Objectives

activities/ Materials/ resources

when taught

Objective 1:      Students will experience various activities using environmental print.

Label classroom completely with words and pictures.  Take digital    pictures of toys and provide labels to go with them.  A:1

Make an environmental word wall with words from items at home.  A:1

Place phone books in dramatic play area.  A:1

Make a class book of “Words We Know” using store flyers, magazines, etc.  A:1

Make a classroom newspaper from the newspaper finding known words.  A:1

Objective 2:      Students will grow in understanding that print and pictures carry meaning.

Objective 3:      Students will be able to recognize the difference between words and letters.

Objective 4:      Students will experience word play through rhyming, alliteration, finger plays, and language games. 

Objective 5:      Students will demonstrate the ability to recognize some capital and lower case letters of the alphabet, especially those in their name.

Objective 6:      Students will grow in knowledge of beginning sounds of words using familiar words, names, etc.

Objective 7:      Students will orally manipulate phonemes in word play involving letter substitution to form new words.

When reading rhyming books or fingerplays leave out the last rhyming word for the children to replace in chorus.  A:7

Have students clap when they hear words that rhyme and ask them to identify the words.  A:7

Objective 8:      Students will identify words that have the same beginning sound.

Give each student their name and picture on a laminated card to be used at the writing center and other appropriate places in the room.  A:8

Students use their name card to sign-in as they arrive at school.  A:8

Have students sort classmates’ names alphabetically and place accordingly.  A:8

Objective 9:      Students will begin to develop the ability to hear and identify isolated consonants in words.

Have a box for each letter of the alphabet containing items that start with that letter.  List the words on the board or chart paper.  A:9

Use a morning message to identify letters in the message.  A:9

Integrate letter identification in appropriate activities for units. ie:  All About Me – Paint M’s. A:9

Objective 10:    Students will engage in activities involving blending sounds orally to form words.

Have students participate in decoding activities using “Morning Messages,” class letters, and environmental print. A:10

Objectives

activities/ Materials/ resources

when taught

Objective 1:      Students will make predictions based on the cover, title, and pictures in a book.

Objective 2:      Students will develop the ability to connect text to prior knowledge and personal experiences.

Objective 3:      Using pictures, text, and prior knowledge, students will be able to make predictions about what will happen next in a reading selection or Bible story.

Objective 4:      Students will participate in shared/independent reading of familiar, predictable text and Bible stories.

Objective 5:      Students will recognize separable and repeating sounds in spoken language.

Objective 6:      Students will be able to demonstrate left to right and top to bottom progression.

Objective 7:      Students will understand that a group of letters is a word.

Objective 8:    Students will be able to identify the parts of a book (ie: cover, beginning, ending, etc.).

Objectives

activities/ Materials/ resources

when taught

Objective 1:      Students will be able to retell information from a reading selection or Bible story using drama, retelling, or dictation.

Objective 2:      Students will be able to respond to simple questions about reading selections.

Objective 3:      Students will demonstrate understanding of literal meaning of stories by making comments.

Objective 4:      Students will begin to compare and contrast a variety of literary works including the Bible.

OBjectives

activities/ Materials/ resources

when taught

Objective 1:      Students will begin to identify the use of different text forms such as magazines, notes, lists, letters, the Bible, and storybooks.

Objective 2:      Using play experiences, students will be able to portray characters, settings, and events in stories. 

Prepare props from a Bible story or children’s literature piece and place them in the dramatic play area for children to re-enact the story. A: 2

Objectives

activities/ Materials/ resources

when taught

Objective 1:      Students will show independent interest in reading-related activities.

Have children re-visit a book at the classroom listening center or using individual tape players.  B:1

Develop class books to provide extra reading interest in the classroom.  B:1

Provide a class “pet” to go along with a book or Bible story and journal to go home with children.  B:1

Objective 2:      Using play experiences and classroom activities, students will be able to interpret and expand on a variety of literary works.

Extend children’s literature pieces by making class books of children’s versions of the story.  B:2

Provide family reading events to promote reading enjoyment.  B2

Expand on classroom literature by providing activities to explore books that address other curricular areas (ie:  art, math, science, social studies, etc.)  B:2

OBjectives

activities/ Materials/ resources

when taught

Objective 1:     Students will be able to write their first name using upper and lower case letters appropriately.

Prepare student journal for each unit of study.  A:1

Objective 2:     Students will be able to write some upper and lower case letters appropriately.

