Literacy Block
Targeted Learning	Oral Language Development LISTENING/SPEAKING Listens attentively to an English speaker with guidance Follows one-step directions Uses context cues to  respond appropriately to classroom routines Responds to greetings/questions with single words and/or phrases Expresses needs in English with single words and gestures Participates orally in class with guidance Repeats new English words and phrases with guidance   Oxford Picture Dictionary ( OPD) Becoming Readers K-2 Jazz Chants Poems for Shared Reading Kinderchants Building Blocks “ Plus” for Kindergarten	READING Concepts About Print- left to right, one- to one- match of speech to print, words made up of letters, words can be “chunked” together to make reading fluent Structure of language- grammatical  rules govern how printed words are organized Conventions of language-there are “rules” of spelling and punctuation that help convey meaning Letter/ sound relationships- letters and letter combinations represent sounds      Oxford Picture Dictionary ( OPD) Becoming Readers K-2 Jazz Chants Poems for Shared Reading Kinderchants Building Blocks “ Plus” for Kindergarten Predictable Charts	WORD WORK High frequency words Common phonics patterns in words Develop letter sound relationships Supports reading and writing               Systematic Sequential Phonics Becoming Readers K-2 Jazz Chants Kinderchants Building Blocks “ Plus” for Kindergarten Predictable Charts	WRITING Student records ideas and information Writes and names all upper and lower case letters Writes own name and the names of classmates Forms most letters correctly Writes labels Shows awareness that writing has conventions       Childhood Literacy Curriculum, Write One Becoming Writers, Early Predictable Charts	TESOL Standards Goal 1: To use English to communicate in social settings. Students will: 1 use English to participate in social interaction 2. interact in, through, and with spoken language and written English for personally expression and enjoyment. Goal 2: To uses English to achieve academically in all content areas. Students will: 1. use English to interact in the classroom 2. to use English to obtain, process, construct and provide subject matter information in spoken and written form 3. use appropriate learning strategies to construct and apply academic knowledge Goal 3:  To use English in socially and culturally appropriate ways	.
	Calendar Work – across all content areas ( examples:  can focus on numeral names and sequential order, days of the week letters in words)
Week 1	Me  Unit- (OPD) pgs 3-6 ·        Exchanging greetings ·        Identifying first and last names ·        Exchanging salutations ·        Using numbers (1-10)	Shared –   Good Morning Song   Me  Unit(OPD) pgs 3-6   Getting To Know You – ( BB “P”)- teacher information-   Big Book – Brown Bear, Brown Bear   Read Aloud- books of your  choice	Letter Identification — Morning Message ( see writing)   — Word Wall- letters and corresponding picture words,, first names, name, boy, girl	Structured Writing (modeling) ·        Morning Message – Teacher modeling ·        Concepts about print.    ·        full word and sentence formation Getting to Know You ·        writing lesson   Labeling ·        Weather words- Teacher modeled	Literacy Components   Read Aloud- teacher reads a story to students that is beyond what they can read on their own. Allows for making connections with self, text and the world. Shared Reading- teacher and students read enlarged text together. Develops reading strategies, fluency, phrasing, and increased comprehension Guided Reading- teacher introduces a book to a small homogenous group based on their needs. Increases comprehension, provides opportunities for modeling, monitoring and assessing.        The bookroom in each                        school provides leveled books.  Literature Circles-students read and discuss a book of their choice in a small heterogeneous or homogenous group. Supports development of effective strategies that lead to independence in reading and writing. Independent Reading- students develop fluency and extend comprehension through reading a “ just right” book of their choice	Calendar (10): Focus: Days of the week and numbers	— Weather — Target Vocabulary: Cloudy, sunny, rainy, +mostly/partly — Calendar Time:	Digital Camera – Take Pictures of each student, classroom  teacher, principal, ESL teacher, librarian, school nurse, office manager, custodian ,  Music, Art and PE teachers, office, library, front of school, classroom, ESL classroom, music, art and PE classrooms, bathrooms, hallways Use during calendar work and in talking about individual students   Class Book: “My School”   Individual books: “Getting to Know You”
Week 2	Time For School (OPD) pgs 47-50 Focusing on places in the school ·        Asking and answering questions about places in school. ·        Identifying and using the names of the days of the week.	Shared- Backpack Chant: Jazz Chants p.43   Getting To Know You – ( BB “P”)-   Big Book – Brown Bear, Brown Bear (Old favorite along with the other BB you shared last week) Add Big Book of your choice this week   Read Aloud- books of your  choice	Word Wall: Continue to review above plus introduce to word wall: I, from, my, a, is, am, you, what, are, where			Calendar (10): Focus:  -naming the days of the week -numbers -introducing yesterday, today, and tomorrow   Targeted vocabulary: more, most, less, least, same, compare   Collecting, Counting and Measuring- Investigation 4 ·        Counting and Comparing p.52-60 ·        Letters in our name p.54 ·        Comparing names p.60 (Collecting, Counting, Comparing)