Kindergarten Instructional Guide

Kindergarten Scope & Sequence

SCAFFOLDING IN ACTION

● 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 > Writing Practice. Display the grapes Photo Cards. Then have children echo read the sample sentence from the Teacher’s Edition. Guide children to analyze the sentence: What is this sentence about? What is the subject? (grapes) What can we say about them? (are my favorite fruit) Read the prompt at the bottom of the page, and ask a volunteer to answer it. Then have children write their own sentence. ● 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.

Skill Building

Extensions

Research and Inquiry Projects (Teacher or Student Choice) ● “Parts of a Plant” (T52)

● “How Trees Grow” (T130) ● “Research a Plant” (T208)

Reading:Integrate: Show Your Knowledge: Draw How a Plant Grows (T137)

Differentiated Instruction: Beyond Level: Leveled Reader: The Mystery Seeds (T74) with the Gifted and Talented extension in the right margin (T161). Differentiated Instruction: Beyond Level: Leveled Reader: Our Apple Tree (T52) with the Gifted and Talented extension (Evaluate) in the right margin (T53).