Kindergarten

At a Glance
Kindergarten, The Starfall Way Lesson Format & Samples Assessment & Biweekly Progress Monitoring Classroom Materials Scope & Sequence Standards & Benchmarks Comparison to Common Core Curriculum Standards Acknowledgements
Starfall Education
Boulder, CO
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Starfall

Kindergarten, the Starfall Way

Our program provides the materials and guidance teachers need to skillfully and joyfully incorporate research-based reading and language arts skills and strategies, integrate social studies and science, and meaningfully employ technology in their classrooms.

Research-Based & Field-Tested (or the Big 5 plus 1!)

The Starfall team consulted with national reading experts, reviewed extensive research, and conducted a four-year pilot program to find the best practices in reading instruction. Our instructional design reflects proven instructional methods and often exceeds state standards. We modeled our scientific, research-based lesson plans, reading materials, and activities on the Big Five focus areas recommended by the National Institute of Child Health and Human Development: phonemic awareness, systematic phonics, vocabulary, fluency, and comprehension* (see footnote page 3). However, during our investigations, we discovered a sixth focus area not to be overlookedMotivation. For children, Starfalls cooperative classroom environment features imaginative plush characters, stimulating interactive online activities, engaging content-driven instruction, and hands-on experiences. For teachers, our easy-to-follow Teachers Guide and classroom materials provide structure and support to ensure all the requisite skills and strategies are met, without limiting their creativity and style. We guarantee a classroom environment humming with confidence, curiosity, and wonderment for teachers and children alike.

Built-In Professional Development

Our Teachers Guide gives educators the information and confidence they need to create a dynamic balance between teacher-directed instruction and child-directed learning. The scripted whole and small group lesson plans clearly demonstrate how to preview and formally introduce skills, and then create opportunities for children to apply, integrate, and practice these skills as they move toward mastery by years end.

English Language Learners e ders & Struggling Readers

Observe & Modify

Each unit opens with insightful exploration of the research underlying our instructional methods and recommendations for further reading. The lesson plans explicitly demonstrate how to deliver instruction in small segments, with pauses for inquiry and response to verify the children understand what they are being asked to do. Starfall teachers neednt struggle to squeeze in Social Studies and Science, because these are often the tools for instruction! The plans illustrate how to capitalize on our companion website, More.Starfall.com, and recommend activities to parallel each days instruction. The Guide allocates time for ongoing progress monitoring and assessment, and pauses mid-year and end of year for review. The assessments attune teachers to the skills each child has mastered and which skills to revisit. The reviews outline expected learning outcomes and provide recommended review activities. Starfall teachers become keen observers. They understand the progression of

In a Starfall kindergarten classroom, English language learners and struggling readers successfully participate and progress alongside their peers. The Guide alerts and informs teachers how best to observe their students and modify a lesson plan to accommodate them. The Guide also demonstrates how to create a riskfree social environment where spoken and written ideas and differences are valued and encouraged. English language learners, struggling readers, and advanced students support and inform one another as part of the instruction. Teachers learn to foster respectful dialogue with and among their students.

each student, and they know when and how to modify lessons or topics to meet the needs of the moment or the group. Our Guide develops teachers who adeptly sequence, pace, and tailor instruction to ensure all children succeed.

A Brief History
Starfall.com opened September 2002 with a mission to ensure children have fun learning to read. Shortly after its launch, teachers worldwide wrote to tell us how the website successfully motivated their students. A few teachers, including our principal writers Joan Elliott and Pam Ferguson, described how they had created lesson plans leveraging the excitement Starfall had created in their classrooms. Joans message proclaimed, By years end, all of my kindergarten students were reading! Impressed by their enthusiasm and success, we enlisted Joan and Pam to help us create a complete kindergarten reading and language arts curriculum. The effort involved a task force of over 150 volunteer teachers, 50 schools, and over 5,000 students across the United States. Our volunteers recommendations and insights improved the curriculum and ensured its efficacy in rural, inner city, and suburban settings. They reported their success meeting the needs of English language learners, and both successful and struggling readers, while having fun at the same time! The curriculum development also saw the birth of our programs mascot, Backpack Bear. Backpack Bear provided a vital link between the childrens imagination, the materials, the lessons plans, and the website. We proudly released Starfall Kindergarten in 2009 alongside our supporting subscription website: More.Starfall.com.

Key Skills & Strategies

Phonemic Awareness & Phonics
Our short, daily phonemic awareness exercises lay the foundation for effective phonics instruction. Teachers deliver sound and spelling relationships and high-frequency words systematically, sequentially, and explicitly. Their children: identify and discriminate speech sounds connect speech sounds to graphemes apply this knowledge daily to read and write words and sentences in print and online
Some sounds in spoken English & Modify are new or difficult to pronounce for onounce native speakers of other l languages. Where these sounds are introduced in the lesson plans, youll find English Language Development (ELD) tips for French, German, Spanish, Tagalog, Mandarin Chinese, and Vietnamese speakers.

Observe

Vocabulary
Our explicit vocabulary instruction helps teachers broaden their students knowledge and ensure the children become inquisitive readers and imaginative writers by: creating curiosity about words and their meanings comparing different words with the same or similar meanings Starfall Kindergarten discussing words that sound the same but have different meanings depending on context or spelling targeting academic language, or words used to direct or explain modeling how to recognize unknown words, and to monitor your own understanding of what you read and hear

Put Reading First: The Research Building Blocks for Teaching Children to Read publication developed by * of Early Reading Achievement (CIERA) and funded by the National Institute foraLiteracy (NIFL) through the the Center for the Improvement Educational Research and Development Centers Program, PR/Award NumberR305R70004, as administered by the Office of Educational Research and Improvement (OERI), U.S. Department of Education.

