Kindergarten

Reading/ELA
Unit 2 & 3
Curriculum Map
 Grade K ELA
Curriculum Map
Semester 1
Unit 0 Unit 1 Unit 2
Start Smart Take a New Step Let’s Explore
15 Days 12 Days 20 Days
Reading Literary & Reading Informational Reading Literary & Reading Informational Reading Literary & Reading Informational
Standards Standards Standards
Grade Level Standards Grade Level Standards Grade Level Standards
KRL5 KRL3 KRL7
KRL6 KRL7 KRI2
KRL10 KRI2 KRL1
KRI5 KRL1 KRL4
KRI6 KRL4 KRL5
KR10 KRL5 KRL10
KRL6 KRI1
KRL10 KRI3
KRI4 KRI4
KRI5 KRI7
KRI6 KRI10
KRI10
Reading Foundational Standards Reading Foundational Standards Reading Foundational Standards
KRF2 a, b, c KRF2 a, b, c, d KRF2 a, b, c, d, e
KRF4 KRF3 a, b KRF3 a, b, d
KRF1 a, b, d KRF4 KRF4
KRF1 a, b, c, d KRF1 a, b, c, d
Writing Standards Writing Standards Writing Standards
KW8 KW8 KW2
KW8
Language Standards Language Standards Language Standards
KL1 a KL1 a, b, f KL1 a, b, f
KL6 KL2 a, b, c, d KL2 a, b, c, d
KL4 KL4
KL6 KL6
Speaking & Listening Standards Speaking & Listening Standards Speaking & Listening Standards

Prioritized standards (red) may need more time allocated than the supporting standards (black) to reach mastery.
 Grade K ELA
Curriculum Map
KSL1 a, b KSL4 KSL4
KSL6 KSL1a, b KSL1 a, b
KSL3 KSL2
KSL5 KSL3
KSL6 KSL4
KSL5
KSL6

Prioritized standards (red) may need more time allocated than the supporting standards (black) to reach mastery.
 Grade K ELA
Curriculum Map
Semester 1
Unit 3 Unit 4 Unit 5
Going Places Around the Neighborhood Wonders of Nature
12 days 19 days 14 days
Reading Literary & Reading Informational Reading Literary & Reading Informational Reading Literary & Reading Informational
Standards Standards Standards
Grade Level Standards Grade Level Standards Grade Level Standards
KRL3 KRL2 KRL2
KRL7 KRL3 KRL3
KRI2 KRL7 KRL7
KRL1 KRI2 KRI2
KRL4 KRL1 KRL4
KRL5 KRL4 KRL5
KRL10 KRL5 KRL9
KRI1 KRL9 KRL10
KRI4 KRL10 KRI4
KRI7 KRI1 KRI7
KRI10 KRI4 KRI9
KRI7 KRI10
KRI9
KRI10
Reading Foundational Standards Reading Foundational Standards Reading Foundational Standards
KRF2 a, b, c, d, e KRF2 a, b, c, d, e KRF2 a, b, c, d, e
KRF3 a, b, d KRF3 a, b, d KRF3 a, b, d
KRF4 KRF4 KRF4
RF1 a, b, c, d KRF1 a, b, c, d KRF1 a, b, c, d
Writing Standards Writing Standards Writing Standards
KW8 KW3 KW8
KW8
Language Standards Language Standards Language Standards
KL1 a, b, d, f KL1 a, b, f KL1 a, c, f
K L2 a, b, c, d KL2 a, b, c, d KL2 a, b c, d
KL5 a, c, d KL5 a, c, K L5 a, c
KL6 KL6 KL6
Speaking & Listening Standards Speaking & Listening Standards Speaking & Listening Standards

Prioritized standards (red) may need more time allocated than the supporting standards (black) to reach mastery.
 Grade K ELA
Curriculum Map
KSL4 KSL4 KSL4
KSL1 a, b KSL1 a, b KSL1 a, b,
KSL2 KSL2 KSL2
KSL3 KSL3 KSL3
KSL5 KSL5 KSL5
KSL6 KSL6 KSL6

Prioritized standards (red) may need more time allocated than the supporting standards (black) to reach mastery.
 Grade K ELA
Curriculum Map
Semester 2
Unit 6 Unit 7 Unit 8
Weather for all Seasons The Animal Kingdom From Here to There
19 days 13 days 18 days
Reading Literary & Reading Informational Reading Literary & Reading Informational Reading Literary & Reading Informational
Standards Standards Standards
Grade Level Standards Grade Level Standards Grade Level Standards
KRL2 KRL2 KRL2
KRL3 KRL7 KRL3
KRL7 KRI2 KRL7
KRI2 KRL4 KRI2
KRL1 KRL5 KRL4
KRL4 KRL10 KRL5
KRL5 KRI3 KRL10
KRL10 KRI4 KRI4
KRI4 KRI7 KRI7
KRI7 KRI10 KRI10
KRI10
Reading Foundational Standard Reading Foundational Standards Reading Foundational Standards
KRF2 a, b, c, d, e KRF2 a, b, c, d, e KRF2 a, b, c, d, e
KRF3 a, b, d KRF3 a, b, d KRF3 a, b, d
KRF4 KRF4 KRF4
KRF1 a, b, c, d KRF1 a, b, c, d KRF1 a, b, c, d
Writing Standards Writing Standards Writing Standards
KW3 KW3 KW3
KW1 KW1 KW2
KW5 KW2 KW5
KW6 KW5 KW6
KW7 KW6 KW7
KW8 KW7 KW8
KW8
Language Standards Language Standards Language Standards
KL1 a, b, c, f KL1 a, b, d, e, f KL1 a, e, f
KL2 a, b, c, d KL2 a, b KL2 a, b, c, d
KL4 a KL4 a KL4 a
KL5 c KL5 a, c, d KL5 a, c, d

Prioritized standards (red) may need more time allocated than the supporting standards (black) to reach mastery.
 Grade K ELA
Curriculum Map
KL6 KL6 KL6
Speaking & Listening Standards Speaking & Listening Standards Speaking & Listening Standards
KSL4 KSL4 KSL4
KSL1a, b KSL1 a, b KSL1 a, b
KSL2 KSL2 KSL2
KSL3 KSL3 KSL3
KSL5 KSL5 KSL5
KSL6 KSL6 KSL6

Prioritized standards (red) may need more time allocated than the supporting standards (black) to reach mastery.
 Grade K ELA
Curriculum Map
Semester 2
Unit 9 Unit 10
How Things Change? Thinking Outside the Box
15 days 19 days
Reading Literary & Reading Informational Standards Reading Literary & Reading Informational Standards
Grade Level Standards Grade Level Standards
KRL2 KRL2
KRL3 KRL3
KRL7 KRL7
KRI2 KRI2
KRL1 KRL4
KRL4 KRL5
KRL5 KRL10
KRL10 KRI4
KRI1 KRI7
KRI3 KRI8
KRI4 KRI10
KRI7
KRI10
Reading Foundational Standards Reading Foundational Standards
KRF2 a, b, c, d, e KRF2 a, b, c, d, e
KRF3 a, b, d KRF3 a, b, d
KRF4 KRF4
KRF1 a, b, c, d KRF1 a, b, c, d
Writing Standards Writing Standards
KW8 KW1
KW8

Prioritized standards (red) may need more time allocated than the supporting standards (black) to reach mastery.
 Grade K ELA
Curriculum Map
Language Standard Language Standards
KL1 a, e, f KL1 a, e, f
KL2 a, b KL2 a, b, c, d
KL4 a KL4 a
KL5 a, c, d KL5 a, b, c, d
KL6 KL6
Speaking & Listening Standards Speaking & Listening Standards
KSL4 KSL4
KSL1 a, b KSL1 a, b
KSL2 KSL2
KSL3 KSL3
KSL5 KSL6
KSL6

Prioritized standards (red) may need more time allocated than the supporting standards (black) to reach mastery.
 Unit 2
Overview
 Elementary School: ELA: Grade K: Unit 2

Unit 2 Overview
Dates of Unit September 16-October 11, 2024
Theme Let’s Explore
Reading Literary &
Reading Foundational Speaking & Listening
Informational Writing Standards Language Standards
Standards Standards
Prioritized Standards
Standards KRF2 b, c, d
KRL7
KRF3 a, b, d KL1a KSL4
KRI2
KRF4
KRL4
KSL1 a, b
KRL5
KL1 b, f KSL2
KRL10 KRF1
KW2 KL2 a, b, c, d KSL3
Supporting KRI3 KRF2 a, e
KW8 KL4 KSL4
Standards KRI4
KL6 KSL5
KRI7
KSL6
KRI9
KRI10
Heggerty Week 6-9
95 Core Unit 1 Review & Lessons 4-6
Essential Question: Essential Question: Essential Question: Extend, Connect, Assess
Reading
Wonders How do tools help us to explore? What shapes do you see around What kind of bugs do you know
you? about?
Anchor Text: “The Handiest Things in Anchor Text: “Shapes All Around” Anchor Text: “I Love Bugs!” Genre Read-Aloud: “Look and
the World” Paired Selection: “Find the Shapes” Paired Selection: “Bugs All Learn”
Reading Paired Selection: “Discover with Tools” Shared Read: “We Like Tam!” Around” Extend Your Learning: Choose your
Wonders Shared Read: “Pam Can See” Shared Read: “I Like Sam” Shared Read: “Pat” own book
Shared Read: “We Can See!” Shared Read: “Tap! Tap!”

Writing Response to Reading: Response to Reading: Extended Writing: Extended Writing:

Wonders Foundational Writing Skills Foundational Writing Skills Expository Expository

SY2024-2025_ELA Unit Plan

 Unit 2
Daily Lessons
 Kindergarten
Unit 2
Let’s Explore
Reading Independent and Collaborative Work – Week 1
Word Work Alphabet Arc
Wonders Practice Book -
Letters: Review Tt, Pp, Nn, Aa
Grammar: pp. 84-86
High Frequency Words: Review I, can, the, we, see
Technology Seesaw Student Practice Activities
iReady/Wonders Digital Activities
Independent Reading Center Activity Cards
p.T255K
Integrate Ideas – Show Your Draw a Tool
Knowledge Inspire Action
p. T315

1
SY2024-2025
 Kindergarten
Unit 2
Let’s Explore
Day 1 of 20 • 9/16
Heggerty
Phonemic Week 6- Monday
Awareness
(10 minutes)
95 Phonics Core Program

Phonics Lesson 4 Day 1: Phonics Skills:

(20 minutes) Building Routines and Short a Review & Uppercase Letters T, P, N, & A

Wonders: Unit 2 Week 1 Day 1

Whole Group Introduce the Concept Build Knowledge
Reading (30 min.) EQ: How do tools help us to explore?
(30 minutes) KRI4 p. T258
Oral Vocabulary Words
pp. T258-T259
Use Wonders Vocabulary Cards and Instructional Routine
Handbook (pp.77-78) Vocabulary Routine
Teacher-Led Small Approaching On-Level Beyond
Groups
(60 minutes)
Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para-Led Small
Groups Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Introduce the Concept Build Knowledge

(40 minutes) KW8 p. T259
Reading/Writing Companion, pp. 8-9
Grammar Action Words (Verbs Present Tense)
KL1.b p. T271
Small Group/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: p. T518-T523

2
SY2024-2025
 Kindergarten
Unit 2
Let’s Explore
Day 2 of 20 • 9/17
Heggerty
Phonemic Week 6- Tuesday
Awareness
(10 minutes)
95 Phonics Core Program

Phonics Lesson 4, Day 2: Phonics Skills:

(20 minutes) Building Routines and Review & Introduction of Uppercase Letters T, P, N, & A
Short a
Wonders: Wonders: Unit 2 Week 1 Day 2
Whole Group Literature Big Book Close Read Routine:
Reading (20 min.) “The Handiest Things in the World”
(30 minutes) KRI2_3.0_1 pp. T260-T265
KRI2_3.0_2 Reading/Writing Companion
KRI1 pp. 12-13
Shared Read Read “Pam Can See”
(10 min.) p. T280-T281
KRF3. a, d Reading/ Writing Companion
KRF4 pp. 18-20
KRF1. a, d
Teacher-Led Approaching On-Level Beyond
Small Groups
(60 minutes)
Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para-Led
Small Groups Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Modeled Writing Write About the Big Book

(40 min.) KW8 p. T270
Grammar Action Words (Verbs Present Tense)
KL1. b p.T283
Small Group/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T518-T523
Writing Practice Extension p. T270

3
SY2024-2025
 Kindergarten
Unit 2
Let’s Explore
Day 3 of 20 • 9/18
Heggerty
Phonemic Week 6-Wednesday
Awareness
(10 minutes)
95 Phonics Core Program

Phonics Lesson 4, Day 3: Phonics Skills:

(20 minutes) Building Routines and Review & Introduction of Uppercase Letters T, P, N, & A
Short a
Wonders: Wonders: Unit 2 Week 1 Day 3
Whole Group Literature Big Book Close Read Routine – “The Handiest Things in the World
Reading (20 min.) • Genre: Information Text: Nonfiction p T274
(30 minutes) KRI2_3.0_1 • Topic and Details p. T275
KRI2_3.0_2 Reading/Writing Companion
KRL5 pp. 14-15
Shared Read Shared Read Routine: Reread “Pam Can See”
(10 min.) pp. T280-T281
KRF3. a, b, d Reading/Writing Companion
KRF4 pp. 21-23
KRF1. a, d
Teacher-Led Approaching On-Level Beyond
Small Group
(60 minutes)
Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para-Led Small
Group Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Independent Writing Write About the Shared Read

(40 minutes) KW8 p. T292
Grammar Action Words (Verbs Present Tense)
KL1. b p. T293
Small Group/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T518-T523
English Language Learners p. T293