Prepare trays of sand, rice, or sawdust for students to trace letters or their name.  A:2

Objective 3:     Students will use a variety of writing materials to represent written language.

Objectives

activities/ Materials/ resources

when taught

Objective 1:      Students will represent stories through pictures, dictation, approximation of letters and play experiences.

Objective 2:      Students will represent parts of the Bible through pictures, dramatization, dictation and play experiences.

Objectives

activities/ Materials/ resources

when taught

Objective 1:      Students will use a variety of materials and play experiences to convey meaning and information.

Provide writing materials in all center areas to enhance play.  C:1

Objectives

activities/ Materials/ resources

when taught

Objective 1:      Students will listen with understanding and respond to directions, conversations, and play experiences.

“Spin a Yarn” stories:  Use a piece of yarn to start a story as you wrap it around your finger.  When you come to the end of the yarn pass it to the next child to pick up where you left off until everyone has had a chance to participate.  A:1

OBjectives

activities/ Materials/ resources

when taught

Objective 1:      Students will communicate needs, ideas, and thoughts using a complete sentence through questioning, responding and play experiences.

Objective 2:      Students will explore communicating past experiences with more accurate detail.

Objective 3:      Students will use mature vocabulary to communicate needs, ideas, and thoughts.

Objective 4:      Students will use their communication skills to positively interact with others and resolve conflict.

Objectives

activities/ Materials/ resources

when taught

Objective 1:      Students will seek answers to questions using play and active exploration.

Objective 2:      Students will seek understanding of God’s word using play and active exploration.

OBjectives

activities/ Materials/ resources

when taught

Objective 1:      Students will use prior knowledge to relate to new information.

Objective 2:      Students will relate what is heard in books or classroom discussions (including Bible lessons) to personal experiences.

Objectives

activities/ Materials/ resources

when taught

Objective 1:      Students will communicate information and their faith to others using a variety of materials, settings, classroom activities, and play experiences.

Objective 2:      Students will grow in their ability to focus when communicating ideas.

Objectives

activities/ Materials/ resources

when taught

Objective 1:  Demonstrate phonological awareness (e.g. counting syllables, hearing rhyme, alliteration, onset and rime) of sounds and words.

Phonemic Awareness: The Skills That They Need to Help Them Succeed! (Kindergarten Version) Michael Heggerty, Ed.D.

Sorting pictures or items for rhyming, beginning, middle, and ending sounds (picture cards, worksheets, actual items, theme related items)

Make cards with rhyming words.  Children select pair of cards that rhyme.

Use picture rhyming cards as tic tac toe game with two teams needing to find the card to participate in the game.

Give a word and go down the letters of the alphabet trying to make real and nonsense words that rhyme with the word.

Read selections from a refrain in a story of a poem and have the children raise their hand when then hear two words that rhyme.

Give children a word of something in the classroom and ask them to rhyme it with a real or nonsense word.

Use pictures from a magazine or other source to make class alphabet cards.  They glue the pictures on to the card with the appropriate corresponding letter

Build words by taking apart the letters and placing them back together in the correct order.  Use their names to begin this activity.  Then use small three letter words in word families.

Daily Lessons for All Year

Objective 2: Demonstrate phonemic awareness by blending or segmenting phonemes in a one-syllable word. 

Phonemic Awareness: The Skills That They Need to Help Them Succeed! (Kindergarten Version) Michael Heggerty, Ed.D.

Daily Lessons for All Year

Objective 3:  Demonstrate alphabet knowledge (i.e. recognizes letters, their most common sounds, and alphabetical order).

Phonemic Awareness: The Skills That They Need to Help Them Succeed! (Kindergarten Version) Michael Heggerty, Ed.D.

Use letter cookie cutters in playdough area or make cookies using cookie cutters. Encourage children to spell the letters in their name, or other words using the cookies or dough they’ve cut.

Use magnetic letters in centers.

Alphabet puzzles with letters and/or pictures.

Alphabet beanbag toss. Toss a beanbag onto a letter and child may give a word that begins with that letter. Or use beanbags with letters on them and toss to child. They may give a word that begins with this letter. (substitute boxes, balls, yarn balls for bean bags)

Letter Switch Game: Put alphabet cards in order. One child switches two letters and another child may put them back in the correct order.

Shadow letters and words: Put letters on an overhead projector have children trace onto paper on a wall. They can trace letters, words, names. They can decorate the word when finished by coloring, painting, using glitter, and/or cutting them out.

Match upper and lower case letters using letters written on mother and baby animals- such as match the mother dinosaur with the baby, or the baby with an egg. One has capital letter, one has lower case letter.