The Starfall Way 3

Fluency
Starfall teachers model prosody, expression, and intonation when reading aloud to their students. The lesson plans ensure teachers reread texts demonstrating the value of revisiting selections in order to gain greater fluency and comprehension. The practice activities encourage learners to repeat, dramatize, and retell in whole-group and peer-topeer scenarios. With a simple click, More.Starfall.com offers audio examples of fluent reading for all of the childrens practice materials.

Comprehension
Ultimately, the purpose of writing and speaking and reading and listening is to communicate and to understand. Starfall teachers hone comprehension skills and strategies throughout the day via direct instruction, teacher modeling (think aloud), and guided practice. Children work cooperatively to apply these strategies and skills to the texts and topics they encounter, and interpret meaning through peer-topeer or symposium-style group discussion. The guide encourages teachers to facilitate, rather than lead, the conversation.

Writing
Writing demonstrates a childs proficiency and comprehension. During writing sessions, Starfall teachers move about the room, interacting with children one-on-one, and informally assessing how well each child has integrated phonics, vocabulary, and comprehension skills and strategies. The lesson plans ensure opportunities for children to share and discuss their own writing with their peers.

Principal Authors
Joan Elliott 18 years teaching kindergarten in North Carolina and Texas public schools; 12 years teaching in Department of Education, University of North Carolina at Asheville and University of Texas at Brownsville; recipient of Christa McAuliffe Teaching Award and Fulbright Fellowship (Korea) Pam Ferguson 39 years (and counting) veteran and current kindergarten teacher in St. Petersburg, Florida, at Holy Family Catholic School; Serving on the Florida Catholic Conference Accreditation team since 1994

Academic Consultants
Dr. Karen Cole, Associate Professor of Education, K-6 Program Coordinator, University of NC, Asheville The Alliance for Catholic Educations English as a New Language Program (ACE-ENL) at the University of Notre Dame assisted with the ELD component of this program.

Contributors
Brandi Chase, Senior Editor and Designer Marc Buchanan, Layout Design Faith Gowan, Senior Artist and Print Designer Artists & Designers
Matthew Baca, Ric Beemer, Dale Beisel, Kimberly Cooper, Craig Deeley, Stefan Gruber, Heather Hogan, David Lebow, Debby Lee, Frank Lee, Claire Lenth, Gina and Art Morgan of AMGG, Julie Ann Quinsay, Michael Ramirez, Jared Ramos, Scott Stebbins, and Triska Wasser

Teacher Advisors
Myrna Estes, 35 years, Chester and Pittsfield, MA Public Schools Judy Goetze, 35 years, Pittsfield, MA Public Schools Stephanie Riess, 15 years, Pinellas County, FL Public Schools; 17 years, Diocese of St. Petersburg, FL Heidi Suburu, 25 years, Fruitvale Public School District, Bakersfield, CA, and Elk Hills Public School District, Tupman, CA

Musicians/Composers
Randin Graves, Keith Heldman, and Richard James

Engineers & Quality Assurance

Kerry Dezell, Adam Griff, Jon Leyba, Larry Moiola, Steve Patschke, Troy Tazbaz, and Roger Wilson

4 The Starfall Way

Lesson Format
Our easy-to-follow lesson plans include whole-group, small-group, and independent practice activities. To see sample lesson plans, click here: http://more2.starfall.com/downloads/N-info-curriculum/week5.php

Days 1-4 Schedule

10 Minutes Phonemic Awareness/Phonics Warm-Up

1 2

30 Minutes Session 1, Whole-Group 60 Minutes Session 2, Small-Group Independent Practice Activity and Computer Rotations Teachers divide their classes into two groups. Group 1 attends the small group session with the teacher. Group 2 divides again; half work independently at classroom computers; the other half completes a practice activity independently or with the help of a paraprofessional or parent volunteer. After 15 minutes the two halves of Group 2 switch. At the end of the first 30 minutes, Group 1 divides and rotates between the computer or activity, and Group 2 attends the small group session.

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30 Minutes Session 3, Whole Group

Day 5 Review and Progress Monitoring Schedule

Day five is reserved for review and progress monitoring. 10 Minutes Phonemic Awareness/Phonics Warm-Up

1 2
Starfall Kindergarten

20 Minutes Session 1, Whole Group 20 Minutes Session 2, Whole Group 90 Minutes Teacher administers individual assessments while children work independently in six Learning Center rotations of 12-15 minutes each.

Required materials are always pictured for easy reference.

Observe & Modify alerts teachers to observe their students udents then modify the plan as needed to remediate, challenge, or assist enge, their students, and facilitate English language learners.

