Reading Standards: Foundational Skills, Print Concepts in Kindergarten

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Reading Standards: Foundational Skills, Print Concepts in Kindergarten by Mind Map: Reading Standards: Foundational Skills, Print Concepts in Kindergarten

1. Recognizes and names all upper and lowercase letters in the alphabet

1.1. Activity: Letter Match

1.2. Goal: To match upper and lowercase letters

1.3. Objective: Students will match uppercase letters with their lowercase counterpart.

1.4. Materials: Interlocking puzzle pieces for each letter of the alphabet. (Matching puzzle pieces will have matching picture icons for each. For example A is for apple. Upper and lowercase A's will each have an apple symbol.) Magnetic Alphabet letters and magnetic white board, with dry erase markers, environmental print at the children's eye level

1.5. Motivation I: Puzzle pieces will be designed in sports and car shapes to meet their interests. Independent small group instruction will be encouraged for students that are social and learn from others.

1.5.1. Motivation II: Creative learners will be attracted to the magnetic white board, markers and magnetic letters.

1.6. Method of Instruction I: Teacher will present letter match concept during a large group activity using magnetic letters on a magnetic board. The teacher will introduce and demonstrate the Letter Match activity to reinforce letter matching concept.

1.6.1. Method of Instruction II: Letter Match activity will be available for independent individual, or small group instruction. Magnetic letters and magnetic board will be available as an individual or group activity.

1.7. Method of Evaluation I: Informal Observation of child directed activities will determine if students are able to match corresponding upper and lowercase letters by interlocking puzzle pieces or by matching magnetic letters.

1.7.1. Method of Evaluation II: Teacher will conduct small group sessions for students to discuss the activity and demonstrate progress in recognizing and matching upper and lowercase letters.

2. Follows words left to right, up and down, and page by page

2.1. Activity: Favorite Books

2.2. Goal: To follow print in correct sequence of left to right, up and down, and page by page

2.3. Objective: Students will understand and follow the rules of print while reading with a teacher, in small groups and independently

2.4. Materials: Big Book for teacher to read in a large group activity. Books stocked in the classroom library. Book themes will include, but not be limited by, sports, cheering, friendship, cooking, and cars. Books will be fiction, non-fiction, board books, texture books, and pop-up books.

2.5. Motivation I: Allow children to read with partners to build on their social strengths

2.5.1. Motivation II: Place books in the classroom library that appeal to the students' interests.

2.6. Method of Instruction I: Reading materials will be available and accessible to the students. A teacher will take advantage of teachable moments with students as they are reading, independently or in small groups, throughout the day to reinforce these concepts.

2.6.1. Method of Instruction II: During a large group activity the teacher will read a story from an over-sized book. The teacher will demonstrate the rules of reading; left to right, up and down, page by page.

2.7. Method of Evaluation I: Students will have weekly one-on-one instruction with teacher to determine progression of reading sequencing skills.

2.7.1. Method of Evaluation II: Students will be observed during free reading time for demonstration of reading sequencing skills.

3. I: Understands that the spoken word is represented in written language by sequences of letters II: Understands that words are separated by spaces in print

3.1. Activity: Riddle Time

3.2. Goal: To trace finger along words as they are read

3.3. Objective: Students will understand that each spoken word has a written counterpart

3.4. Materials: 201 Thematic Riddle Poems to Build Literacy Book, page 53 "At School" What can you find in the classroom? Riddles, Chart Paper, Markers

3.5. Motivation I: This will appeal to the children's silly side and their need to have fun.

3.5.1. Motivation II: Riddles pertaining to the classroom environment will engage children as they explore their school surroundings.

3.6. Method of Instruction I: A silly riddle about the classroom environment will be introduced on chart paper during a large group activity. The teacher will read the riddle to the class while running a finger along each word. Emphasis will be placed on spaces in between words by a slight pause to introduce the idea that words are spaced when in written form. The riddle will be posted on the wall at the student's eye level.

3.6.1. Method of Instruction II: Silly words will be introduced during a large group activity. Students will be encouraged to share their own silly words while the teacher narrates what they are saying on to paper. Words will then be spoken aloud to students as the teacher traces them with her finger.

3.7. Method of Evaluation I: Teacher will conduct small group sessions to observe students demonstrating these concepts.

3.7.1. Method of Evaluation II: During large and small groups students will be given the opportunity to use 1:1 correspondence by pointing to one word on paper as the teacher reads the riddle aloud.