Starfall Kindergarten ELA

Starfall
®
Kindergarten
At a Glance
Kindergarten, The Starfall Way
2
Lesson Format & Samples
5
Assessment & Biweekly Progress Monitoring
10
Classroom Materials
13
Scope & Sequence
18
Standards & Benchmarks
24
Comparison to Common Core Curriculum Standards
27
Acknowledgements
32
Starfall Education Foundation
Boulder, CO
Kindergarten, the Starfall Way
Our program provides the materials and guidance teachers need to skillfully and joyfully incorporate
research-based reading and language arts skills and strategies, integrate social studies and science, and
meaningfully employ technology in their classrooms.
Research-Based & Field-Tested (or the Big 5 plus 1!)
The Starfall team consulted with national reading experts, reviewed extensive research, and conducted a
four-year pilot program to find the best practices in reading instruction. Our instructional design reflects
proven instructional methods and often exceeds state standards. We modeled our scientific, research-based
lesson plans, reading materials, and activities on the “Big Five” focus areas recommended by the National
Institute of Child Health and Human Development: phonemic awareness, systematic phonics, vocabulary,
fluency, and comprehension* (see footnote page 3).
However, during our investigations, we discovered a sixth focus area not to be overlooked—Motivation.
For children, Starfall’s cooperative classroom environment features imaginative plush characters, stimulating
interactive online activities, engaging content-driven instruction, and hands-on experiences. For teachers,
our easy-to-follow Teacher’s Guide and classroom materials provide structure and support to ensure all the
requisite skills and strategies are met, without limiting their creativity and style. We guarantee a classroom
environment humming with confidence, curiosity, and wonderment for teachers and children alike.
Built-In Professional Development
Our Teacher’s Guide gives educators the information and confidence they need to create a dynamic balance
between teacher-directed instruction and child-directed learning. The scripted whole and small group lesson
plans clearly demonstrate how to preview and formally introduce skills, and then create opportunities for
children to apply, integrate, and practice these skills as they move toward mastery by year’s end.
English Languagee Learners
ders
& Struggling Readers
Observe
& Modify
In a Starfall kindergarten classroom, English language
learners and struggling readers successfully participate
and progress alongside their peers.
The Guide alerts and informs teachers how best to
observe their students and modify a lesson plan to
accommodate them.
The Guide also demonstrates how to create a riskfree social environment where spoken and written
ideas and differences are valued and encouraged.
English language learners, struggling readers, and
advanced students support and inform one another
as part of the instruction. Teachers learn to foster
respectful dialogue with and among their students.
2
Each unit opens with insightful exploration of the
research underlying our instructional methods
and recommendations for further reading.
The lesson plans explicitly demonstrate how to
deliver instruction in small segments, with pauses
for inquiry and response to verify the children
understand what they are being asked to do.
Starfall teachers needn’t struggle to squeeze in
Social Studies and Science, because these are
often the tools for instruction! The plans illustrate
how to capitalize on our companion website,
More.Starfall.com, and recommend activities to
parallel each day’s instruction.
The Guide allocates time for ongoing progress
monitoring and assessment, and pauses mid-year
and end of year for review. The assessments attune
teachers to the skills each child has mastered and
which skills to revisit. The reviews outline expected
learning outcomes and provide recommended
review activities. Starfall teachers become keen
observers. They understand the progression of
each student, and they know when and how to modify
lessons or topics to meet the needs of the moment or
the group.
Our Guide develops teachers who adeptly sequence,
pace, and tailor instruction to ensure all children succeed.
Key Skills & Strategies
Phonemic Awareness & Phonics
Our short, daily phonemic awareness exercises lay the
foundation for effective phonics instruction.
Teachers deliver sound and spelling relationships and
high-frequency words systematically, sequentially, and
explicitly. Their children:
• identify and discriminate speech sounds
• connect speech sounds to graphemes
• apply this knowledge daily to read and write words
and sentences in print and online
Observe
Some sounds in spoken
n English
& Modify
are new or difficult to pronounce
ronounce for
native speakers of other
h llanguages.