Observe & Modify

Lesson Plans 5

Assessment & Biweekly Progress Monitoring

The curriculum includes a 12-page assessment instrument to be administered to each child upon entry, mid-year, and exit. This assessment indicates the mastery of skills expected by year end. Click here to see Starfalls Assessment and Progress Monitoring materials:
http://more.starfall.com/mi/teachers-lounge/pdf/ProgressMonitoring_BL--memberonly-pdf.php

Assessment
Entry:
Assess expected skills upon entry: Print Name Recite Alphabet Recognize uppercase letters Recognize lowercase letters Identify sounds in isolation Rhyming Words Beginning Sounds Phoneme Blending High-Frequency Words

Mid-Year:
Reassess skills not mastered on entry and new skills encountered during first semester: Print Name Rhyming Words Beginning Sounds Phoneme Blending Final Sounds Blending Onsets and Rimes Phoneme Segmentation Syllabication Spelling and Punctuation Comprehension High-Frequency Words

Exit:
Reassess skills not mastered on previous assessments, and new skills encountered in the second semester: Rhyming Words Beginning Sounds Phoneme Blending Final Sounds Blending Onsets and Rimes Phoneme Substitution Segmenting Onsets and Rimes Spelling and Punctuation Comprehension

Progress Monitoring
38

ary sment Summ nitoring Asses Progress Mo

Birth Date: Childs Name: Entry Assessment Area 1. Printing Name 2. Recita tion of Alphabet s : Date: ssessm Return to the Pre-A c Yes c No c Yes c No / 26 / 26 /8 /3 /4 s /3 / 12 ing Mid Year Date: ent for Areas 1-5 c Yes c No c Yes c No / 26 / 26 / 26 /4 /4 /4 / 52 /4 /4 Rimes /5 /3 /4 /6 s and Rimes /3 /3 Exit Date: c Yes c Yes c No c No / 26 / 26 / 26 /4 / 16 /8 / 45 /8 /6

3. Uppercase Letter

The curriculum also includes Biweekly Progress Monitoring Assessments beginning in Week 4. Time to administer these assessments is allotted weekly on Day 5. Teachers are instructed to indicate if an item is mastered on the first attempt, to keep a record of errant responses, and to reassess items at a later time and indicate the date of mastery.

4. Lowercase letters 5. Letter/sound s Rhyming Word Beginning Sound Phoneme Blend

Words High-Frequency / 97 Total: Final Sounds s and Blending Onset Phoneme Segmentation itution

Phoneme Subst Syllabication

Segmenting Onset Comprehension

Starfall Kinder

garten

6 Assessment

Classroom Materials
Our materials comprise a concise and elegant set of classroom and childrens consumable products that can be used in multiple ways. For more detailed descriptions, see our Kindergarten Catalog and order form:
http://more.starfall.com/downloads/N-info-curriculum/KindergartenCatalog-OrderForm.php

Media More.Starfall.com is an interactive, visual, auditory, and kinesthetic technology that enables children to independently preview, explore, practice, and review skills. For educators, The Teachers Lounge is stocked with practice page generators, resources, and supplementary materials. The lesson plans are also available for download. Teachers Guide 180 days of instruction, plus assessment, blacklines, cards, and lesson plans for national holidays Audio CDs

Backpack Bears ABCs Phonemic Awareness and Phonics teaching tools, including a plush Backpack Bear Materials 7

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Phonics Puzzles & Games Short-vowel and high-frequency words

Classroom Reading Instruction Materials Phonics teaching tools, including five plush short-vowel characters and books by well-loved author Margaret Hillert

Social Studies & Science Posters, books, and cards foster real-world knowledge 8 Materials

Childrens Consumables Cut-Up/Take-Home Book Set

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Childrens Consumables Writing Journal and Dictionary

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Materials 9

Childrens Consumables Listening and Writing

64 Pages Also available in manuscript

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Sample Pages

To see all pages of the Listening and Writing Journal, click here: http://more2.starfall.com/teachers-lounge/projectables/listen-write.php?f&y=1&d=demo&

10 Materials

Childrens Consumables Reading and Writing

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Starfall Kindergarten

Materials 11

Scope & Sequence

Unit

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Welcome

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Listening & Writing

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Learning About Rules

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Things Change 3 Time Tt Pp

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1Bb is for Ball 2Initial/Final /b/ 3Aa is for Apple 4Tt is for Tiger 5Initial/Final /t/ 6Pp is for Pizza 7Initial/Final /p/ 8Review B, A, T, P 9Rhyming Words 10Ss is for Snake 11Initial/Final /s/ 12Mm is for Moon 13Initial/Final /m/ 14Oo is for Ostrich 15Cc is for Cat 16Initial /k/ spelled c 17Review S, M, O, C 18Rhyming Words 19Rr is for Rainbow 20Initial/Final /r/ 21Ll is for Lips 22Initial/Final /l/ 23Uu is for Umbrella 24Nn is for Nest 25Initial/Final /n/ 26Review R, L, U, N 27Rhyming Words 28Ii is for Igloo 29Gg is for Goat 30Initial/Final /g/ 31Cumulative Review 32Dd is for Dinosaur 33Initial/Final /d/ 34Ff is for Fish 35Initial/Final /f/ 36Rhyming Words 37Hh is for Horse 38Initial /h/ 39Rhyming Words 40Ww is for Wolf 41Initial /w/

Seasons & Weather

Ss Mm

Colors

Oo Cc

Unit

3
Working Together 6 Our Families Rr Ll

be can he she we and are like likes but down not on up us big go in it little come said with to as has want

Our Community

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How Our Community Works

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How Our Country Works

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Doing Our Part! 10 Our Country, Our Land Hh Ww