4
SY2024-2025
 Kindergarten
Unit 2
Let’s Explore
Day 4 of 20 • 9/19
Heggerty
Phonemic Week 6-Thursday
Awareness
(10 minutes)
95 Core Phonics Program

Phonics Lesson 4, Day 4: Phonics Skills:

(20 minutes) Building Routines and Short a Review & Introduction of Uppercase Letters T, P, N, & A

Wonders: Wonders: Unit 2 Week 1 Day 4

Whole Group Paired Selection Close Read Routine -
Reading (20 min.) Paired Selection: “Discover with Tools”
(30 minutes) KRI2_3.0_1 pp. T296-T299
KRI2_3.0_2
KRI7
Shared Read Shared Read Routine:
(10 min.) Read “We Can See!”
KRF3. a, b, d pp. T302-T303
KRF4 Reading/Writing Companion
KRF1. a ,d pp. 26-28
Teacher-Led Approaching On-Level Beyond
Small Group
(60 minutes)
Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para-Led
Small Group Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Independent Writing Write About the Shared Read

(40 minutes) KW8 p. T304
Grammar Action Words (Verbs Present Tense)
KL1. b p. T305
Small Group/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T518-T523
English Language Learners p. T305

5
SY2024-2025
 Kindergarten
Unit 2
Let’s Explore
Day 5 of 20• 9/20
Heggerty
Phonemic Week 6-Friday
Awareness
(10 minutes)
95 Phonics Core Program

Phonics Lesson 4, Day 5: Phonics Skills:

(20 minutes) Building Routines and Short a Review & Introduction of Uppercase Letters T, P, N, & A
Wonders: Wonders: Unit 2 Week 1 Day 5
Whole Group Shared Read Shared Read Routine:
Reading (20 min.) Reread “We Can See!”
(30 minutes) KRF3. a, b, d pp. T310-T311
KRF4
KRF1. a, d Reading/Writing Companion
pp. 29-31
Integrate Ideas Make Connections
(10 min.) p. T314
Reading/Writing Companion
p. 34
Teacher-Led Approaching On-Level Beyond
Small Group
(60 minutes)
Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para-Led Small
Group Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Self-Selected Writing Self-Selected Writing

(40 minutes) KW8 p. T312
Grammar Action Words (Verbs Present Tense)
KL1. b p. T313
Small Groups/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T518-T523
English Language Learners p. T313

6
SY2024-2025
 Kindergarten
Unit 2
Let’s Explore
Reading Independent and Collaborative Work – Week 2
Word Work Alphabet Arc
Wonders Practice Book -
Letters: Review letters Tt, Pp, Nn, Aa
Grammar: pp. 98-100
High Frequency Words: I, can, the, we, see, a pp.82,87-88
Technology Seesaw Student Practice Activities
iReady/Wonders Digital Activities
Independent Reading Center Activity Cards
p. T337I
Integrate Ideas – Show Design a Home
Your Knowledge Inspire Action
p. T397

7
SY2024-2025
 Kindergarten
Unit 2
Let’s Explore
Day 6 of 20 • 9/23
Heggerty
Phonemic Week 7- Monday
Awareness
(10 minutes)
Core 95 Phonics Program
Phonics Unit 1 Review Phonics Skill:
(20 minutes) Unit 1 Review Lesson Based on Need

Wonders: Wonders: Unit 2 Week 2 Day 1

Whole Group Introduce the Concept Build Knowledge

Reading (30 min.) EQ: What shapes do you see around you?
(30 minutes) KRI4 pp. T340-T341
Oral Vocabulary Words
Use Wonders Vocabulary Cards and Instructional
Routine Handbook (pp.77-78)
pp. T340-T341
Teacher-Led Small Approaching On-Level Beyond
Groups
(60 minutes) Administer the Unit 1
95 Phonics Core Program Assessment. or

Teacher-led small group plans for this week are located

in the small group section of the Unit 2/3 spiral.

Para-Led Small
Groups Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Introduce the Concept Build Knowledge

(40 minutes) KW8 p. T341
Reading/Writing Companion
pp. 36-37
Grammar Action Words (Verbs Present Tense)
KL1. b p. T353
Small Group/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T518-T523

8
SY2024-2025
 Kindergarten
Unit 2
Let’s Explore
Day 7 of 20 • 9/24
Heggerty
Phonemic Week 7- Tuesday
Awareness
(10 minutes)
95 Phonics Core Program
Phonics Unit 1 Review Phonics Skill:
(20 minutes) Unit 1 Review Lesson Based on Need

Wonders: Unit 2 Week 2 Day 2

Whole Group Literature Big Book Close Read Routine: Shapes All Around
Reading (20 min.) pp. T342-T347
(30 minutes) KRI2_3.0_1 Reading/Writing Companion
KRI2_3.0_2 pp.42-43
KRL5
Shared Read Shared Read Routine: Read “We Like Tam”
(10 min.) pp. T362-T363
KRF3. a, b, d Reading/Writing Companion
KRF1. a, d pp. 46-48
Teacher-Led Small Approaching On-Level Beyond
Groups
(60 minutes) Administer the Unit 1
95 Phonics Core Program Assessment. or

Teacher-led small group plans for this week are located

in the small group section of the Unit 2/3 spiral.

Para Led Small

Groups Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Modeled Writing Write About the Big Book

(40 minutes) KW8 p. T352
Grammar Action Words (Verbs Present Tense)
KL1. B p. T365
Small Groups/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T518-T523
Writing Practice Extension p. T352

9
SY2024-2025
 Kindergarten
Unit 2
Let’s Explore
Day 8 of 20 • 9/25
Heggerty
Phonemic Week 7-Wednesday
Awareness
(10 minutes)
95 Phonics Core Program
Phonics Unit 1 Review Phonics Skill:
(20 minutes) Unit 1 Review Lesson Based on Need or
Wonders: Unit 2 Week 2 Day 3
Whole Group Literature Big Book Close Read Routine: Shapes All Around
Reading (20 min.) • Genre: Informational Text: Nonfiction Prompt p. T356
(30 minutes) KRI2_3.0_1 • Topic & Details Prompt p. T357
KRI2_3.0_2 Reading/Writing Companion
KRL5 pp.44-45
Shared Read Shared Read Routine: Reread “We Like Tam”
(10 min.) pp. T372-T373
KRF2. a Reading/Writing Companion
KRF3. a, b, d pp. 49-51
KRF4
KRF1. a, d
Teacher-Led Approaching On-Level Beyond
Small Group Administer the Unit 1
(60 minutes) 95 Phonics Core Program Assessment. or

Teacher-led small group plans for this week are located

in the small group section of the Unit 2/3 spiral.
Para-Led Small
Group Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Independent Writing Write About the Shared Read

(40 minutes) KW8 p. T374
Grammar Action Words (Verbs Present Tense)
KL1. B p. T375
Small Groups/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T518-T523
English Language Learners p. T375

Day 9 of 20 • 9/26
10
SY2024-2025
 Kindergarten
Unit 2
Let’s Explore
Heggerty
Phonemic Week 7-Thursday
Awareness
(10 minutes)
95 Phonics Core Program

Phonics Unit 1 Review Phonics Skill:

(20 minutes) Unit 1 Review Lesson Based on Need
Wonders: Unit 2 Week 2 Day 4
Whole Group Paired Selection Close Read Routine –
Reading (20 min.) “Find the Shapes”
(30 minutes) KRI2_3.0_1 pp. T378-T381
KRI2_3.0_2 Reading/Writing Companion
KRI1 pp. 52-53
KR17

Shared Read Shared Read Routine – Read “I Like Sam”

(10 min.) pp. T384-T385
RF2. a Reading/Writing Companion
RF3. a, b, d pp. 54-56
RF4
KRF1. a, d
Teacher-Led Small Approaching On-Level Beyond
Group
(60 minutes) Administer the Unit 1
95 Phonics Core Program Assessment

Teacher-led small group plans for this week are located

in the small group section of the Unit 2/3 spiral.
Para-Led Small
Group Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Independent Writing Write About the Shared Read

(40 minutes) KW8 p. T386
Grammar Action Words (Verbs Present Tense)
KL1. b p. T387
Small Groups/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T518-T523
English Language Learners p. T387

Day 10 of 20 • 9/27
Heggerty

11
SY2024-2025
 Kindergarten
Unit 2
Let’s Explore
Phonemic Week 7-Friday
Awareness
(10 minutes)
95 Phonics Core Program

Phonics Unit 1 Review Phonics Skill:

(20 minutes) Unit 1 Review Lesson Based on Need or

Wonders: Unit 2 Week 2 Day 5

Whole Group Shared Read Shared Read Routine: Reread “I Like Sam”
Reading (10 min.) pp. T392-T393
(30 minutes) KRF3. a, b , d Reading/Writing Companion
KRF4 pp. 57-59
KRF1 a
Integrate Ideas Make Connections
(20 min.) p.T396
Reading/Writing Companion
pp.62
Teacher-Led Approaching On-Level Beyond
Small Group
(60 minutes) Administer the Unit 1
95 Phonics Core Program Assessment

Teacher-led small group plans for this week are located

in the small group section of the Unit 2/3 spiral.

Para-Led Small
Group Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Self-Selected Writing p. T394

(40 minutes) KW8
Grammar Action Words (Verbs Present Tense)
KL1. b p. T395
Small Groups/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T518-T523
English Language Learners p. T395

Reading Independent and Collaborative Work – Week 3

Word Work Alphabet Arc
12
SY2024-2025
 Kindergarten
Unit 2
Let’s Explore
Wonders Practice Book -
Letter m, d, g pp.40,42-43, 172,174-175, 302,305,307
Grammar p. 110-112
Write & Read High Frequency Words: I, can, the, we, see, a, like pp.96, 101-102
Technology Seesaw Student Practice Activities
iReady/Wonders Digital Activities
Independent Reading Center Activity Cards
p. T419I
Integrate Ideas – Show Build a Bug
Your Knowledge Inspire Action
p. T479

13
SY2024-2025
 Kindergarten
Unit 2
Let’s Explore
Day 11 of 20 • 9/30
Heggerty
Phonemic Week 8- Monday
Awareness
(10 minutes)
Core 95 Phonics Program
Phonics Lesson 5, Day 1: Phonics Skills:
(20 minutes) Add Short i Letter Name, Sound, Formation: m, d, & g

Wonders: Wonders: Unit 2 Week 3 Day 1

Whole Group Introduce the Concept Build Knowledge

Reading (30 min.) EQ: What kind of bugs do you know about?
(30 minutes) KRL4 pp.T170-T171
Oral Vocabulary Words
Use Wonders Vocabulary Cards and Instructional
Routine Handbook (pp.77-78)
p.T422-T423
Vocabulary Routine
Teacher-Led Small Approaching On-Level Beyond
Groups
(60 minutes) Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para-Led Small
Groups Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Extended Writing Expert Model

(40 minutes) KW2 pp. T500-T501
Grammar Action Words (Verbs: Present Tense)
KL1. b p. T435
Small Group/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp.T518-T523

14
SY2024-2025
 Kindergarten
Unit 2
Let’s Explore
Day 12 of 20 • 10/1
Heggerty
Phonemic Week 8- Tuesday
Awareness
(10 minutes)
95 Phonics Core Program

Phonics Lesson 5, Day 2: Phonics Skills:

(20 minutes) Add Short i Letter Name, Sound, Formation: m, d, & g

Wonders: Unit 2 Week 3 Day 2

Whole Group Literature Big Book Close Read Routine –
Reading (20 min.) “I Love Bugs”
(30 minutes) KRF2. a pp. T424-T429
KRL7 Reading/Writing Companion
KRL1 pp.68-69
KRL5
Shared Read Shared Read Routine: Read “Pat”
(10 min.) pp. T444-445
KRF3. a, b, d Reading/Writing Companion
KRF1. a, d pp.74-76
Teacher-Led Small Approaching On-Level Beyond
Groups
(60 minutes) Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para Led Small

Groups Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Extended Writing Plan: Choose Your Topic

(40 minutes) KW2 pp. T502-T503
Grammar Action Words (Verbs: Present Tense)
KL1. b p. T447
Small Groups/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T518-T523

15
SY2024-2025
 Kindergarten
Unit 2
Let’s Explore
Day 13 of 20 • 10/2
Heggerty
Phonemic Week 8-Wednesday
Awareness
(10 minutes)
95 Phonics Core Program

Phonics Lesson 5, Day 3: Phonics Skills:

(20 minutes) Add Short i Letter Name, Sound, Formation: m, d, & g
Wonders: Unit 2 Week 3 Day 3
Whole Group Literature Big Book Close Read Routine –
Reading (20 min.) ”I Love Bugs”
(30 minutes) KRF2. a • Genre: Poetry: Prompt p. T438
KRL5 • Poetry: Rhyme Prompt p. T439
Reading/Writing Companion
pp. 70-71
Shared Read Shared Read Routine: Reread “Pat”
(10 min.) pp. T454-T455
KRF3. a, b, d Reading/Writing Companion
KRF4 pp.77-79
KRF1. a, d
Teacher-Led Approaching On-Level Beyond
Small Group
(60 minutes) Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para-Led Small
Group Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Expository Text Nonfiction Plan: Choose Your Topic

(40 minutes) KW2 pp. T502-T503
Grammar Action Words (Verbs Present Tense)
KL1. b p. T457
Small Groups/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T518-T523

16
SY2024-2025
 Kindergarten
Unit 2
Let’s Explore
Day 14 of 20 • 10/3
Heggerty
Phonemic Week 8-Thursday
Awareness
(10 minutes)
95 Phonics Core Program

Phonics Lesson 5, Day 4: Phonics Skills:

(20 minutes) Add Short i Letter Name, Sound, Formation: m, d, & g
Wonders: Unit 3 Week 3 Day 4
Whole Group Paired Selection Close Read Routine –
Reading (20 min.) “Bugs All Around”
(30 minutes) KRI2 [3.0_1, 3.0_2] pp. T460-T463
KRI1 Reading/Writing Companion
KRI7 pp. 80-81

Shared Read Shared Read Routine - Read “Tap! Tap! Tap!”

