Sing, Spell, Read & Write ® ©2004

Correlated to:

North Carolina STANDARD COURSE OF STUDY Language Arts for Kindergarten

Pearson Learning Group www.pearsonlearning.com

Nor th C arolin a Sta ndar d Co urse o f Stud y Mo dern Curri culu m Pre s s Langu age Ar ts :: 20 04 :: Ki nder garten Sing, S pell, Rea d & Wri te 200 4 Le vel K

GRADE K – LEVEL K NORTH CAROLINA LANGUAGE ARTS STANDARDS :: 2004 :: KINDERGARTEN

Sing, Spell, Read & Write - Level K

During the kindergarten year, students need to experience the enjoyment of reading while they learn the foundational strategies and skills that will enable them to read independently. Students learn these enabling skills of phonemic awareness, letter names, sound-letter correspondences, decoding skills, high frequency vocabulary, and comprehension skills as they listen and respond to a variety of texts. They enjoy listening to stories, relating characters and events to their own life experiences, dramatizing stories, and responding to stories through art and writing activities. They can extend their oral language skills when given opportunities to express themselves, and they can learn how oral language is recorded to convey experiences and ideas as they observe their experiences and ideas being written. Kindergarten students will: • • •

Engage in word play. Listen and respond to children's literature. Build reading and writing concepts, skills, and strategies.

Competency Goal 1

The learner will develop and apply enabling strategies and skills to read and write. 1.01 Develop book and print awareness: • identify the parts of books and function of each part.

•

demonstrate an understanding of directionality and voice-print match by following print word for word when listening to familiar text read aloud.

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demonstrate an understanding of letters, words, sentence and story. identify the title, name of the author and the name of the illustrator.

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1.02 Develop phonemic awareness and knowledge of alphabetic principle: • demonstrate understanding that spoken language is a sequence of identifiable speech sounds.

Sing, Spell, Read & Write 2004 - Level K SSRW provides a list of recommended Read-Aloud Literature to accompany AA and OT. (TM p. 24b, TM p. 106b) These books may be used to teach children how to identify the parts of books and function of each part. Each of the six Phonetic Storybooks (STBKs) can also be used for the same purpose. Shared writing/language experience charts are used frequently. Teachers are encouraged to track print and provide opportunities for choral reading. (TM p. 32, 69, 83, etc.) Students track left to right as they point and sing the Alphabet Lane Song (TM p. 28) and the A to Z Phonics Song. (TM p. 49-53) A Poem of the Week is written on chart paper. Teachers model tracking as students participate in choral reading. (TM p. 109) Teachers and students discuss letters, words, sentences and story as students dictate shared writing/language experience stories. (TM p. 32) SSRW provides a list of recommended Read-Aloud Literature for AA and OT. (TM p. 24b, TM p. 106b) These books may be used to teach children how to identify the parts of books and function of each part. The Phonetic Storybooks (STBKs) can also be used for the same purpose. Students learn to identify and classify sounds (TM p. 41), sound patterns (TM p. 44), and the sounds made by each letter of the alphabet. (TM 28, 49-53)

TM = Teacher’s Manua l AA = Al l Ab oard St u den t B o o k STB K = Phonet ic St or y b o o k OT = On Track St u den t B o o k C D- K = Phon ic s Son g s for K i n dergarten

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Nor th C arolin a Sta ndar d Co urse o f Stud y Mo dern Curri culu m Pre s s Langu age Ar ts :: 20 04 :: Ki nder garten Sing, S pell, Rea d & Wri te 200 4 Le vel K •

demonstrate understanding that the sequence of letters in the written word represents the sequence of sounds in the spoken word.

To increase phonemic awareness students play “Name That Word” in order to become aware that words are made up of a sequence of sounds. (TM p. 29, 40, 46, etc.) Students learn to blend initial consonant sounds with a short vowel in order to make beginnings of words. (TM p. 117-119)

•

demonstrate understanding of the sounds of letters and understanding that words begin and end alike (onsets and rimes).

By learning the Ferris Wheel Song and the accompanying actions, students learn to blend initial consonant sounds with short vowels in order to make beginnings of words. (TM p. 117-119) Students then learn to add various ending consonants in order to read, write, and spell CVC words. (TM p. 122, 126, 130, etc.)

