2018 Curriculum Guide Complete

Curriculum
May 2018 edition
FREE Resources
Organization Guide
Phonics,
Reading,
Math,
Writing
calendar
& More
Table of Contents
Research Curriculum Curriculum Engaging
Mentor Text
behind the Map: Map: Readers:
Book Lists
units!!!!! Kindergarten First Grade Sample Unit
Writers Binder spines

Leveled
Workshop Math Workshop Calendar (Reading, math
Readers
Resources and Writing)
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About
Curriculum Maps
Curriculum maps are a great way to organize your thinking around instructional “Big Ideas.” They provide a frame work that enables
you to look ahead and plot your course of instruction. This is an overview that can help you get started.
Schools around the country start and end at various times. Therefore, we have created this map as “Units.” Each unit is intended to
last 4 weeks. The exception to this is the first unit, Unit 1, which can span 6 weeks. Feel free to adjust the timing to meet your
instructional needs.
Phonics: You will notice that starting in January both Kindergarten and 1st grade follow the same phonics focus. The difference is the
expected level of mastery. Kindergarten CCSS asks that students associate long and short vowels with common spellings. 1st grade
CCSS asks that students know the long and short vowel sounds with common spellings. Therefore, kindergarten teachers will lend
more support as these activities are done as a whole group activity. First grade teachers will expect more student independence.
We have added resources that will support your instruction. Simply click on the images listed under “resources” to find their source.
Although these are listed, you should plan to supplement them with additional resources where you see the need. Naturally, you can
research and develop your own resources and lesson course! ☺
Have a wonderful year!

Deanna Jump and Deedee Wills
Research! Research!
Research Based Curriculum
Deanna Jump and Deedee Wills have over 30 years of combined early childhood education experience in the classroom and providing
instructional leadership across the country. Both are voracious readers of professional development texts. Additionally, these units
have been implemented in classrooms and districts around the world with overwhelmingly impressive results. Listed below are some
resources that helped shape our thinking about instruction and the development of our curriculum.
Writing Through the Years
About the Authors: Writing Workshop with Our Youngest Writers, by Katie Wood Ray
In Pictures and in Words by Katie Wood Ray
Engaging Young Writers by Matt Glover
Scaffolding Young Writers by Linda Dorn and Carla Saffos
Engaging Readers Leveled Text
NICHD: Report of the National Reading Panel ~ Teaching Children to Read The Next Steps in Guided Reading by Jan Richardson
Reading with Meaning by Debbie Miller The Continuum of Literacy Learning by Gay Su Pinnell
Reading with Intention by Debbie Miller and Irene C. Fountas
Teaching for Deep Comprehension by Linda Dorn and Carla Saffos Making the Most of Small Groups by Debbie Diller
Strategies that Work by Stephanie Harvey
Text-Dependent Questions, Grades K-5: Pathways to Close and Critical Reading by Douglas B. Fisher and Nancy Frey
Guiding Kinders and Firsties Math Units
Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre-K-2
By John Van De Walle
Developing Number Concepts by Kathy Richardson
How does it align?
Resource Curriculum Crosswalks
We are often asked how does our curriculum aligns with other large publisher programs. Honestly, we are
not certain. What we do know is we were vastly dissatisfied with the big box publishers. We found they
missed the mark and failed to meet the needs of our students. THIS is the reason we wrote our own
curriculum. If the other curriculum was effective, we would have never spent the time creating our own.
However, some teachers have created a few crosswalks. We have not gone through and verified each
component. These teachers have agreed to share their crosswalk with all of you. We have left them in
their original format, so they are editable. You can download them by clicking HERE.
If you have created a crosswalk that you would like to have added to this collection, we would love it! You
can email it to Deedee at
deedee@mrswillskindergarten.com.
Unit 1 UPDATED: 5/24/18
STEM/Science/
Word Study And PA Reading Instruction Writers Workshop Math Workshop
Enrichment
PHONICS, PHONEMIC Introduction to Introduction to Introduction to math ❑ Coconut Science (Will It
AWARENESS, GRAMMAR Float?)
LESSONS ARE PART OF OUR readers workshop. writers workshop workshop ❑ Coconut 5 Senses
ENGAGING READERS UNITS. ❑ Writing is just telling on ❑ Working with a partner Activities
Letter and sound introduction ❑ Responding to text paper ❑ Same/different ❑ Stacking Pennies STEM
• Ways to respond to text ❑ Tools of writing. ❑ 2D shapes Activity
Week 1 t, f, b, h, (illustrations/with words) ❑ Building stamina ❑ Positional words ❑ STEM Build a Slide
Week 2 n, m, r, l, i • We all have opinions ❑ Procedures of writing ❑ Counting objects to 5 ❑ STEM: Design and
Week 3 c, a, d, g ❑ Introduction to journals workshop ❑ Writing numerals to 5 construct a purse for Lilly
Week 4 j, e, o, q ❑ Looking closely at a book ❑ Choosing topics ❑ Exploring names with math
Weeks 5-6 review those ❑ Connections ❑ Noticing details and literacy tasks plus a
letters that have been ❑ Characters ❑ Using resources craft.
introduced so far. ❑ Setting ❑ Focusing ideas ❑ STEM Activity (Will It
❑ Opinion Resource: Roll?)
Print Language ❑ Retell (BME) ❑ Creating an invisible art
Concepts/Phonological project
Awareness TEXT ❑ Exploring liquids and solids
❑ Concepts of spoken word with melting crayons
❑ Title, author, illustrator ❑ STEM: Fair share math
❑ Where do I begin on a activity
page. ❑ Letter attributes and
❑ Which way do I go with building words activity
print ❑ Exploring oxidation plus
❑ Concept of front, back, additional math apple
top, and bottom exploration tasks.
❑ Rhyme recognition
Using Additional Resources*

