Kindergarten Elementary English Language Arts and Reading
Fall Semester | ||||||
Unit Title | Unit 1: Ready, Set, Grow! | Unit 2: Linking Our Learning | Unit 3: Notice and Wonder | Unit 4: Words Paint a Picture in Our Minds | Unit 5: Between the Lines | Unit 6: Putting the Pieces Together |
Time | 15 Days | 18 Days | 16 Days | 10 Days | 13 Days | 12 Days |
Understandings | Phonological Awareness: Students will be exposed to and play with oral language. Explicit instruction will teach students to repeat, recognize, and produce rhymes and alliteration and to segment, blend, and manipulate phonemes and syllables. Recursive review of these specific skills will continue throughout the remainder of the year. Explicit teaching of all 44 phonemes will occur within this unit through the use of a sound wall. | Phonological Awareness: Students will continue to be exposed to and play with oral language. Explicit instruction will teach students to repeat, recognize, and produce rhymes and alliteration and to segment, blend, and manipulate phonemes and syllables. Recursive review of these specific skills will continue throughout the remainder of the year. You will finish explicit instruction of all 44 phoneme within this unit through the use of a sound wall and will begin to introduce graphemes. | Phonological Awareness: Students continue to play with words and letter sounds orally. They refine the phonological awareness skills that were introduced in Unit 2 as well as begin alliteration recognition and production and blend syllables to form words. | Phonological Awareness: Students continue to play with words and letter sounds orally. They refine the phonological awareness skills that were introduced in previous units. | Phonological Awareness: Students continue to play with words and letter sounds orally. They refine the phonological awareness skills that were introduced in previous units. Some changes in Phonological Awareness: This is the last unit where we will be embedding rhyme, alliteration, and sentence segmentation into Shared Reading. | Phonological Awareness: Students continue to grow their skills by blending, segmenting, and manipulating syllables in words and segmenting one-syllable words into individual phonemes. Additionally, students continue to produce words that rhyme and have alliteration. Isolating initial, final, and medial sounds will stop in this unit. If you have students who continue to struggle with these skills they can be addressed during small group instruction. |
Phonics: Instruction will begin in week 4, Unit 2. Weeks 1-3 will be devoted to word awareness activities to prepare students for the work they will be doing in phonics. This learning will be done through nursery rhymes and songs that allow you to continue to teach kinder routines and expectations while getting to know your students and their classroom community. | Phonics: Students begin playing with words and letter sounds. Students begin to identify printed upper and lowercase letters with their sounds as well as recognize the difference between a letter and a printed word. As new letters are introduced, they will be added onto the sound wall as a grapheme attached to a specific phoneme. Students begin to apply letter sounds to decode simple VC and CVC words with the letters and letter sounds they are using as well as begin to recognize a few high frequency words that include letters that have been learned. | Phonics: Students continue to identify printed upper and lowercase letters along with their most common sounds. New graphemes will continue to be added to the sound wall as they are introduced. Students participate in handwriting activities where they are learning the correct formation of the letters they are learning. Students also begin to decode and spell words using the letters and letter sounds they have learned. They are introduced to VC and CVC spelling patterns and begin to identify high-frequency words. | Phonics: Students continue to identify printed upper and lowercase letters along with their most common sounds. New graphemes will continue to be added to the sound wall as they are introduced. Students participate in handwriting activities where they are learning the correct formation of the letters they are learning. Students also begin to decode and spell words using the letters and letter sounds they have learned. They are introduced to VC and CVC spelling patterns and begin to identify high-frequency words. | Phonics: Students continue to identify printed upper and lowercase letters along with their most common sounds. New graphemes will continue to be added to the sound wall as they are introduced. Students also decode and spell words using the letters and letter sounds they have learned, including words with VC and CVC spelling patterns as well as high-frequency words. | Phonics: Students should be exposed to all of the letters and their most common sounds and all consonant graphemes will have been added to the sound wall. Digraphs are introduced and students use the letters and sounds they have learned to decode VC, CVC, CCVC and CVCC words and spell VC, CVC, and CCVC words. Students make words by changing, adding and deleting beginning letters to form new words such as adding a p to the word it to form the new word pit. This is done in print, not orally like in phonological awareness. Additionally, students are continuing to add to their bank of high-frequency words. | |
Reading: Students learn that we must understand what we read and hear. Students provide oral and pictorial responses to show their understanding of a text or other types of messages. Additionally, print awareness is also introduced and reinforced during this unit, including looking at environmental print found around us and understanding book parts, the appropriate way to hold a book, and directionality.
