Kindergarten Instructional Guide

Kindergarten Scope & Sequence

SCAFFOLDING IN ACTION Skill Building

●​ Pair gestures and facial expressions with key vocabulary in the writing prompt. ●​ 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. echo read the sample sentence. Guide children to analyze the sentence using the Actor/Action Routine: Who is the actor? (I) What is the action? (felt mad) Why? (because my sister broke my toy). Then read the prompt, and ask children to answer it as a group. Write it on the board and for children to choral read. Then have children write their own sentences. ●​ 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 Define/Example/Ask routine. Research and Inquiry Projects (Teacher or Student Choice) ●​ “Helping Out at Home” (T52)​ ●​ “Being a Good Citizen” (T130) ●​ “Products from Trees” (T208) Differentiated Instruction: Beyond Level: I Used to Help, Too (T74) with the Gifted and Talented extensions in the right margin (T75). Reading: Integrate: Show Your Knowledge: Make a Good Citizen Award (T137)

Extension