Special Education K-5 ELA and Supplemental Guide

Kindergarten Scope & Sequence

Instructional Materials: Wonders: Extend, Connect & Assess

Connect to Content: Science Read “Buttons” and “Little and Big”

Connect to Content: Science Observe and Sort

Connect to Content: Science Think About your Learning Wrap Up Units 9 & 10

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. Use the Actor/Action routine: Who is the actor? (I) What is the action? (like to swim) When? (in the summer) Read the prompt, and ask children to answer it as a group. Write the sentence on the board and point to each word as children chorally read. Then 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.

Skill Building

Extension

Research and Inquiry Projects (Teacher or Student Choice) ● “Working Together Interview” (T294) ● “Name Sort” (T372) ● “Protecting Our Planet” (T450)

Differentiated Instruction: Beyond Level: Oral Vocabulary: Synonyms: Extend (T319) Differentiated instruction: Beyond Level: Self-Selected Reading: Independent Study (T397) Extended Writing: Opinion Writing: (T476)