| Reading: Students will recognize the difference between a letter and a printed word and focus on learning the letters of their name. Students improve their comprehension by using their background knowledge and personal experiences to make connections to texts. Students demonstrate their understanding by describing their connections. Through reading and using illustrations, students learn the meaning of unfamiliar words. Students utilize this new vocabulary in their responses. | Reading: Students listen to and interact with a variety of texts as they learn essential reading strategies which promote comprehension. Students ask and answer questions to enhance understanding and gain information. Students also engage in self-selecting texts as they begin to establish routines for independent reading. Using illustrations and clues from texts being read to them, students learn the meaning of unfamiliar words. | Reading: Students listen to and interact with a variety of texts as they learn essential reading strategies which promote comprehension. Students focus on creating mental images to extract meaning by attending to details and discussing the author’s use of language. By producing illustrations of their mental images, students demonstrate that they understand what is being communicated in text. Students also engage in self-selecting texts as they continue to establish routines for independent reading. | Reading: Students listen to and interact with a variety of texts as they learn essential reading strategies which promote comprehension such as Notice and Notice Contrast and Contradictions signpost. Students learn to connect their background knowledge to text evidence in order to make and confirm inferences, including predictions. Additionally, students use illustrations and text being read to them to infer the meaning of unfamiliar words. Students also continue to self-select texts and build their stamina in order to read and interact with texts for increasingly longer periods of time. | Reading: Students learn and practice comprehension strategies with adult assistance while reading and being read to. Students begin to evaluate details to determine what is most important in texts. Students demonstrate their understanding of text by retelling the most important details included within a text. Additionally, students (with adult assistance) synthesize details, ideas, and information to create new understandings, perspectives, and/or insights. Additionally, self-sustained reading continues to be a daily practice as students increase the amount of time they can focus on reading. | |
Writing: Students engage in the process of planning pieces of work through class discussions, develop drafts in oral or pictorial form, and share their works with an audience/partner. | Writing: Students plan and develop drafts that include drawings of things and places that are important to them. During reading they will also respond using their experiences and background knowledge. Students include details in their drawings that support what they want to say. Drawings are shared with their peers. | Writing: Students engage in the process of planning their writing through class/partner discussions, developing drafts in oral or pictorial form, and sharing their work with an audience/partner. | Writing: Students engage in planning a piece of work through class discussions, develop drafts with details and attention to word choice. Students practice recognizing complete sentences. | Writing: Students engage in planning a piece of work through class discussions, developing a draft in oral, pictorial form as well as written form for those students who are ready. They also share their work with an audience. | Writing: Students plan writing through class discussions and develop drafts in oral and pictorial form along with encouragement and support to add words and/or sentences to their drafts. They continue sharing their work with an audience or partner. | |
Grammar: Students will capitalize the first letter in a name. | Grammar: Students learn that sentences begin with a capital letter and end with a period. | Grammar: Students practice capitalizing the beginning of sentences and ending sentences with a period. Concrete nouns, active verbs, and vivid adjectives are introduced as parts of speech that help readers and writers communicate effectively. | Grammar: Students continue to recognize and use complete sentences, including using a capital letter at the beginning of the sentence and periods at the end of sentences. Students build their knowledge of other conventions of language including the use of adjectives, verbs, and nouns. | Grammar: Students practice recognizing and using complete sentences, including a capital letter and period. Students also edit their writing with adult assistance for appropriate use of verbs, adjectives, including articles, and other previously learned conventions. | ||