❑ Introduce 8 high
frequency words
❑ Handwriting and letter
formation
Grammar
Nouns
STEM/Science/
Enrichment
PHONICS, PHONEMIC ❑ Connections Exploring Narratives ❑ Ways to make numerals to ❑ Cartography, making a
AWARENESS, GRAMMAR ❑ Predictions ❑ Introduction to book 10 map
LESSONS ARE PART OF OUR ❑ Visualization making ❑ Counting objects to 10 ❑ Exploring force and suction
ENGAGING READERS UNITS ❑ Inferences ❑ Story hand ❑ More/Fewer ❑ Exploring Sound
Letter and sound introduction ❑ Opinion Writing ❑ Stretching a story over ❑ Comparing objects Vibrations*
Week 7 u, s, p, x ❑ Retelling pages ❑ Comparing lengths ❑ Exploring Decomposition
Week 8 k, v, w, y, z ❑ Vocabulary Development ❑ Stretching sounds Which will decompose
Introduction to CVC ❑ Interactive writing/reading ❑ Prewriting faster, a jack-o-lantern or
words/word families response with rubric ❑ Re-read with one-to-one a pumpkin? Plus an math
Print Language ❑ Illustrative study game with two levels of
Concepts/Phonological TEXT ❑ Speech bubbles play!
Awareness ❑ Using the word wall ❑ Stem Project: Can you build
❑ differentiate between ❑ When are you done? a trap for the carrots?
capital letters/lower case ❑ Opinion writing ❑ Experiment: Sound
letters Vibrations*
❑ identifying/locating ❑ Stem Project: design a
punctuation marks mask
❑ differentiate between ❑ Science Project: Growing
letters and words Pumpkins Which seed will
❑ rhyme completion sprout first? PLUS
❑ rhyme production Pumpkin Circle Math Game
❑ syllable blending with two different levels
❑ syllable segmentation of play
*different experiments
❑ Introduce an additional 8
high frequency words
formation
❑ Letter/sound reteach and
practice
Grammar
Plurals
STEM/Science/
Enrichment
PHONICS, PHONEMIC ❑ Connections Procedural writing ❑ Numeral writing to 15 ❑ Build a station wagon that
AWARENESS, GRAMMAR ❑ Predictions ❑ Investigate procedural ❑ Counting to 15 will roll
LESSONS ARE PART OF OUR ❑ Visualization texts ❑ Counting strategies ❑ Exploring wind resistance
ENGAGING READERS UNITS ❑ Inferences ❑ Using transitional words ❑ Intro to making 10 by building a parachute
Introduction to CVC ❑ Opinion Writing ❑ Making illustrations clear ❑ Part/part/whole ❑ Build a worry catcher with
words/word families with ❑ Retelling ❑ Using action words ❑ Using a ten frame parent letter
digraphs ❑ Vocabulary Development ❑ Mechanics lessons (spaces, ❑ Story problems ❑ Exploring force and motion
❑ Interactive writing/reading capital letters) ❑ Build an owl nesting box
Print Language response with rubric ❑ Using the word wall ❑ Build a scarecrow and
Concepts/Phonological ❑ Opinion writing build a scarecrow math
Awareness TEXT Resource: game with 4 different
❑ differentiate between options
capital letters/lower case ❑ Leaf suncatcher and
letters "Thankful" card
❑ identifying/locating ❑ Create a turkey and
punctuation marks readers theater
❑ differentiate between
letters and words
❑ rhyme completion
❑ rhyme production
❑ syllable blending
❑ syllable segmentation
formation
practice
❑ CVC and word family
practice
Grammar
Nouns
STEM/Science/
Enrichment
PHONICS, PHONEMIC ❑ Connections Writing for a reason ❑ One more ❑ Stem Project Build a Chair
AWARENESS, GRAMMAR ❑ Predictions ❑ Different types of writing ❑ One less for Peter
LESSONS ARE PART OF OUR ❑ Visualization (signs, ads, posters letter ❑ Addition strategies ❑ Science Project Physical
ENGAGING READERS UNITS ❑ Inferences writing), recommendations) ❑ Subtraction strategies Changes
Introduction to CVC ❑ Opinion Writing ❑ Word choice ❑ Stem Project Build a boat or
words/word families with blends ❑ Retelling ❑ Spelling strategies raft
❑ Vocabulary Development ❑ Adding voice ❑ Stem Project Build a Cave
Print Language ❑ Interactive writing/reading ❑ Using word walls that will hold bear and his
Concepts/Phonological response with rubric ❑ Mechanics (spacing, capital friends
Awareness letters ❑ Science Mixture: Making
❑ differentiate between ❑ Opinion writing Snow
capital letters/lower case TEXT Resource: ❑ Stem: Make a Gingerbread
letters House
❑ identifying/locating ❑ Kindness Challenge, Kindness
punctuation marks Chain Reaction
❑ differentiate between ❑ Science Physical Change: Dye
letters and words noodles and make jewelry
formation
practice
practice
❑ Digraph practice
Grammar
Proper Nouns
STEM/Science/
Enrichment
PHONICS, PHONEMIC ❑ Connections Informational Text ❑ Measurement: ❑ Snowball fight Levers and
AWARENESS, GRAMMAR ❑ Predictions ❑ Generating ideas o Weight Catapults
LESSONS ARE PART OF OUR ❑ Visualization ❑ Information text features o Length ❑ Stem: Build a working sled
ENGAGING READERS UNITS ❑ Inferences ❑ Writing comparisons o Capacity ❑ Stem Project Build an ice
With support: Long O (ow, o_e, ❑ Opinion Writing ❑ Organizing into categories ❑ Collecting and reporting cave
oa,) ❑ Retelling ❑ Table of contents data ❑ The Great Penguin Race
Print Language ❑ Vocabulary Development ❑ Anticipating questions ❑ Geometry Exploring ramps and
Concepts/Phonological ❑ Interactive writing/reading ❑ Adding closure ❑ Number bonds motion
Awareness response with rubric ❑ Opinion writing ❑ Exploring insulation
❑ differentiate between Resource: activity
capital letters/lower case TEXT ❑ Stem: Balance and STEM
letters activity
❑ identifying/locating ❑ Exploring frost
punctuation marks ❑ STEM-Build a structure
❑ differentiate between activity
letters and words
formation
practice
practice
❑ digraph practice
❑ Blend practice
Grammar
Verbs
STEM/Science/
Enrichment
PHONICS, PHONEMIC ❑ Problem/Solution Continue Informational Texts/ ❑ Composing and ❑ Exploring Magnets
AWARENESS, GRAMMAR ❑ Connections Start Small Moments decomposing 10 ❑ Exploring Chemical
LESSONS ARE PART OF OUR ❑ Predictions ❑ Counting on Reactions
ENGAGING READERS UNITS ❑ Visualization (New ideas) ❑ Using Rekenreks ❑ Dental/Egg Experiment
With support: Long a (ay, a_e, ai) ❑ Inferences ❑ Generating ideas ❑ Addition and subtraction ❑ STEM - Build a log cabin
Print Language ❑ Character Examination ❑ Focusing on what is ❑ Voting and Data Analysis
Concepts/Phonological ❑ Opinion Writing important ❑ Exploring Chemical
Awareness ❑ Retelling ❑ Word attack strategies Reactions
❑ differentiate between ❑ Vocabulary Development for spelling ❑ Exploring Chemical
capital letters/lower case ❑ Interactive writing/reading ❑ Focusing partner talk Reactions
letters response with rubric ❑ Adding details ❑ STEM Exploring Flight
❑ identifying/locating ❑ Strong endings ❑ Build a Telescope
punctuation marks TEXT ❑ Opinion writing
❑ differentiate between Resource:
letters and words
formation
practice
practice
❑ Blend practice
❑ Long vowels
Grammar
Adjectives
STEM/Science/
Enrichment
PHONICS, PHONEMIC ❑ Cause/Effect Finish Small Moments ❑ Counting by 10 ❑ Sound and Sound
AWARENESS, GRAMMAR ❑ Connections ❑ Generating ideas ❑ Place value Absorption
LESSONS ARE PART OF OUR ❑ Predictions ❑ Focusing on what is ❑ Composing and ❑ Growing a Potato
ENGAGING READERS UNITS ❑ Visualization important decomposing 10s ❑ Crayon Resist Eggs
With support: Long I, tricky y, ❑ Inferences ❑ Word attack strategies ❑ Counting on big numbers ❑ Build the tallest tree
Long e (i_e, ea, ee, tricky y) ❑ Character Examination for spelling ❑ Number bonds with teen ❑ Bubble Exploration & Stem
Print Language ❑ Opinion Writing ❑ Focusing partner talk numbers Activity
Concepts/Phonological ❑ Retelling ❑ Adding details ❑ Fact families ❑ Sticky Tongue Exploration
Awareness ❑ Vocabulary Development ❑ Strong endings ❑ Word problems ❑ Frog Launchers: Force &
❑ differentiate between ❑ Interactive writing/reading ❑ Opinion writing Motion
capital letters/lower case response with rubric Resource: ❑ Marker Experiment
letters
❑ identifying/locating
punctuation marks TEXT
letters and words
formation
practice
practice
❑ Blend practice
❑ Long vowels
Grammar
Contractions
STEM/Science/
Enrichment
PHONICS, PHONEMIC ❑ Author’s Purpose Fiction Writing/Opinion ❑ Measurement ❑ Stem build a vegetable
AWARENESS, GRAMMAR ❑ Schema Writing/Book reviews ❑ Geometry stand
LESSONS ARE PART OF OUR ❑ Connections ❑ Generating ideas ❑ Addition ❑ Stem build a hiding spot
ENGAGING READERS UNITS ❑ Predictions ❑ Focusing on what is ❑ Subtraction that will hide the most pigs
With support: Long u (ue, eu, ❑ Visualization important ❑ Word Problems ❑ Science sweet or sour
oo) ❑ Inferences ❑ Word attack strategies experiment
Print Language ❑ Character Examination for spelling ❑ Stem build a nest
Concepts/Phonological ❑ Opinion Writing ❑ Focusing partner talk ❑ STEM Design and Build a
Awareness ❑ Problem/solution ❑ Adding details basket for gathering eggs
❑ differentiate between ❑ Retelling ❑ Strong endings ❑ STEM Design and Build an
capital letters/lower case ❑ Vocabulary Development ❑ Opinion writing Apple Tree that can hold
letters ❑ Interactive writing/reading ❑ Book review the most apples
❑ identifying/locating response with rubric Resource: ❑ STEM Design and Build a
punctuation marks pigpen that will hold at
❑ differentiate between TEXT least two pigs
letters and words ❑ STEM Design and Build a
❑ rhyme completion model of an Insect
formation
practice
practice
❑ Blend practice
❑ Long vowels
Grammar
Compound words
STEM/Science/
Enrichment
PHONICS, PHONEMIC ❑ Author’s Purpose Opinion Writing ❑ Comparing objects ❑ STEM-Build a bus
AWARENESS, GRAMMAR ❑ Figurative Language ❑ Comparing numerals ❑ STEM-Build a treasure
LESSONS ARE PART OF OUR ❑ Connections This unit of study is ❑ Making 1o chest
ENGAGING READERS UNITS ❑ Predictions incorporated through out the ❑ Addition ❑ SCIENCE: Growing germs
With support: R controlled ❑ Visualization year. Students will write an ❑ Subtraction ❑ SCIENCE: Testing water
vowels (ar, ir, er) ❑ Inferences opinion throughout the month. ❑ Word Problems density
Print Language ❑ Character Examination This can be done during your ❑ Number bonds ❑ MATH Measuring distances
Concepts/Phonological ❑ Opinion Writing writing time or as another part ❑ STEM Make a Pie
Awareness ❑ Problem/solution of your day. ❑ SCIENCE: Exploring
❑ differentiate between ❑ Retelling friction
capital letters/lower case ❑ Vocabulary Development ❑ SCIENCE: Exploring Wind
letters ❑ Interactive writing/reading STEM: Build a heart
❑ identifying/locating response with rubric
punctuation marks TEXT
letters and words

