MSAD #55
English/Language
Arts
Reading
Skills A-D
Kindergarten
06-14-05
A. Students
will use the skills and strategies of the reading process to comprehend,
interpret, evaluate, and appreciate what they have read. Students will be able to:
1. Seek
out and enjoy experiences with books and other print materials.
q
a. Participate in shared book activities
with a group.
q
b. Sustain individual reading (DEAR) for
10 minutes.
q
c. Participate in RAH (Reading at Home)
weekly for 15 mins. per night.
q
d. Choose books appropriate to reading
level.
2. Demonstrate
an understanding that reading is a way to gain information about the world.
q
a. Match primary color words in context
(red, blue, yellow).
q
b. Identify Stop and Go
q
c. Read name tags of classmates.
q
d. Gain information from pictures.
q
e. Gain information from
environmental print.
3.
Make
and confirm predictions about what will be found in a text.
4. Recognize and use rereading as an aid to developing
fluency and to understanding appropriate material.
q
a. Look back in the book to check
illustration or print.
5.
Figure
out unknown words using a variety of strategies including rereading, context
clues, and knowledge of word structures and letter-sound relationships.
q
a. Recognize and produce initial sounds -
consonants.
q
b. Check illustrations.
6.
Recognize
and use clues within the text (sentence structure, word meanings), rereading,
and other strategies as aids in developing fluency and comprehension.
q
a. Have developed a sight word vocabulary
- I, see, a, can, go, to, like, me, Mom, Dad
q
b. Match a written word to a word in
context. (Find ___ this word in
the morning message.)
7.
Ask
questions and gives other
responses after listening to presentations by the teacher or classmates.
q
a. Ask relevant questions when
appropriate.
q
c. Explore an appropriate use of asking
and telling sentences.
B. Students will use reading, listening and viewing strategies to experience, understand, and appreciate literature and culture. Students will be able to:
1.
Understand
the basic plot of simple stories.
q
a. Participates in group retelling of a
story in sequence using: (Literacy Beach Ball)
Characters
Simple
setting
Beginning,
middle, end.
q
b. Tell favorite part of the story.
2.
Draw
logical conclusions about what will happen next or how things might have turned
out differently in a story.
q
a. Illustrate predictions
3.
Identify
differences and similarities in story elements (e.g. plot, setting, characters,
conflict resolution) in works from various cultures.
q
a. Participate in group story comparisons.
q
b. Participate in making group story maps.
4.
Distinguish
between fiction and nonfiction.
q
a. Explore the difference between real and
make believe (pretend).
C. Students will demonstrate an understanding of how words and images communicate. Students will be able to:
1.
Distinguish
between and make observations about formal and informal uses of English.
q
a. Greet individuals and groups
appropriately.
q
b. Understand turn taking in
conversations.
2.
Recognize
characteristic sounds and rhythms of language, including the relationship
between sounds and letters.
q
a. Recognize rhyming words.
q
b. Supply rhyming words in oral literacy
activities. (Phonological
Awareness Test.)
q
c. Recognize l00% of upper case letters.
q
d. Recognize at least 50% of the lower
case letters.
q
e. Help teacher spell simple words using
initial and final sounds.
3.
Make
valid observations about the use of words and visual symbols.
q
a. Recognize environmental print in the
classroom (e.g. name tags, posters, center signs.)
D. Students will apply reading, listening, and viewing strategies to informational texts across all areas of curriculum. Students will be able to:
1.
Understand
the main idea of simple expository information. (Weekly Reader.)
q
a. Retell information.
q
b. Illustrate information.
q
c. Dictate a sentence about what they have
learned.