1.03 Demonstrate decoding and word recognition strategies and skills: • recognize and name upper and lower case letters of the alphabet.

• •

recognize some words by sight including a few common words, own name, and environmental print such as signs, labels, and trademarks. recognize most beginning consonant letter-sound associations in one syllable words.

1.04 Read or begin to read: • read or attempt to read own dictated story. •

Competency Goal 2

Students learn to point to each upper and lower case letter as they sing the Alphabet Lane Song (TM p. 28) which has them say both the name and the sound of each letter. They also point and sing the sounds of each letter as they sing the A to Z Phonics Song. (TM p. 49-53) Students frequently play the A to Z Sound-O Game and the A to Z Pick-A-Sound Game to reinforce letter names (upper and lower case) and letter-sound recognition. (TM p.58, 112) Students learn to recognize and write their own name (TM p. 26) Students learn to read, write, and spell various high frequency words beginning at Whistle Stop #5 and throughout the rest of the year. (TM. P. 143, 157, 171, etc.) Students learn to read, write, and spell several hundred CVC words beginning at Whistle Stop #4B and throughout the rest of the year. (TM p. 121-123, 125-127, 129-131, etc.) Students dictate and/or write words, sentences, and stories to accompany pictures they have drawn. They are then invited to share these with other students. (TM p. 148, 166, 176, etc.) There are 20 tear-out, take home “My Little Storybooks” which allow students to practice reading the CVC words they have been learning. (TM p. 146-148, 160161, 174-175, etc.) In addition there are six Phonetic Storybooks (TM p. 153-154, 167-168, 181, 183) Students read each one several times, as they discuss and retell these stories. The 20 “My Little Storybooks” and the six Phonetic Storybooks are made available to students during independent reading time.

attempt to read/reads simple patterned text, decodable text, and/or predictable texts using letter-sound knowledge and pictures to construct meaning.

1.05 Interact for at least 10 minutes daily with self-selected texts that are consistent with the student's independent reading level. The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. 2.01 Demonstrate sense of story (e.g., beginning, middle, end, characters, details and setting).

Sing, Spell, Read & Write 2004 - Level K As the 20 “My Little Storybooks” and the six Phonetic Storybooks are read, students discuss their answers to questions regarding characters, setting, sequence of events, main idea, story details, etc. (TM p. 146-148, 160-161, 174175, etc.) (TM p. 153-154, 167-168, 181, 183)

TM = Teacher’s Manua l AA = Al l Ab oard St u den t B o o k STB K = Phonet ic St or y b o o k OT = On Track St u den t B o o k C D- K = Phon ic s Son g s for K i n dergarten

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Nor th C arolin a Sta ndar d Co urse o f Stud y Mo dern Curri culu m Pre s s Langu age Ar ts :: 20 04 :: Ki nder garten Sing, S pell, Rea d & Wri te 200 4 Le vel K 2.02 Demonstrate familiarity with a variety of types of books and selections (e.g., picture books, caption books, short informational texts, nursery rhymes, word plays/finger plays, puppet plays, reenactments of familiar stories). 2.03 Use preparation strategies to activate prior knowledge and experience before and during the reading of a text.

2.04 Formulate questions that a text might answer before beginning to read (e.g., what will happen in this story, who might this be, where do you think this happens). 2.05 Predict possible events in texts before and during reading.

2.06 Understand and follow oral-graphic directions.

2.07 Demonstrate understanding of literary language; e.g., "once upon a time" and other vocabulary specific to a genre.

2.08 Distinguish fantasy from reality when reading text.

2.09 Identify the sequence of events in a story.

Competency Goal 3

The learner will make connections through the use of oral language, written language, and media and technology.