formation
practice
practice
❑ Blend practice
❑ Long vowels
Grammar
STEM/Science/
Enrichment
PHONICS, PHONEMIC ❑ Author’s Purpose Looking back, looking ahead ❑ Activities & Printable for ❑ STEM-Flute Pipe
AWARENESS, GRAMMAR ❑ Figurative Language ❑ Reflecting on favorite each CCSS ❑ Create a Map
LESSONS ARE PART OF OUR ❑ Connections mentor texts ❑ Assessments ❑ STEM- Build a Bed for
ENGAGING READERS UNITS ❑ Predictions ❑ Reflecting on past genres ❑ Data tracking Goldilocks
Phonics review ❑ Visualization ❑ Sharing our writing growth ❑ “Help Me” Parent support ❑ STEM-Creations that are
Print Language ❑ Inferences ❑ Make plan for summer activities for additional "ISH“
Concepts/Phonological ❑ Character Examination writing support ❑ STEM Make a Reading
Awareness ❑ Opinion Writing ❑ Celebrate! Clubhouse SCIENCE: How
❑ differentiate between ❑ Problem/solution Resource: do sharks float?
capital letters/lower case ❑ Retelling ❑ SCIENCE: Lima Beans in a
letters ❑ Vocabulary Development Bag
❑ identifying/locating ❑ Interactive writing/reading ❑ STEM: Pattern Block
punctuation marks response with rubric Creations
❑ differentiate between TEXT
letters and words
formation
practice
practice
❑ Blend practice
❑ Long vowels
❑ R controlled vowels
Grammar
Mixed Review
STEM/Science/
Enrichment
PHONICS, PHONEMIC Introduction to readers Introduction to writers Introduction to math workshop ❑ Coconut Science (Will It
AWARENESS, GRAMMAR workshop. workshop ❑ Use addition to subtraction Float?)
LESSONS ARE PART OF OUR ❑ Writing is just telling on to put together or take ❑ Coconut 5 Senses
ENGAGING READERS UNITS ❑ Responding to text paper apart. Activities
Week 1: vowel review • Ways to respond to text ❑ Tools of writing. ❑ Add and subtract-using ❑ Stacking Pennies STEM
Week 2: at, ap, ag (illustrations/with words) ❑ Building stamina strategies Activity
Week 3: am, an, ad • We all have opinions ❑ Procedures of writing ❑ Add and subtract-fluency ❑ STEM Build a Slide
Week 4: op, og, ot ❑ Introduction to journals workshop ❑ STEM: Design and
Week 5 & 6 mixed review ❑ Looking closely at a book ❑ Choosing topics construct a purse for Lilly
❑ Connections ❑ Noticing details ❑ Exploring names with math
Print Language ❑ Characters ❑ Using resources and literacy tasks plus a
Concepts/Phonological ❑ Setting ❑ Focusing ideas craft.
Awareness ❑ Opinion Resource: ❑ STEM Activity (Will It
❑ differentiate between ❑ Retell (BME) Roll?)
capital letters/lower case ❑ Creating an invisible art
letters TEXT project
❑ identifying/locating ❑ Exploring liquids and solids
punctuation marks with melting crayons
❑ differentiate between ❑ STEM: Fair share math
letters and words activity
❑ rhyme completion ❑ Letter attributes and
❑ rhyme production building words activity
❑ syllable blending ❑ Exploring oxidation plus
❑ syllable segmentation additional math apple
exploration tasks.
❑ Introduce high frequency
words
formation
Grammar
Nouns
STEM/Science/
Enrichment
PHONICS, PHONEMIC ❑ Connections Exploring Narratives ❑ Add and subtract-using ❑ Cartography, making a
AWARENESS, GRAMMAR ❑ Predictions ❑ Introduction to book strategies map
LESSONS ARE PART OF OUR ❑ Visualization making ❑ Use addition and ❑ Exploring force and suction
ENGAGING READERS UNITS ❑ Inferences ❑ Story hand subtraction within word ❑ Exploring Sound
week 1 ug, um, un ❑ Opinion Writing ❑ Stretching a story over problems Vibrations*
week 2 en, et, eg ❑ Retelling pages ❑ Apply properties of ❑ Exploring Decomposition
week 3 ig, it, ip ❑ Vocabulary Development ❑ Stretching sounds operations as strategies to Which will decompose
week 4 ut, ed, in ❑ Interactive writing/reading ❑ Prewriting add and subtract faster, a jack-o-lantern or
Print Language response with rubric ❑ Re-read with one-to-one ❑ Understand subtraction as a pumpkin? Plus an math
Concepts/Phonological ❑ Illustrative study an unknown-addend game with two levels of
Awareness TEXT ❑ Speech bubbles problem play!
❑ differentiate between ❑ Using the word wall ❑ Stem Project: Can you build
capital letters/lower case ❑ When are you done? a trap for the carrots?
letters ❑ Writing Opinions ❑ Experiment: Sound
❑ identifying/locating : Vibrations*
punctuation marks ❑ Stem Project: design a
❑ differentiate between mask
letters and words ❑ Science Project: Growing
❑ rhyme completion Pumpkins Which seed will
❑ rhyme production sprout first? PLUS
❑ syllable blending Pumpkin Circle Math Game
❑ syllable segmentation with two different levels
of play
❑ Introduce high frequency
words
formation
practice
Grammar
Plurals
STEM/Science/
Enrichment
PHONICS, PHONEMIC ❑ Connections Procedural writing ❑ Composing and ❑ Build a station wagon that
AWARENESS, GRAMMAR ❑ Predictions ❑ Investigate procedural decomposing teen numbers will roll
LESSONS ARE PART OF OUR ❑ Visualization texts ❑ Composing and ❑ Exploring wind resistance
ENGAGING READERS UNITS ❑ Inferences ❑ Using transitional words decomposing numbers and by building a parachute
CVC words/word families with ❑ Opinion Writing ❑ Making illustrations clear counting on ❑ Build a worry catcher with
digraphs ❑ Retelling ❑ Using action words ❑ Composing and parent letter
❑ Vocabulary Development ❑ Mechanics lessons (spaces, decomposing to 100 ❑ Exploring force and motion
Print Language ❑ Interactive writing/reading capital letters) ❑ Adding and Subtracting ❑ Build an owl nesting box
Concepts/Phonological response with rubric ❑ Using the word wall multiples of 10 ❑ Build a scarecrow and
Awareness ❑ Writing opinons ❑ Comparing two digit build a scarecrow math
❑ differentiate between TEXT Resource: numbers using <,>,+= game with 4 different
capital letters/lower case options
letters ❑ Leaf suncatcher and
❑ identifying/locating "Thankful" card
punctuation marks ❑ Create a turkey and
❑ differentiate between readers theater
letters and words