12 Scope & Sequence

1st Semester
Recommended Literature * Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. The Kissing Hand by Audrey Penn Backpack Bear Learns the Rules s I Am Your Flag Starfall Books and Posters Historical Figure(s)

Chicka Chicka Boom Boom by Bill Martin Jr. Today Is Monday by Eric Carle Cloudy With a Chance of Meatballs by Judi Barrett Rainbow, Rainbow Seasons Poetry & Photos Benjamin Franklin

Mouse Paint by Ellen Stoll Walsh Caps for Sale by Esphyr Slobodkina

Georges Seurat

Ira Sleeps Over by Bernard Waber Goldilocks and the Three Bears by Jan Brett Me on the Map by Joan Sweeney

A House in a Tree

Little Red Hen and Other Folk Tales: Mr. Bunnys Carrot Soup

Ox-Cart Man by Donald Hall

Thomas Edison

George Washington and the Generals Dog by Frank Murphy

Abraham Lincoln George Washington n

Starfall Kindergarten

America the Beautiful Precipitation

Scope & Sequence 13

Unit

4
Doing Our Part!

Theme Focus

Phonics Ee Vv

HF Words had have help helps here away do was will her his says

Predecodable Book

Listening & Writing 42Review D, F, H, W 43Ee is for Elephant 44Vv is for Violin 45Initial/Final /v/ 46Rhyming Words 47Rhyming Words 48Zz is for Zebra 49Xx is for Box 50Initial/Final /z/ /ks/ 51Jj is for Jump 52Initial/Final /j/ 53Qu, qu is for Queen 54Yy is for Yo-yo 55Initial /kw/ /y/ 56Kk is for Kangaroo 57Initial/Final /k/ 58Review Initial/Final 59Rhyming Words 60Blending 61Read & Write 62Encoding 63I Know My ABCs 64Certificate
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11 Our Environment

12 Citizens & Their Actions

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Living and Nonliving 13 Plants Qu, qu Yy Kk

14 CUMULATIVE REVIEW

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Theme Focus The Animal Kingdom

Phonics /a/ _a_ // y

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Reading & Writing

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16

Mammals

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4see, the, is, for, has, on 5Complete Sentence 6Punctuation . ? ! 7Th is for Thumb 8get, a, into, to, and 9Blending Medial /a/ 10Write with /a/ words

17

More About Mammals

Unit

7
Birds 18 Birds /e/ _e_ /k/ ck good could would what look from find 11Initial/Medial /e/ 12Review Initial/Final 13Read & Write /e/ 14I, in, you, go, like 15Complete Sentence 16Word Family _ell _all 17Ch is for Cheese 18we, help, me, all, us, are 19Blending Medial /e/ 20Write with /e/ words 21Label with /e/ words 22Color Words

19

Flight

/ch/ ch /l/ ll /t/ tt /d/ dd /s/ ss

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More About Birds

them then lay play

14 Scope & Sequence

Recommended Literature * Miss Rumphius by Barbara Cooney

Starfall Books and Posters Its Earth Day, Dear Dragon

Historical Figure(s) John Muir

A Young Hero Three Little Plays: Dog and Cat

Martin Luther King, Jr. Rosa Parks

Backpack Bears Plant Book Folk Tales: The Four Friends

2nd Semester
Recommended Literature* The Little Mouse, the Red Ripe Strawberry, and the Big Hungry Bear by Don Wood The Giant Jam Sandwich by John Vernon Lord Starfall Books and Posters Backpack Bears Mammal Book The Animal Kingdom Poster Vertebrates (Animals with Backbones) Poster Mammal Book The Animal Kingdom Poster Ludwig van Beethoven Zac the Rat Peg the Hen n Historical Figures

Little Red Hen and Other Folk Tales: The Turnip Mammal Book The Animal Kingdom Poster Vertebrates Poster The Little Red Hen by Paul Galdone Little Red Hen and Other Folk Tales: Little Red Hen Backpack Bears Bird Book The Animal Kingdom Poster The Animal Kingdom Poster The Wright Brothers hers Vincent van Gogh

Amazing Airplanes by Tony Mitton

Starfall Kindergarten

Little Red Hen and Other Folk Tales: Chicken Little Penguin, Penguin Bird Book Vertebrates Poster

Scope & Sequence 15

Unit

8
How Animals Live

W 21

Theme Focus What Animals Need

Phonics /o/ _o_ /sh/ sh

HF Words give him your

Decodable Book

Reading & Writing 23Initial/Medial /o/ 24Word family _ot _op 25Sh is for Shell 26says, what, good, big, it, will 27Review Initial/Final 28Possessive Nouns 29he, they, little, do, with 30Word Family _og _ock 31Blending medial /o/ 32Quotation Marks 33Review Th, Sh, Ch 34Label with /o/ words 35Review Blending 36Rhyming Words 37Blending 38High-Frequency Words

22

Exercise

of were

23

The Five Senses

this than

24

CUMULATIVE REVIEW

Unit

9
Reptiles, Fish, and Amphibians 25 Reptiles /i/ _i_ /hw/ wh too many

39Initial/Final /i/ 40Rhyming pairs /i/ 41give, she, some, want, said, up 42Wh is for Whistle 43Word Family _ick _ing 44Punctuation . ? ! 45no, down, we, come 46Label with /i/ words 47Blending medial /i/ 48Quotation Marks 49Blending medial /i/ 50Blending 51Initial/Final /u/ 52Rhyming Pairs /u/ 53have, there, her, look, here, my, his 54Read & Write 55where, were, was 56Review Th, Sh, Ch, Wh 57Blending medial /u/ 58Complete Sentence 59Write with /u/ words 60Label with /u/ words 61High-Frequency Words 62Blending 63Writing 64Certificate