Handwriting: students review expectations, routines and procedures. Students work on fine and gross motor skills and review directions and positions in preparation for handwriting. You will administer a pretest to assess students coming into Kindergarten. | Handwriting: Students will continue to explore basic handwriting strokes such as vertical, horizontal, and backward circle lines. Students will be introduced to letters and continue to strengthen their fine motor skills. | Handwriting: Students are working on circle lines, backward circle lines, and learn the formation of some specific letters. | Handwriting: Students will explore the basic handwriting stroke of diagonal lines and practice the letter formations they already know. | Handwriting: Students participate in handwriting activities where they are learning the correct formation of the letters they are learning. | Handwriting: Students participate in handwriting activities where they are learning the correct formation of the letters they are learning and are introduced to the last of the upper and lowercase letters. | |
TEKS | Phonological Awareness: K.2Ai, K.2Aii, K.2Aiii, K.2Aiv, K.2Av, K.2Avi, K.2Aix, K.2Ax | Phonological Awareness: K.2Ai, K.2Aii, K.2Aiii, K.2Aiv, K.2Av, K.2Avi, K.2Aix, K.2Ax
| Phonological Awareness: K.2Ai, K.2Aii, K.2Aiii, K.2Aiv, K.2Av, K.2Avi, K.2Aviii, K.2Aix, K.2Ax | Phonological Awareness: K.2Ai, K.2Aii, K.2Aiii, K.2Aiv, K.2Av, K.2Avi, K.2Aviii, K.2Aix, K.2Ax | Phonological Awareness: K.2Ai, K.2Aii, K.2Aiii, K.2Aiv, K.2Av, K.2Avi, K.2Avii, K.2Aviii, K.2Aix, K.2Ax | Phonological Awareness: K.2Ai, K.2Aii,K.2Aiv, K.2Av, K.2Avi, K.2Avii, K.2Aix, K.2Ax |
Phonics: N/A
| Phonics: K.2Bi, K.2Bii, K.2Biv, K.2Ci, K.2Cii, K.2Ciii,
| Phonics: K.2Bi, K.2Bii, K.2Biii, K.2Biv, K.2Ci, K.2Cii, K.2Ciii, K.2Dv | Phonics: K.2Bi, K.2Bii, K.2Biii, K.2Biv, K.2Ci, K.2Cii, K.2Ciii, K.2Dv | Phonics: K.2Bi, K.2Bii, K.2Biii, K.2Biv, K.2Ci, K.2Cii, K.2Ciii, K.2Dv | Phonics: K.2Bi, K.2Bii, K.2Biii, K.2Biv, K.2Ci, K.2Cii, K.2Ciii, K.2Dv | |
Reading: K.1A, K.1B, K.1C, K.1D, K.1E, K,2Di, K,2Dii, K.2Div, K.3C, K.5I, K.6B, K.6E, K.6F | Reading: K,2Di, K,2Dii, K.2Diii, K.2Div, K.2Dv, K.3C | Reading: K.1A, K.1C, K.1D, K.1E, K.2Dii, K.2Diii, K.2Dv, K.3B, K.3C, K.4A, K.5B, K.5I, K.6B, K.6E, K.6F
| Reading: K.1A, K.1C, K.1D, K.2Dii, K.3B, K.3C, K.4A, K.5D, K.5I, K.6B, K.6C, K.6F, K.9D | Reading: K.1A, K.1C, K.1D, K.2Diii, K.3B, K.4A, K.5C, K.5F, K.5I, K.6B, K.6C, K.6E, K.6F | Reading: K.1A, K.1C, K.1D, K.2Di, K.2Dv, K.3B, K.4A, K.5G, K.5H, K.5I, K.6B, K.6C, K.6D, K.6E | |
Writing: K.1A, K.1B, K.1C, K.1D, K.1E, K.2Div, K.6B, K.6E, K.6F, K.10A, K.10B, K.10C, K.10E, K.11A
| Writing: K.1C, K,2Di, K,2Dii, K.2Diii, K.2Div, K.2Dv, K.10Dvii, K.10A, K.10B, K.10C, K.10E
| Writing: K.1A, K.1C, K.1D, K.1E, K.2Dii, K.2Diii, K.2Div, K.3B, K.3C, K.5I, K.6B, K.6E, K.6F, K.10E, K.10Dvii, K.10Dviii
| Writing: K.1A, K.1C, K.1D, K.2Dii, K.2Diii, K.2Div, K.3B, K.3C, K.5I, K.6B, K.6E, K.6F, K.10A, K.10B, K.10Dii, K.10Diii, K.10Div, K.10Dix
| Writing: K.1A, K.1C, K.1D, K.2Diii, K.2Div, K.3B, K.3C, K.6B, K.6C, K.6E, K.6F, K.10A, K.10B, K.10C, K.10Di, K.10Dii, K.10Diii, K.10Div, K.10Dvii, K.10Dviii, K.10E
| Writing: K.1A, K.1C, K.1D, K.2Dv, K.5G, K.6B, K.6C, K.6D, K.6E, K.10A, K.10B, K10C, K.10Di, K.10Div, K.10Dviii, K.10Dix, K.10E
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Grammar: N/A
| Grammar: K.10Dvii
| Grammar: K.10Dvii, K.10Dviii
| Grammar: K.10Dii, K.10Diii, K.10Div | Grammar: K.10Dii, K.10Diii, K.10Div, K.10Dvii, K.10Dviii | Grammar: K.10C, K.10Di, K.10Div, K.10Dviii, K.10Dix
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Handwriting: K.2E | Handwriting: K.2E | Handwriting: K.2E | Handwriting: K.2E | Handwriting: K.2E | Handwriting: K.2E | |
Spring Semester | |||||||
Unit Title | Unit 7: First Look at Fiction | Unit 8: Once Upon a Time in Kindergarten | Unit 9: Information All Around Us | Unit 10: We’ve Got the Beat! | Unit 11: Can You Convince Me? | Unit 12: I am a Researcher | Unit 13: Looking Back |
Time | 17 Days | 14 Days | 15 Days | 10 Days | 10 Days | 14 Days | 11 Days |
Understandings | Phonological Awareness: Students continue to produce rhymes and alliteration, blend and segment phonemes and syllables, as well as add, delete, and substitute phonemes and syllables.