(10 min.) pp. T466-T467
KRF3. a, b, d Reading/Writing Companion
KRF4 pp. T82-T84
KRF1 a, d
Teacher-Led Small Approaching On-Level Beyond
Group
(60 minutes)
Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para-Led Small
Group Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Expository Text Nonfiction Draft

(40 minutes) KW2 pp. T504-T505
Note: For this lesson, focus on modeling how to draft
the title (the topic), a sentence with a fact, and possibly
a detail for the fact given. A picture can be sketched.
Ask students to replicate the same work in their book.
Grammar Action Words (Verbs Present Tense)
KL1. b p. T469
Small Groups/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T518-T523

17
SY2024-2025
 Kindergarten
Unit 2
Let’s Explore
Day 15 of 20 • 10/4
Heggerty
Phonemic Week 8-Friday
Awareness
(10 minutes)
95 Phonics Core Program

Phonics Lesson 5, Day 5: Phonics Skills:

(20 minutes) Add Short i Letter Name, Sound, Formation: m, d, & g
Wonders: Unit 2 Week 3 Day 5
Whole Group Shared Read Shared Read Routine - Reread “Tap! Tap! Tap!”
Reading (10 min.) pp. T474-T475
(30 minutes) KRF3. a, b , d Reading/Writing Companion
KRF4 pp. T85-T87
KRF1. a, d
Integrate Ideas Make Connections
(20 min.) p. T478
Reading/Writing Companion
p. 90
Teacher-Led Approaching On-Level Beyond
Small Group
(60 minutes) Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para-Led Small
Group Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Expository Text Nonfiction Draft

(40 minutes) KW2 pp. T504-T505
Note: For this lesson, focus on modeling how to draft
another sentence with a different fact and possibly a
detail for the fact given. A picture can be sketched.
Ask students to replicate the same work in their book.
Grammar Action Words (Verbs present Tense)
KL1. b p. T477
Small Groups/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T518-T523

Day 16 of 20 • 10/7
18
SY2024-2025
 Kindergarten
Unit 2
Let’s Explore
Heggerty
Phonemic Week 9-Monday
Awareness
(10 minutes)
Core 95 Phonics Program
Phonics Lesson 6, Day 1: Add Short i Phonics Skills:
(20 minutes) Letter Name, Sound, Formation: i & s

Wonders: Wonders: Unit 2 Week 4 Day 1

Whole Group Connect to Content: Science Read Aloud: “Look and Learn”
Reading (15 min.) pp. T526-T527
(30 minutes) Reading/Writing Companion, pp. 102–103
Extend Your Learning Choose Your Own Book
(15 min.) p. T530
Reading/Writing Companion, p. 106
Teacher-Led Small Approaching On-Level Beyond
Groups
(60 minutes) Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para-Led Small
Groups Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Extended Writing Revise and Edit

(40 minutes) KW2 pp. T506-T507
Small Group/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T518-T523

19
SY2024-2025
 Kindergarten
Unit 2
Let’s Explore
Day 17 of 20 • 10/8
Heggerty
Phonemic Week 9-Tuesday
Awareness
(10 minutes)
95 Phonics Core Program

Phonics Lesson 6, Day 2: Phonics Skills:

(20 minutes) Add Short i Letter Name, Sound, Formation: `i & s

Wonders: Unit 2 Week 4 Day 2

Whole Group Think About Your What Did You Learn?
Reading Learning p. T532
(30 minutes) (15 min.) Reading/Writing Companion
p. 107
Wrap Up Units 1 Review Activities: Comprehension, Oral Vocabulary, Category
and 2 Words
(15 min.) p. T533
Teacher-Led Small Approaching On-Level Beyond
Groups
(60 minutes) Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para Led Small

Groups Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Extended Writing Publish, Present, and Evaluate

(40 minutes) KW2 pp. T508-T509
Small Groups/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T518-T523

Day 18 of 20 • 10/9

20
SY2024-2025
 Kindergarten
Unit 2
Let’s Explore
Heggerty
Phonemic Week 9-Wednesday
Awareness
(10 minutes)
95 Phonics Core Program

Phonics Lesson 6, Day 3: Phonics Skills:

(20 minutes) Add Short i Letter Name, Sound, Formation: i & s

Wonders: Unit 2 Week 4 Day 3

Whole Group Think About Your What Did You Learn?
Reading Learning p. T532
(30 minutes) (15 min.) Reading/Writing Companion
p. 107
Wrap Up Units 1 Review Activities: Comprehension, Oral Vocabulary, Category
and 2 Words
(15 min.) p. T533
Teacher-Led Small Approaching On-Level Beyond
Groups
(60 minutes) Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para Led Small

Groups Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Extended Writing Publish, Present, and Evaluate

(40 minutes) KW2 pp. T508-T509
Small Groups/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T518-T523

Day 19 of 20 • 10/10
21
SY2024-2025
 Kindergarten
Unit 2
Let’s Explore
Heggerty
Phonemic Week 9-Thursday
Awareness
(10 minutes)
95 Phonics Core Program

Phonics Lesson 6, Day 4: Phonics Skills:

(20 minutes) Add Short i Letter Name, Sound, Formation: i & s

Wonders: Unit 2 Week 4 Day 4

Whole Group Think About Your What Did You Learn?
Reading Learning p. T532
(30 minutes) (15 min.) Reading/Writing Companion
p. 107
Wrap Up Units 1 Review Activities: Comprehension, Oral Vocabulary, Category
and 2 Words
(15 min.) p. T533
Teacher-Led Small Approaching On-Level Beyond
Groups
(60 minutes) Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para Led Small

Groups Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Extended Writing Publish, Present, and Evaluate

(40 minutes) KW2 pp. T508-T509
Small Groups/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T518-T523

22
SY2024-2025
 Kindergarten
Unit 2
Let’s Explore
Day 20 of 20 • 10/11
Heggerty
Phonemic Week 9-Friday
Awareness
(10 minutes)
95 Phonics Core Program

Phonics Lesson 6, Day 5: Phonics Skills:

(20 minutes) Add Short i Letter Name, Sound, Formation: i & s

Wonders: Unit 2 Week 4 Day 5

Whole Group Think About Your What Did You Learn?
Reading Learning p. T532
(30 minutes) (15 min.) Reading/Writing Companion
p. 107
Wrap Up Units 1 Review Activities: Comprehension, Oral Vocabulary, Category
and 2 Words
(15 min.) p. T533
Teacher-Led Small Approaching On-Level Beyond
Groups
(60 minutes) Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para Led Small

Groups Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Extended Writing Publish, Present, and Evaluate

(40 minutes) KW2 pp. T508-T509
Small Groups/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T518-T523

23
SY2024-2025
 Unit 3
Overview
 Elementary School: ELA: Grade K: Unit 3

Unit 3 Overview
Dates of Unit October 17 – November 1
Theme Going Places
Reading Literary & Reading Foundational Speaking & Listening
Writing Standards Language Standards
Informational Standards Standards Standards
Prioritized KRL2 KRF2 b, c, d
Standards KRL3 KRF3 a, b, d
KL1 a KSL4
KRL7 KRF4
KRI2

KRL1
KRL4
KRL5 KRF1 a, b, c, d KSL1 a, b
KRL10 KL1 f
KRF2 a, e KSL2
Supporting KW8 KL2 a, b
KRI1 KSL3
Standards KL6
KRI4 KSL5
KRI7 KSL6
KRI10

Heggerty Weeks 9-11

95 Core Lessons 7-8
Essential Question: Essential Question: Essential Question:
What rules do we follow in different places? What are the different sounds we hear? What places do you go to during the week?

Anchor Text: “How Do Dinosaurs go to

Reading Anchor Text: “Clang! Clang! Beep! Beep!” Anchor Text: “Please take me for a walk”
school?”
Wonders Listen to the City” Paired Selection: “A Neighborhood”
Paired Selection: “Be Safe!”
Paired Selection: Sounds are Everywhere! Shared Read: “We Go to See Nan”
Shared Read: “Can I Pat It!”
Shared Read: “Nat and Tip” Shared Read: “Can We Go”
Shared Read: “Tim Can Tip It’
Shared Read: “Tim and Nan”
Writing
Wonders Response to Reading: Response to Reading: Response to Reading:
Foundational Writing Skills Foundational Writing Skills Foundational Writing Skills

SY2024-2025_ELA Unit Plan

 Unit 3
Daily Lessons
 Kindergarten
Unit 3
Going Places
Reading Independent and Collaborative Work – Week 1
Word Work Alphabet Arc
Wonders Practice Book -
Letter s & short i: pp. 64.66-67, 116, 118-119
Grammar: pp. 124-126, 138-140, 152-153
Write and Read High Frequency Words: a, like, to, pp.122, 127-128
Technology Seesaw Student Practice Activities
iReady/Wonders Digital Activities
Independent Reading Center Activity Cards
p. T3K
Integrate Ideas – Show Your N/A
Knowledge

1
SY2024-2025
 Kindergarten
Unit 3
Going Places

Day 1 of 12 • 10/17
Heggerty
Phonemic Week 9-Thursday Repeat Thursday Lesson Week 9
Awareness
(10 minutes)
95 Core Phonics Program

Phonics Lesson Review Phonics Skills:

(20 minutes) Add Short i Letter Name, Sound, Formation: S & short i
Wonders: Wonders: Unit 3 Week 1 Day 1
Whole Group Shared Read Shared Read Routine: “Can I Pat It”
Reading (10 min.) pp. T28-T29
(30 minutes) KRF3. a, b, d Reading/ Writing Companion
KRF4 pp. 18-23
KRF1. a, c, d
Shared Read Shared Read Routine: “Can I Pat It?”
(10 min.) pp. T38-T39
KRF3. a, b, d Reading/Writing Companion
KRF4 pp. 18-23
KRF1. a, d
Teacher-Led Approaching On-Level Beyond
Small Group
(60 minutes)
Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para-Led
Small Group Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Independent Writing Write About the Shared Read

(40 minutes) KW8 p. T52
Grammar Sentences
KL1. f p. T53
Small Group/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T506-T5511
English Language Learners p. T53

2
SY2024-2025
 Kindergarten
Unit 3
Going Places
Day 2 of 12 • 10/18
Heggerty
Phonemic Week 9- Repeat Friday Lesson Week 9
Awareness
(10 minutes)
95 Phonics Core Program

Phonics Lesson Review: Phonics Skills:

(20 minutes) Add Short i Letter Name, Sound, Formation: S & short i
Wonders: Wonders: Unit 3 Week 1 Day 5
Whole Group Shared Read Shared Read Routine: “Tim Can Tip It?”
Reading (10 min.) Reading/Writing Companion
(30 minutes) KRF3. a, b, d pp. 26-31
KRF4
KRF1. a, c, d
Shared Read Shared Read Routine: “Tim Can Tip It”
(10 min.) pp. T58-T59
KRF3. a, b, d Reading/Writing Companion
KRF4 pp. 26-31pp. T50-T51
KRF1. a, d
Teacher-Led Approaching On-Level Beyond
Small Group
(60 minutes)
Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para-Led Small
Group Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Self-Selected Writing Self-Selected Writing

(40 minutes) KW8 p. T60
Grammar Sentences
KL1. f p. T61
Small Groups/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T506-T511
English Language Learners p. T61

3
SY2024-2025
 Kindergarten
Unit 3
Going Places
Reading Independent and Collaborative Work – Week 2
Word Work Alphabet Arc
Wonders Practice Book -
Letter h & b: pp. 198, 200, 203, 242, 245, 249
Grammar: pp. 138-140
Write & Read High Frequency Words: a, like, to, and pp. 136, 141-142
Technology Seesaw Student Practice Activities
iReady/Wonders Digital Activities
Independent Reading Center Activity Cards
p. T85I
Integrate Ideas – Show Write a Riddle
Your Knowledge Inspire Action
p. T145

4
SY2024-2025
 Kindergarten
Unit 3
Going Places
Day 3 of 12 • 10/21
Heggerty
Phonemic Awareness Week 10-Monday
(10 minutes)
95 Phonics Core Program
Phonics Lesson 7 Day 1: Phonics Skills:
(20 minutes) Add Short i Letter Name, Sound, Formation: h & b
Wonders: Wonders: Unit 3 Week 2 Day 1
Whole Group Reading Introduce the Concept Build Knowledge
(30 minutes) (30 min.) EQ: What are the different sounds we hear?
KRL4 pp. T88
Oral Vocabulary Words
Use Wonders Vocabulary Cards and Instructional
Routine Handbook (pp.77-78)
Teacher-Led Approaching On-Level Beyond
Small Groups
(60 minutes) Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para-Led Small Groups

(60 minutes) Para-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Writing Introduce the Concept Build Knowledge

(40 minutes) KW8 p. T89
Reading/Writing Companion
pp. 36-37
Grammar Sentences
KL1. f p. T101
Small Groups/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T506-T511

5
SY2024-2025
 Kindergarten
Unit 3
Going Places
Day 4 of 12• 10/22
Heggerty
Phonemic Week 10-Tuesday
Awareness
(10 minutes)
95 Phonics Core Program

Phonics Lesson 7 Day 2: Phonics Skills:

(20 minutes) Add Short i Letter Name, Sound, Formation: h & b
Wonders: Wonders: Unit 3 Week 2 Day 2
Whole Group Literature Big Book Close Read Routine:
Reading (20 min.) Clang! Clang! Beep! Beep! Listen to the City
(30 minutes) KRL3_3.0_2 pp. T90-T95
KRL1 Reading/Writing Companion
KRL5 pp. 40-41
Shared Read Shared Read Routine: “Nat and Tip”
(10 min.) pp. T110-T111
KRF3 a, b, d Reading/Writing Companion
KRF4 pp. 46-51
KRF1 a, b, d
Teacher-Led Approaching On-Level Beyond
Small Groups
(60 minutes) Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para Led Small

Groups Para-led small group plans for this week are located
(60 minutes) in the small group section of Unit 2/3 spiral.