SSRW provides a list of recommended Read-Aloud Literature to accompany AA and OT. (TM p. 24b, TM p. 106b) These books, along with the poems, nursery rhymes, finger plays, songs, and role playing activities used in conjunction with SSRW may be used to familiarize students with a wide variety of text. Before, during, and after reading, teachers ask questions to access prior knowledge, help students set the purpose for the reading, and ask students to make predictions and/or make comments based on their personal experiences. (TM p. 146-148, 160-161, 174-175, etc.) (TM p. 153-154, 167-168, 181, 183) Before, during, and after reading, teachers ask questions to access prior knowledge, help students set the purpose for the reading, and ask students to make predictions and/or make comments based on their personal experiences. (TM p. 146-148, 160-161, 174-175, etc.) (TM p. 153-154, 167-168, 181, 183) Before, during, and after reading, teachers ask questions to access prior knowledge, help students set the purpose for the reading, and ask students to make predictions and/or make comments based on their personal experiences. (TM p. 146-148, 160-161, 174-175, etc.) (TM p. 153-154, 167-168, 181, 183) Students are given multiple opportunities to follow directions throughout SSRW as students learn the motions and actions that accompany all of the songs and games in SSRW. Following directions is specifically taught through various listening games and finger play activities (TM p, 34, 46, 47, etc.) As students complete pages in OT, they are required to follow oral-graphic directions. (OT p. 15, 21, etc.) SSRW provides a list of recommended Read-Aloud Literature to accompany AA and OT. (TM p. 24b, TM p. 106b) These books, along with the poems, nursery rhymes, finger plays, songs, and role playing activities used in conjunction with SSRW may be used to familiarize students with a wide variety literary language and vocabulary. SSRW provides a list of recommended Read-Aloud Literature to accompany AA and OT. (TM p. 24b, TM p. 106b) These books, along with the poems, nursery rhymes, finger plays, songs, and role playing activities used in conjunction with SSRW may be used teach students to distinguish reality from fantasy. As the 20 “My Little Storybooks” and the six Phonetic Storybooks are read, students discuss their answers to questions regarding characters, setting, sequence of events, main idea, story details, etc. (TM p. 146-148, 160-161, 174175, etc.) (TM p. 153-154, 167-168, 181, 183) Sing, Spell, Read & Write 2004 - Level K

3.01 Connect information and events in text to experience.

As the 20 “My Little Storybooks” and the six Phonetic Storybooks are read, students will discuss their answers to questions specific to relating the text to their personal experiences. (TM p. 146-148, 160-161, 174-175, etc.) (TM p. 153-154, 167-168, 181, 183)

TM = Teacher’s Manua l AA = Al l Ab oard St u den t B o o k STB K = Phonet ic St or y b o o k OT = On Track St u den t B o o k C D- K = Phon ic s Son g s for K i n dergarten

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Nor th C arolin a Sta ndar d Co urse o f Stud y Mo dern Curri culu m Pre s s Langu age Ar ts :: 20 04 :: Ki nder garten Sing, S pell, Rea d & Wri te 200 4 Le vel K 3.02 Discuss concepts and information in a text to clarify and extend knowledge.

SSRW provides a list of recommended Read-Aloud Literature to accompany AA and OT. (TM p. 24b, TM p. 106b) These books, along with the poems, nursery rhymes, finger plays, songs, and role playing activities used in conjunction with SSRW may be used to discuss concepts and information which will clarify and extend student knowledge. Each of the six Phonetic Storybooks (STBKs) can also be used for the same purpose. SSRW provides a list of recommended Read-Aloud Literature to accompany AA and OT. (TM p. 24b, TM p. 106b) These books, along with the poems, nursery rhymes, finger plays, songs, and role playing activities used in conjunction with SSRW may be used to discuss target words and explore an author’s choice of words. Teacher-lead discussions before, during, and after the reading of each “My Little Storybook” and Phonetic Storybooks provide multiple opportunities for multiple readings, illustration and dramatizing of stories, and explorations for discovering relationships. (TM p. 146-148, 160-161, 174-175, etc.) (TM p. 153-154, 167-168, 181, 183)

3.03 Associate target words with prior knowledge and explore an author's choice of words.

3.04 Use speaking and listening skills and media to connect experiences and text: • listening to and re-visiting stories. • discussing, illustrating, and dramatizing stories. • discovering relationships. Competency Goal 4

The learner will apply strategies and skills to create oral, written, and visual texts. 4.01 Use new vocabulary in own speech and writing. 4.02 Use words that name and words that tell action in a variety of simple texts (e.g., oral retelling, written stories, lists, journal entries of personal experiences). 4.03 Use words that describe color, size, and location in a variety of texts: e.g., oral retelling, written stories, lists, journal entries of personal experiences. 4.04 Maintain conversation and discussions: • attending to oral presentations. • taking turns expressing ideas and asking questions. 4.05 Use a variety of sentence patterns such as interrogative requests (Can you go with me?) and sentence fragments that convey emotion (Me, too!). • write from left to right and from top to bottom.