26

Fish

when where no so one out about /u/ _u_ my by now how put went saw Silent E Vowel Teams make take eat

27

Amphibians

Unit 10 t
Invertebrates 28 Invertebrates

29

Insects

30

Butterflies

31

CUMULATIVE REVIEW

16 Scope & Sequence

Recommended Literature* The Three Little Pigs by Patricia Seibert

Starfall Books and Posters Wolves

Historical Figures

One Fine Day by Nonny Hogrogian Mox the Fox Gus the Duck Tin Man

The Popcorn Book by Tomie dePaola

How I Know My World: A Book About the Senses

Helen Keller ller

The Tortoise and the Hare by Janet Stevens

I Can Do It! Backpack Bears Reptiles, Amphibians & Fish Book Vertebrates Poster Reptiles, Amphibians & Fish Book At the Beach Vertebrates Poster

Swimmy by Leo Lionni

The Salamander Room by Anne Mazer

Reptiles, Amphibians & Fish Book The Animal Kingdom Poster Vertebrates Poster Backpack Bears Invertebrates Book The Animal Kingdom Poster Invertebrates (Animals without Backbones) Poster Invertebrates Poster Invertebrates Book Plant Book

Anansi the Spider by Gerald McDermott

Monarch Butterfly by Gail Gibbons

Invertebrates Book All Animal Kingdom Books and Posters

Starfall Kindergarten

*Recommended Literature The Starfall Kindergarten Program incorporates quality literature and nonfiction. We chose well-loved titles easy to locate in libraries or purchase gently used. They are not sold as part of the program. Where appropriate and if desired we encourage teachers to substitute their favorite books in place of our recommendations. Scope & Sequence 17

Starfalls Standards and Benchmarks for Reading and Language Arts

Starfalls reading and language arts standards and benchmarks satisfy kindergarten learning standards for most states, including Florida (2008), Texas (2008), and California (2010). Highlighted items indicate strands where our standards and benchmarks exceed those found in the Common Core State Standards. (See our Common Core Comparison chart beginning on page 25.) Standards and Benchmarks appear in the sidebar of each lesson plan in which they are used.

Reading
1. Print Concepts
The student demonstrates knowledge of the concept of print and how it is organized and read. Students will:

2. Phonemic Awareness
The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. Students will:

a. Identify the front cover, back cover, title, author and/ or illustrator b. Follow words from left to right and top to bottom on the printed page c. Understand that printed materials provide information d. Distinguish letters from words e. Demonstrate understanding of concepts about print (words, letters, and spacing between words) f. Recognize that sentences in print are made up of separate words g. Recognize and name all uppercase and lowercase letters of the alphabet h. Understand that punctuation and capitalization are used in all written sentences y yp y yp g i. Identify types of everyday print materials (e.g. storybooks, poems, newspapers, signs, labels)

a. Auditorily segment sentences into correct numbers of words b. Identify, blend, and segment syllables in words c. Recognize and produce words that rhyme d. Distinguish rhyming and non-rhyming words e. Identify, blend, and segment onset and rime f. Identify or distinguish initial, final, and/or medial phonemes in CVC words g. Blend and/or segment individual phonemes in simple, one-syllable words h. Manipulate individual phonemes in CVC words through addition, deletion, and substitution i. Count the number of sounds in syllables, and syllables in words j. Identify a regular beat and similarities of sounds in words when responding to rhythm and rhyme in nursery rhymes and other rhyming selections

3 3. Phonics/Word Analysis
T The student demonstrates knowledge of the alphabetic p principle and applies grade-level phonics skills to read t text. Students will:

a. Match all consonant and short-vowel sounds to appropriate letters b. Read simple one-syllable and high-frequency words c. Understand that as letters of words change, so do the sounds d. Understand that the sequence of letters in the written word represents the sequence of sounds in the spoken word

18 Standards

4. Vocabulary Development
The student uses multiple strategies to develop vocabulary. Students will:

c. Read automatically a small set of high-frequency words d. Read familiar kindergarten-level texts at the emergent level e. Read previously taught grade-level text with appropriate expression

a. Use new vocabulary that is introduced and taught directly b. Relate new vocabulary to prior knowledge c. Understand the meaning of words, and that some words have multiple meanings d. Identify words that name persons, places, or things, and words that name actions e. Listen to and discuss both familiar and conceptually challenging text f. Describe common objects and events in both general and specific language g. Identify and sort words into basic categories (e.g., colors, shapes, food) h. Use language correctly to express spatial and temporal relationships (e.g., up/down, before/after).