Writing Modeled Writing Write About the Literature Big Book

(40 minutes) KW8 p. T100
Grammar Naming Words (Noun)
KL1. f p. T113
Small Groups/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T506-T511
Writing Practice Extension p. T100

6
SY2024-2025
 Kindergarten
Unit 3
Going Places
Day 5 of 12 • 10/23
Heggerty
Phonemic Week 10-Wednesday
Awareness
(10 minutes)
95 Phonics Core Program

Phonics Lesson 7 Day 3: Phonics Skills:

(20 minutes) Add Short i Letter Name, Sound, Formation: h & b
Wonders: Wonders: Unit 3 Week 2 Day 3
Whole Group Literature Big Book Close Read Routine:
Reading (20 min.) Clang! Clang! Beep! Beep! Listen to the City
(30 minutes) KRL3_3.0_2 • Main Story Elements: Setting p. T105
KRL7 • Analyze the Text p. 106-107
Reading/Writing Companion
pp. 44-45
Shared Read Shared Read Routine: “Nat and Tip”
(10 min.) pp. T120-T121
KRF3. a, b, d Reading/Writing Companion
KRF4 pp. 46-51
KRF1. a, c
Teacher-Led Approaching On-Level Beyond
Small Group
(60 minutes)
Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para-Led Small
Group Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Independent Writing Write About the Shared Read

(40 minutes) KW8 p. T122
Grammar Sentences
KL1. f p. T123
Small Group/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T506-T511
English Language Learners p. T123

7
SY2024-2025
 Kindergarten
Unit 3
Going Places
Day 6 of 12 • 10/24
Heggerty
Phonemic Week 10-Thursday
Awareness
(10 minutes)
95 Core Phonics Program

Phonics Lesson 7 Day 4: Phonics Skills:

(20 minutes) Add Short i Letter Name, Sound, Formation: h & b
Wonders: Wonders: Unit 3 Week 2 Day 4
Whole Group Paired Selection Close Read Routine:
Reading (20 min.) Paired Selection: “Sounds Are Everywhere”
(30 minutes) KRI2_3.0_1 pp. T126-T129
KRI2_3.0_2
KRI7
Shared Read Shared Read Routine:
(10 min.) “Tim and Nan?”
KRF3. a, b, d pp. T132-T133
KRF4 Reading/Writing Companion
KRF1. a, b pp. 54-59
Teacher-Led Approaching On-Level Beyond
Small Group
(60 minutes)
Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para-Led
Small Group Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Independent Writing Write About the Shared Read

(40 minutes) KW8 p. T134
Grammar Sentences
KL1. f p. T135
Small Group/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T506-T511
English Language Learners p. T135

8
SY2024-2025
 Kindergarten
Unit 3
Going Places
Day 7 of 12 • 10/25
Heggerty
Phonemic Week 10-Friday
Awareness
(10 minutes)
95 Phonics Core Program

Phonics Lesson 7 Day 5: Phonics Skills:

(20 minutes) Add Short i Letter Name, Sound, Formation: h & b
Wonders: Wonders: Unit 3 Week 2 Day 5
Whole Group Shared Read Shared Read Routine: “Tim and Nan?”
Reading (20 min.) pp. T140-T141
(30 minutes) KRF3. a, b, d Reading/Writing Companion
KRF4 pp. 54-59
KRF1. a
Integrate Ideas Make Connections
(10 min.) p. T144
Teacher-Led Approaching On-Level Beyond
Small Group
(60 minutes)
Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para-Led Small
Group Para-led small group plans for this week are located
(60 minutes) in the small group section of Unit 2/3 spiral.

Writing Self-Selected Writing Self-Selected Writing

(40 minutes) KW8 p. T142
Grammar Sentences
KL1. f p. T143
Small Groups/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T505-T511
English Language Learners p. T143

9
SY2024-2025
 Kindergarten
Unit 3
Going Places
Reading Independent and Collaborative Work – Week 3
Word Work Alphabet Arc
Wonders Practice Book -
Letters Review Mm, Dd, Gg, Ii, Ss, Hh & Bb
Grammar p. 152-153
Write & Read High Frequency Words: a, like, to, and, go pp. 150, 155-156
Technology Seesaw Student Practice Activities
iReady/Wonders Digital Activities
Independent Reading Center Activity Cards
p. T167I
Integrate Ideas – Show Write About Your Neighborhood
Your Knowledge Inspire Action
p. T227

10
SY2024-2025
 Kindergarten
Unit 3
Going Places
Day 8 of 12 • 10/28
Heggerty
Phonemic Week 11- Monday
Awareness
(10 minutes)
Core 95 Phonics Program
Phonics Lesson 8 Day 1: Phonics Skills:
(20 minutes) Add Short i Review & Uppercase Letters M, D, G, I, S, H, & B
Wonders: Wonders: Unit 3 Week 3 Day 1

Whole Group Introduce the Concept Build Knowledge

Reading (30 min.) EQ: What places do you go to during the week?
(30 minutes) KRI4 pp. T170
Oral Vocabulary Words
Use Wonders Vocabulary Cards and Instructional
Routine Handbook (pp.77-78)
Teacher-Led Small Approaching On-Level Beyond
Groups
(60 minutes) Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para-Led Small
Groups Para-led small group plans for this week are located
(60 minutes) in the small group section of Unit 2/3 spiral.

Writing Introduce the Concept Build Knowledge

(40 minutes) KW8 p. T171
Grammar Sentences
KL1. f p. T183
Small Group/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T506-T511

11
SY2024-2025
 Kindergarten
Unit 3
Going Places
Day 9 of 12 • 10/29
Heggerty
Phonemic Week 11- Tuesday
Awareness
(10 minutes)
95 Phonics Core Program

Phonics Lesson 8 Day 2: Phonics Skills:

(20 minutes) Add Short i Review & Uppercase Letters M, D, G, I, S, H, & B
Wonders: Unit 3 Week 3 Day 2
Whole Group Literature Big Book Close Read Routine:
Reading (20 min.) Please Take Me for a Walk
(30 minutes) KRL3_3.0_1 pp. T172-T177
KRL3_3.0_3 Reading/Writing Companion
KRL5 pp. 68 - 69
Shared Read Shared Read Routine: “We Go to See Nan”
(10 min.) pp. T192-T193
KRF3 a, b, d
KRF1
Teacher-Led Approaching On-Level Beyond
Small Groups
(60 minutes) Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para Led Small

Groups Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Modeled Writing Write About the Big Book

(40 minutes) KW8 p. T182
Grammar Sentences
KL1. f p. T195
Small Groups/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T506-T511
Writing Practice Extension p. T183

12
SY2024-2025
 Kindergarten
Unit 3
Going Places
Day 10 of 12 • 10/30
Heggerty
Phonemic Week 11-Wednesday
Awareness
(10 minutes)
95 Phonics Core Program

Phonics Lesson 8 Day 3: Phonics Skills:

(20 minutes) Add Short i Review & Uppercase Letters M, D, G, I, S, H, & B
Wonders: Unit 3 Week 3 Day 3
Whole Group Literature Big Book Close Read Routine:
Reading (20 min.) Please Take Me for a Walk
(30 minutes) KRL2_3.0_1 • Genre: Fiction p. T186
KRL5 • Main Story Elements: Character Prompt p. T187
Reading/Writing Companion
pp. 70
Shared Read Shared Read Routine: “We Go to See Nan”
(10 min.) pp. T202-T203
KRF3 a, b, d Reading/Writing Companion
KRF4 pp. 74-79
KRF1. a
Teacher-Led Approaching On-Level Beyond
Small Group
(60 minutes) Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para-Led Small
Group Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Independent Writing Write About the Shared Read

(40 minutes) KW8 p. T204
Grammar Sentences
KL1. f p. T205
Small Groups/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T506-T511
English Language Learners p. T205

13
SY2024-2025
 Kindergarten
Unit 3
Going Places
Day 11 of 12 • 10/31
Heggerty
Phonemic Week 11-Thursday
Awareness
(10 minutes)
95 Phonics Core Program

Phonics Lesson 8 Day 4: Phonics Skills:

(20 minutes) Add Short i Review & Uppercase Letters M, D, G, I, S, H, & B
Wonders: Unit 3 Week 3 Day 4
Whole Group Paired Selection Close Read Routine:
Reading (20 min.) “A Neighborhood”
(30 minutes) KRI7 pp. T208-T209
KRI1
Close Read Routine: :
“A Neighborhood”
pp. T210-T211
Reading/Writing Companion
pp. 80-81
Shared Read Shared Read Routine: “Can We Go”
(10 min.) pp. T214-T215
KRF3. a, b, d Reading/Writing Companion
KRF4 pp. 82-87
KRF1 a, b, c, d
Teacher-Led Small Approaching On-Level Beyond
Group
(60 minutes)
Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para-Led Small
Group Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Independent Writing Write About the Shared Read

(40 minutes) KW8 p. T216
Grammar Sentences
KL1. f p. T217
Small Groups/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T506-T511
English Language Learners p. T217

14
SY2024-2025
 Kindergarten
Unit 3
Going Places
Day 12 of 12 • 11/1
Heggerty
Phonemic Week 11-Friday
Awareness
(10 minutes)
95 Phonics Core Program

Phonics Lesson 8 Day 5: Phonics Skills:

(20 minutes) Add Short i Review & Uppercase Letters M, D, G, I, S, H, & B
Wonders: Unit 3 Week 3 Day 5
Whole Group Shared Read Shared Read Routine: “Can We Go”
Reading (10 min.) pp. T222-T223
(30 minutes) KRF3. a, b , d Reading/Writing Companion
KRF4 pp. 82-87
KRF1
Integrate Ideas Make Connections
(20 min.) p. T226
Reading/Writing Companion
p. 90
Teacher-Led Approaching On-Level Beyond
Small Group
(60 minutes) Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para-Led Small
Group Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Self-Selected Writing Self-Selected Writing

(40 minutes) KW8 p. T224
Grammar Sentences
KL1. f p. T225
Small Groups/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T506-T511
English Language Learners p. T225

15
SY2024-2025
 Kindergarten
Unit 3
Going Places
Day 1 of 12 • 10/17
Heggerty
Phonemic Week 10- Monday
Awareness
(10 minutes)
95 Phonics Core Program

Phonics Lesson 6 Day 1: Phonics Skills:

(20 minutes) Add Short i Letter Name, Sound, Formation: S & short i
Wonders: Unit 3 Week 1 Day 1
Whole Group Introduce the Concept Build Knowledge
Reading (30 min.) EQ: What rules do we follow in different places?
(30 minutes) KRL4 p. T6
Oral Vocabulary Words
pp. T6-T7
Use Wonders Vocabulary Cards and Instructional
Routine Handbook (pp.77-78)
Teacher-Led Small Approaching On-Level Beyond
Groups
(60 minutes)
Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para-Led Small
Groups Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Introduce the Concept Build Knowledge

(40 minutes) KW8 p. T7
Reading/Writing Companion, pp. 8-9
Grammar Sentences
KL1. f p. T19
Small Group/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: p. T506-T511

16
SY2024-2025
 Kindergarten
Unit 3
Going Places
Day 2 of 15 • 10/17
Heggerty
Phonemic Week 10- Tuesday
Awareness
(10 minutes)
95 Phonics Core Program

Phonics Lesson 6 Day 2: Phonics Skills:

(20 minutes) Add Short i Letter Name, Sound, Formation: S & short i
Wonders: Wonders: Unit 3 Week 1 Day 2
Whole Group Literature Big Book
Close Read Routine:
Reading (20 min.)
How Do Dinosaurs Go to School?
(30 minutes) KRL3_3.0_1 pp. T8-T13
KRL1 Reading/Writing Companion
KRL5 pp. T12-T13
Shared Read Shared Read Routine: “Can I Pat It”
(10 min.) pp. T28-T29
KRF3. a, b, d Reading/ Writing Companion
KRF4 pp. 18-23
KRF1. a, c, d
Teacher-Led Approaching On-Level Beyond
Small Groups
(60 minutes)
Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para-Led
Small Groups Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Modeled Writing Write About the Big Book

(40 min.) KW8 p. T18
Grammar Sentences
KL1. f p. T19
Small Group/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: p. T506-T511
Writing Practice Extension p. T18

17
SY2024-2025
 Kindergarten
Unit 3
Going Places
Day 3 of 15 • 10/18
Heggerty
Phonemic Week 10-Wednesday
Awareness
(10 minutes)
95 Phonics Core Program

Phonics Lesson 6 Day 3: Phonics Skills:

(20 minutes) Add Short i Letter Name, Sound, Formation: S & short i
Wonders: Wonders: Unit 3 Week 1 Day 3
Whole Group Literature Big Book Close Read Routine:
Reading (20 min.) How Do Dinosaurs Go to School?
(30 minutes) KRL3_3.0_1 • Genre: Fiction Prompt p. T22
KRL5 • Main Story Elements: Character Prompt p. T23
Reading/Writing Companion
pp. 14-15
Shared Read Shared Read Routine: “Can I Pat It?”
(10 min.) pp. T38-T39
KRF3. a, b, d Reading/Writing Companion
KRF4 pp. 18-23
KRF1. a, d
Teacher-Led Approaching On-Level Beyond
Small Group
(60 minutes)
Teacher-led small group plans for this week are located
in the small group section of the Unit 2/3 spiral.

