Kindergarten Instructional Guide

Kindergarten Scope & Sequence

SCAFFOLDING IN ACTION Skill Building

● 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 bus PhotoCard . Then read the sample sentence from the Teacher’s Edition . Guide children to analyze the sentence using the Actor/Action routine: Who is the actor? (I) What is the action? (ride the bus) Where does the actor ride the bus? (to school) Next, have children count the words in the sentence. Then read the prompt, and help children respond. Finally, ask children to 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 Defne/Example/Ask routine.

Extension

Research and Inquiry Projects (Teacher or Student Choice) ● “Rules for Safety” (T54)

● “Experiment with Sounds” (T136) ● “School Places Interview” (T218)

Differentiated Instruction: Beyond Level: Leveled Reader: The Birdhouse (T79) with the Gifted and Talented extension in the right margin (T161). Differentiated Instruction: Beyond Level: Leveled Reader A Noisy Night (T160) with the Gifted and Talented extension in the right margin (T161).