| Phonological Awareness: Students continue to produce rhymes and alliteration, blend and segment phonemes and syllables, as well as add, delete, and substitute phonemes and syllables.
| Phonological Awareness: Students continue to produce rhymes and alliteration, blend and segment phonemes and syllables, as well as add, delete, and substitute phonemes and syllables.
| Phonological Awareness: Students continue to work on recognizing rhymes and alliteration as well as isolating, blending, and manipulating phonemes.
| Phonological Awareness: Students continue to work on recognizing rhymes and alliteration as well as isolating, blending, and manipulating phonemes.
| Phonological Awareness: Students continue to work on recognizing rhymes and alliteration as well as isolating, blending, and manipulating phonemes.
| Phonological Awareness: Students continue to work on recognizing rhymes and alliteration as well as isolating, blending, and manipulating phonemes.
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Phonics: Students should have been exposed to all of the letters and their most common sounds. The focus of this unit should be on those letters and sounds with which students may still have confusion. Students continue to use the letter sounds they have learned to decode and spell VC and CVC. Students continue their learning of CCVC words with consonant digraphs at the beginning and the CVCC at the end of words, and these graphemes will be added to the sound wall as they are taught. Students continue to manipulate words by adding, deleting, and changing initial letters to form new words such as changing the p in the word pit to f to form the new word fit. This is done in print not orally like in phonological awareness. Additionally, students are continuing to add to their bank of high-frequency words. | Phonics: Students continue to use the letter sounds they have learned to decode and spell VC and CVC. Students continue their learning of CCVC words with consonant digraphs at the beginning and the CVCC at the end of words, and these graphemes will be added to the sound wall as they are taught. Students continue to manipulate words by adding, deleting, and changing letters to form new words. This is done in print not orally like in phonological awareness. Additionally, students are continuing to add to their bank of high-frequency words.
| Phonics: Students continue to use their knowledge of letter-sound correspondences to decode and spell VC, CVC, and CCVC words, including the introduction of words with initial consonant blends. Students continue to manipulate letters to form new words such as changing the p in pet to b to make bet, and changing the o in hop to an i to form the word hip. This is done in print not orally like in phonological awareness. Additionally, students are continuing to add to their bank of high-frequency words. Students participate in handwriting activities where they continue to practice the correct formation of letters.
| Phonics: Students are introduced to decoding words with final consonant blends in CVCC words as they continue to decode and encode VC, CVC, and CCVC words using their knowledge of letter-sound relationships. Students continue to recognize that new words can be formed with adding, deleting, or changing certain letters. This is done in print not orally like in phonological awareness. Additionally, students continue to build their bank of high-frequency words for use in reading and writing. Students participate in handwriting activities where they continue to practice the correct formation of letters.
| Phonics: Students continue decoding words with final consonant blends in CVCC words as they continue to decode and encode VC, CVC, and CCVC words using their knowledge of letter-sound relationships. Students continue to recognize that new words can be formed with adding, deleting, or changing certain letters. This is done in print not orally like in phonological awareness. Additionally, students continue to build their bank of high-frequency words for use in reading and writing. Students participate in handwriting activities where they continue to practice the correct formation of letters.