Para-Led Small
Group Para-led small group plans for this week are located
(60 minutes) in the small group section of the Unit 2/3 spiral.

Writing Independent Writing Write About the Shared Read

(40 minutes) KW8 p. T40
Grammar Sentences
KL1. f p. T41
Small Group/ Select topic(s) based on student data:
Conferences Writing Skills Lesson Bank: pp. T506-T511
English Language Learners p. T41

18
SY2024-2025
Appendix
 Para-Led
Small Groups
 Para-Led Small Group Content
Week of: September 16 - September 27, 2024
Day 1 Day 2 Day 3 Day 4 Day 5
Phonological Sentence Segmentation Sentence Segmentation Sentence Segmentation Sentence Segmentation Sentence Segmentation
(Language Awareness) (Language Awareness) (Language Awareness) (Language Awareness) (Language Awareness)
Awareness Say the sentence with Say the sentence with Say the sentence with Say the sentence with Say the sentence with
expression. Have students say expression. Have students say expression. Have students say expression. Have students say expression. Have students say
the sentence with the same the sentence with the same the sentence with the same the sentence with the same the sentence with the same
expression. Repeat the expression. Repeat the expression. Repeat the expression. Repeat the expression. Repeat the
sentence a second time with sentence a second time with sentence a second time with sentence a second time with sentence a second time with
the students and clap each the students and clap each the students and clap each the students and clap each the students and clap each
word to count the number of word to count the number of word to count the number of word to count the number of word to count the number of
words in the sentence. Have words in the sentence. Have words in the sentence. Have words in the sentence. Have words in the sentence. Have
students say the number of students say the number of students say the number of students say the number of students say the number of
words. words. words. words. words.
1. I love school! 1. I have friends at school. 1. I am glad to see you. 1. I wash my hands. 1. I do my best work.
2. School is fun! 2. The sky is blue. 2. Will you play with me? 2. I am a good kid! 2. I use my nice words.
3. I raise my hand. 3. I share with my friends. 3. My school is cool! 3. Are you a good kid? 3. I will try my best.

Phonics Letter Formation Letter Formation Letter Formation Letter Formation Letter Formation
Teaching A New Letter Routine Teaching A New Letter Routine Teaching A New Letter Routine Teaching A New Letter Routine Teaching A New Letter Routine
for Tt, Pp, Nn, Aa for Tt, Pp, Nn, Aa for Tt, Pp, Nn, Aa for Tt, Pp, Nn, Aa for Tt, Pp, Nn, Aa

Use the language from the 95 Use the language from the 95 Use the language from the 95 Use the language from the 95 Use the language from the 95
Phonics Stroke Talk for Letter Phonics Stroke Talk for Letter Phonics Stroke Talk for Letter Phonics Stroke Talk for Letter Phonics Stroke Talk for Letter
Formation document. Formation document. Formation document. Formation document. Formation document.

Note: Paras can elect to add in Note: Paras can elect to add in Note: Paras can elect to add in Note: Paras can elect to add in Note: Paras can elect to add in
a multisensory approach a multisensory approach a multisensory approach a multisensory approach a multisensory approach
before stroke practice with a before stroke practice with a before stroke practice with a before stroke practice with a before stroke practice with a
pencil: air writing, tactile pencil: air writing, tactile pencil: air writing, tactile pencil: air writing, tactile pencil: air writing, tactile
tracing with sandpaper and tracing with sandpaper and tracing with sandpaper and tracing with sandpaper and tracing with sandpaper and
shaving cream. shaving cream. shaving cream. shaving cream. shaving cream.
High Frequency Words: the, we, see Words: the, we, see Words: the, we, see Words: the, we, see Words: the, we, see
Use the Read/Spell/Write Use the Read/Spell/Write Use the Read/Spell/Write Use the Read/Spell/Write Use the Read/Spell/Write
routine to teach the word. routine to teach the word. routine to teach the word. routine to teach the word. routine to teach the word.

SY 2024-25
 Para-Led Small Group Content
Week of: September 30 – October 4, 2024

Day 1 Day 2 Day 3 Day 4 Day 5

Phonological Sentence Segmentation Sentence Segmentation Sentence Segmentation Sentence Segmentation Sentence Segmentation
(Language Awareness) (Language Awareness) (Language Awareness) (Language Awareness) (Language Awareness)
Awareness Say the sentence with Say the sentence with Say the sentence with Say the sentence with Say the sentence with
expression. Have students say expression. Have students say expression. Have students say expression. Have students say expression. Have students say
the sentence with the same the sentence with the same the sentence with the same the sentence with the same the sentence with the same
expression. Repeat the expression. Repeat the expression. Repeat the expression. Repeat the expression. Repeat the
sentence a second time with sentence a second time with sentence a second time with sentence a second time with sentence a second time with
the students and clap each the students and clap each the students and clap each the students and clap each the students and clap each
word to count the number of word to count the number of word to count the number of word to count the number of word to count the number of
words in the sentence. Have words in the sentence. Have words in the sentence. Have words in the sentence. Have words in the sentence. Have
students say the number of students say the number of students say the number of students say the number of students say the number of
words. words. words. words. words.
1. I can sit still. 1. I can count. 1. My eyes help me learn. 1. We are cool kids! 1. Do you raise your hand?
2. I try hard at school! 2. I like my class! 2. I use my ears to learn. 2. I love to play! 2. I can write words.
3. I love my class! 3. Books are fun to read. 3. I can read. 3. This school is great! 3. May I sit here?

Phonics Letter Formation Letter Formation Letter Formation Letter Formation Letter Formation
Teaching A New Letter Routine Teaching A New Letter Routine Teaching A New Letter Routine Teaching A New Letter Routine Teaching A New Letter Routine
for Mm, Dd, Gg for Mm, Dd, Gg for Mm, Dd, Gg for Mm, Dd, Gg for Mm, Dd, Gg

Use the language from the 95 Use the language from the 95 Use the language from the 95 Use the language from the 95 Use the language from the 95
Phonics Stroke Talk for Letter Phonics Stroke Talk for Letter Phonics Stroke Talk for Letter Phonics Stroke Talk for Letter Phonics Stroke Talk for Letter
Formation document. Formation document. Formation document. Formation document. Formation document.

Note: Paras can elect to add in Note: Paras can elect to add in Note: Paras can elect to add in Note: Paras can elect to add in Note: Paras can elect to add in
a multisensory approach a multisensory approach a multisensory approach a multisensory approach a multisensory approach
before stroke practice with a before stroke practice with a before stroke practice with a before stroke practice with a before stroke practice with a
pencil: air writing, tactile pencil: air writing, tactile pencil: air writing, tactile pencil: air writing, tactile pencil: air writing, tactile
tracing with sandpaper and tracing with sandpaper and tracing with sandpaper and tracing with sandpaper and tracing with sandpaper and
shaving cream. shaving cream. shaving cream. shaving cream. shaving cream.
High Frequency Words: a, like Words: a, like Words: a, like Words: a, like Words: a, like
Use the Read/Spell/Write Use the Read/Spell/Write Use the Read/Spell/Write Use the Read/Spell/Write Use the Read/Spell/Write
routine to teach the word. routine to teach the word. routine to teach the word. routine to teach the word. routine to teach the word.

SY 2024-25
 Para-Led Small Group Content
Week of: October 7 – October 17-18, 2024
Day 1 Day 2 Day 3 Day 4 Day 5
Phonological Sentence Segmentation Sentence Segmentation Sentence Segmentation Sentence Segmentation Sentence Segmentation
(Language Awareness) (Language Awareness) (Language Awareness) (Language Awareness) (Language Awareness)
Awareness Say the sentence with Say the sentence with Say the sentence with Say the sentence with Say the sentence with
expression. Have students say expression. Have students say expression. Have students say expression. Have students say expression. Have students say
the sentence with the same the sentence with the same the sentence with the same the sentence with the same the sentence with the same
expression. Repeat the expression. Repeat the expression. Repeat the expression. Repeat the expression. Repeat the
sentence a second time with sentence a second time with sentence a second time with sentence a second time with sentence a second time with
the students and clap each the students and clap each the students and clap each the students and clap each the students and clap each
word to count the number of word to count the number of word to count the number of word to count the number of word to count the number of
words in the sentence. Have words in the sentence. Have words in the sentence. Have words in the sentence. Have words in the sentence. Have
students say the number of students say the number of students say the number of students say the number of students say the number of
words. words. words. words. words.
1. All butterflies have wings. 1. Did you bring headphones? 1. We got a new fish today! 1. Is everyone here today? 1. Our dog is in the house.
2. We run on the playground. 2. Today is a fun day to learn! 2. Does our class have a pet? 2. My backpack is heavy! 2. I heard a loud noise!
3. Do you have a book? 3. I like to play outside. 3. Everyone must take turns. 3. Have you been on a boat? 3. We like to play in the sand.

Phonics Letter Formation Letter Formation Letter Formation Letter Formation Letter Formation
Teaching A New Letter Routine Teaching A New Letter Routine Teaching A New Letter Routine Teaching A New Letter Routine Teaching A New Letter Routine
for Ss & Ii for Ss & Ii for Ss & Ii for SS & Ii for Ss & Ii

Use the language from the 95 Use the language from the 95 Use the language from the 95 Use the language from the 95 Use the language from the 95
Phonics Stroke Talk for Letter Phonics Stroke Talk for Letter Phonics Stroke Talk for Letter Phonics Stroke Talk for Letter Phonics Stroke Talk for Letter
Formation document. Formation document. Formation document. Formation document. Formation document.

Note: Paras can elect to add in a Note: Paras can elect to add in a Note: Paras can elect to add in a Note: Paras can elect to add in a Note: Paras can elect to add in a
multisensory approach before multisensory approach before multisensory approach before multisensory approach before multisensory approach before
stroke practice with a pencil: air stroke practice with a pencil: air stroke practice with a pencil: air stroke practice with a pencil: air stroke practice with a pencil: air
writing, tactile tracing with writing, tactile tracing with writing, tactile tracing with writing, tactile tracing with writing, tactile tracing with
sandpaper and shaving cream. sandpaper and shaving cream. sandpaper and shaving cream. sandpaper and shaving cream. sandpaper and shaving cream.
High Frequency Words: to Words: to Words: to Words: to Words: to
Use the Read/Spell/Write Use the Read/Spell/Write Use the Read/Spell/Write Use the Read/Spell/Write Use the Read/Spell/Write
routine to teach the word. routine to teach the word. routine to teach the word. routine to teach the word. routine to teach the word.

SY 2024-25
 Para-Led Small Group Content
Week of: October 21 – October 25, 2024
Day 1 Day 2 Day 3 Day 4 Day 5
Phonological Sentence Segmentation Sentence Segmentation Sentence Segmentation Sentence Segmentation Sentence Segmentation
(Language Awareness) (Language Awareness) (Language Awareness) (Language Awareness) (Language Awareness)
Awareness Say the sentence with Say the sentence with Say the sentence with Say the sentence with Say the sentence with
expression. Have students say expression. Have students say expression. Have students say expression. Have students say expression. Have students say
the sentence with the same the sentence with the same the sentence with the same the sentence with the same the sentence with the same
expression. Repeat the sentence expression. Repeat the sentence expression. Repeat the sentence expression. Repeat the sentence expression. Repeat the sentence
a second time with the students a second time with the students a second time with the students a second time with the students a second time with the students
and clap each word to count the and clap each word to count the and clap each word to count the and clap each word to count the and clap each word to count the
number of words in the number of words in the number of words in the number of words in the number of words in the
sentence. Have students say the sentence. Have students say the sentence. Have students say the sentence. Have students say the sentence. Have students say the
number of words. number of words. number of words. number of words. number of words.
1. Is the playground wet today? 1. I love to eat cupcakes! 1. Do you like baseball? 1. Firefighters keep us safe. 1. My mom went to the store.
2. I ride my bike in the grass. 2. Do you like to eat popcorn? 2. The weekend is here! 2. I have a new bookmark. 2. Did you see the bullfrog jump.
3. Reading is important. 3. We show kindness to others. 3. Will we visit the library today. 3. Do you like to color? 3. My teacher helps me to learn.

Phonics Letter Formation Letter Formation Letter Formation Letter Formation Letter Formation
Teaching A New Letter Routine Teaching A New Letter Routine Teaching A New Letter Routine Teaching A New Letter Routine Teaching A New Letter Routine
for Hh & Bb for Hh & Bb for Hh & Bb for Hh & Bb For Hh & Bb

Use the language from the 95 Use the language from the 95 Use the language from the 95 Use the language from the 95 Use the language from the 95
Phonics Stroke Talk for Letter Phonics Stroke Talk for Letter Phonics Stroke Talk for Letter Phonics Stroke Talk for Letter Phonics Stroke Talk for Letter
Formation document. Formation document. Formation document. Formation document. Formation document.

Note: Paras can elect to add in a Note: Paras can elect to add in a Note: Paras can elect to add in a Note: Paras can elect to add in a Note: Paras can elect to add in a
multisensory approach before multisensory approach before multisensory approach before multisensory approach before multisensory approach before
stroke practice with a pencil: air stroke practice with a pencil: air stroke practice with a pencil: air stroke practice with a pencil: air stroke practice with a pencil: air
writing, tactile tracing with writing, tactile tracing with writing, tactile tracing with writing, tactile tracing with writing, tactile tracing with
sandpaper and shaving cream. sandpaper and shaving cream. sandpaper and shaving cream. sandpaper and shaving cream. sandpaper and shaving cream.
High Frequency Words: and Words: and Words: and Words: and Words: and
Use the Read/Spell/Write Use the Read/Spell/Write Use the Read/Spell/Write Use the Read/Spell/Write Use the Read/Spell/Write
routine to teach the word. routine to teach the word. routine to teach the word. routine to teach the word. routine to teach the word.

