Week/

Month

Content

Skills for Student Achievement

Assessment

Performance Standards Addressed

Sept.

• Visual discrimination

• Recognize their own printed name

• Teacher observation

• I.B1

• Auditory discrimination

• Use words to describe location, size, color, shape, direction, and action

• Student demonstration

• I.B2
• I.B3

• Introduce letters M and T

• Follow two-step directions

• See Math assessment

• III.A2

• Begin to recognize letter symbols for speech sounds

• I.A2

• Perform songs and finger plays

• III.A5

• Listen to and enjoy stories

• ID5

• Identify upper and lower case letters, M, T, and their sounds

• I.A3

• Left to right, top to bottom, front to back progression

• III.B1
• III.B2

Oct.

• Visual discrimination

Sequence 3 part story cards

• I.D3

• Auditory discrimination
• Introduce letters F, N, H, A

• Listen to and enjoy stories
• The student will identify beginning consonant sounds and ending sounds in single-syllable words
• Repeat songs and finger plays
• Identify upper and lower case letters F, N, H, A
• Ongoing review of letters previously taught
• Correctly write the numbers 0 through 9
• Continue left to right progression

·         Teacher observation

·         Student demonstration

·         Individual assessment

• I.D5
• I.A4

• III.A5

• I.A3

• II.E2
• III.B1

Nov.

• Visual discrimination
• Auditory discrimination
• Introduce letters P, Z

• Continue to sequence 3 part story with cards
• Identify upper and lower case P and Z and their sounds
• Ongoing review of letter identification
• Repeat songs and finger plays
• Continue to identify beginning consonant sounds and ending sounds in single-syllable words.
• Listen to and enjoy stories

·         Teacher observation

·         Student demonstration

·         Informal assessment

• I.D3

• I.A3

• III.A5

• I.A4

• I.D5

Dec.

·         Visual discrimination

·         Auditory discrimination

·         Introduce letter B,I,S

• Continue left to right progression with charts and stories                 
• Sequence 3-4 part story events orally and with picture cards. Continue to recognize same and different and beginning and ending sounds.
• Repeat songs and finger plays
• Listen to and enjoy stories
• Identification of upper and lower case B,I S and their sounds
• Ongoing letter review

·                     Teacher observation

·                     Student demonstration

• I.B1

• I.D3

• III.A5
• I.D5
• I.A3

·          

Jan.

·         Visual discrimination

·         Auditory discrimination

·         Story interpretation

·         Introduce letters D, L, W, V

• Continuation of color words
• Continue left to right progression
• Match rhyming pictures
• Repeat songs, finger plays, and rhythm patterns
• Identify beginning consonant sounds and ending sounds in single-syllable words
• Identification of upper and lower case D, L, W, V and their sounds
• Ongoing letter review
• Predict and infer story

       happenings using context                       clues

• Write or draw response that demonstrates comprehension

• Relate texts to prior knowledge and experiences

• Identify fact from fiction
• Listen to and enjoy stories

• Teacher observation
• Student demonstration
• Informal assessment

• I.B2

• III.B1

• I.A5

• III.A5

• I.A4

• I.A3

• I.C2

• I.C3

• I.C4

• I.D1
• I.D5

·          

Feb.

·         Visual discrimination

·         Auditory discrimination

·         Story interpretation

·         Introduce letters O, R, G

• Continue identification and usage of color words
• Continue left to right progression
• Repeat songs, finger plays, rhymes and rhythm patterns
• Respond orally to language patterns in stories and poems
• Use voice level appropriate for language situation
• Ask and respond to questions
• Continue to recognize same and different beginning and ending sounds
• Identification of upper and lower case O, R, G and their sounds
• Ongoing letter review
• Continue predictions of story happenings
• Use context to predict and infer word meanings
• Learn new words from explicit instruction
• Listen to and enjoy stories
• Respond to literature using details from the story to make personal connections
• Role playing
• Retell stories using beginning, middle, and end
• Identify fact from fiction

• Teacher observation
• Student demonstration
• Informal assessment

• I.B2

• III.B1

• III.A5

• III.A6

• III.A7

• III.A8

• I.A4

• I.A3

• I.C2

• I.B4

• I.B5

• I.D5

• I.D4

• I.D3

• I.D1

·          

March

• Visual discrimination
• Auditory discrimination
• Story interpretation
• Introduce letters U, E, J, C

• Begin sight word development
• Continue color words
• Identify upper and lower case U, E, J, C and their sounds
• Ongoing letter review
• Sequence 4-5 part stories
• Listen to and enjoy stories
• Clap syllables in children’s names
• Continue fact from fiction identification
• Continue prediction
• Story retelling

• Teacher observation
• Student demonstration
• Informal assessment

• I.A6
• I.B2

• I.A3

• I.D3
• I.D5

• I.D1
• I.C2
• I.D3

April

• Visual discrimination
• Auditory discrimination
• Story interpretation
• Introduce letters K, Q, Y, X

• Continue sight word development
• Match partner (upper and lower case) letters
• Continue to associate letters with sounds
• Continue rhyming skills
• Identify upper and lower case letters K, Q Y, X and their sounds
• Ongoing letter review
• Continue fact and fiction, story retelling, prediction
• Discuss author, illustrator

• Teacher observation
• Student demonstration

• I.A6

• I.A3

• I.A1, I.A2

• I.A5

• I.A3

• I.D1

May

• Reading readiness

• Review of above skills

• Teacher observation
• Student demonstration
• Individual oral/written testing