7. Literary Response & Analysis

The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and nonfiction texts to demonstrate an understanding of the information presented. Students will:

a. Identify types of everyday print materials (e.g., storybooks, poems, newspapers, signs, labels) b. Identify the purpose of nonfictional text c. Identify familiar literary forms (e.g., fairy tales, nursery rhymes, fables, etc.) d. Participate actively when predictable and patterned selections are read aloud e. Describe how illustrations contribute to the text f. Identify a reading selection as fiction or nonfiction by using background knowledge, supporting details, or other sources g. Compare/contrast a variety of literary works and multiple versions of the same story

5. Comprehension
The student uses a variety of strategies to comprehend texts. Students will:

a. Use pictures and context to make predictions about story content b. Connect to life experiences the information and events in texts c. Make text-to-self, text-to-text, and/or text-to-world connections d. Retell familiar stories e. Demonstrate an understanding of story elements (e.g., beginning, middle, end, characters, details, and setting) f. Identify sequence of events in a story g. Identify the authors purpose as stated in the text h. Ask and answer questions about essential elements of a text i. Answer questions about the text using creative and critical thinking strategies

6. Fluency
Starfall Kindergarten
The student demonstrates the ability to read orally with accuracy and expression. Students will:

a. Read alphabet letters in random order with automaticity b. Use appropriate intonation and expression during unison oral reading with the teacher

Standards 19

Writing
8. Writing
Students write to communicate effectively for a variety of purposes and audiences. Students will:

Listening & Speaking

9. Listening & Speaking
The student effectively applies listening and speaking strategies. Students will:

a. Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events b. Write consonant-vowel-consonant words c. Draw pictures about ideas generated from stories read aloud or generated through class discussion d. Create a group draft, scripted by the teacher e. Revise a draft by adding additional details to the draft and checking for logical thinking with prompting f. Use capital letters to begin important words g. Use end punctuation, including periods, question marks, and exclamation points h. Participate in writing simple stories, poems, rhymes, letters, etc. i. Produce, illustrate, and share a finished piece of writing j. Create narratives by drawing, dictating, and/or using emergent writing k. Participate in creating a variety of informational/ expository forms (e.g., labels, lists, graphs, observations, summaries) through drawing or writing l. Draw and label a simple map of the classroom m.Draw a picture and use it to explain why this item (food, pet, person) is their favorite (persuasive writing) n. Write uppercase and lowercase letters of the alphabet independently, attending to the form and proper spacing of letters o. Print their names p. Write by moving from left to right and top to bottom q. Connect thoughts and oral language to generate ideas

a. Listen carefully and understand directions for performing tasks b. Communicate effectively when sharing ideas, relating experiences, and retelling stories heard c. Describe people, places, things (e.g., size, color, shape), locations, and actions d. Recite short poems, rhymes, and songs e. Listen attentively to fiction and nonfiction readalouds and demonstrate understanding f. Comprehend the wide array of informational text that is part of our day-to-day experiences g. Repeat auditory sequences (e.g., letters, words, numbers, rhythmic patterns) h. Relate an experience in a logical sequence

Media Literacy & Technology

10. Media Literacy
The student develops and demonstrates understanding of media literacy as a life skill that is integral to informed decision making. Students will:

a. Use a systematic process for the collection, processing, and presentation of information b. Use simple reference resources to locate and obtain information through knowledge of alphabetical order, use of pictures, and environmental print (e.g., signs, billboards) c. Recognize that authors, illustrators, and composers create informational sources d. Recognize print and non-print media e. State the main idea after viewing print media

11. Technology
The student develops essential technology skills for using and understanding conventional and current tools, materials, and processes. Students will:

a. Use technology resources to support learning b. Learn the parts of the computer and the purpose for each part

20 Standards

Common Core State Standards and Starfall Kindergarten Comparison

READING STANDARDS FOR LITERATURE
Common Core Standards
Key Ideas and Details LACC.K.RL.1.1 With prompting and support, ask and answer questions about key details in a text. LACC.K.RL.1.2 With prompting and support, retell familiar stories, including key details. Comprehension, 5.h Ask and answer questions about essential elements of a text. Retell familiar stories. Identify sequence of events in story. Demonstrate an understanding of story elements (e.g. beginning, middle, end, characters, details and setting) Use new vocabulary that is introduced and taught directly. Identify familiar literary forms (e.g. fairy tales, nursery rhymes, fables, etc). Identify the front cover, back cover, title, author and/or illustrator. Identify the authors purpose as stated in the text. Use pictures and context to make predictions about story content.

Starfall Equivalent

LACC.K.RL.1.3

Comprehension, 5.d Comprehension, 5.f With prompting and support, identify Comprehension, characters, settings, and major events in 5.e a story.

Craft and Structure LACC.K.RL.2.4 Ask and answer questions about unknown words in a text. LACC.K.RL.2.5 Recognize common types of texts (e.g., storybooks, poems). LACC.K.RL.2.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Integration of Knowledge and Ideas LACC.K.RL.3.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). LACC.K.RL.3.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Range of Reading and Level of Text Complexity LACC.K.RL.1.1 With prompting and support, ask and answer questions about key details in a text. Comprehension, 5.h Ask and answer questions about essential elements of a text. Comprehension, 5.a Vocabulary, 4.a

Literary Response & Analysis, 7.c Concepts of Print, 1.a Comprehension, 5.g

Literary Response & Analysis, 7.g

Compare/contrast a variety of literary works and multiple versions of the same story.

