words)
     

• We learn about different types of animals.
• Sounds and letters help us read and write words.
• Words have meaning and help us understand stories.
• Stories and texts have parts that help us learn.
• Writing helps us share our thinking.

Week 1                        

• Phonological/Phonemic awareness
  • Hear the short sound /ŭ/ in words and connect that sound to the letter u.
  • Isolate and categorize phonemes by initial sounds and medial sounds.
  • Blend word parts to say a word. (onsets and rimes)
  • Delete phonemes to form new words. 
  • Recognize and produce rhyming words.
• Phonics
  • Identify short /ŭ/.
  • Print the letter U u.
  • Segment, blend, read, and spell words using the previously learned letters and sounds.
  • Recognize compound words. (Some words are made of 2 smaller words.)
• High Frequency Words
  • Read and write the words “for” and “have”. 
• Read and understand texts
  • Actively listen to a story.
  • Recognize common types of text. (Non-fiction, Poetry)
  • Identify the main topic and retell key details of a text with prompting and support.
  • Identify alliteration in poetry.
  • Identify facts and opinions in the text.
  • Think about how an author uses rhyme in a poem.    
  • Compare texts you have read.
  • Learn and use new vocabulary words. 
  • Name the features of a text and use them to learn new information.
  • Use concepts of print when reading.
• Write about the texts I read            
  • Recognize and name end punctuation.
  • Write sentences with high frequency words using sentence conventions (capitalization punctuation, spelling).
  • Learn about action words (verbs).
  • Use descriptive details when writing.
  • Use text evidence to answer a prompt. 
• Know how some animals are alike and how they are different.
• Understand the category words: animal parts.