❑ Introduce an additional
formation
practice
practice
Grammar
Pronouns
STEM/Science/
Enrichment
PHONICS, PHONEMIC ❑ Connections Writing for a reason ❑ Comparing 3 objects by ❑ Stem Project Build a Chair
AWARENESS, GRAMMAR ❑ Predictions ❑ Different types of writing length for Peter
LESSONS ARE PART OF OUR ❑ Visualization (signs, ads, posters letter ❑ Express length of objects ❑ Science Project Physical
ENGAGING READERS UNITS ❑ Inferences writing), recommendations) as a whole number unit Changes
CVC words/word families with ❑ Opinion Writing ❑ Word choice ❑ Addition fluency ❑ Stem Project Build a boat or
blends ❑ Retelling ❑ Spelling strategies ❑ Subtraction fluency raft
Print Language ❑ Vocabulary Development ❑ Adding voice ❑ Tell and write time in ❑ Stem Project Build a Cave
Concepts/Phonological ❑ Interactive writing/reading ❑ Using word walls hours and half-hours using that will hold bear and his
Awareness response with rubric ❑ Mechanics (spacing, capital analog and digital clocks friends
❑ differentiate between letters ❑ Organize and represent ❑ Science Mixture: Making
capital letters/lower case ❑ Writing Opinions data. Snow
letters TEXT Resource: *picture graphs * bar graphs ❑ Stem: Make a Gingerbread
❑ identifying/locating *survey/tally marks * glyph House
punctuation marks ❑ Kindness Challenge, Kindness
❑ differentiate between Chain Reaction
letters and words ❑ Science Physical Change: Dye
❑ rhyme completion noodles and make jewelry
formation
practice
practice
❑ Digraph practice
Grammar
Proper Nouns
STEM/Science/
Enrichment
PHONICS, PHONEMIC ❑ Connections Informational Text ❑ Distinguish defining ❑ Snowball fight Levers and
AWARENESS, GRAMMAR ❑ Predictions ❑ Generating ideas attributes Catapults
LESSONS ARE PART OF OUR ❑ Visualization ❑ Information text features ❑ Analyze and compare 2D ❑ Stem: Build a working sled
ENGAGING READERS UNITS ❑ Inferences ❑ Writing comparisons and 3D shapes ❑ Stem Project Build an ice
Long O (ow, o_e, oa,) ❑ Opinion Writing ❑ Organizing into categories ❑ Composing shapes cave
Print Language ❑ Retelling ❑ Table of contents ❑ Compose simple shapes to ❑ The Great Penguin Race
Concepts/Phonological ❑ Vocabulary Development ❑ Anticipating questions form larger shapes Exploring ramps and
Awareness ❑ Interactive writing/reading ❑ Adding closure ❑ Partition circles and motion
❑ differentiate between response with rubric ❑ Writing opinions rectangles into 2 or 4 ❑ Exploring insulation
capital letters/lower case Resource: equal parts activity
letters TEXT ❑ Stem: Balance and STEM
❑ identifying/locating activity
punctuation marks ❑ Exploring frost
❑ differentiate between ❑ STEM-Build a structure
letters and words activity
formation
practice
practice
❑ Blend practice
Grammar
Verbs
STEM/Science/
Enrichment
PHONICS, PHONEMIC ❑ Problem/Solution Continue Informational Texts/ ❑ Add and subtract-using ❑ Exploring Magnets
AWARENESS, GRAMMAR ❑ Connections Start Small Moments strategies ❑ Exploring Chemical
LESSONS ARE PART OF OUR ❑ Predictions ❑ Understand subtraction as Reactions
ENGAGING READERS UNITS ❑ Visualization (New ideas) an unknown-addend ❑ Dental/Egg Experiment
Long a (ay, a_e, ai) ❑ Inferences ❑ Generating ideas problem. ❑ STEM - Build a log cabin
Print Language ❑ Character Examination ❑ Focusing on what is ❑ Relate counting to addition ❑ Voting and Data Analysis
Concepts/Phonological ❑ Opinion Writing important and subtraction (e.g., by ❑ Exploring Chemical
Awareness ❑ Retelling ❑ Word attack strategies counting on 2 to add 2). Reactions
❑ differentiate between ❑ Vocabulary Development for spelling ❑ Use addition and ❑ Exploring Chemical
capital letters/lower case ❑ Interactive writing/reading ❑ Focusing partner talk subtraction within word Reactions
letters response with rubric ❑ Adding details problems ❑ STEM Exploring Flight
❑ identifying/locating ❑ Strong endings ❑ Apply properties of ❑ Build a Telescope
punctuation marks TEXT ❑ Writing opinions operations as strategies to
❑ differentiate between Resource: add and subtract
letters and words ❑ Determine the unknown
❑ rhyme completion whole number in add/sub
❑ rhyme production equations
formation
practice
practice
❑ Blend practice
❑ Long vowels
Grammar
Adjectives
STEM/Science/
Enrichment
PHONICS, PHONEMIC ❑ Cause/Effect Finish Small Moments ❑ Add and subtract within ❑ Sound and Sound
AWARENESS, GRAMMAR ❑ Connections ❑ Generating ideas 20 Absorption
LESSONS ARE PART OF OUR ❑ Predictions ❑ Focusing on what is Addition strategy (making 10) ❑ Growing a Potato
ENGAGING READERS UNITS ❑ Visualization important adding 3 numbers ❑ Crayon Resist Eggs
Long I, tricky y, Long e ❑ Inferences ❑ Word attack strategies ❑ Given a two-digit number, ❑ Build the tallest tree
(i_e, ea, ee, tricky y) ❑ Character Examination for spelling mentally find 10 more or 10 ❑ Bubble Exploration & Stem
Print Language ❑ Opinion Writing ❑ Focusing partner talk less than the number Activity
Concepts/Phonological ❑ Retelling ❑ Adding details ❑ Compare two two-digit ❑ Sticky Tongue Exploration
Awareness ❑ Vocabulary Development ❑ Strong endings with the symbols >, =, and ❑ Frog Launchers: Force &
❑ differentiate between ❑ Interactive writing/reading ❑ Writing opinions <. Motion
capital letters/lower case response with rubric Resource: ❑ Understand that the two ❑ Marker Experiment
letters digits of a two-digit
❑ identifying/locating TEXT number represent amounts
punctuation marks of tens and ones.
❑ differentiate between ❑ Add two-digit numbers
letters and words and a one-digit number,
❑ rhyme completion and adding a two-digit
❑ rhyme production number and a multiple of
❑ syllable blending 10, using concrete models
❑ syllable segmentation or drawing
formation
practice
practice
❑ Blend practice
❑ Long vowels
Grammar
Contractions
STEM/Science/
Enrichment
PHONICS, PHONEMIC ❑ Author’s Purpose Fiction Writing/Opinion ❑ Order 3 objects by length. ❑ Stem build a vegetable
AWARENESS, GRAMMAR ❑ Schema Writing/Book reviews Compare stand
LESSONS ARE PART OF OUR ❑ Connections ❑ Generating ideas ❑ Order 3 objects by length. ❑ Stem build a hiding spot
ENGAGING READERS UNITS ❑ Predictions ❑ Focusing on what is Compare the lengths of that will hide the most pigs
Long u (ue, eu, oo) ❑ Visualization important two objects indirectly by ❑ Science sweet or sour
Print Language ❑ Inferences ❑ Word attack strategies using a third object. experiment
Concepts/Phonological ❑ Character Examination for spelling ❑ Express the length of an ❑ Stem build a nest
Awareness ❑ Opinion Writing ❑ Focusing partner talk object as a whole number ❑ STEM Design and Build a
❑ differentiate between ❑ Problem/solution ❑ Adding details of length units basket for gathering eggs
capital letters/lower case ❑ Retelling ❑ Strong endings ❑ Organize and represent ❑ STEM Design and Build an
letters ❑ Vocabulary Development ❑ Opinion writing data. Apple Tree that can hold
❑ identifying/locating ❑ Interactive writing/reading ❑ Book review ❑ Tell and write time in the most apples
punctuation marks response with rubric Resource: hours and half-hours using ❑ STEM Design and Build a
❑ differentiate between analog and digital clocks pigpen that will hold at
letters and words TEXT ❑ Analyze and compare 2D least two pigs
❑ rhyme completion and 3D shapes ❑ STEM Design and Build a
❑ rhyme production ❑ Partition circles and model of an Insect
❑ syllable blending rectangles into 2 or 4
❑ syllable segmentation equal parts
formation
practice
practice
❑ Blend practice
❑ Long vowels
Grammar
Compound words
STEM/Science/
Enrichment
PHONICS, PHONEMIC ❑ Author’s Purpose Opinion Writing ❑ Add and Subtract within ❑ STEM-Build a bus
AWARENESS, GRAMMAR ❑ Figurative Language 20 ❑ STEM-Build a treasure
LESSONS ARE PART OF OUR ❑ Connections This unit of study is ❑ Determine the unknown chest
ENGAGING READERS UNITS ❑ Predictions incorporated through out the whole number in an ❑ SCIENCE: Growing germs
R controlled vowels (ar, ir, er) ❑ Visualization year. Students will write an addition or subtraction ❑ SCIENCE: Testing water
Print Language ❑ Inferences opinion throughout the month. ❑ Add two-digit numbers density
Concepts/Phonological ❑ Character Examination This can be done during your and a one-digit number, ❑ MATH Measuring distances
Awareness ❑ Opinion Writing writing time or as another part and adding a two-digit ❑ STEM Make a Pie
❑ differentiate between ❑ Problem/solution of your day. number and a multiple of ❑ SCIENCE: Exploring
capital letters/lower case ❑ Retelling 10, using concrete models friction
letters ❑ Vocabulary Development or drawings. ❑ SCIENCE: Exploring Wind
❑ identifying/locating ❑ Interactive writing/reading ❑ Understand the meaning of STEM: Build a heart
punctuation marks response with rubric addition, subtraction, and
❑ differentiate between TEXT equal sign
letters and words ❑ Review work
formation
practice
practice
❑ Blend practice
❑ Long vowels
Grammar
Possessive Noun
STEM/Science/
Enrichment
PHONICS, PHONEMIC ❑ Author’s Purpose Looking back, looking ahead ❑ Activities & Printable for ❑ STEM-Flute Pipe
AWARENESS, GRAMMAR ❑ Figurative Language ❑ Reflecting on favorite each CCSS ❑ Create a Map
LESSONS ARE PART OF OUR ❑ Connections mentor texts ❑ Assessments ❑ STEM- Build a Bed for
ENGAGING READERS UNITS ❑ Predictions ❑ Reflecting on past genres ❑ Data tracking Goldilocks
Phonics review ❑ Visualization ❑ Sharing our writing growth ❑ “Help Me” Parent support ❑ STEM-Creations that are
Print Language, Concepts, ❑ Inferences ❑ Make plan for summer activities for additional "ISH“
Phonological Awareness ❑ Character Examination writing support ❑ STEM Make a Reading
❑ differentiate between ❑ Opinion Writing ❑ Celebrate! Clubhouse SCIENCE: How
capital letters/lower case ❑ Problem/solution Resource: do sharks float?
letters ❑ Retelling ❑ SCIENCE: Lima Beans in a
❑ identifying/locating ❑ Vocabulary Development Bag
punctuation marks ❑ Interactive writing/reading ❑ STEM: Pattern Block
❑ differentiate between response with rubric Creations
letters and words TEXT
formation
practice
practice
❑ Blend practice
❑ Long vowels
❑ R controlled vowels
Grammar
Mixed Review
Click on the book covers to find these books.
Aug/Sept Oct
1st Edition
Book List
Nov Dec Jan Feb
Mar Apr May Jun

Aug/Sept Oct
2nd Edition
Book List
Nov Dec Jan Feb
Mar Apr May Jun

Engaging Readers
Comprehension, Vocabulary, Phonics, Grammar, Interactive Writing,
Phonemic Awareness, Responding to Literature, & Sentence Study.
Q: Why are their two editions of Engaging Readers

A: We have been asked by districts to create a second edition so both their kindergarten and first grade can use this resource.
Q: Do the phonics and phonemic awareness differ in the two editions?:
A: No, we kept those activities the same. In the first few months of the year, there are two different word work tracks (one for
kindergarten and one for first). In the second half of the year, you will differentiate your instruction by providing more support for
kindergarten, while the first grade students will work more independently.
Q: How is the 1st edition different from the 2nd edition?:
A: They are similar in format and in skills. The differences are in the book titles.
Click on the
Covers to find
these units.
Just add
your
books
(not included)
You can find all the Engaging

Readers comprehension
assessments also on ESGI
Retelling
Interactive
Writing
Engaging
Craftivities Word
Work
Vocabulary
Comprehension
Strategies
Engaging
Readers
Try it for a
week on us!
Click on the Covers to find

these units.
Lilly’s Purple Plastic Purse
by Kevin Henkes
What is this story about? What words did the author use to
Who are the characters in the story? describe how Lilly felt about her purse
How did Lilly feel about Mr. Slinger at the being taken by Mr. Slinger?
beginning of the story? Look at the illustrations of Lilly in the
Why did Mr. Slinger take away Lilly’s Lightbulb Lab. Which illustration shows
purse? How did she feel about that? her sad? angry? Which one shows
What did she do to let him know she was her furious?
angry? Look at the illustration on the next to
What happened when she opened up the last page. How does Lilly feel?
her purse? How did she feel? How can you tell?
What did she do as a result? Vocab: considerate, fiercely, angry,
How did Lilly apologize to Mr. Slinger?
furious, uncooperative
Prediction: Read until you get to the end

of page 11 (the page where Lilly keeps
Look at the drawing that Lilly did of interrupting in class). Lilly keeps disturbing
class because she wants to talk about her
Mr. Slinger when she was mad. purse. What do you think will happen?
What words did she use to describe Inferring: How do you think Mr. Slinger
him? Compare and contrast this felt when he saw Lilly’s note?
picture with the one she drew Opinion: Do you think Mr. Slinger should
when she got home. have taken Lilly’s Purple Plastic purse?
Text to self connection: Have you ever
done something that you felt bad about?
Lilly to show everyone

her purple plastic
Mr. Slinger made
her wait, and she
He took her purse
away and she drew a
mean picture of him.
purse, glasses interrupted the Then, she felt bad and
and quarters. class. apologized.
5 day plan: Lilly’s Purple Plastic Purse
Day 1
Word Work: See grade specific word work.
Phonemic Awareness:
Kindergarten: Words in a sentence
1st Grade: CVC blending or segmenting.
(see word list provided or create your own 3 phoneme words)
Read Aloud: Today we will read Lilly’s Purple Plastic Purse. This book was
written and illustrated by Kevin Henkes. Discuss what the author and
illustrator does.
I want to talk to you about a strategy readers use called predicting. When
readers make predictions, they take clues from the text and make a smart
guess about what will happen in the story. Sometimes the clues come from
the words and sometimes the clues come from the pictures. Readers do this
all the time when they read books. Today I want to practice it with you.
Read until you reach the page the bottom of page 11 and pause at the bottom
of the page. Lilly keeps disturbing class because she wants to take talk about
her purse. What do you think will happen? Ask students to make a prediction
about what will happen next in the story. Kindergarten: Draw a picture, label
First Grade: Draw and write.
Read the rest of the story and compare the students’ illustrations and written
responses with those in the book.
Click on the
Interactive Writing: Share the pen as you construct a response. image
Kindergarten: Draw a picture. Discuss the details as you draw. Label your an online version
picture. of this story.
First Grade: Point out the mechanics of a sentence (capital letters, spaces
between words, punctuation, word walls spelled correctly.) You can also
model stretching out sounds.
*Note this link was active when this

unit was created. However, we can
not guarantee this link will remain
active indefinitely. Due to the deep
level of text analysis, we always
recommend teaching with the book
and supplementing with a video.
Day 2
Phonemic Awareness:
Kindergarten: Hearing initial sounds (see Word Work page)
First Grade: (manipulating initial sounds)-Today we are going to
play a game I call, Swap it out! I will say a word. Then you will
swap the first sound for a new sound to make a new word.
Example: house that starts with /m/.
Read Aloud: Read the story again. Focus on retell. Teacher

will assist the students as they create a whole class retelling of
the story using picture cards that are included. Students will
partner-talk retelling of the story using the chart that was co-
created. Students will then create a retell strip or place the retell
images in their journals.
Vocabulary Work: p. 11 fiercely “Look,” Lilly whispered fiercely”