Starfall Kindergarten

Comparison 21

READING STANDARDS FOR INFORMATIONAL TEXT

Common Core Standards
Key Ideas and Details
LACC.K.RL.1.1 LACC.K.RL.1.2 With prompting and support, ask and Literary Response & answer questions about key details in a text Analysis, 7.b With prompting and support, identify the main topic and retell key details of the text Literary Response & Analysis, 7.f Identify the purpose of nonfictional text Identify a reading selection as fiction or nonfiction by using background knowledge, supporting details, or other sources Compare/contrast a variety of literary works and multiple versions of the same story Listen attentively to fiction and nonfiction read-alouds and demonstrate understanding Comprehend the wide array of informational text that is part of our day to day experiences

Starfall Equivalent

LACC.K.RL.1.3

With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text

Literary Response & Analysis, 7.g Listening & Speaking, 9.e Listening & Speaking, 9.f

Craft and Structure

LACC.K.RL.2.4 Ask and answer questions about unknown words in a text. Vocabulary, 4.a Vocabulary, 4b LACC.K.RL.2.5 LACC.K.RL.2.6 Identify the front cover, back cover, and title page of a book. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. Print Concepts, 1a Concepts of Print, 1.a Comprehension, 5.g Use new vocabulary that is introduced and taught directly. Relate new vocabulary to prior knowledge. Identify the front cover, back cover, title, author and/or illustrator. Identify the front cover, back cover, title, author and/or illustrator. Identify the authors purpose as stated in the text.

Integration of Knowledge and Ideas

LACC.K.RL.3.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). With prompting and support, identify the reasons an author gives to support points in a text. Literary Response & Analysis, 7.e Describe how illustrations contribute to the text.

LACC.K.RL.3.8

Comprehension, 5.a

Identify the authors purpose as stated in the text. Compare/contrast a variety of literary works and multiple versions of the same story.

LACC.K.RL.3.9

With prompting and support, identify basic Literary Response similarities in and differences between two & Analysis, 7.g texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Range of Reading and Level of Text Complexity

LACC.K.RL.4.10 Actively engage in group reading activities with purpose and understanding. Comprehension, 5.b Comprehension, 5.b Comprehension, 5.i Connects to life experiences the information and events in texts. Make text to self, text-to-text, and/or text-to-world connections. Answer questions about the text using creative and critical thinking strategies.

22 Comparison

READING STANDARDS: FOUNDATIONAL SKILLS

Common Core Standards
Print Concepts
LACC.K.RF.1.1 Demonstrate understanding of the organization and basic features of print a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. Concepts of Print, 1.b Concepts of Print, 1.c Concepts of Print, 1.e Concepts of Print, 1.g Follow words from left to right and top to bottom on the printed page. Understand that printed materials provide information. Demonstrate understanding of concepts about print (words, letters, and spacing between words). Recognize and name all uppercase and lowercase letters of the alphabet.

Starfall Equivalent

d. Recognize and name all uppercase and lowercase letters of the alphabet.

Phonological Awareness
LACC.K.RF.2.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. Phonemic Awareness, 2.c Recognize and produce words that rhyme. Identify, blend, and segment syllables in words. Count the number of sounds in syllables and syllables in words. Blend and/or segment individual phonemes in simple, one-syllable words. Identify or distinguish initial, final, and/or medial phonemes in CVC words. Manipulate individual phonemes in CVC words through addition, deletion, and substitution.

b. Count, pronounce, blend, and segment syllables in spoken Phonemic Awareness, 2.b words. Phonemic Awareness, 2.i c. Blend and segment onsets and rimes of single-syllable spoken words. Phonemic Awareness 2.g Phonemic Awareness 2.f Phonemic Awareness 2.h

d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowelconsonant, or CVC) words. e. Add or substitute individual sounds (phonemes) in simple, one syllable words to make new words.

Phonics and Word Recognition

LACC.K.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or the most frequent sound for each consonant. b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Phonics/Word Analysis, 3.a Phonics/Word Analysis, 3.a Phonics/Word Analysis, 3.b Phonics/Word Analysis, 3.c Match all consonant and short-vowel sounds to appropriate letters. Match all consonant and short-vowel sounds to appropriate letters. Read simple one syllable and highfrequency words. Understand that as letters of words change, so do the sounds.

Starfall Kindergarten

d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Fluency
LACC.K.RF.4.4 Read emergent-reader texts with purpose and understanding. Fluency, 6.d Read familiar kindergarten-level texts at the emergent level.

Comparison 23

WRITING STANDARDS
Common Core Standards
Text Types and Purposes
LACC.K.W.1.1 Use a combination of drawing, dictating, and Writing, 8.a writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). Use a combination of drawing, dictating, and Writing, 8.k writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events.

Starfall Equivalent

LACC.K.W.1.2

Participate in creating a variety of informational/expository forms (e.g. labels, lists, graphs, observations, summaries) through drawing or writing.

LACC.K.W.1.3

Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Writing, 8.q Writing, 8.m Writing, 8.j

Connect thoughts and oral language to generate ideas. Draw a picture and use it to explain why this item (food, pet, person) is their favorite (persuasive writing). Create narratives by drawing, dictating, and/ or using emergent writing.

Production and Distribution of Writing

LACC.K.W.2.5 With guidance and support from adults, respond Writing, 8.e to questions and suggestions from peers and add details to strengthen writing as needed. Revise a draft by adding additional details to the draft and checking for logical thinking with prompting.

LACC.K.W.2.6

With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Technology, 11.a

Use technology resources to support learning.

Research to Build and Present Knowledge

LACC.K.W.3.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). Media Literacy, 10.b Use simple reference resources to locate and obtain information through knowledge of alphabetical order, use of pictures, and environmental print (e.g., signs, billboards).

LACC.K.W.3.8

With guidance and support from adults, Media Literacy, recall information from experiences or gather 10.a information from provided sources to answer a question.