| Phonics: Students continue decoding words with VC, CVC, CCVC, and CVCC words and to encode VC, CVC, and CCVC words using their knowledge of letter-sound relationships. Students learn doubling final consonants -ff, -ll, -ss, and -zz. Students continue to recognize that new words can be formed with adding, deleting, or changing certain letters. This is done in print not orally like in phonological awareness. Additionally, students continue to build their bank of high-frequency words for use in reading and writing. Students participate in handwriting activities where they continue to practice the correct formation of letters.
| Phonics: Students continue decoding words with VC, CVC, CCVC, and CVCC words and to encode VC, CVC, and CCVC words using their knowledge of letter-sound relationships. Students continue to recognize that new words can be formed with adding, deleting, or changing certain letters. This is done in print not orally like in phonological awareness. Additionally, students continue to build their bank of high-frequency words for use in reading and writing. Students participate in handwriting activities where they continue to practice the correct formation of letters.
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Reading: Students listen to and interact with a variety of fictional texts, including drama. As students listen to and read these fictional texts, they implement essential reading strategies which promote comprehension. Students identify and describe the main characters, setting, and plot elements (with adult assistance, including main events, problem, and resolution. Understanding these elements allows students to determine (with adult assistance) the topic and theme of a piece of writing as well as the author’s purpose. Recognizing the author's purpose is further supported by an understanding of how fictional texts are structured, the impact of word choice, and first- and third- person point of view. Students also recognize these same literary elements in drama, specifically focusing on the main character. Students interact and respond to texts by retelling the main events as well as using text evidence to provide oral, pictorial, and/or written comments on what they have read or listened to. | Reading: Students listen to and interact with traditional literature as they implement essential reading strategies that promote comprehension. With adult assistance, students continue to study the literary elements of fiction, including theme, plot elements, character, and setting, while focusing on the distinguishing characteristics of well-known children’s literature such as fairy tales and nursery rhymes. Nursery rhymes will come back again in the poetry unit, Unit 11: We’ve Got the Beat, where you will focus more so on the rhythm and rhyme. Students interact with and respond to self-selected texts or those read aloud to them through oral and written formats.
| Reading: Students explore characteristics and structures of informational text, including recognizing the central idea and supportive evidence (with adult assistance) and the use of text features to facilitate comprehension by allowing the reader to locate information quickly and efficiently. Students also examine the specific characteristics of procedural texts in order to understand how authors organize ideas into sequential steps (with adult assistance). While exploring informational texts, students continue to incorporate ongoing reading comprehension strategies as well as interact with and respond to self-selected (or read aloud) texts through oral and written formats. Students also use picture dictionaries and other digital resources to learn and confirm word meaning as they continue to add to their vocabulary (including high-frequency words).
| Reading: Students listen to, read and discuss rhyme and rhythm within a variety of poems, including nursery rhymes. With adult assistance, students will determine topic and theme of poems and discuss the author’s purpose, use of structure, and words that help the reader visualize. With adult assistance, students continue to employ comprehension strategies such as establishing purpose for reading, generating questions, making and confirming predictions, making inferences, making connections, evaluating details and synthesizing information to create new understandings through reading.
| Reading: Students explore characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do. Additionally, students continue to incorporate ongoing reading strategies in order to improve comprehension. While experiencing persuasive texts, students interact with and respond to self-selected texts, both traditional and multimodal/digital, or those read aloud to them through oral and written formats.
| Reading: Students engage in inquiry and research. With adult assistance, students generate questions for inquiry as they develop and follow a research plan. Through this process, students demonstrate an understanding of information as they answer their pre-generated questions of inquiry. Additionally, students continue to incorporate ongoing reading strategies when necessary in order to improve comprehension. Good readers are simultaneously generating questions, making predictions, creating mental images, making connections, making inferences and monitoring comprehension. Although you will not see these TEKS specifically referenced in isolation during this unit, best practice would be to continually model and refer back to these previously taught skills during this and subsequent units.
| Reading: Students review what they have learned throughout the year and reflect on all the different texts they have listened to or read. Students highlight what they have learned about comprehension, genre, and author’s purpose and craft through a book talk of one of their favorite texts. Additionally, students are introduced to making connections between text and society.
