KG2 Reading

We Are Readers!

Unit Sketch

Unit one in kindergarten is our chance to invite children into the world of reading so that by the end of September, they see themselves as part of a larger reading community and also see themselves as readers in that community. The hope is that readers acquire confidence around selecting books, develop a sense of story and meaning through reading pictures across books and gain information as well as find numerous ways to talk and read with other readers in reading partnerships. These are all habits readers share regardless of age.

This unit inspires a love for reading while balancing the teaching of reading process work. In this unit and all that follow, teachers demonstrate that reading is always about thinking about the text while their eyes are busy looking at the text. Over time readers use pictures and words to read their text page by page to build their reading stamina. In narrative text, readers can become the characters through pictures, which adds engagement and liveliness, and also sets kindergarteners in the shoes of their characters ultimately helping them to think about the "meaning making" that runs along narrative print. In informational text, readers learn to acquire as much information as possible about their topics of interest through pictures, photographs and diagrams and in turn teach others all they have learned.

Enduring Understandings

Students will understand that...

  • We can build habits to become readers for life.
  • We can share our reading and thinking with others.

Skills

Students will be able to...

  • Talk about books with partners
  • Respond to stories read aloud
  • Turn and talk
  • Read with a partner

Emergent Story Books

Unit Sketch

In the previous unit children learned the procedures and routines needed to carry on with some independence as they begin building reading stamina. This unit continues with those routines and building stamina as students begin working on emergent storybook reading in a focused and concentrated way.

In this unit children read emergent storybooks. Emergent storybook reading comes from Elizabeth Sulzby’s work on emergent literacy. The premise behind emergent storybook reading is that as students are exposed to the multiple readings of the emergent storybooks they begin to read these books on their own. Through these readings and familiarity of the emergent storybooks students’ begin to develop deeper understandings of the text, a strong sense of language and an increased desire to read independently.

The first part of this units focuses on ways readers can read books using all they know to help themselves read. Early strategies like predicting and rereading are introduced. The way students read emergent story books develops over time; some children’s construction of the story will probably first involve looking at and commenting on each picture. Over time, all children learn to approximate and read the way the story sounds as if the child were reproducing the words and cadence of the text.

The second part of this unit focuses on how readers study, think and grow ideas about books. They use their partners to talk about their thinking and share their understandings.

The unit ends with readers trying different ways to read and share their books through retellings and acting out their favorite parts. This unit supports many of the Common Core State Standards, one of which states that students need to engage in many different ways of reading independently and in partnerships with purpose and understanding.

Enduring Understandings

Students will understand that...

  • Readers can read and talk about books in many ways.
  • Readers can talk with others about the books they read.
  • Text and pictures work together to make a story powerful.

Skills

Students will be able to...

  • Open a book and tell a story using pictures and words
  • Demonstrate accurate directionality
  • Ask and answer questions related to books they "read"
  • Track the text or picture while they "read"
  • Predict what might happen next
  • Talk about characters in the books they "read"
  • Make connections to the books they "read"

Words Words Words

Unit Sketch

In this unit children are immersed into an exploration of word relationships and the nuances in word meanings. They are introduced to antonyms, words with similar meanings, homophones and their different meanings, and inflections and affixes.

Enduring Understandings

Students will understand that...

  • Readers activity engage in group reading activities with purpose and understanding.
  • Readers explore word relationships and nuances in word meanings.
  • Readers determine or clarify the meaning of unknown and multiple meaning words and phrases.

Skills

Students will be able to...

Group and individual reading activities:

  • Point under each word as it is read
  • Identify spaces between words
  • Keep eyes on book
  • Follow along with the group
  • Stay seated
  • Volume - 1, 2, 3 level voice
  • Recognize rhyming words
  • Produce rhyming words
  • Add or substitute individual sounds in simple, one syllable words to make new words
  • Distinguish between similarly spelled words by identifying the sounds of the letters that differ

Explore word relationships and nuances in word meanings.

  • Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent
  • Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms)
  • Identify real-life connections between words and their use (note places at school that are colorful)
  • Distinguish shades of meaning among verbs describing the same general action (walk, march, strut, prance) by acting out the meanings

Determine or clarify the meaning of unknown and multiple meaning words and phrases.

  • Identify new meanings for familiar words and apply them accurately ('duck' the noun and verb)
  • Use the most frequently occurring inflections and affixed (-ed, -s, re-, un-, pre-, -ful, -less, -ing) as a clue to the meaning of an unknown word

Using All Our Powers to Read

Unit Sketch

In this unit, students recognize their powers related to reading strategies for decoding, comprehension, stamina and fluency. They practice using multiple strategies while reading and build oral fluency through peer sharing and book performances.

Enduring Understandings

Students will understand that...

  • Readers use their powers (strategies) to decode and comprehend familiar and unfamiliar books.
  • Readers use their powers (voices) to convey meaning and engage others.

Skills

Students will be able to...

  • Apply reading strategies according to individual reading ability
  • Make use of multiple strategies while reading
  • Attempt to notice and name strategies they use:
      • "Look and Point" while reading (tracking; one-to-one correspondence)
      • Eagle Eye: Look at the picture. Use the beginning letter.
      • Lips the Fish: Get your mouth ready. Say the first sound.
      • Stretchy Snake: Slowly stretch each letter sound together.
      • Chunky Monkey: Break the word into chunks you know. (m at, fl at, spl at ter)
      • Tryin' Lion: Try to re-read the sentence. Think about what would make sense.
      • Skippy Frog: Skip the tricky word. Read to the end. Go back and try it again.
      • Flippy Dolphin: Flip the vowel sound. Try long and short vowel sounds.
      • Careful Caterpillar: Carefully read all the parts of the word.
  • Recognize sight words while reading
  • Notice repeated words while reading
  • Recognize common types of texts (story books, poems)

Performing Our Books

Unit Sketch

There are many reasons to have students read books with a focus on character. This unit builds on readers’ natural instinct to imitate and role-play by asking them to watch their characters closely, in order to walk in the character’s shoes. Readers will take on many roles across the unit as they read and reread an abundance of narrative text which features relatable characters. It is supportive, but not necessary to supply readers with books in a series. In other words, readers may read numerous different text featuring varied characters during independent reading or they may study one character across numerous titles in that series. The route taken by teachers will most likely depend on resources available given reader’s reading levels.

Partnerships will play an essential role in helping readers to use their thinking, flagged pages and short jots to talk and role play with other readers. It is necessary to envision the partnership component running alongside the mini lesson or any instructional moment during the reading workshop block of time. Teachers should consider what partnerships will look like and sound like each day and set readers up for successful meetings given the instructional components with a workshop.

The first concept, Readers use strategies to get to know their characters- asks readers to use many of the strategies they’ve been utilizing throughout the year to get to know their characters. Readers will use the cover, illustrations, and words on each page to infer what their character is feeling, thinking and saying. This string of lessons leans heavily on inference and envisioning seeing that book level complexities will be few and readers will rely on imagining their character’s actions and feelings based on limited words and pictures.

The next concept, Readers work with partners to imagine characters- will make readers see their characters in the scenes of their stories. Seeing the tiny details of the scene will help readers pay attention to the world of their character. Readers will pay attention to the entire story in an effort to understand “big events” and how these big events impact their thinking about the characters. Readers will imagine how characters sound and what their characters would say and do given the events in the story. Readers will continue to reread and reenact their character book reading with partners throughout this concept.

The third concept, Readers become experts on characters and perform their stories-sets readers up to organize mini-plays with their reading partners. Readers will read, reread and retell stories as they perform the stories as characters. Readers will grow their thinking beyond the texts’ pages and predict what might happen next given the storyline. These predictions will be evident in the role-playing and acting as readers perform their stories.

Enduring Understandings

Students will understand that...

Skills

Students will be able to...

Reading for Information

Unit Sketch

Enduring Understandings

Students will understand that...

Skills

Students will be able to...