Often when I hear the word fierce, I think of a wild animal, like a
lion. Lions are really powerful creatures. In this story, when
Lilly whispered fiercely it means she whispered powerfully.
Turn to your neighbor and whisper “hello” softly. Now whisper it
fiercely. Can you hear the difference?
Glue on 4” x 9”
construction paper
strips or place in their
journals.
for journal Individual

responses response
option
Day 3
Phonemic Awareness:
Kindergarten: Hearing initial sounds (see Word Work page)
First Grade: Syllabication (blending and segmenting
syllables)
(see word list provided or create your own)
Read Aloud: Characters: Knowing the characters helps
readers understand what they are reading. You can get to
know the characters by thinking about how they look and the
things that they do and say. Discuss how Lilly acted at the
beginning of the story. Discuss how she acted at the end.
Discuss why she changed. Ask, Do you think Lilly learned a
lesson? What makes you think that?
Interactive Writing: Share the pen as you construct a

response.
Kindergarten: Draw a picture. Discuss the details as you
draw. Label your picture.
First Grade: Point out the mechanics of a sentence (capital
letters, spaces between words, punctuation, word wall words
spelled correctly.) You can also model stretching out sounds.
Vocabulary Work: furious Reread p. 15 The author said that

Lilly was furious. Furious means really REALLY mad. Have
you ever been furious? What does it look like when someone
is furious? Have students act it out. The opposite of furious
might be calm.
Individual
response
for Individual option
for journal
journal Individual for journal
responses
responses response
response responses
option
option
Day 4
Phonemic Awareness:
Rhyming Skills (both K and 1st)
(see word list provided or create your own)
Read Aloud: INFER: Readers use the clues in the story to

help them understand what’s happening. When Lily was
furious she wrote Mr. Slinger a mean note. How do you
think Mr. Slinger felt when he read Lilly’s note?
Interactive Writing: Share the pen as you construct a

response.
Kindergarten: Draw a picture. Discuss the details as you
draw. Label your picture.
First Grade: Point out the mechanics of a sentence
(capital letters, spaces between words, punctuation, word
walls spelled correctly.) You can also model stretching
out sounds.
Individual
response
option
for journal
responses
Day 5
Phonemic Awareness: Oral language.

*Use these words in a sentence.
*count these words
*expand on the sentence
Words to use: glasses, purse, school, lightbulb,
teacher, boots, diamonds, snack, dance,
Opinion Writing: This can be done as an interactive

writing piece where you share the pen as you co-
construct a response or as an independent student
writing experience. You can use the pocket chart
sentence starters to help them if needed.
Individual
response
option
Lilly’s Purple Plastic Purse Day 1
Name: __________________________________
By Kevin Henkes
Readers make predictions as they read. Lilly keeps

disturbing the class because she wants to talk about
her purse. What do you think will happen?
Was my prediction correct or

did the author surprise me?
Lilly’s Purple Plastic Purse Day 1
Name: __________________________________
By Kevin Henkes
disturbing the class because she wants to talk about
her purse. What do you think will happen?
Write your prediction and explain your thinking.
Write about what happened in the text.
Was my prediction correct or

did the author surprise me?
Day1

By Kevin Henkes
disturbing the class because she wants to talk about her
purse. What do you think will happen?

By Kevin Henkes

By Kevin Henkes

By Kevin Henkes

By Kevin Henkes
Day 1
Note: This option may be a bit more challenging as it asks the students to make a prediction, then write what
By Kevin Henkes
Write about
what
happened in
Readers make
predictions as they the text.
read. Lilly keeps
disturbing the class
Was my
because she wants to
prediction
talk about her purse. correct or did
What do you think will the author
happen? surprise me?

By Kevin Henkes
Write about
what
happened in
Readers make
predictions as they the text.
read. Lilly keeps
happened in the text.
disturbing the class

Was my
because she wants to
prediction
talk about her purse. correct or did
What do you think will the author
happen? surprise me?
Day 2
One day her grammy gave her a

purple plastic purse that played
Lilly loved school and her music, 3 quarters, and a pair of
teacher, Mr. Slinger. sunglasses.
Lilly kept disturbing her class

with it, so Mr. Slinger held onto Lilly got really mad and left Mr.
her purse. Slinger a mean note.
Lilly felt bad about the mean note Mr. Slinger accepted her
and wrote him a nice one and apology and let her share her
apologized. purse during Share Time.
Use these for students to create retell strips
Day 2
I can retell the story I can retell the story

using key details. using key details.
These can be used to compare and contrast the two notes.
These can be used to compare and contrast the two notes.
Day 2 & 3
Picture Picture
of the of the
word word
Sentence Sentence
using the using the
word word
Opposite Opposite
of the of the
word word
word
word
Vocabulary Work Write the Word Draw a Picture Draw a picture of the
Opposite meaning.
Use it in a Sentence.
Day 2 & 3
Write the Word Draw a Picture Draw a picture of the

Opposite meaning.
Use it in a Sentence.
By Kevin Henkes
Day 3
Name: ____________________
You can learn a lot about a character by the way they act
and the things they say. What do you know about Lilly?
Beginning of the story
Middle of the story

By Kevin Henkes
Day 3
Name: ____________________
You can learn a lot about a character by the way they act
and the things they say. What do you know about Lilly?
Beginning of the story Evidence from the text
Middle of the story Evidence from the text
Do you think Lilly learned anything from this experience?

Day 3
What do you know
By Kevin Henkes
By Kevin Henkes
What do you know

about Lilly from the about Lilly from the
beginning of the beginning of the
story?
story?
What do you know What do you know
about Lilly from about Lilly from
the middle of the the middle of the
story? story?
Do you think Lilly Do you think Lilly
learned anything learned anything
from this from this
experience? experience?
Day 4
By Kevin Henkes
Name: __________________________________
Readers use the clues in the story to help them understand

what’s happening. How do you think Mr. Slinger felt when he
read Lilly’s note?
By Kevin Henkes
Day 4
Name: __________________________________
Readers use the clues in the story to help them understand

what’s happening. How do you think Mr. Slinger felt when he
read Lilly’s note?
Day 4

By Kevin Henkes
Readers use the clues in the story to help them
understand what’s happening. How do you think Mr.
Slinger felt when he read Lilly’s note?

By Kevin Henkes

By Kevin Henkes

By Kevin Henkes

By Kevin Henkes
By Kevin Henkes
Day 5
Name: ________________________________
Write about your favorite part of the story. Tell why you liked it.
By Kevin Henkes
Day 5
Name: ________________________________
Write about your favorite part of the story. Tell why you liked it.
Day 5

By Kevin Henkes
Write about your favorite part of the story.

Tell why you liked it.

By Kevin Henkes


By Kevin Henkes


By Kevin Henkes


By Kevin Henkes

Name: ____________________________
1. Lilly did not like going to school.
2. Lilly loved school and her teacher, Mr.

Slinger.
3. Mr. Slinger took Lilly’s purse because
she was interrupting the class.
4. Lilly got upset and wrote Mr. Slinger a
mean note.
5. Mr. Slinger put Lilly in time out.
Name: ____________________________
1. Lilly did not like going to school.
2. Lilly loved school and her teacher, Mr.

Slinger.
3. Mr. Slinger took Lilly’s purse because
she was interrupting the class.
4. Lilly got upset and wrote Mr. Slinger a
mean note.
5. Mr. Slinger put Lilly in time out.
Writing Through
The Year
Q: When do you start teaching writing in kindergarten?
A: We start writing instruction the VERY FIRST week of school. Students start by telling their story with pictures. As the year
progresses, students will begin to tell their stories with pictures AND words.
Q: My students don’t know their letters, how can they write?
A: Students already know how to tell stories. They compose their stories with illustrations. These lessons guide students to
compose their stories. The letter/sound association will come as your students progress in the school year.
Q: I teach 1st grade. Will these work for my classroom?
A: ABSOLUTELY! Writing is automatically differentiated! We have included rubrics for emergent AND early writers. Chances are,
in your classroom, you will have a combination of both.
Click on the
Covers to find
these units.
9 units in all!
Unit 1: My Pictures Tell a Unit 1: My Pictures Tell a Unit 1: My Pictures Tell a Story ~ Ideas
Story ~ writing process Story ~ telling a story vs
naming parts
Unit 2: Personal Unit 2: Personal Unit 2: Personal Unit 2-8: ~ How to draw
Narratives ~ Narrative Narratives ~ Noticing Narratives ~ Speech books
examples Illustrations Bubbles
Unit 3: How-To Writing ~ Unit 3: How-To Writing ~ Unit 3: How-To Writing ~ Sequential words
Procedural books Books with recipes
Unit 4: Writing for a Reason Unit 5: Informational Text
Unit 6: Personal Narratives Unit 7: Fictional Writing Unit 8: Looking Back,

Looking Ahead: Summer
Plans
Each unit starts with a lesson overview.
Need help with

conferring? It is
included!
CCSS standards chart

Writing continuum is included as well as rubrics
for emergent writers and early writers.
Lessons are scripted to support you, but we
don’t want to take the teacher out of teaching.
You can make them your own and teach them in
the order that meets your classroom needs.
Print and teach anchor charts are

provided so there is very little prep time
needed.
The parent letter keeps your parents up-
to-date on the skills their child is learning
for each 4 week unit.
Additional resources!
Suggested mentor text lists are provided. Remain organized by
adding a pocket to your unit binder and store the books directly
in the binder!
Setting Writing
Goals
Use the following pages to construct an interactive chart. Have the
students write their own names on a Post-it note and self-select a
writing goal. Revisit this chart often to have the students reflect on
their progress and select new goals.
For detailed writers workshop lessons and ideas, check out the
following products Each unit contains a unit/genre specific goal
chart that matches the rubric for both emergent and early writers.
Writing
Goals
Write
sounds dog
Use
finger I like you.
spaces
Use Aa Bb
word
am be
and by
are
wall
Tell more At recess, I like to play with Logan.