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Writing: Students engage in planning a personal narrative through class discussions and developing drafts in oral, pictorial, and written form. In this unit, students will focus on organizing their ideas while planning and drafting with an emphasis on the most basic narrative text structure of beginning, middle, and end. Students are also introduced to editing for spelling and previously taught conventions. They continue sharing their work with an audience or partner. | Writing: Students continue to focus on composing and revising personal narratives that organize ideas from beginning, middle, and end. Now that students have more experience with literary elements (e.g., theme, character, plot, setting), they can incorporate those elements in stories about their personal experiences. Additionally, students edit for correct spelling of words (with adult assistance) using their knowledge of letter sounds and high-frequency words. Multiple, authentic writing experiences provide many opportunities for handwriting development and continued emphasis on self as a writer/author. | Writing: Students proceed through the writing process to create their own procedural text. With ample time devoted to prewriting and planning focused on the understandings of the informational genre addressed in reading, students draft their informational piece. Drafts are edited and revised to add details to better explain their topic or message. Students share their writing with their classmates or appropriate audiences | Writing: Students use the writing process to dictate or compose poetry. They apply what they learn about author’s purpose and craft as they develop drafts and revise to add details with words or pictures. Students edit their writing for these new parts of speech along with complete sentences, spelling and other previously taught conventions.
| Writing: Students use the writing process to write about topics in which they feel strongly. Students compose drafts to explain their reasons for liking or not liking a particular topic. Students revise their drafts to add details that support their message. Students also edit their drafts (with adult assistance) for complete sentences, prepositions, and spelling as well as previously learned conventions. Students share their writing with others.
| Writing: Students engage in planning a piece of work to deliver their research results and develop organized drafts in oral, pictorial, or written form. The product they choose to present their research results may vary. Students also focus on using and editing for complete sentences and correct spelling words as well as known high-frequency words. Students finalize and present their research findings with others. | Writing: Students engage in the writing process to compose personal narratives that describe their favorite experience/event from the school year. Students edit their drafts for complete sentences, spelling, and previously learned conventions. | |
Grammar: With adult assistance, students practice recognizing, using, and editing for complete sentences, subjective pronouns, and with appropriate capitalization and punctuation. | Grammar: With adult assistance, students edit their drafts for complete sentences, singular and plural nouns, subjective pronouns, as well as previously learned conventions. | Grammar: Students edit their writing (with adult assistance) for complete sentences, appropriate use of singular and plural nouns and objective pronouns, correct spelling as well as previously taught conventions. | Grammar: Students are introduced to prepositions. | Grammar: Students work with previously taught conventions and work on writing complete sentences correctly.
| Grammar: Students work with previously taught conventions. | Grammar: Students work with previously taught conventions. | |
