Kindergarten Instructional Guide

Kindergarten Scope & Sequence

SCAFFOLDING IN ACTION Skill Building

● Pair gestures and facial expressions with key vocabulary throughout the lesson. ● 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 a photo of a hamster and review the sample sentence on p. 44 of the Reading/Writing Companion. Guide children to analyze the sentence using the Actor/Action Routine: Who is the actor? (I) What is the action? (feed my pet hamster celery) Then read the prompt on p. 45, and have children answer it as a group. Write the sentence on the board and have children choral read. Ask children to write their own. ● 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. Research and Inquiry Projects (Teacher or Student Choice) ● “Animal Features” (T52) ● “Caring for a Pet” (T130) ● “Animal Habitats” (T208) Reading: Integrate: Show Your Knowledge: Write Pet Instructions (T137) Differentiated Instruction: Beyond Level: Oral Vocabulary: Synonyms: Extend (T77) Differentiated Instruction: Beyond Level: Will’sPet (T152) with the Gifted and Talented extensions in the right margin (T153).

Extension