Play tic tac toe with lower case letters.  Children play on two teams. Someone from each team comes up and chooses a letter they know.

Children pull a letter from a bag and think of an item in the room or in a book that begins with that letter.  Children pull a picture from a bag and match it with a sound/letter

Sort pictures by their sound.

Play letter bingo

Show the children pictures.  Ask if the picture begins with a particular sound, such as S.  If the picture does they put their hand on their head.  If it doesn’t they keep their hand down.

Play I spy games where you look for something that begins with a particular letter.

Daily Lessons for All Year

Objective 4:  Use knowledge of letter-sound correspondences to orally read age-appropriate material.

Phonemic Awareness: The Skills That They Need to Help Them Succeed! (Kindergarten Version) Michael Heggerty, Ed.D.

Morning message/Kindergarten News. (Students may dictate a message. Then teacher models writing. Children can highlight, underline, point out specific words, letters, sounds, phonemes, high frequency words, endings, punctuation, capital letters, etc. This message can be posted in your writing or reading center so children can practice through play and duplicate skills that have been introduced.)

Daily Lesson for All Year

Objective 5:  Understand that pictures and symbols have meaning and that print carries a message.

Use classroom labels, signs, lists, schedules.

Morning message/Kindergarten News. (Students may dictate a message. Then teacher models writing. Children can highlight, underline, point out specific words, letters, sounds, phonemes, high frequency words, endings, punctuation, capital letters, etc. This message can be posted in your writing or reading center so children can practice through play and duplicate skills that have been introduced.)

Objective 6: Begin to use letter-sound knowledge to decode simple words.

Morning message/Kindergarten News. (Students may dictate a message. Then teacher models writing. Children can highlight, underline, point out specific words, letters, sounds, phonemes, high frequency words, endings, punctuation, capital letters, etc. This message can be posted in your writing or reading center so children can practice through play and duplicate skills that have been introduced.)

Use a word wall for high frequency words. Have a word bank where children can use their words in messages.

Objective 7:  Apply knowledge of word families to decode new words.

Draw house and put family name (word ending) in the roof and put words of that family in bottom portion of the house. Post an example in the room of each family.

70 Wonderful Word Family Poems compiled by Jennifer Wilen and Beth Handa. (from Scholastic)

Word Families: Reading Skills Card Games. By Liane B. Onish (Scholastic)

2^nd Quarter

Objectives

activities/ Materials/ resources

when taught

Objective 1:  Connect text to prior experiences and knowledge.

Morning message/Kindergarten News. (Students may dictate a message. Then teacher models writing. Children can highlight, underline, point out specific words, letters, sounds, phonemes, high frequency words, endings, punctuation, capital letters, etc. This message can be posted in your writing or reading center so children can practice through play and duplicate skills that have been introduced.)

“Before you read” activities: Examine cover, what do you notice about picture, characters, surroundings, what are characters doing, where might this take place, what do you think the story will be about, and why.

Objective 2:  Engage in shared/independent reading of familiar predictable text.

Echo reading

Using big books

Use finger or pointer to track text.

While reading, leave out parts of text and have children fill in missing parts.

Objective 3:  Make predictions based on cover, title, and pictures.

“Before you read” activities: Examine cover, what do you notice about picture, characters, surroundings, what are characters doing, where might this take place, what do you think the story will be about, and why.

“Read” to the class.  Child takes a book that they have been looking at and uses it to “tell” what he thinks the story is about.

Each child describes what may be happening in the story by looking at the pictures and describing the picture.

Children and teacher write their own story using pictures only of a book they haven’t read.

Teacher reads a story without showing the pictures and the children illustrate the book

Objective 4:  Demonstrate understanding of concepts about books (i.e. front and back, turning pages, knowing where a story starts, and viewing page on left before page on right).

Morning message/Kindergarten News. (Students may dictate a message. Then teacher models writing. Children can highlight, underline, point out specific words, letters, sounds, phonemes, high frequency words, endings, punctuation, capital letters, etc. This message can be posted in your writing or reading center so children can practice through play and duplicate skills that have been introduced.)

Read stories to children in large group setting and one on one.

Objective 5: Demonstrate understanding of concepts about print (i.e. words, letters, spacing between words, capital and lowercase, and left to right).

Morning message/Kindergarten News. (Students may dictate a message. Then teacher models writing. Children can highlight, underline, point out specific words, letters, sounds, phonemes, high frequency words, endings, punctuation, capital letters, etc. This message can be posted in your writing or reading center so children can practice through play and duplicate skills that have been introduced.)