Handwriting: students participate in handwriting activities where they are learning the correct formation of letters. | Handwriting: Students participate in activities where they continue to practice the correct formation of letters. | Handwriting: Students participate in activities where they continue to practice the correct formation of letters. | Handwriting: Students participate in handwriting activities where they continue to practice the correct formation of letters. | Handwriting: Students participate in handwriting activities where they continue to practice the correct formation of letters. | Handwriting: Students participate in handwriting activities where they continue to practice the correct formation of letters. | Handwriting: Students review pencil positions and writing positions they have learned throughout the year. | |
TEKS | Phonological Awareness: K.2Ai, K.2Aii, K.2Aiv, K.2Av, K.2Avi, K.2Avii, K.2Aix, K.2Ax | Phonological Awareness: K.2Ai, K.2Aii, K.2Aviii, K.2Aix, K.2Ax | Phonological Awareness: K.2Ai, K.2Aii, K.2Aiv, K.2Av, K.2Avi, K.2Avii, K,2Aix, K.2Ax | Phonological Awareness: K.2Ai, K.2Aii, K.2Aiv, K.2Av, K.2Avi, K.2Avii, K,2Aix, K.2Ax | Phonological Awareness: K.2Ai, K.2Aii, K.2Aiv, K.2Av, K.2Avi, K.2Avii, K,2Aix, K.2Ax | Phonological Awareness: K.2Ai, K.2Aii, K.2Aiv, K.2Av, K.2Avi, K.2Avii, K,2Aix, K.2Ax | Phonological Awareness: K.2Ai, K.2Aii, K.2Aiv, K.2Av, K.2Avi, K.2Avii, K,2Aix, K.2Ax |
Phonics: K.2Bii, K.2Biii, K.2Biv, K.2Ci, K.2Cii, K.2Ciii | Phonics: K.2Bii, K.2Biii, K.2Biv, K.2Ci, K.2Cii, K.2Ciii | Phonics: K.2Bii, K.2Biii, K.2Biv, K.2Ci, K.2Cii, K.2Ciii | Phonics: K.2Bii, K.2Biii, K.2Biv, K.2Cii, K.2Ciii | Phonics: K.2Bii, K.2Biii, K.2Biv, K.2Cii, K.2Ciii | Phonics: K.2Bii, K.2Biii, K.2Biv, K.2Cii, K.2Ciii | Phonics: K.2Bii, K.2Biii, K.2Biv, K.2Cii, K.2Ciii | |
Reading: K.1A, K.1C, K.1D, K.3B, K.5A, K.5D, K.5F, K.5G, K.5H, K.5I, K.6B, K.6C, K.6D, K.6E, K.6F, K.7A, K.7B, K.7C, K.7D, K.8C, K.9A, K.9D, K.9E | Reading: K.1C, K.5A, K.5E, K.5F, K.5G, K.5H, K.5I, K.6B, K.6C, K.6D, K.6E, K.7A, K.7B, K.7C, K.7D, K.8C, K.8F, K.9A, K.9B, K.9D | Reading: K.3A, K.5A, K.5B, K.5C, K.5E, K.5F, K.5G, K.5H, K.6A, K.6B, K.6C, K.6D, K.6E, K.8Di, K.8Dii, K.8Diii, K.8F, K.9A, K.9B, K.9C | Reading: K.1A, K.3A, K.5A, K.5D, K.6B, K.6C, K.6D, K.6E, K.7A, K.7B, K.7C, K.7D, K.8A, K.8B, K.8F, K.9A, K.9B, K.9D | Reading: K.3A, K.5A, K.6B, K.6C, K.6E, K.8Dii, K.8E, K.8F, K.9A, K.9B, K.9C, K.9D | Reading: K.5A, K.5B, K.5C, K.5E, K.5F, K.5G, K.5H, K.6B, K.6C, K.6E, K.8Di, K.8Dii, K.9A, K.9C, K.10A, K.12A, K.12B, K.12C, K.12D | Reading: K.5E, K.5G, K.5H, K.6A, K.6B, K.6C, K.6D, K.6E, K.9A, K.9B
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Writing: K.1A, K.1C, K.1D, K.3B, K.5F, K.5H, K.6B, K.6C, K.10A, K.10B, K.10C, K.10D, K.10Di, K.10Dvi, K.10Dvii, K.10Dviii, K.10Dix, K.10E, K.11A | Writing: K.5F, K.5H, K.6B, K.6C, K.6E, K.9D, K.10B, K.10C, K.10Diii, K.10Dvii, K.10Dviii, K.10Dix, K.10E, K.11A | Writing: K.6B, K.6C, K.6E, K.10A, K.10B, K.10C, K.10Di, K.10Dvi, K.10Dix, K.10E, K.11B | Writing: K.6B, K.6E, K.10A, K.10B, K.10C, K.10Dv, K.10E, K.11A | Writing: K.6B, K.6E, K.10A, K.10B, K.10C, K.10Di, K.10Dii, K.10Diii, K.10Dvii, K.10Dviii, K.10Dix, K.10E, K.11B | Writing: K.5A, K.5B, K.5C, K.5E, K.5F, K.5G, K.5H, K.6B, K.6C, K.6E, K.8Di, K.8Dii, K.9A, K.9C, K.10A, K.10B, K.10C, K.12A, K.12B, K.12C, K.12D | Writing: K.1C, K.10A, K.10B, K.10C, K.10Di, K.10Dix, K.11A | |
Grammar: K.10Di, K.10Dvi, K.10Dvii, K.10Dviii, K.10Dix,
| Grammar: K.10Diii, K.10Dvii, K.10Dviii, K.10Dix
| Grammar: K.10Di, K.10Dvi
| Grammar: K.10Dv
| Grammar: K.10Di, K.10Dii, K.10Diii, K.10Dvii, K.10Dviii, K.10Dix | Grammar: N/A
| Grammar: K.10Di, K.10Dix
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Handwriting: K.2E | Handwriting: K.2E
| Handwriting: K.2E
| Handwriting: K.2E | Handwriting: K.2E
| Handwriting: K.2E | Handwriting: K.2E
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