SY 2024-25
 Para-Led Small Group Content
Week of: October 28, 2024 – November 1, 2024
Day 1 Day 2 Day 3 Day 4 Day 5
Phonological Sentence Segmentation Sentence Segmentation Sentence Segmentation Sentence Segmentation Sentence Segmentation
(Language Awareness) (Language Awareness) (Language Awareness) (Language Awareness) (Language Awareness)
Awareness Say the sentence with expression. Say the sentence with expression. Say the sentence with expression. Say the sentence with expression. Say the sentence with expression.
Have students say the sentence Have students say the sentence Have students say the sentence Have students say the sentence Have students say the sentence
with the same expression. Repeat with the same expression. Repeat with the same expression. Repeat with the same expression. Repeat with the same expression. Repeat
the sentence a second time with the sentence a second time with the sentence a second time with the sentence a second time with the sentence a second time with
the students and clap each word the students and clap each word the students and clap each word the students and clap each word the students and clap each word
to count the number of words in to count the number of words in to count the number of words in to count the number of words in to count the number of words in
the sentence. Have students say the sentence. Have students say the sentence. Have students say the sentence. Have students say the sentence. Have students say
the number of words. the number of words. the number of words. the number of words. the number of words.
1. Jokes are funny. 1. Do I need a coat today? 1. We can recycle papers. 1. Can you carry this pink basket? 1. I take pictures with my camera.
2. I have a water bottle. 2. Listen to the storyteller. 2. We won the championship! 2. Do you like to listen to music? 2. Sunflowers are yellow.
3. Did you hear the fireworks? 3. Watch out for the puddle! 3. I like pancakes for breakfast. 3. Today is Thursday. 3. Which city building is taller?

Phonics Letter Formation Letter Formation Letter Formation Letter Formation Letter Formation
Teaching A New Letter Routine Teaching A New Letter Routine Teaching A New Letter Routine Teaching A New Letter Routine Teaching A New Letter Routine
for Mm, Dd, Gg, Ii, Ss, Hh & Bb for Mm, Dd, Gg, Ii, Ss, Hh & Bb for Mm, Dd, Gg, Ii, Ss, Hh & Bb For Mm, Dd, Gg, Ii, Ss, Hh & Bb For Mm, Dd, Gg, Ii, Ss, Hh & Bb

Use the language from the 95 Use the language from the 95 Use the language from the 95 Use the language from the 95 Use the language from the 95
Phonics Stroke Talk for Letter Phonics Stroke Talk for Letter Phonics Stroke Talk for Letter Phonics Stroke Talk for Letter Phonics Stroke Talk for Letter
Formation document. Formation document. Formation document. Formation document. Formation document.

Note: Paras can elect to add in a Note: Paras can elect to add in a Note: Paras can elect to add in a Note: Paras can elect to add in a Note: Paras can elect to add in a
multisensory approach before multisensory approach before multisensory approach before multisensory approach before multisensory approach before
stroke practice with a pencil: air stroke practice with a pencil: air stroke practice with a pencil: air stroke practice with a pencil: air stroke practice with a pencil: air
writing, tactile tracing with writing, tactile tracing with writing, tactile tracing with writing, tactile tracing with writing, tactile tracing with
sandpaper and shaving cream. sandpaper and shaving cream. sandpaper and shaving cream. sandpaper and shaving cream. sandpaper and shaving cream.
High Frequency Words: go Words: go Words: go Words: go Words: go
Use the Read/Spell/Write routine Use the Read/Spell/Write routine Use the Read/Spell/Write routine Use the Read/Spell/Write routine Use the Read/Spell/Write routine
to teach the word. to teach the word. to teach the word. to teach the word. to teach the word.

SY 2024-25
Teacher-Led
Small Groups
 Teacher-Led Small Groups

Approaching Small Group Content

Week of: September 16, 2024 - September 27, 2024
Skill Focus: Review T, P, N, & A
Day 1 Day 2 Day 3 Day 4 Day 5
Reintroduce This week we are reviewing T, P, N, & A.
the Concept Letter is t, p, n & a.
(1 min.) Sounds are /t/ /p/ /n/ and /a/.
Phonemic Count and Blend Syllables Count and Blend Syllables Count and Blend Syllables Count and Blend Syllables Count and Blend Syllables
Awareness 1. hotdog 1. popcorn 1.snowball 1. backpack 1.sunflower
2. flowerpot 2.snowman 2.caveman 2. bathtub 2. goldfish
Drill 3. sunshine 3.starfish 3.rainbow 3. earring 3.bedroom
(6 min.) 4. football 4. lipstick 4. basketball 4. cowbell 4. toothbrush
5. toothbrush 5.lighthouse 5.butterfly 5. pinwheel 5. runaway
Phoneme Isolation (t /p) Phoneme Isolation (t/ p) Phoneme Isolation (n, a) Phoneme Isolation (n/a) Phoneme Identity (n/a)
1.pop 4. tick 1.tib 4. pat 1.axle 4. able 1.astronaunt 6. nurse 1.no 5. number
2.tame 5. push 2.put 5. Pam 2.nickle 5. nut 2.act 7. nine 2.axe 5. apple
3.pick 6. tent 3.tan 3.ask 6. nap 3.nature 6. apple 3. note

Letter Connect t To /t/ Connect p To /p/ Connect n To /n/ Connect a To /a/ Combination of letter t, p, n
Formation Write a t when you hear /t/ Write a p when you hear /p/ Write a n when you hear Write an a when you hear /a/ and a practice.
at the beginning of these at the beginning of these /n/ in at the beginning of at the beginning of these Listen to the word. Write the
(3 min.) letter t, p, n or a if the words
words: words: these words: words:
1.time 3. match 1.pumpkin 3. baby 1.necklace 3. nimble 1.axle 3.act begins with
2.telephone 4. slimy 2.yellow 4. purple 2. candy 4. rhino 2.flash 4. water / t/ /p/ /n/ or /a/.
Build Words with /t/ Build Words with /p/ Build Words with /n/ Build Words with /a/ Review building words that
Use Word Building Cards to Use Word Building Cards to Use Word Building Cards to Use Word Building Cards to contain /t/ /p/ /n/ with short
make a word. Then point to make a word. Then point to make a word. Then point to make a word. Then point to vowel /a/.
Word Work
each letter, say the sound, each letter, say the sound, each letter, say the sound, each letter, say the sound, tap, tan, pan, at, an, Nan, Pat
(5 min.) blend and read the word. blend and read the word. blend and read the word. blend and read the word.
tap, tan Pat, pan Nan, nap at, an

Read Pre- Refer to Unit 1-2

Decodable A Sap Map-p. T322
Pam Can See-p. T322

SY 2024-25
 Teacher-Led Small Groups

On Level Small Group Content

Week of: September 16, 2024 - September 27, 2024
Skill Focus: Review T, P, N, A
Day 1 Day 2 Day 3 Day 4 Day 5
Phonemic Syllable Segmentation Syllable Segmentation Syllable Segmentation Syllable Segmentation Syllable Segmentation
Awareness Drill 1. marble 1. shadow 1. gargle 1. sister 1. pickle
2. broken 2. party 2. circus 2. flower 2. rabbit
(3 min.) 3. supper 3. summer 3. turtle 3. table 3. turkey
4. pillow 4. target 4. wagon 4. teacher 4. mittens
Phoneme Isolation for Initial Phoneme Isolation for Initial Phoneme Isolation for Initial Phoneme Isolation for Initial Phoneme Isolation for
Sounds /t/ /p/ /n/ /a/ Sounds /t/ /p/ /n/ /a/ Sounds /t/ /p/ /n/ /a/ Sounds /t/ /p/ /n/ /a/ Initial Sounds /t/ /p/
1. nap 1. name 1. need 1. nine /n/ /a/
2. paste 2. peel 2. pie 2. poor 1. nice
3. tag 3. talk 3. team 3. told 2. pat
4. add 4. apple 4. at 4. ask 3. top
4. am
Alphabet Using 95 Phonics Core
Using 95 Phonics Core Using 95 Phonics Core Using 95 Phonics Core Using 95 Phonics Core
Knowledge Program letter cards,
Program letter cards, drill Program letter cards, drill Program letter cards, drill Program letter cards, drill
drill the deck for
(2 min.) the deck for /t/ /p/ /n/ /a/. the deck for /t/ /p/ /n/ /a/. the deck for /t/ /p/ /n/ /a/. the deck for /t/ /p/ /n/ /a/.
/t/ /p/ /n/ /a/.
“Letter is ___.” “Letter is ___.” “Letter is ___.” “Letter is ___.”
“Letter is ___.”
“Sound is ___.” “Sound is ___.” “Sound is ___.” “Sound is ___.”
“Sound is ___.”
Letter Formation Listen for the word. Write Listen for the word. Write Listen for the word. Write Listen for the word.
Listen for the word. Write
(5 min.) the uppercase and the uppercase and the uppercase and Write the word letters
the word letters for each
lowercase letter for the first lowercase letter for the first lowercase letter for the first for each sound heard.
sound heard.
sound heard. sound heard. sound heard. 1. nap
1. Nat (This is a name.)
1. Tim taps the top. 1. Tap the tall tower. 1. Tip the tiny tin. 2. Pat (This is a name.)
2. pan
2. Peter picked the pepper. 2. peek at the pretty parrot. 2. Peyton pull potatoes. 3. at
3. an
3. Ned needs a nap. 3. Nat is near the net. 3. Nancy naps at night. 4. tap
4. tan
4. Ann asked for apples. 4. Alex add apples. 4. Adam asks for apricots.

SY 2024-25
 Teacher-Led Small Groups

Read a
Pre-Decodable Reread previously
Reader Reread previously read text read text for the letter
Reread previously read text Reread previously read text Reread previously read text
(5 min.) for the letter p, t, n, a. p, t, n, a. Utilize the
for the letter p, t, n, a. for the letter p, t, n, a. Utilize for the letter p, t, n, a.
Utilize the Focus on Fluency Focus on Fluency
Utilize the Focus on Fluency the Focus on Fluency Utilize the Focus on Fluency
component of the Pre- component of the Pre-
component of the Pre- component of the Pre- component of the Pre-
decodable reader routine. decodable reader
decodable reader routine. decodable reader routine. decodable reader routine.
routine.

SY 2024-25
 Teacher-Led Small Groups

Beyond Small Group Content

Week
Weekof:of:
September
September
1623-September
- September 20,
27,2024
2024
Skill Focus: Vocabulary & Comprehension

Day 1 Day 2 Day 3

Use a Shape! Use a Shape! Use a Shape!

What Can You See?
(15 min.) ReferWhat
to Unit
Can2 pp.
YouT412-T413
See? ReferWhat
to Unit
Can2 pp.
YouT412-T413
See? Refer to Unit 2 pp. T412-T413
Refer to Unit 2 pp. T330-T331
ReferPreview
to Unitand
2 pp.Predict
T330-T331 Refer to Unit
Set Purpose
2 pp. T330-T331 Respond to the Text
Respond to the Text
ReviewPreview
Genre: Informational
and Predict Text: GuidedSet
Comprehension
Purpose Focus on Fluency
Focus on Fluency
Review Genre:
Nonfiction
Informational Text: Use
Guided
Leveled
Comprehension
Reader Routine Use Leveled Reader Routine
Use Leveled Reader Routine
Use Vocabulary
Nonfiction
Routine (p.77-80) Use Leveled Reader Routine
Use Vocabulary Routine (p.77-80)

SY 2024-25
 Teacher-Led Small Groups

Approaching Small Group Content

Week of: September 30, 2024 – October 4, 2024
Skill Focus: m, d, & g
Day 1 Day 2 Day 3 Day 4 Day 5
Reintroduce the This week we are learning m. This week we are learning d. This week we are learning g.
Concept Letter is m. Sound is /m/. Letter is d. Sound is /d/. Letter is g. Sound is /g/.
(1 min.)
Alphabet Review previous phonics concepts taught t, p, n, a
Knowledge
(1 min.)
Phonemic Count and Blend Syllables Count and Blend Syllables Count and Blend Syllables Count and Blend Syllables Count and Blend Syllables
Awareness Drill 1. pencil 4. dinosaur 1.basketball 4. broccoli 1. purple 4. computer 1. banana 4. mammal 1. crab 4. octopus
(6 min.) 2. umbrella 5. book 2.pretzel 5. door 2. go 5. stadium 2. helicopter 5. double 2. dolphin 5. goat
3. avocado 3.caterpillar 3. vacation 3. talk 3. beach

