Newport Independent Preschool Reading Curriculum Map

Newport Independent Preschool ReadingCurriculum Map

Last Updated on Tuesday, July 15, 2008 at 5:00 AM

Newport Independent Schools shared their Preschool reading curriculum map and the description below.

Newport Independent Schools

Preschool Reading

Throughout the 1990s, KDE produced excellent documents that told us what our students should know and be able to do. In the late 1990s, Newport teachers began working with consultants from Oldham County to clarify the specific knowledge that students should have as a result of progressing through our program – preschool through twelfth grade. We called the product of these series of summer workshops Newport's Sequences of Learning (S of L). The document provided us with awareness of the responsibility of each grade level to build upon the work of the previous grades and listed the specific demonstrators and power verbs assigned by our teachers to specific grade levels. This document was over 1,000 pages in length.

In 2002, in order to make the S of L document more user-friendly, we developed grade level Sequences of Learning checklists. We correlated checklists to S of L through a numbering system. Next, we realized that unless we had commitment on when the content was covered within each grade, there was no commitment. In 2002, three teacher representatives were selected by each school to work with their school facilities to map the "when." These representatives came together in summer of 2003 to develop the first rough draft of Newport's Curriculum Map.

The maps have now been used by teachers for a complete school year and have gone through committee review processes in January 2004 and May 2004. Mapping work has provided our teachers with insights into other curriculum issues, such as: I haven't been covering this at all (gaps); I am going to have to shorten this unit so that it focuses on the essential learning (focus on the heart of learning, not the periphery); I didn't know that you also taught that (spiraling); (overlaps); I didn't remember that we assigned this content to this grade level; How will I cover all of this material (abandon the fluff); etc.

Newport Independent Schools Comprehensive Improvement Plan – Academic Performance component identifies next step objectives in activities A1.a.1. In January and May of 2005 the curriculum committee will review and refine maps to establish better vertical and horizontal alignment and activity A.2.a that states by December 2004, a district wide committee will develop a rubric to help ensure consistent, quality standards-based curriculum planning throughout the district.

For more information about this map, please contact Pamela Rye at Newport Independent Schools.

Newport Independent Schools

Preschool Reading

Timeline

Content

Standards and Demonstrators

Culminating Assessment

Materials & Resources

Sept.

Oct.

Nov.

December

January

February

March

April/May

Reading Skills

Literary Reading

Informational Reading

Reading Skills

Literary Reading

Informational

Reading

Reading Skills

Informational Reading

Literary Reading

Informational Reading

Informational

Reading

Reading Skills

Informational

Reading

RD-E-x.0.1a Recognition Strategies-phonetic principles: awareness of phonetic sounds through songs and chants; teacher introduces letters of alphabet; identify letters

RD-E-x.0.3bUses correct meanings of words; demonstrate understanding of teacher's oral directions

(AH-E-1.1.31a Responds to music)

(AH-E-1.1.34a Attempt to sing accurately in unison)

(W1-E.a Observe teacher modeling journal writing using pictures, letters, words, and groups of words)

RD-e-1.0.6 Explain meaning of passage: develop awareness of relationship between spoken and the written word

RD-E-1.0.8.a Describe character: identify characters from stories

RD-E-1.0.10 Connect literature to students' lives and real world issues: Respond to stories as they relate to own lives

(W1-E.d Demonstrate journal writing skills via language experience group writing, picture writing, etc.)

RD-E-2.06a Pictures: identify objects in pictures

RD-E-2.0.10 Connections to real life: teacher models how texts connect to students' real lives

(W1-E.b Respond to reading, listening, observing, fieldtrips, and personal experiences through oral discussion)

RD- E-x.0.1b Word recognition Strategies-context clues: demonstrate understanding words in oral context

RD-KE-1.0.7a Characteristics of Fiction & Nonfiction: listen to fiction & nonfiction

RD-E-2.0.6b Lists: group of objects

RD-E-2.0.7c Comparison & Contrast: teacher models comparison using concrete objects and effect activities

(MA-E4.3.1 Relationship-describe how patterns (e.g. ,number, picture, words) are alike and different.

RD-E-x .0.1c Word recognition strategies- structural analysis: awareness that letters are combines to make sounds

RD-E-x.0.5a Capitalization, Vocabulary: teacher introduces capital letters

RD-E-2.0.8 Identify main idea & supporting detail: teacher identifies main idea of text or excerpts

RD-E-1.0.7.b characteristics of poetry: listen to, sing, and/or act out nursery rhymes

RD-E-1.0.7c Plays/scripts: participate in role-playing

RD-E-2.0.7a Sequence: demonstrate understanding orally through pictures of two-step sequence.

RD-E-4.0.7 Follow directions in a passage: follow oral directions

RD-E-4.0.8 Explain why the correct sequence is important: develop an awareness of correct sequencing using pictures.

RD-E-2.0.6d Graphs: Place date appropriately in pictographs

(W2-E.b Observe teacher modeling identification and use of research tools and strategies to gather information)

RD-E-2.0.9b Draw conclusions: draw conclusions with teacher guidance

RD-E-x.0.2 Antonyms, compound words, synonyms, homonyms: teacher introduces antonyms

(SC-E-2.3.3 Earth and Space Science-demonstrate an awareness of day and night.)

RD-E-2.07b Cause and Effect: Teacher demonstrates cause and effect activities.

Teacher observation

Child response

Teacher observation

Child's response

Performance task-picture writing

Journals

Open response question

What do you know?

What do you want to know?

What did you learn?

Identify letters in environmental print

Child participation

Teacher observation

Child response

Participation and performance in large and /small group activities

Alphabet Chart

Sign Language Alphabet

Name Cards

Children's "signs"

Chart Paper

Songs and Finger plays

(in English and Spanish)

Books

Photographs

Puppets

Paper

Markers

Crayons

Magazines

Posters

Internet Web Sites

Field Trips

Manipulatives

Computer programs

(ex. "Clifford Reading")

Poem: "A Visit from

St. Nick"

Surveys

Candy Hearts

Books

Sentence Strips

Poems

Books

Newspapers

Magazines

Note: If you'd like to use this map or amend it to suit your needs, please check below for a handy Microsoft Word version. Just click on the Word icon to open it on your computer, then choose Word's Save As commd to save it locally.

For more information contact:

Saundra Hamon
500 Mero Street, 19th Floor CPT
Frankfort, KY 40601

Phone: (502) 564-2106

Saundra.Hamon@education.ky.gov

Kentucky Department of Education