Use a systematic process for the collection, processing, and presentation of information.

24 Comparison

STANDARDS FOR SPEAKING AND LISTENING

Common Core Standards
Comprehension and Collaboration
LACC.K.SL.2.4 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. Listening & Speaking, 9.b Listening & Speaking, 9.b Comprehension, 5.h Communicate effectively when sharing ideas, relating experiences, and retelling stories heard. Communicate effectively when sharing ideas, relating experiences, and retelling stories heard. Ask and answer questions about essential elements of a text.

Starfall Equivalent

LACC.K.SL.1.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. LACC.K.SL.1.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Comprehension, 5.i

Answer questions about text using creative and critical thinking strategies.

Presentation of Knowledge and Ideas

LACC.K.SL.2.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Add drawings or other visual displays to descriptions as desired to provide additional detail. Speak audibly and express thoughts, feelings, and ideas clearly. Listening & Speaking, 9.c Writing, 8.c Describe people, places, things (e.g., size, color, shape), locations, and actions. Draw pictures about ideas generated from stories read aloud or generated through class discussion. Communicate effectively when sharing ideas, relating experiences, and retelling stories heard.

LACC.K.SL.2.5

LACC.K.SL.2.6

Listening & Speaking, 9.b

Starfall Kindergarten

Aa

Aa

Comparison 25

LANGUAGE STANDARDS
Common Core Standards
Conventions of Standard English
LACC.K.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Writing, 8.n Write uppercase and lowercase letters of the alphabet independently, attending to the form and proper spacing of letters. Identify words that name persons, places, or things, and words that name actions. a. Print many uppercase and lowercase letters.

Starfall Equivalent

b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

Vocabulary, 4.d Comprehension, 5.i Vocabulary, 4.h

d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
e.

Answer questions about the text using creative and critical thinking strategies. Use language correctly to express spatial and temporal relationships (e.g., up/ down, before/after). Describe people, places, things (e.g., size, color, shape), locations, and actions.

Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). Produce and expand complete sentences in shared language activities.

f.

Listening & Speaking, 9.c

LACC.K.L.1.2 writing.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when Writing, 8.f Writing, 8.h Writing, 8.n Use capital letters to begin important words. Use end punctuation, including periods, questions marks, and exclamation points. Write uppercase and lowercase letters of the alphabet independently, attending to the form and proper spacing of letters. Write consonant-vowel-consonant words.

a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and shortvowel sounds (phonemes).

d. Spell simple words phonetically, drawing on knowledge of Writing, 8.b sound-letter relationships.

A B C D E G H
F
I

26 Comparison

Common Core Standards

Vocabulary Acquisition and Use
LACC.K.L.3.4

Starfall Equivalent

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. Vocabulary 4.a Vocabulary 4.b Vocabulary 4.c Use new vocabulary that is introduced and taught directly. Relate new vocabulary to prior knowledge. Understand the meaning of words, and that some words have multiple meanings.

a. Identify new meanings for familiar words and apply them accurately (e.g., knowing a duck is a bird and learning the verb to duck).

b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. LACC.K.L.3.5 a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

With guidance and support from adults, explore word relationships and nuances in word meanings. Vocabulary 4.g Identify and sort words in basic categories (e.g. colors, shapes, food).

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). Comprehension, Connect to life experiences the 5.b information and events in texts. Use new vocabulary that is introduced and taught directly. Make text-to-self, text-to-text, and/or text-to-world connections.

d. Distinguish shades of meaning among verbs describing Vocabulary 4.a the same general action (e.g., walk, march, strut, prance) by acting out the meanings. LACC.K.L.3.5 Use words and phrases acquired through conversations, reading and being read to, and responding to text. Comprehension 5.c

Starfall Kindergarten

Comparison 27

Starfall gratefully acknowledges the following school districts at which our team of over 150 kindergarten teachers field-tested the Starfall Kindergarten curriculum and actively contributed to its development over a period of three years.
All Saints Episcopal School Lubbock, TX Andre Agassi College Preparatory Academy Las Vegas, NV Appling County School District Surrency, GA Boulder Valley School District Boulder, CO Briarcliff Manor School District Briarcliff Manor, NY Buckner-Fanning Christian School San Antonio, TX Buncombe County School District Asheville, NC Catholic Archdiocese of Los Angeles Thousand Oaks, CA Catholic Diocese of St. Petersburg St. Petersburg, FL Currituck County School District Knotts Island, NC Episcopal Diocese of Northwest Texas Lubbock, TX Fruitvale School District Bakersfield, CA Fullerton School District Fullerton, CA Italy Independent School District Italy, TX Kent City Community Schools Kent City, MI Livermore Valley Charter School Livermore, CA Los Fresnos Consolidated Independent School District Los Fresnos, TX Matanuska-Susitna Borough School District Wasilla, AK Ogden City School District Ogden, UT Pittsfield School District Pittsfield, MA Port Jervis City School District Cuddebackville, NY Rainbow Dreams Charter School Las Vegas, NV Rhea County School District Spring City, TN Salina School District Salina, OK Saugus Union School District Valencia, CA Screven County School District Screven, GA Sierra Sands Unified School District Ridgecrest, CA South Sarpy School District 46 Springfield, NE Vinita Public Schools Vinita, OK Wayne County School District Jesup, GA Waynesville R-VI School District Ft. Leonard Wood, MO

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