Phoneme Isolation (m) Phoneme Identity (m) Phoneme Isolation /d/ Phoneme Identity (d) Phoneme Isolation (g)
1. man 5. goat 1. man, money, pan 1. dime 5. dolphin 1. pan, dime, dog 1. goat 5. pie
2. moon 6. jet 2. tick, moon, mud 2. dinosaur 6. door 2. deer, door, pop 2. game 6. jet
3. money 7. tie 3. mouse moth, van 3. top 7. tie 3. sun, dig, dome 3. girl 7. tie
4. mud 8. table 4. mop, run, mix 4. toe 8. pie 4. deck, dock, take 4. gorilla 8. table
Use Wonders photo cards. 5. map, jet, mule Use Wonders photo cards. 5. sail, doll, daze Use Wonders photo cards.
6. go, march, Monday 6. dot, dance, cat
7. melt, milk hat 7. jump, dab, dessert
8. mirror, ball, motor 8. deep, mud, diamond
Letter Formation Connect m to /m/ Connect m to /m/ Connect d to /d/ Connect d to /d/ Connect g to /g/
(3 min.) Write m when you hear /m/ at Write m when you hear /m/ at Write d when you hear /d/ at Write d when you hear /d/ at Write g when you hear /g/ at
the beginning of the word: the beginning of the word: the beginning of the word: the beginning of the word: the beginning of the word:
1. fan 5. anchor 1.ten 5. fad 1.sail 5.hop 1.date 5. talk 1.get 5. go
2. met 6. fit 2. big 6. sit 2.dish 6. said 2.pear 6. act 2.pat 6. Tam
3.dad 7. man 3. mat 7. monkey 3.dash 7. camp 3.sick 7. down 3.gab 7. got
4.mix 4. most 4. poem 4. disk 4. nap
Word Identify Words with /m/ Identify Words with /m/ Build words with /d/ Build words with /d/ Build words with /g/
Work Use Word Building Cards to Use Word Building Cards to Use Word Building Cards to Use Word Building Cards to Use Word Building Cards to
(5 min.) make a word. Then point to make a word. Then point to make a word. Then point to make a word. Then point to make a word. Then point to
each letter, say the sound, each letter, say the sound, each letter, say the sound, each letter, say the sound, each letter, say the sound,
blend and read the word. blend and read the word. blend and read the word. blend and read the word. blend and read the word.
CVC short a- mad, mat CVC short a- man, map CVC short a- dam, dad CVC short a- dap, Dan CVC short a- gap
Read Pre- Found in Unit 3-4
Decodable Did Dan? -p. T395
Did Sid See Don?- p. T395

SY 2024-25
 Teacher-Led Small Groups

On Level Small Group Content

Week of: September 30, 2024 – October 4, 2024
Skill Focus: m, d, & g

Day 1 Day 2 Day 3 Day 4 Day 5

Phonemic Syllable Segmentation Syllable Segmentation Syllable Segmentation Syllable Segmentation Syllable Segmentation
Awareness Drill 1. football 1. hideout 1. playroom 1. daytime 1. airport
(3 min.) 2. raincoat 2. downtown 2. Sunday 2. suitcase 2. bedtime
3. something 3. spaceship 3. homework 3. doorbell 3. cookbook
Phoneme Isolation for Initial Phoneme Isolation for Initial Phoneme Isolation for Initial Phoneme Isolation for Initial Phoneme Isolation for Initial
Sounds Sounds Sounds Sounds Sounds
Say the word. Have students Say the word. Have students Say the word. Have students Say the word. Have students Say the word. Have students
repeat the word and isolate repeat the word and isolate repeat the word and isolate repeat the word and isolate repeat the word and isolate
the initial sound. the initial sound. the initial sound. the initial sound. the initial sound.
1. made 1. move 1. desk 1. magic 1. gum
2. top 2. tiger 2. tickle 2. tomato 2. tomorrow
3. pale 3. park 3. pair 3. pare 3. pass
4. neck 4. net 4. napkin 4. nose 4. next
5. apple 5. at 5. as 5. am 5. ask
Alphabet Using 95 Phonics Core Using 95 Phonics Core Using 95 Phonics Core Using 95 Phonics Core Using 95 Phonics Core
Knowledge Program letter cards, drill Program letter cards, drill Program letter cards, drill Program letter cards, drill Program letter cards, drill
the deck for /t/ /p/ /n/ /a/ the deck for /t/ /p/ /n/ /a/ the deck for /t/ /p/ /n/ /a/ the deck for /t/ /p/ /n/ /a/ the deck for /t/ /p/ /n/ /a/
/m/ /d/ /g/. /m/ /d/ /g/. /m/ /d/ /g/. /m/ /d/ /g/. /m/ /d/ /g/.
“Letter is ___.” “Letter is ___.” “Letter is ___.” “Letter is ___.” “Letter is ___.”
“Sound is ___.” “Sound is ___.” “Sound is ___.” “Sound is ___.” “Sound is ___.”

Letter Formation Write m when you hear /m/ Write m when you hear /m/ Write d when you hear /d/ in Write d when you hear /d/ in Write g when you hear /g/ in
(5 min.) in any of these words: in any of these words: any of these words: any of these words: any of these words:
1. made 1. mud 1. desk 1. poem 1. get
2. move 2. met 2. push 2. dash 2. apple
3. top 3. tag 3. down 3. dish 3. gas
Read a
Pre-Decodable Read the pre-decodable I Read the pre-decodable Can Read the pre-decodable Did Read the pre-decodable Did Read the pre-decodable Wet
Can using the pre-decodable I using the pre-decodable Dan? using the pre- Sid See Don? using the pre- Gus using the pre-decodable
Reader reader routine. reader routine. decodable reader routine. decodable reader routine. reader routine.
(5 min.) p. T77 of Unit 1 p. T77 of Unit 1 p. T403 of Unit 4 p. T403 of Unit 4 p. T150 of Unit 7

SY 2024-25
 Teacher-Led Small Groups

Beyond Small Group Content

Week of: September 30 – October 4, 2024
Skill Focus: Vocabulary & Comprehension

Day 1 Day 2 Day 3

I See a Bug! I See a Bug! I See a Bug!

(15 min.) Refer to Unit 2 Pp. T294-T295 Refer to Unit 2 Pp. T294-T295 Refer to Unit 2 Pp. T294-T295
Preview and Predict Set Purpose Respond to the Text
Review Genre: Realistic Fiction Guided Comprehension Focus on Fluency
Use Vocabulary Routine (p.77-80) Use Leveled Reader Routine Use Leveled Reader Routine

SY 2024-25
 Teacher-Led Small Groups

Approaching Small Group Content

Week of: October 7, 2024 – October 18, 2024
Skill Focus: s & short i
Day 1 Day 2 Day 3 Day 4 Day 5
Reintroduce the This week we are learning s. This week we are learning i. This week we are learning s
Concept Letter is s. Sound is /s/. Letter is i. Sound is /i/. and a. Letter is s and i.
(1 min.) Sounds are /s/ and /i/

Phonemic Count and blend Syllables Count and Blend Syllables Count and Blend Syllables Count and Blend Syllables Phoneme Isolation (s/i)
Awareness Drill 1. spider 4. spout 1. beautiful 4. flower 1.angel 4. igloo 1. insect 4. log Isolate and pronounce the
2. rain 2. sister 5. light 2.bib 5. set 2. fish 5. gum initial /s/ and /i/ sounds in
(4 min.) 3. water 3. tiger 6. sit 3.tap 3. itchy words.

Phoneme Isolation (s) Phoneme Identity (s) Phoneme Isolation (i) Phoneme Identity (i) Phoneme Identity (/i)
1.sandwich 5. sandal 1. seven, star, hippo 1. insect 4. invitation 1. ink , male, itch Isolate and pronounce the
2.tie 6. mother 2. pick, sad, sock 2. inch 5.balloon 2. leaf, is, igloo initial sound /s/ and /i/ in
3. sock 7. star 3. sandal, saddle, mother 3. baby 6.house 3. deer, it, if words
4. seven 8. Seal 4. salad, run, soccer Use Wonders photo cards. It, if, is, itch, igloo
Use Wonders photo cards. 5. suitcase, jet, sea
6. go, hose, handle
7. soda, milk, sack
8. sandwich, ball, saw

Letter Formation Connect s To /s/ Connect s To /s/ Connect i To /i/ Connect i To /i/ Combination of letter s and i
(5 min.) Write a s when you hear /s/ at Write a s when you hear /s/ at Write an I when you hear /i/ in Write a i when you hear /i/ at practice.
the beginning of the word: the beginning of the word: at the beginning of the word: the beginning of the word: Listen to the word. Write the
1. sing 4. add 1. saw 4. mule 1.if 4. toast 1. man 4. it letter s and i if the word begins
2. tent 5. sun 2. tiger 5. sap 2.go 5. is 2. lap 5. insect with /s/ or /i/.
3. pay 3. sat 3.itch 3. igloo

Build Words with /s/ Build Words with /s/ Build Words with /i/ Build Words with /i/ Review building VC and CVC
Use Word Building Cards to Use Word Building Cards to Use Word Building Cards to Use Word Building Cards to words that contain /s/ and
make a word. Then point to make a word. Then point to make a word. Then point to make a word. Then point to short i.
Word Work each letter, say the sound, each letter, say the sound, each letter, say the sound, each letter, say the sound, Sid, sit, sip, dig, tip, pit, nip
(5 min.) blend and read the word. blend and read the word. blend and read the word. blend and read the word. dig, did, in, it
CVC short i sip, Sid CVC short i- sit VC short I- it, is, if CVC short I- pit, tip
Read Pre- Found in Unit 1-2
Decodable Sam Can See- p. T234
Found in Unit 3-4
Tim Can Sit-p. T70

SY 2024-25
 Teacher-Led Small Groups

On Level Small Group Content

Week of: October 7, 2024 – October 18, 2024
Skill Focus: s & short i
Day 1 Day 2 Day 3 Day 4 Day 5
Phonemic Syllable Segmentation Syllable Segmentation Syllable Segmentation Syllable Segmentation Syllable Segmentation
Awareness Drill 1. absent 1. whisper 1. garden 1. welcome 1. center
2. erase 2. summer 2. begin 2. picture 2. puppet
(3 min.) 3. number 3. absent 3. habit 3. sunny 3. carpet
4. baby 4. whisper 4. circle 4. purple 4. doctor
5. erase 5. giggle 5. famous 5. blanket 5. basket
Phoneme Isolation for Initial Phoneme Isolation for Initial Phoneme Isolation for Initial Phoneme Isolation for Initial Phoneme Isolation for Initial
Sounds Sounds Sounds Sounds Sounds
1. tape 1. goose 1. nurse 1. gas 1. apricot
2. mouse 2. dear 2. mine 2. send 2. application
3. town 3. pencil 3. napkin 3. sound 3. it
4. mouth 4. deep 4. mitten 4. itch 4. sap
5. game 5. past 5. guitar 5. igloo 5. is

Alphabet Using 95 Phonics Core Using 95 Phonics Core Using 95 Phonics Core Using 95 Phonics Core Using 95 Phonics Core
Knowledge Program letter cards, drill Program letter cards, drill Program letter cards, drill Program letter cards, drill Program letter cards, drill
the deck for /t/ /p/ /n/ /a/ the deck for /t/ /p/ /n/ /a/ the deck for /t/ /p/ /n/ /a/ the deck for /t/ /p/ /n/ /a/ the deck for /t/ /p/ /n/ /a/
(2 min.) /m/ /d/ /g/ /i/ /s/. /m/ /d/ /g/ /i/ /s/. /m/ /d/ /g/ /i/. /m/ /d/ /g/ /i/ /s/. /m/ /d/ /g/ /i/ /s/.
“Letter is ___.” “Letter is ___.” “Letter is ___.” “Letter is ___.” “Letter is ___.”
“Sound is ___.” “Sound is ___.” “Sound is ___.” “Sound is ___.” “Sound is ___.”

Write i when you hear /i/ in Write i when you hear /i/ in Write s when you hear /s/ in Write s when you hear /s/ in Write the letter for the
Letter any of these words: any of these words: any of these words: any of these words: initial sound heard:
1. if 1. it 1. sad 1. sun 1. miss
Formation 2. pot 2. say 2. get 2. gift 2. at
(5 min. ) 3. is 3. in 3. see 3. so 3. guess
4. if
5. dog
Read a Read the pre-decodable Tim Read the pre-decodable Read the pre-decodable Reread the week’s
Read the pre-decodable Tim
Pre-Decodable Can Sit using the pre- Sam Can See using the pre- Sam using the pre-decodable previously read text for the
Can Sit using the pre-
decodable reader routine decodable reader routine. reader routine. letter s & i. Utilize the Focus
Reader Refer to p. T77 in Unit 3-4 TE
decodable reader routine
Refer to p. T241 in Unit 3-4 Refer to p. T241 in Unit 3-4 on Fluency component of
(5 min.) Refer to p. T77 in Unit 3-4 TE
TE TE the Pre-decodable reader
routine.