We play on the slide and sometimes
we play tag. He is fun to play with.
Make the I like to
words play.
easy to
read.
Start with
a capital.
cat
is here
End with
punctuation
_____________________________________________________
_____________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Meeting the standards
CCSS.ELA.LITERACY.W.K.1. Use a combination of drawing,
dictating, and writing to compose opinion pieces in which they
tell a reader the topic or the name of the book they are
writing about and state an opinion or preference about the
topic or book (e.g., My favorite book is…).
TEKS: 110.11.b.14.A, TEKS: 110.11.b.13.A-E, TEKS: 110.11.b.16.A (i-v),
TEKS: 110.11.17.A-C, TEKS: 110.11.b.20 A-B
CCSS.ELA-LITERACY.W.1.1
Write opinion pieces in which they introduce the topic or name
the book they are writing about, state an opinion, supply a
reason for the opinion, and provide some sense of closure.
TEKS: 110.11.b.14.A, TEKS: 110.11.b.13.A-E, TEKS: 110.11.b.16.A (i-v),
TEKS: 110.11.17.A-C, TEKS: 110.11.b.20 A-B
CCSS.ELA.LITERACY.W.K.2. Use a combination of drawing,
dictating, and writing to compose informative/explanatory texts
in which they name what they are writing about and supply
some information about the topic.
TEKS: 110.11.b.15, TEKS: 110.11.b.13.A-E, TEKS: 110.11.b.16.A (i-v), TEKS:
110.11.17.A-C, TEKS: 110.11.b.20 A-B
CCSS.ELA-LITERACY.W.1.2 Write informative/explanatory texts

in which they name a topic, supply some facts about the topic,
and provide some sense of closure.
TEKS: 110.11.b.15, TEKS: 110.11.b.13.A-E, TEKS: 110.11.b.16.A (i-v), TEKS:
110.11.17.A-C, TEKS: 110.11.b.20 A-B
CCSS.ELA.LITERACY.W.K.3 Use a combination of drawing, dictating, and
writing to narrate 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.
TEKS: 110.11.b.14.A, TEKS: 110.11.b.13.A-E, TEKS: 110.11.b.16.A (i-v), TEKS:
110.11.17.A-C, TEKS: 110.11.b.20 A-B
CCSS.ELA-LITERACY.W.1.3 Write narratives in which they recount two

or more appropriately sequenced events, include some details regarding
what happened, use temporal words to signal event order, and provide
some sense of closure.
TEKS: 110.11.b.14.A, TEKS: 110.11.b.13.A-E, TEKS: 110.11.b.16.A (i-v), TEKS:
110.11.17.A-C, TEKS: 110.11.b.20 A-B
CCSS.ELA.LITERACY.W.K.5 With guidance and

Each unit guides and supports the
support from adults, respond to questions and teacher in the student/peer
suggestions from peers and add details to
strengthen writing as needed.
sharing process. Unit 2 provides
TEKS: 110.11.b.20 A-B conferring support for teachers.
CCSS.ELA-LITERACY.W.1.5 With guidance and
Through writing partners, whole
support from adults, focus on a topic, respond class sharing activities, individual
to questions and suggestions from peers, and
add details to strengthen writing as needed.
student conferences this standard
TEKS: 110.11.b.20 A-B is met.
Access to digital tools is a
CCSS.ELA.LITERACY.W.K.6 With guidance
and support from adults, explore a variety school resource driven
of digital tools to produce and publish standard. However, these
writing, including in collaboration with
peers. lessons provide suggestions for
TEKS: 110.11.b.20 A-B sharing student work using
CCSS.ELA-LITERACY.W.1.6 document cameras if available.
With guidance and support from adults,
use a variety of digital tools to produce
and publish writing, including in collaboration
with peers.
TEKS: 110.11.b.20 A-B CCSS.ELA.LITERACY.W.K.7 Participate in
shared research and writing projects (e.g.,
explore a number of books by a favorite
author and express opinions about them).
Each unit provides mentor TEKS: 110.11.b.15, TEKS: 110.11.b.14.A (opinion)
text suggestions that can
be used for research and Participate in shared research and writing
writing projects. Units 4, 5, projects (e.g., explore a number of "how-
to" books on a given topic and use them to
and 7 explore this write a sequence of instructions).
standard more closely. TEKS: 110.11.b.15, TEKS: 110.11.b.14.A (opinion)
CCSS.ELA.LITERACY.W.K.8. With guidance and support This standard is interwoven
from adults, recall information from experiences or
gather information from provided sources to answer a
into each unit as we
question.
TEKS: 110.11.b.14.A
brainstorm ideas based on
shared experiences and
With guidance and support from adults, recall information informational texts.
from experiences or gather information from provided
sources to answer a question.
TEKS: 110.11.b.14.A
Production and Distribution of Writing:
Each unit guides and supports speaking and CCSS.ELA.LITERACY.W.K.6
listening standards. The goal of each piece of CCSS.ELA-LITERACY.W.1.6
writing is to make the meaning clear. Students Research to Build and Present Knowledge:
CCSS.ELA.LITERACY.W.K.8.
add details and depth of meaning to their CCSS.ELA-LITERACY.W.1.8
writing through peer conversations and teacher Print Concepts:
conferences. CCSS.ELA.LITERACY.RFS.K.1
CCSS.ELA-LITERACY.RF.1.1
These skills are embedded in each Phonological Awareness:

lesson and strengthened during shared CCSS.ELA.LITERACY.RFS.K.2
and interactive writing activities. Phonics and Word Recognition:
Students use an editing checklist and CCSS.ELA.LITERACY.RFS.K.3
peer conferences to reinforce these
Comprehension and Collaboration:
skills CCSS.ELA.LITERACY.SL.K.1
CCSS.ELA.LITERACY.SL.K.2
CCSS.ELA-LITERACY.SL.1.1
Presentation of Knowledge and Ideas:

CCSS.ELA.LITERACY.SL.1.4
Conventions of Standard English:

CCSS.ELA.LITERACY.L.K.1
CCSS.ELA.LITERACY.L.K.2
CCSS.ELA.LITERACY.L.1.1
CCSS.ELA.LITERACY.L.1.2
Guiding Kinders &
Guiding Firsties Math
Detailed
Vocabulary Extension
Lesson
Activities
Plans
Coming
Fluency Summer of
Anchor 2016… ALL of
the math
Charts assessments
will be also
available on
ESGI
Hands on
Learning!
Kindergarten First Grade

Extend the Learning!
Stations, Journals, Homework
Counting and Cardinality K.CC
A. Know number names and the count sequence.
CCSS Guiding Kinders-Big

Idea
1. Count to 100 by ones and by tens. Unit 1, Unit 7
2. Count forward beginning from a given number within the known sequence (instead of having Unit 7
to begin at 1).
3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with Unit 1, Unit 2, Unit 3
0 representing a count of no objects).
B. Count to tell the number of objects.

Idea
4. Understand the relationship between numbers and quantities; connect counting to cardinality. Unit 1, Unit 2, Unit 3,
a. When counting objects, say the number names in the standard order, pairing each object with Unit 4, Unit 6
one and only one number name and each number name with one and only one object.
b. Understand that the last number name said tells the number of objects counted. The number Unit 2, Unit 3, Unit 4,
of objects is the same regardless of their arrangement or the order in which they were counted. Unit 6
c. Understand that each successive number name refers to a quantity that is one larger. Unit 2, Unit 3, Unit 4
5. Count to answer “how many?” questions about as many as 20 things arranged in a line, a Unit 1, Unit 2, Unit 3,
rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a Unit 6
number from 1–20, count out that many objects.
Counting and Cardinality K.CC
C. Compare numbers.
Idea
6. Identify whether the number of objects in one group is greater than, less than, or equal to Unit 2, Unit 5, Unit 9
the number of objects in another group, e.g., by using matching and counting strategies. 1
1Include groups with up to ten objects.
7. Compare two numbers between 1 and 10 presented as written numerals. Unit 2, Unit 9
Operations and Algebraic Thinking K.OA

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking
from.
Idea
1. Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds Unit 3, Unit 4, Unit 6,
(e.g., claps), acting out situations, verbal explanations, expressions, or equations. Unit 8
2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using Unit 3, Unit 4, Unit 5,
objects or drawings to represent the problem. Unit 6, Unit 7
3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using Unit 2, Unit 3, Unit 8
objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3
and 5 = 4 + 1).
4. For any number from 1 to 9, find the number that makes 10 when added to the given number, Unit 6, Unit 8, Unit 9,
e.g., by using objects or drawings, and record the answer with a drawing or equation. Unit 10
5. Fluently add and subtract within 5. Unit 6, Unit 8, Unit9,

Unit 10
2Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the
Standards.)
Number and Operations in Base Ten K.NBT
Work with numbers 11–19 to gain foundations for place value.
Idea
1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by Unit 3 (intro), Unit 7
using objects or drawings, and record each composition or decomposition by a drawing or
equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one,
two, three, four, five, six, seven, eight, or nine ones.
Measurement and Data K.MD

A. Describe and compare measurable attributes.

Idea
1. Describe measurable attributes of objects, such as length or weight. Describe several Unit 5, Unit 8, Unit 9,
measurable attributes of a single object.
2. Directly compare two objects with a measurable attribute in common, to see which object has Unit 2, Unit 5, Unit 8
“more of”/“less of” the attribute, and describe the difference. For example, directly compare
the heights of two children and describe one child as taller/shorter.
B. Classify objects and count the number of objects in each category.

