Kindergarten Instructional Guide

Kindergarten Scope & Sequence

SCAFFOLDING IN ACTION Skill Building

● Pair gestures and facial expressions with key vocabulary in the writing prompts. ● Before reading, have children listen to a summary of the selection, available in multiple languages. ● Point out the word banks in the Reading Writing Companion or provide one if not available when students are completing writing or speaking tasks to support their responses. ● For writing tasks, refer to Differentiated Instruction>English Learners>Modeled Writing > Writing Practice. Display the photo of fip-fops on p. 9 of the Big Book, and read the sample sentence of the Teacher’s Edition. Guide children to analyze the sentence using the Actor/Action routine: Who is the actor? (I) What is the action? (like my blue fip-fops) Then read the prompt, and guide the class to answer it. Write the sentence on the board and have children choral read. Then have partners write their own sentences in their writer’s notebook. ● For Newcomers, use the resources in the Resource Library>Newcomers link. Use these during small groups to develop foundational skills and build background knowledge. ● In discussion, model and have students use the sentence frames provided in the Interactive Question-Response Routine to help children understand the story. Also, provide word banks to support their responses. Help partners think of their sentences. ● Go through the Visual Vocabulary cards to build content knowledge using the Defne/Example/Ask routine.

Extension

Research and Inquiry Projects (Teacher or Student Choice) ● “Workers and Their Tools” (T304)

● “Neighbors Interview” (T382) ● “Interview about School” (T460)

Reading:Integrate: Show Your Knowledge: Make a Community Quilt Square (T467) Extend Your Learning: Choose Your Own Book (T518)

Differentiated Instruction: Beyond Level: Leveled Reader: The Neighborhood (T326) with the Gifted and Talented extension in the right margin (T161).