TM = Teacher’s Manua l AA = Al l Ab oard St u den t B o o k STB K = Phonet ic St or y b o o k OT = On Track St u den t B o o k C D- K = Phon ic s Son g s for K i n dergarten

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Sing, Spell, Read & Write 2004 - Level K Vocabulary development is expected and reinforced each time students build new CVC words. Students discuss the meaning and are encouraged to use each new word in a sentence. (TM p. 126, 134, 138, etc.) Students dictate and/or write words, sentences, and stories to accompany pictures they have drawn. They are then invited to share these with other students. (TM p. 148, 166, 176, etc.) Students dictate and/or write words, sentences, and stories to accompany pictures they have drawn. They are then invited to share these with other students. (TM p. 148, 166, 176, etc.) Teacher-lead discussions before, during, and after the reading of each “My Little Storybook” and Phonetic Storybooks provide multiple opportunities for student participation in conversations. (TM p. 146-148, 160-161, 174-175, etc.) (TM p. 153154, 167-168, 181, 183)

There are two handwriting pages for each letter of the alphabet. Students learn to write all capital and lowercase letters from left to right and top to bottom. (TM p. 56) (AA p. 19-20, 27-28, 35-36, etc.)

Nor th C arolin a Sta ndar d Co urse o f Stud y Mo dern Curri culu m Pre s s Langu age Ar ts :: 20 04 :: Ki nder garten Sing, S pell, Rea d & Wri te 200 4 Le vel K •

write most letters and some words when dictated.

The “My Little Writing Slate” on the back of each student book is used to dictate/practice manuscript writing. Teachers are instructed to use lined paper or the “My Little Writing Slate” on the back of On Track as letter names and/or sounds and CVC words are dictated. TM p. 115, 122, 130, etc.) Teachers have the opportunity to model, observe, and encourage these behaviors during guided, shared, and independent writing activities.

4.06 Write and/or participate in writing behaviors by using authors' models of language.

TM = Teacher’s Manua l AA = Al l Ab oard St u den t B o o k STB K = Phonet ic St or y b o o k OT = On Track St u den t B o o k C D- K = Phon ic s Son g s for K i n dergarten

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Nor th C arolin a Sta ndar d Co urse o f Stud y Mo dern Curri culu m Pre s s Langu age Ar ts :: 20 04 :: Ki nder garten Sing, S pell, Rea d & Wri te 200 4 Le vel K Competency Goal 5

The learner will apply grammar and language conventions to communicate effectively. 5.01 Develop spelling strategies and skills by: • representing spoken language with temporary and/or conventional spelling. •

writing most letters of the alphabet.

•

analyzing sounds in a word and writing dominant consonant letters.

Sing, Spell, Read & Write 2004 - Level K Teachers have the opportunity to demonstrate, observe, and encourage these behaviors during guided, shared, and independent writing activities. Students learn to read, write, and spell several hundred CVC words beginning at Whistle Stop #4B and throughout the rest of the year. (TM p. 121-123, 125-127, 129-131, etc.) There are two handwriting pages for each letter of the alphabet. Students learn to write all capital and lowercase letters from left to right and top to bottom. (TM p. 56) (AA p. 19-20, 27-28, 35-36, etc.) The “My Little Writing Slate” on the back of each student book is used to practice manuscript writing. Teachers are instructed to use lined paper or the “My Little Writing Slate” on the back of On Track as letter sounds and CVC words are dictated. TM p. 115, 122, 130, etc.) Teachers have the opportunity to model, observe, and encourage these behaviors during guided, shared, and independent writing activities. There are two handwriting practice pages for each letter of the alphabet. Students learn the correct formation of all capital and lowercase letters. (TM p. 56) (AA p. 19-20, 27-28, 35-36, etc.)

5.02 Use capital letters to write the word I and the first letter in own name. 5.03 Use legible manuscript handwriting.

TM = Teacher’s Manua l AA = Al l Ab oard St u den t B o o k STB K = Phonet ic St or y b o o k OT = On Track St u den t B o o k C D- K = Phon ic s Son g s for K i n dergarten

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