SY 2024-25
 Teacher-Led Small Groups

Beyond Small Group Content

Week of: October 7, 2023 – October 18, 2024
Skill Focus: Vocabulary & Comprehension

Day 1 Day 2 Day 3

The Birdhouse pp. T78-T79 The Birdhouse pp. T78-T79 The Birdhouse pp. T78-T79
(15 min.) Preview and Predict Set Purpose Respond to the Text
Review Genre: Fiction Guided Comprehension Focus on Fluency
Use Vocabulary Routine (p.77-80) Use Leveled Reader Routine Use Leveled Reader Routine

SY 2024-25
 Teacher-Led Small Groups

Approaching Small Group Content

Week of: October 21, 2024 – October 25, 2024
Skill Focus: H & B
Day 1 Day 2 Day 3 Day 4 Day 5
Reintroduce the This week we are learning h. This week we are learning b. This week we are learning h
Concept Letter is h. Sound is /h/. Letter is b. Sound is /b/. and b. Letter is h and b.
Sounds are /h/ and /b/.
(1 min.)
Phonemic Count and Blend Syllables Count and Blend Syllables Count and Blend Syllables Count and Blend Syllables Phoneme Isolation (h/b)
Awareness Drill 1. contrary 4. Mary 1. balloon 4. dinosaur 1.basketball 4. banana 1. hammer 4. alligator Isolate and pronounce the
2. pretty 5. flower 2. helicopter 5. book 2.hippo 5. door 2. go 5. stadium initial sound /h/ and /b/
(4 min.) 3. garden 6. silver 3. avocado 3.caterpillar 3. vacation sound

Phoneme Isolation (h) Phoneme Identity (h) Phoneme Isolation (b) Phoneme Identity (b) Phoneme Identity (h/b)
1. hat 5. goat 1. hat, hippo, pan 1. bat 5.boy 1. pan, banana, bike Isolate and pronounce the
2. hand 6. moon 2. tick, horse, house 2. baby 6. balloon 2. bear, bell, pop initial /h/ and /b/ sound
3. house 7. table 3. hand, hat, van 3. top 7. nose 3. sun, ball, balloon
4. hippo 8. money 4. hay, run, hill 4. pig 8.door 4. bake, back, take
5. hair, jet, hook 5. sail, barn, boots
Use Wonders photo cards. 6. go, hose, handle Use Wonders photo cards. 6. box, basket, cat
7. heat, milk, hood 7. jump, bug, battery
8. helicopter, ball, hammer 8. bus, mud, bank

Letter Formation Connect h To /h/ Connect h To /h/ Connect b To /b/ Connect b To /b/ Combination of letter h and b
(5 min.) Write a h when you hear /h/ Write a h when you hear /h/ Write a b when you hear /b/ Write a b when you hear /b/ practice.
at the beginning of the word: at the beginning of the word: at the beginning of the word: at the beginning of the word: Listen to the word. Write the
1. hope 4. horse 1. ink 4. happy 1. bin 4. bad 1. bed 4. burger letter h or b if the word begins
2. sink 5. hide 2. high 5. hello 2. tap 5. dad 2. mat 5. tip with /h/ or /b/.
3. candle 3. core 3. basket 3. bit

Build Words with /h/ Build Words with /h/ Build Words with /b/ Build Words with /b/ Review building CVC words
Use Word Building Cards to Use Word Building Cards to Use Word Building Cards to Use Word Building Cards to that contain /h/, /b/ and
make a word. Then point to make a word. Then point to make a word. Then point to make a word. Then point to short a, short I
Word Work hit, hat, Hap, hid, bit, bat,
each letter, say the sound, each letter, say the sound, each letter, say the sound, each letter, say the sound,
(5 min.) blend and read the word. blend and read the word. blend and read the word. blend and read the word. big, bid
CVC short a, i- hit, hat CVC short a, i- Hap, hid CVC short a, i- bit, bat CVC short a, i- big, bid
Read Pre- Found in Unit 5-6
Decodable Bob and Ben-p. T305
Hap Hid the Ham--p. T65

SY 2024-25
 Teacher-Led Small Groups

On Level Small Group Content

Week of: October 21, 2024– October 25, 2024
Beyond Small
Skill Group
Focus: h &Content
b
Week of: October 21. 2024 – October 25, 2024
Day 1 DayFocus:
Skill 2 Day 3
Vocabulary & Comprehension Day 4 Day 5
Phonemic Syllable Counting Syllable Counting Syllable Counting Syllable Counting Syllable Counting
Awareness Drill Say the word. Have Day 1
students Say the word. Have students Day 2Have students
Say the word. Say the word. Have students Day
Say the3word. Have students
repeat the word, segment repeat the word, segment repeat the word, segment repeat the word, segment repeat the word, segment
(3 min.) the word into syllables, and the word into syllables, and the word into syllables, and the word into syllables, and the word into syllables, and
A Noisy
count syllables, Night
and circle the count syllables, and circle the count A Noisy Night
syllables, and circle the count syllables, and circle the A Noisy Night and circle the
count syllables,
(15 min.) Referofto
number Unit
dots that3matches
pp. T160-T161
number of dots that matchesRefer to Unit
number 3 T160-T161
of dots that matches number of dots thatRefer
matches to Unit 3 pp.ofT160-T161
number dots that matches
the numberPreview and Predictthe number of syllables.
of syllables. Set Purpose
the number of syllables. the number of syllables. Respond to the of
the number Text
syllables.
1. grasshopper
Review Genre: Fantasy 1. artist 1. road Comprehension
Guided 1. follow 1. house
Focus on Fluency
2. bug 2. frog
Use Vocabulary Routine (p.77-80) Use 2. consequence
Leveled Reader Routine 2. skyscraper
Use Leveled 2. principal
Reader Routine
3. handle 3. estimate 3. parade 3. box 3. broken
Alphabet
Knowledge Using 95 Phonics Core Using 95 Phonics Core Using 95 Phonics Core Using 95 Phonics Core Using 95 Phonics Core
Program letter cards, drill Program letter cards, drill Program letter cards, drill Program letter cards, drill Program letter cards, drill
(2 min.) the deck for /t/ /p/ /n/ /a/ the deck for /t/ /p/ /n/ /a/ the deck for /t/ /p/ /n/ /a/ the deck for /t/ /p/ /n/ /a/ the deck for /t/ /p/ /n/ /a/
/m/ /d/ /g/ /h/ /i/ /s/ /h/. /m/ /d/ /g/ /i/ /s/ /h/. /m/ /d/ /g//i/ /s/ /h/ /b/. /m/ /d/ /g/ /i/ /s/ /h/ /b/. /m/ /d/ /g//i/ /s/ /h/ /b/.
“Letter is ___.” “Letter is ___.” “Letter is ___.” “Letter is ___.” “Letter is ___.”
“Sound is ___.” “Sound is ___.” “Sound is ___.” “Sound is ___.” “Sound is ___.”

Letter Formation Write h when you hear /h/ Write h when you hear /h/ Write b when you hear /b/ Write b when you hear /b/ Write the letter of the initial
(5 min.) in any of these words: in any of these words: in any of these words: in any of these words: sound heard in the word.
1. hair 1. hill 1. bell 1. boss 1. bay 5. hen
2. tap 2. hoop 2. baby 2. kid 2. dive 6. bag
3. house 3. after 3. mud 3. big 3. hippo 7. hike
4. half 4. honey 4. horse 4. box 4. bill 8. beam

Read a
Pre-Decodable Read the pre-decodable Hip Read the pre-decodable Bob Read the pre-decodable Ben,
Reread previously read text
Read the pre-decodable Hap for the letter h and d. Utilize
Reader Hid the Ham using the pre- Hop using the pre-decodable Ben using the pre-decodable Deb, and Lin using the pre-
the Focus on Fluency
(5 min.) decodable reader routine. reader routine. reader routine. decodable reader routine.
component of the Pre-
p. T72 of Unit 5 p. T72 of Unit 5 p. T312 of Unit 6 p. T312 of Unit 6
decodable reader routine.

SY 2024-25
 Teacher-Led Small Groups

Approaching Small Group Content

Week of: October 28, 2024 - November 1, 2024
Skill Focus: Review M, D, G, I, S, H & B
Day 1 Day 2 Day 3 Day 4 Day 5
Reintroduce This week we are reviewing M, D, G, I, S, H & B.
the Concept Letter is m, d, g, i, s, h & b.
(1 min.) Sounds are /m/ /d/ /g/ /i/ /s/ h/ and /b/.
Phonemic Count and Blend Syllables Count and Blend Syllables Count and Blend Syllables Count and Blend Syllables Count and Blend Syllables
Awareness Drill 1. October 1. into 1. match 1. candle 1. butterfly
2. giraffe 2. bank 2. December 2. funny 2. spider
(6 min.) 3. igloo 3. hippo 3. motorcycle 3. avocado 3. glass
4. desk 4. silly 4. stood 4. triangle 4. slipper
5. baby 5. dictionary 5. igloo 5. elephant 5. ice
Phoneme Isolation (s)
Phoneme Isolation (m /d) Phoneme Isolation (g/ i) 1.sand 4. pencil Phoneme Isolation (h) Phoneme Identity (b)
1. Mac 4. music 1. glasses 4. goose 2. set 5. see 1. hop 4. happy 1. bat 5. mom
2. dark 5. mountain 2. junk 5. January 3. box 6. board 2. magic 5. dig 2. head 6. bicycle
3. domino 6. day 3. globe 3. hen 6. hint 3. barn

Letter Connect (m, d) To /m/ & /d/ Connect (g) To /g/ Connect (s) To /s/ Connect (h, b) To /h//b/ Combination of letter m, d, g, i, s, h
Formation Write a m or d when you hear Write a g when you hear /g/ Write s when you hear /s/ Write h or b when you hear and b practice.
/m/ & /d/ at the beginning of in the word: in the word: /h/ or /b/ in the word: Listen to the word. Write the letter
(3 min.) Mm, Dd, Gg, i, Ss, Hh and Bb if the
the word: 1. man 3. Gab 1. sail 3. gate 1. Hap 3. big
1. Dan 3. dinner 2. give 4. dad 2. Sid 4. grapes 2. hamburger 4. Bob word begins with
2. mango 4. Matt / m/ /d/ /g/ /i/ /s/ /h/ or /b/.
Build Words with /m/& /d/ Build Words with /g/ Build Words with /s/ Build Words with /h/ & /b/ Review building VC, CVC words that
Use Word Building Cards to Use Word Building Cards to Use Word Building Cards Use Word Building Cards to contain /m/ /d/ /g/ /i/ /s/ /h/ or
make a word. Then point to make a word. Then point to to make a word. Then make a word. Then point to /b/.
Word Work
each letter, say the sound, each letter, say the sound, point to each letter, say each letter, say the sound,
(5 min.) blend and read the word. blend and read the word. the sound, blend and read blend and read the word.
CVC short i CVC short i the word. CVC short i
CVC short i
Read Pre- Found in Unit 3-4
Decodable We Like It P. T70
Found in Unit 5-6
Hip Hop p. T 65

SY 2024-25
 Teacher-Led Small Groups

On Level Small Group Content

Week of: October 28, 2024 - November 1, 2024
Skill Focus: Review & Introduction of M, D, G, I, S, H & B
Day 1 Day 2 Day 3 Day 4 Day 5
Phonemic Syllable Counting Syllable Counting Syllable Counting Syllable Counting Syllable Counting
Awareness Drill Say the word. Have students Say the word. Have students Say the word. Have students Say the word. Have students Say the word. Have students
repeat the word, segment repeat the word, segment repeat the word, segment repeat the word, segment repeat the word, segment
(3 min.) the word into syllables, and the word into syllables, and the word into syllables, and the word into syllables, and the word into syllables, and
count syllables, and circle the count syllables, and circle the count syllables, and circle the count syllables, and circle the count syllables, and circle the
number of dots that matches number of dots that matches number of dots that matches number of dots that matches number of dots that matches
the number of syllables. the number of syllables. the number of syllables. the number of syllables. the number of syllables.
1. banana 1. explain 1. popular 1. lotion 1. country
2. spoken 2. squirted 2. cradle 2. campus 2. complete
3. habitat 3. trampoline 3. different 3. goat 3. dog
4. man 4. it 4. garbage 4. instrument 4. hamburger

Alphabet Using 95 Phonics Core Using 95 Phonics Core Using 95 Phonics Core Using 95 Phonics Core Using 95 Phonics Core
Knowledge Program letter cards, drill Program letter cards, drill Program letter cards, drill Program letter cards, drill Program letter cards, drill
the deck for /t/ /p/ /n/ /a/ the deck for /t/ /p/ /n/ /a/ the deck for /t/ /p/ /n/ /a/ the deck for /t/ /p/ /n/ /a/ the deck for /t/ /p/ /n/ /a/
(2 min.) /m/ /d/ /g/ /h/ /i/ /s/ /m/ /d/ /g/ /h/ /i/ /s/ /m/ /d/ /g/ /h/ /i/ /s/ /m/ /d/ /g/ /h/ /i/ /s/ /m/ /d/ /g/ /h/ /i/ /s/
/h/. /h/. /h/. /h/. /h/.
“Letter is ___.” “Letter is ___.” “Letter is ___.” “Letter is ___.” “Letter is ___.”
“Sound is ___.” “Sound is ___.” “Sound is ___.” “Sound is ___.” “Sound is ___.”

Letter Formation
(5 min.) Listen for the word. Write Listen for the word. Write Listen for the word. Write Listen for the word. Write Listen for the word. Write
the lowercase letter for the the lowercase letter for the the lowercase letter for the the lowercase letter for the the lowercase letter for the
first sound heard. first sound heard. first sound heard. first sound heard. first sound heard.
1. deer 1. dime 1. doctor 1. dinosaur 1. dog
2. girl 2. game 2. gate 2. globe 2. goat
3. hook 3. man 3. hat 3. mix 3. map

Word Reading / Point to each letter and say Reread previously read text Point to each letter and say Reread previously read text Point to each letter and say
Read a the sound. Read the word. for the letter p, t, n, a. the sound. Read the word. for the letter p, t, n, a. the sound. Read the word.
Continue until you finish Utilize the Focus on Fluency Continue until you finish Utilize the Focus on Fluency Continue until you finish
Pre-Decodable component of the Pre-
reading each word. component of the Pre- reading each word. reading each word.
Reader 1. sit 3. ham decodable reader routine. 1. mid 3. sat decodable reader routine. 1. him 3. tag
(5 min.) 2. mid 4. mat 2. hit 4. mad 2. sad 4. hid

SY 2024-25
 Teacher-Led Small Groups

Beyond Small Group Content

Week of: October 28, 2024 - November 1, 2024
Skill Focus: Vocabulary & Comprehension

Day 1 Day 2 Day 3

What Can You See? What Can You See?

What Can You See?
(15 min.) Refer to unit 2 pp. T330-T331 Refer to unit 2 pp. T330-T331
Refer to unit 2 pp. T330-T331
Set Purpose Respond to the Text
Preview and Predict
Guided Comprehension Focus on Fluency
Review Genre: Informational Text:
Use Leveled Reader Routine Use Leveled Reader Routine
Nonfiction
Use Vocabulary Routine (p.77-80)

SY 2024-25