Objective 6:  Begin to recognize high frequency sight words.

Morning message/Kindergarten News. (Students may dictate a message. Then teacher models writing. Children can highlight, underline, point out specific words, letters, sounds, phonemes, high frequency words, endings, punctuation, capital letters, etc. This message can be posted in your writing or reading center so children can practice through play and duplicate skills that have been introduced.)

Popcorn Words: Make a popcorn words wall. Add sight words that “pop up” often in writing and reading.

Write out poems, songs, finger-plays, and short stories and have children underline, highlight, and/or circle high frequency words.

Objectives

activities/ Materials/ resources

when taught

Objective 1:  Dramatize, retell, or dictate what has been learned from a story.

After reading encourage children to retell the story using the illustrations on each page.

Have children sequence events by asking questions (where, who, what, when)

After reading have children act out the stories, poems, songs, or finger-plays. (provide appropriate props)

Children act out story making props, signs etc.

Children use puppets to act out story.

Children draw pictures to show what they think may have happened next after the story finished.  Example (Where did Goldilocks go when she ran away from the bear’s cottage?  Did she tell her mother where she had been?)

Objective 2:  Demonstrate the understanding of the sequence of a story (beginning, middle, end).

Have children sequence events by asking questions (where, who, what, when)

Use Voyages religion curriculum “Chalk Talks” pages to sequence the story. Have children color, cut, and paste the story.

Children choose ending to a story from a list of possibilities

Class works together on three pictures that represent something that happened in the beginning of the story, the middle of the story, and the end of a story.

Children draw a mural to depict the story.

Children make a page of a class book to tell the story.

Objective 3:  Respond to simple questions about reading.

During reading and following ask questions in whole group, small group, and individually to assess comprehension.

Objective 4: Demonstrate understanding that different text forms are used for different purposes (i.e. magazines, notes, lists, letters, storybooks, and environmental print).

Model writing lists and notes for specific purposes.

Write thank you notes, invitations, lists of things.

In reading and writing centers, provide all forms of text: magazines, picture books, poetry, nursery rhymes, fiction, non-fiction.

Objective 5:  Compare/contrast a variety of literary works (i.e. fiction and non-fiction stories, poetry, and nursery rhymes).

In reading and writing centers, provide all forms of text: magazines, picture books, poetry, nursery rhymes, fiction, non-fiction.

Read and discuss a variety of literary works.

Children take a group of books of stories they know and divide them into two piles of book, real stories and not real stories.  Other divisions can be made.

OBjectives

activities/ Materials/ resources

when taught

Objective 1:  Identify a story’s characters, where it takes place, and what happens in the story.

While reading a story, ask questions to prompt students on characters, setting, and plot.

Make puppets of the stories characters

Design a set where the story can be acted out.

Objectives

activities/ Materials/ resources

when taught

Objective 1:  Show independent interest in and knowledge about books and reading. 

Offer library and listening centers as a free-choice center.

Provide incentives or incentive programs for reading.

Objective 2:  Distinguish between fiction and non-fiction.

Sort and classify stories as either fiction or non-fiction. Use hula-hoops on the rug for children to physically distinguish between fiction and non-fiction.

Organize your library shelf by fiction and non-fiction books.

Objective 3:  Comprehend and respond to fiction and non-fiction.

Have children identify why a book is fiction or non-fiction.

Ask factual and critical thinking questions in response to readings.

Objective 4:  Recognize narratives, informational texts, and rhymes.

Before and after reading have children look for clues to distinguish which type of text is being read.

OBjectives

activities/ Materials/ resources

when taught

Objective 1:  Write upper and lowercase letters.

Shadow letters and words: Put letters on an overhead projector have children trace onto paper on a wall. They can trace letters, words, names. They can decorate the word when finished by coloring, painting, using glitter, and/or cutting them out.

Practice writing in a variety of mediums such as finger-paint, pudding, shaving cream, and table salt.

Writing with a variety of tools, such as: markers, crayons, pencils, paint brushes, colored pencils, fingers, chalk, and dry erase.

Objective 2:  Write words based on how they sound, using initial consonants and some ending sounds.

Write “weekend news” each Monday. (have children draw a pictures and write a sentence about something they did over the weekend.)

Have children keep a journal. (with help at first, moving towards independence)

Children make signs for various items in the room, beginning by labeling them with the letter that begins the word. (post it notes can be used for this activity)