Idea
3. Classify objects into given categories; count the numbers of objects in each category and Unit 1, Unit 5
sort the categories by count.3
3Limit category counts to be less than or equal to 10.
Geometry K.G
A. Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders,
and spheres).
Idea
1. Describe objects in the environment using names of shapes, and describe the relative Unit 1, Unit 8
positions of these objects using terms such as above, below, beside, in front of, behind, and
next to.
2. Correctly name shapes regardless of their orientations or overall size. Unit 1. Unit 8
3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Unit 1, Unit 8
B. Analyze, compare, create, and compose shapes.
Idea
4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, Unit 1, Unit 8
using informal language to describe their similarities, differences, parts (e.g., number of sides
and vertices/“corners”) and other attributes (e.g., having sides of equal length).
5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) Unit 1, Unit 8
and drawing shapes.
6. Compose simple shapes to form larger shapes. For example, “Can you join these two Unit 8
triangles with full sides touching to make a rectangle?”
Unit 10 contains assessment

and reteaching resources for
each CCSS.
Operations and Algebraic Thinking 1.OA.
CCSS Guiding
Firsties-Big
Idea
Represent and solve problems involving addition and subtraction Unit 1
1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking Unit 2
from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using Unit 6
objects, drawings, and equations with a symbol for the unknown number to represent the problem.1 Unit 9
2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal Unit 7
to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to Unit 9
represent the problem.
Understand and apply properties of operations and the relationship between addition and subtraction Unit 3
3. Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, Unit 6
then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two Unit 9
numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
4. Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the Unit 6
number that makes 10 when added to 8. Unit 9
Add and subtract within 20 Unit 1, Unit 2,
5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Unit 6, Unit 7
6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use Unit 1
strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a Unit 2
number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and Unit 6
subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or Unit 7
known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Unit 9
Work with addition and subtraction equations Unit 9
7. Understand the meaning of the equal sign, and determine if equations involving addition and
subtraction are true or false. For example, which of the following equations are true and which are
false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
8. Determine the unknown whole number in an addition or subtraction equation relating three whole Unit 6
numbers. For example, determine the unknown number that makes the equation true in each of the Unit 9
equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.
Number and Operations in Base Ten 1.NBT
CCSS Guiding Firsties-
Big Idea
Extend the counting sequence. Unit 3
1 Count to 120, starting at any number less than 120. In this range, read and write numerals and
represent a number of objects with a written numeral.
Understand place value Unit 3
2. Understand that the two digits of a two-digit number represent amounts of tens and ones.
Understand the following as special cases:
1.NBT.B.2.A
10 can be thought of as a bundle of ten ones — called a "ten."
1.NBT.B.2.B
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight,
or nine ones.
1.NBT.B.2.C
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight,
or nine tens (and 0 ones).
Use place value understanding and properties of operations to add and subtract Unit 3
3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the Unit 7
results of comparisons with the symbols >, =, and <.
4. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit Unit 7, Unit 9
number and a multiple of 10, using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between addition and subtraction; relate the
strategy to a written method and explain the reasoning used. Understand that in adding two-digit
numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to Unit 7
count; explain the reasoning used.
6.Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero Unit 3
differences), using concrete models or drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction; relate the strategy to a
written method and explain the reasoning used.
Measurement and Data 1.MD
CCSS Guiding Firsties-Big Idea
1. Order three objects by length; compare the lengths of two objects indirectly by using a Unit 4
third object. Unit 8
2. Express the length of an object as a whole number of length units, by laying multiple copies Unit 4
of a shorter object (the length unit) end to end; understand that the length measurement of Unit 8
an object is the number of same-size length units that span it with no gaps or overlaps. Limit
to contexts where the object being measured is spanned by a whole number of length units
with no gaps or overlaps.
3. Tell and write time in hours and half-hours using analog and digital clocks. Unit 4
Unit 8
CCSS Guiding Firsties-Big

Idea
4. Organize, represent, and interpret data with up to three categories; ask and answer Unit 4
questions about the total number of data points, how many in each category, and how many Unit 8
more or less are in one category than in another.
Geometry 1.G
A. Reason with shapes and their attributes.
CCSS Guiding Firsties-Big

Idea
1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus Unit 5
non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess Unit 8
defining attributes.
2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, Unit 5
and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right Unit 8
circular cones, and right circular cylinders) to create a composite shape, and compose new
shapes from the composite shape.1
3. Partition circles and rectangles into two and four equal shares, describe the shares using Unit 5
the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter Unit 8
of. Describe the whole as two of, or four of the shares. Understand for these examples that
decomposing into more equal shares creates smaller shares.
Unit 10- Review of all skills

Math Tool Kits
The Math Tool Kit is a way to organize your student materials such as work mats and math talk cards. You will
find that some mats and talk cards will be used again in lessons. You may also want these to be available to
students as the solve other math in stations or during math intervention groups.
By having all of
your math tools
available in one
place you can
quickly hand out
materials in seconds!
You may wish to number the tool kits and assign specific partners to be responsible for keep the contents
complete. One tool kit = 2 students
Q: What do you put in your math tool kits?
A:
FAQ’s
I put all of the math work mats and math talk cards from our Guiding Kinders (Guiding Firsties( math units. YOU would put the
math work mats and materials from whatever math program you use. Additionally, I added a Expo Marker and 100’s chart.
Q: Why do you number the kits?
A: This teaches the students to be responsible for their kit. If I have a student who is particular hard on their materials, I can
quickly address without having to repair 4-5 math kits.
Q: How often do you swap out the materials?
A: Hardly EVER! I made the tool kits one summer and it had all of the work mats and math talk cards we would need for the
WHOLE YEAR! Occasionally we need additional materials (manipulatives or a spinner.) I slide these in the math tool kit on the first
lesson we need them then remove them when we no longer need it. This is a MASSIVE time saver.
A zippered pouch will hold the math

talk cards, smaller pieces, and dry
erase maker.
The math mats are laminated and

placed in numerical order in the
binder. I labeled each item in the
binder with the kit number. This will
be helpful if the materials get
separated from the kit.
Math Tool
Kit
Math Tool
Kit
Math Tool
Kit
Math Tool
Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool
Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
2016 Jump and Wills
Guiding Kinders
Math
Tool Kits
Math Tool Kit
8
Math Tool Kit

7
Math Tool Kit

5 6
Math Tool Kit

Math Tool Kit
4
Math Tool Kit

3
Math Tool Kit
2
1 Math Tool Kit
Math Tool Kit
9 10 11 12 13 14 15 16
1 kit for 2 students
Math Tool Kit

Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
2016 Jump and Wills
Guiding Firsties
Math
Tool Kits
Math Tool Kit
8
Math Tool Kit

7
Math Tool Kit

5 6
Math Tool Kit

Math Tool Kit
4
Math Tool Kit
3
2 Math Tool Kit
Math Tool Kit
1
Math Tool Kit
9 10 11 12 13 14 15 16
Math Tool Kit

Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Calendar
Building Skills
Over 180 days of daily
guided ELA and MATH
practice!
Calendar
Building Skills
Daily ELA and MATH
activities that build in
complexity.
Watch a day’s lesson in

Deedee’s Kindergarten
Classroom.
Fast! Every student

participates! Student
led!
IF YOU WANT THE OLD BINDER SPINES, CLICK HERE TO DOWNLOAD THEM FROM GOOGLE DOCS
Kindergarten units- Note: these just list the big ideas.
Unit 5 Math Measurement,

Data, Geometry
Unit 4 Math Addition

& Subtraction
Unit 3 Math Making 10, Counting to 15,

Story Problems
Unit 2 Math Decomposing Numbers,

Measurement
Unit 1 Math Shapes, Sorting

& Counting
Kindergarten units- Note: these just list the big ideas.
Unit 10
Math Assessments, Data Tracking,
Student Practice
Unit 9.5 Math Coins, patterns, Time
Unit 9 Math Comparing Objects & Numerals,

Addition & Subtraction
Unit 8 Math Measurement, Geometry,

Unit 7 Math Place Value,

Word Problems
Unit 6 Math Addition &

Subtraction
First Grade units- Note: these just list the big ideas.
Unit 5 Math Geometry
Unit 4 Math Measurement, Time,

analyzing Data
Unit 3 Math Composing & Decomposing

Numbers, Comparing Numbers
Unit 2 Math Addition & Subtraction, Word

Problems, Unknown Addend
Unit 1 Math Addition & Subtraction

First Grade units- Note: these just list the big ideas.
Unit 10 Math Assessments, Data Tracking,

Student Practice
Unit 9 Math Advanced

Unit 8 Math Measurement,

Geometry, Data
Unit 7
Math Addition & subtraction
using three numbers
Unit 6 Math Addition & Subtraction,

Unknown numbers
Leveled Text
Guided Reading
2 Day
Detailed
Binder Word
Lesson
Work
Organization Plans
Leveled Text
Fiction & Running
Information Records Guided
al Text Writing
Leveled Text
Guided Reading
Q: How do you determine the levels?
A: We have based our leveling system using the guidelines established by Fountas and Pinnell.
Q: How high do the levels go?
FREE!!!
A: We have written levels to I. The bundles contain levels AA-G
Q: Can I get a FREE sample set?
A: Yes! You can find a sample in THIS blog post.
Click on the covers to

see the sets.
AA-Set 1
Book Word Work Sentence Work

Pet Store Clapping Syllables I see the cat.
words with one or two syllables
My Clothes Initial sound I like my coat.

Picture Sort
Bb, Kk
Forest Animals Rhyming Words Here is a fox.
The Zoo Clapping Syllables I see a lion.
words with two or three syllables
My Toys Initial sound I like my robot.

Picture Sort
Dd, Rr
We Swim Rhyming Words I can swim.
AA-Set 2
The Desert Clapping Syllables Here is the snake.
words with one or two syllables
Bedtime Initial sound I like my bear.

Picture Sort
Gg, Tt
In the Ocean Rhyming Words This is a whale.
Fruit Clapping Syllables I see the lemon..
words with two or three syllables
Animal Friends Initial sound I like my dog.

