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Comprehensive Literacy Plan
Grades K-3

Kindergarten

I.   Oral Language and Listening Skills

SKILLS

TEACHING INTERVENTIONS

ASSESSMENT

Students: Listen to and follow oral directions Games; i.e., Simon Says; Mother May I?
One-on-One Activities
Informal:
Teacher/Parent observation

Formal:
TOKEN TEST (Standardized test); Student behavior check list (BASC, Connors)

Students: Track print when listening to familiar story; Listen to the reading of print. Language experience activities; i.e., students "read" their own dictated stories; read aloud to students from both fiction and non-fiction print. Teacher observation; students discuss and respond to questions related to the reading; i.e., facts, predictions, details.
Students: Recite rhymes; sing songs; tell and re-tell stories. Teach nursery rhymes, poems and songs; provide opportunities for choral response, recitation, sharing of stories and experiences, group discussions, and play acting. Informal:
Teacher observation; criterion referenced checklist; i.e., articulation, eye contact; spontaneity, expression, vocabulary, interaction with peers.

*Skills Based Scope and Sequence Page 1, 1-6.

 IIReading Skills: Sound, Symbol, and Structure Awareness, Comprehension

SKILLS

TEACHING INTERVENTIONS

ASSESSMENT

 

Students:Students:Students:

Students:

Phonological Awareness:
(Auditory Skills)

Recognize separate words within a sentence.Recognize and produce rhyming words.Recognize syllables within wordsGive first sounds of words.

Blend phonemes. Put sounds together to make a word.

 Activities to identify and count words within sentences; word play activities.

Teachers present opportunities for students to recognize and produce rhyming words, both isolated words and within print materials; i.e. Dr. Seuss.

Teach word play activities: clap and tap syllables; Students show number of syllables with blocks.

Student names object shown in picture and gives first sound.

Play "secret language" games; i.e., "What word am I saying? /c/a/t/??"

 

Informal: Sawyers, TAAS, Foorman’s Assessment, YOPP-SINGER Phoneme Segmentation Test, STAHL.

Formal: TOPA (Test of Phonological Awareness, Torgeson), LAC (Lindamood Auditory Conceptualization) test.

 

Students:Students:Students:

Students:

Symbol Awareness:

Recognize and can name all the letters, upper and lower case.Recognize and name geometric shapes.Recognize and write their own names.

Read; i.e., recognize some sight words*

 

Teach letter names of alphabet.Teach Alphabet SongTeach geometric shapes and correct names.Multi-sensory name games; i.e., See/Trace/say; Draw; cut-out; art activities.

Give student the opportunity to read their own dictated stories; "Reads the Room;" Pattern books.

Informal:

Students can name randomly presented upper and lower case letters.Student names randomly presented shapes, i.e., circle, square, triangle.
Observation and collection of written samples for portfolios.

Students keep a personalized "dictionary" of words she/he can read.

*Skills Based Scope and Sequence Page 3, Skill 16

Students:

Students:

Print Awareness:

Establish directionality for both books and words.

Write letters and words.

 

Explicit instruction; i.e., "This is the front of the book." "When we read and write a word, we move from left to right."

Provide a prompt; i.e., à

Provide a print rich environment i.e., items in room labeled, class books, bulletin boards; student work displayed.

Informal:

Teacher observation; check list of skills related to directionality.

 

Students:

Students:

Structure Awareness

Understand how words, phrases, and sentences work

Begin to use book language.*

 

Creative language activities which build from single words to phrases to sentences.

Provide opportunities for students to identify author, illustrator, beginning and ending of stories.

Informal:

One-on-one dialogue with student. Maintain portfolio.

Teacher observation of student response, one-on-one dialogue.

 

Students:

Comprehension:

Understand that we get meaning from print.**

 

Reads and listens to simple storybooks, picture books; content area books; i.e., counting, social studies and literature books.

Uses library to choose books for pleasure and for teacher and parents to read to them.

 

Informal:

Students re-tell stories and illustrate stories; respond to comprehension questions; i.e., who, what, where, when, why, how.

 

* Skills Based Scope and Sequence Page 3, Skills 1-2. Page 4, Skills 3-7. **Page 4 and 5, Skills 1-7.

 III.  Vocabulary, Spelling Writing:

SKILLS

TEACHING INTERVENTIONS ASSESSMENT
 

Students:

Vocabulary:

Increase their word understanding through discussion and explanation.

 

Provide sources for vocabulary development; i.e., discussion, books, videos, other media; language games.

 

Informal:
Teacher observation.
Formal:
Language testing; oral vocabulary review.

 

Students:

Spelling:

Use sound symbol relationships to write words. This spelling improves phonemic awareness

 

Students share experiences; "write" responses to questions; use magnetic letters and other multi-sensory materials to record sound symbol relationships.

 

Informal:

Teacher dictates simple words. Students write first sounds accurately? Middle sounds? Last sounds? Teacher observation; do students use sound symbol relationship?

 

Students:

 

Students:

Writing:

Use correct letter formation when writing letters.

Compose a variety of stories

 

Teacher provides direct instruction in correct letter formation. Practice making letters with a variety of multisensory materials and tracing them using correct formation.

Teacher provides opportunity for students to dictate stories to adults.

 

Informal:

Observation and checklists of student’s use of correct letter formation.