Picture Sort
Jj, Vv
We Fly Rhyming Words I can fly.
A-Set 1
My School see I see my pencil.
sound boxes: no, go, so
Recess Time! like I like to jump.

making words: hop, top, cop
My Lunch here Here is my milk.
beginning sounds: l, r, t
Cats the The cat is playing.
making words:
cat, bat, fat, sat
Elephants look Look at her baby.
sound boxes:
at, am an
It is Here is The football is here.
beginning sounds:
b, m, s
A-Set 2
In My Community am I am a student.
sound boxes: it, if, in
We Like School we We like to learn.
making words: ham, ram, yam, Sam
Errands! to Let’s go to school.
beginning sounds: w m, h
Jump can A frog can jump.
making words: wet, yet, get, vet
Look at It Go! go Look at the car go!
sound boxes: up, us, ug*
What Goes Up? up Balloons can go up.
beginning sounds: q, y, g
B-Set 1

With My Friends my My friends like to play.
sound boxes: me, on, up
Let’s Make a Cake in Put the cake in the oven.
making words: hit, kit, fit, sit
Do You? do Do you like to swim?
beginning sounds: c, f, h
Animal Bodies has The snail has a shell.
making words: bug, mug, jug, rug
Food Groups and Here are the grapes and apples.
sound boxes: we, in, us
Ears it It is a dog’s ear.
beginning sounds:: d, n, p
B-Set 2
Ready for Rain on I put on my socks.
sound boxes: he, be, me
Shapes he He has 5 red shapes.
making words: dog, hog, jog, log, fog
Show and Tell got I got a truck for school.
beginning sounds: f, n, j
Smaller Than Me me The bug is smaller than me.
making words: can, fan, man, ran
How Will They Move? will This dog will move by running.
sound boxes: he, we, be
At the Beach at I saw shells at the beach.
beginning sounds:: k, p, w
C-Set 1

Get Off! get I told my cat to get off my bed.
sound boxes: mat hop vet bed
Will You Play With Me? play What do you like to play?
making words: hop, mop, map, man,
men, met
Carnival come Come to my house and we can
short vowel sounds o, a, e play.
How Many Legs? have Dogs and cats have four legs.
making words: jog, dog, dig, dug, rug,
run,
Shape Count here Here are the grapes and apples.
sound boxes: tan, pot, fed, fun
Wild or Not? are It is a dog’s ear.
short vowel sounds i, u, a
C-Set 2
How Will They Get There? will I will ride my bike to school.
sound boxes: bug, ham, fit, net
Bedtime Snack said He said he wants a snack.
making words: bag, bug, rug, run,
ran, van
I Like to Share of Do you want some of my cookies?
short vowel sounds: e, a, u
Dogs did Did you see the big dog?
making words: fin, fit, fat, hat, hot,
hop
Mothers she She is a mother to a baby rabbit.
sound boxes: hog, bun, fan, met
Tools We Use for A shovel is used for digging.
short vowel sounds: i, u, e
D-Set 1

Camping saw I saw a duck swimming on a pond.
Shopping for Shirts this This shirt has a monkey on it.
making words: hit, kit, fit, sit
The Lost Hat that That is not my hat. My hat is green.
beginning sounds: c, f, h
What Am I? what What am I? I am a cheetah.
making words: bug, mug, jug, rug
Night Animals when When the sun goes down, I go to
sound boxes: we, in, us bed.
Animal Babies with The baby is with her mom.
beginning sounds: d, n, p
D-Set 2
The Farm all All of the pigs were in the mud.
Things to Do down I will write down our list.
making words: such, much, mush,
rush, rash
The Zoo where Where is the zebra cage at the
ending digraphs: ch, sh zoo?
Animal Groups they Wolves live in groups. They are
making words: moth, both, bath, called packs.
bash, bush
Things Change was This phone was from a long time
sound boxes: path, bath, math, moth ago.
Water Animals went The alligator went in the water.
ending digraphs: ch, sh, th
E-Set 1
Get Down! get I wanted to get my ball out of the
sound boxes: crab, slip, grab, spot, step mud.
The Three Little Pigs out This house is made out of sticks.
making words: rim, brim, trim, trip, trap,
strap
What’s for Dinner? went I want tacos for dinner.
beginning blends: fl, br
Caring for Dogs give, gives, giving I will give my dog a bone.
making words: plum, drum, drug, snug,
snag
Flying over The plane is flying over the hills.
sound boxes: swim, stop, drop, grin,
flap
Making Vegetable Soup then Then I put carrots in the soup.
beginning blends: sm, st, sl
E-Set 2
Loose Tooth her She wanted her tooth to fall out.
sound boxes: brag, grab, trip, trap, trot
Weekends! day On a school day, I wake up early.
making words: slip, slop, sloth, slosh,
slash
Something New new Kiwi was new for Felix.
beginning blends: gr, pr, dr
Your Bony give, gives, giving Your bones help you to run.
making words: crib, crag, crash, trash,
cash
Where Does It Come From? from Milk can come from a cow.
sound boxes: clap, slip, flag, flop, flip
Fruit Blossoms were These apples were blossoms.
beginning blends: cl, bl, gl
F-Set 1
Book Word Work Responding to the text
Fish for Dinner frequent words: were, could
sound boxes: melt, kept, sing, pond, hung
Goldilocks and the Three Bears frequent words: their, little, went
ending blends: st, nk
What’s Are You Making? frequent words: just, what
making words: tank, bank, bend, lend, mend,
mind
What Do They Eat? frequent words: they, also
sound boxes: mask, film, lend, lost, husk
Our Five Senses frequent words: around, over
ending blends: nd, mp
Sunflowers frequent words: now, will
making words: camp, damp, dump, dust, dusk,
desk
F-Set 2
Dad’s Busy Day frequent words: goes, busy
sound sort:: ar, or
Chicken Little frequent words: little, together
making words: car, cart, card, cord, corn,
horn
Backyard Camping frequent words: their, afraid
sound boxes: barn, yard, star, scar
Animals at Work frequent words: some, people
sound sort: ng, ck
Spiders frequent words: their, made/make
sound boxes: bang, long, song, thing
Rocks All Around frequent words: around, these
making words: rock, lock, lick, luck, duck, deck,
neck
G-Set 1
Select a high frequency word from the text or one from your own school word list.

Little Red Hen sound boxes: plump, stomp, stash, swish
The Lemonade Stand making words: silent e – cap/cape,

man/mane, rat/rate
New at the Pond word sorts: silent e rule
Then and Now making words: silent e – slid/slide, rid/ride,
shin/shine
Life Cycle of a Sea Turtle sound boxes: crash, crust, crisp, chomp
Animals That Swim word sorts: silent e rule
G-Set 2

City Mouse and Country Mouse sound boxes: clamp, stamp, crush, fresh
Lunch On My Own making words: silent e – mad, made, fad,

fate, rate, rake, shake
Road Trip word sorts: short/long vowels
Amazing Bats making words: cut, cute, cube, tube, tune,
tone, bone, stone
Wonderful Water sound boxes: brush, trash, twist, broth
Eating Plants word sorts: short/long vowels

H-Set 1

Which Bowl is Mine? making words analogy charts: ow
Sugar and Spice making words analogy charts: ay

Stella the Monkey making words analogy charts: oa
How to Care for a Pet making words analogy charts: oo
All About Chipmunks making words analogy charts: ou
Astronomers making words analogy charts: igh
I-Set 1

Mena Plays Soccer making words analogy charts: aw
The Shopping Trip making words analogy charts: ew
The Sleepover making words analogy charts: oi
Sleepovers making words analogy charts: oy
What’s the Weather? making words analogy charts: ai
The Zoo making words analogy charts: ar

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Curriculum

May 2018 edition

Writers Binder spines

Have a wonderful year!

Using Additional Resources*

Using Additional Resources*

Using Additional Resources*

Mar Apr May Jun

Mar Apr May Jun

Q: Why are their two editions of Engaging Readers

You can find all the Engaging

Click on the Covers to find

Prediction: Read until you get to the end

Lilly to show everyone

*Note this link was active when this

Read Aloud: Read the story again. Focus on retell. Teacher

Vocabulary Work: p. 11 fiercely “Look,” Lilly whispered fiercely”

for journal Individual

Interactive Writing: Share the pen as you construct a

Vocabulary Work: furious Reread p. 15 The author said that

Read Aloud: INFER: Readers use the clues in the story to

Interactive Writing: Share the pen as you construct a

Phonemic Awareness: Oral language.

Opinion Writing: This can be done as an interactive

Readers make predictions as they read. Lilly keeps

Was my prediction correct or

Write about what happened in the text.

Was my prediction correct or

Lilly’s Purple Plastic Purse

Lilly’s Purple Plastic Purse

Lilly’s Purple Plastic Purse

Lilly’s Purple Plastic Purse

Lilly’s Purple Plastic Purse

Lilly’s Purple Plastic Purse

disturbing the class

One day her grammy gave her a

Lilly kept disturbing her class

I can retell the story I can retell the story

Write the Word Draw a Picture Draw a picture of the

Middle of the story

Beginning of the story Evidence from the text

Middle of the story Evidence from the text

Do you think Lilly learned anything from this experience?

What do you know

Readers use the clues in the story to help them understand

Readers use the clues in the story to help them understand

Lilly’s Purple Plastic Purse

Lilly’s Purple Plastic Purse

Lilly’s Purple Plastic Purse

Lilly’s Purple Plastic Purse

Lilly’s Purple Plastic Purse

Lilly’s Purple Plastic Purse

Write about your favorite part of the story.

Lilly’s Purple Plastic Purse

Write about your favorite part of the story.

Lilly’s Purple Plastic Purse

Write about your favorite part of the story.

Lilly’s Purple Plastic Purse

Write about your favorite part of the story.

Lilly’s Purple Plastic Purse

Write about your favorite part of the story.

2. Lilly loved school and her teacher, Mr.

2. Lilly loved school and her teacher, Mr.

Unit 6: Personal Narratives Unit 7: Fictional Writing Unit 8: Looking Back,