Where these sounds are introduced in the lesson plans,
you’ll find English Language Development (ELD) tips for
French, German, Spanish, Tagalog, Mandarin Chinese, and
Vietnamese speakers.
Vocabulary
Our explicit vocabulary instruction helps teachers
broaden their students’ knowledge and ensure the
children become inquisitive readers and imaginative
writers by:
• creating curiosity about words and their meanings
Starfall Kindergarten
• comparing different words with the same or similar
meanings
• discussing words that sound the same but have
different meanings depending on context or spelling
A Brief History
Starfall.com opened September 2002 with a
mission to ensure children have fun learning
to read. Shortly after its launch, teachers
worldwide wrote to tell us how the website
successfully motivated their students. A few
teachers, including our principal writers Joan
Elliott and Pam Ferguson, described how
they had created lesson plans leveraging
the excitement Starfall had created in their
classrooms. Joan’s message proclaimed,
“By year’s end, all of my kindergarten
students were reading!”
Impressed by their enthusiasm and success,
we enlisted Joan and Pam to help us create a
complete kindergarten reading and language
arts curriculum. The effort involved a task force
of over 150 volunteer teachers, 50 schools, and
over 5,000 students across the United States.
Our volunteer’s recommendations and insights
improved the curriculum and ensured its
efficacy in rural, inner city, and suburban
settings. They reported their success meeting
the needs of English language learners, and
both successful and struggling readers, while
having fun at the same time!
The curriculum development also saw the
birth of our program’s mascot, Backpack Bear.
Backpack Bear provided a vital link between
the children’s imagination, the materials,
the lessons plans, and the website.
We proudly released Starfall
Kindergarten in 2009
alongside our supporting
subscription website:
More.Starfall.com.
• targeting academic language, or words used to
direct or explain
• modeling how to recognize unknown words, and
to monitor your own understanding of what you
read and hear
Reading First: The Research Building Blocks for Teaching Children to Read a publication developed by the Center for the Improvement
• * ofPutEarly
Reading Achievement (CIERA) and funded by the National Institute for Literacy (NIFL) through the Educational Research and
Development Centers Program, PR/Award NumberR305R70004, as administered by the Office of Educational Research and Improvement
(OERI), U.S. Department of Education.
The Starfall Way 3
Fluency
Comprehension
Starfall teachers model prosody, expression, and
intonation when reading aloud to their students.
The lesson plans ensure teachers reread texts
demonstrating the value of revisiting selections in
order to gain greater fluency and comprehension.
Ultimately, the purpose of writing and speaking
and reading and listening is to communicate and
to understand. Starfall teachers hone comprehension
skills and strategies throughout the day via direct
instruction, teacher modeling (“think aloud”), and
guided practice.
The practice activities encourage learners to repeat,
dramatize, and retell in whole-group and peer-topeer scenarios. With a simple click, More.Starfall.com
offers audio examples of fluent reading for all of the
children’s practice materials.
Writing
Writing demonstrates a child’s proficiency and
comprehension. During writing sessions, Starfall
teachers move about the room, interacting with
children one-on-one, and informally assessing how
well each child has integrated phonics, vocabulary,
and comprehension skills and strategies.
Children work cooperatively to
apply these strategies and skills
to the texts and topics they
encounter, and interpret
meaning through peer-topeer or symposium-style
group discussion. The guide
encourages teachers to
facilitate, rather than lead,
the conversation.
The lesson plans ensure opportunities for children to
share and discuss their own writing with their peers.
Principal Authors
Joan Elliott
18 years teaching kindergarten in
North Carolina and Texas public schools;
12 years teaching in Department of
Education, University of North Carolina at
Asheville and University of Texas at
Brownsville; recipient of Christa McAuliffe Teaching Award,
and Fulbright Fellowship (Korea)
Academic Consultants
Dr. Karen Cole, Associate Professor of Education, K-6
Program Coordinator, University of NC, Asheville
The Alliance for Catholic Education’s English as a New Language Program (ACE-ENL) at the University of Notre Dame
assisted with the ELD component of this program.
Contributors
Pam Ferguson
42 year veteran kindergarten teacher
in St. Petersburg, Florida, at Holy
Family Catholic School; Served on
the Florida Catholic Conference
Accreditation team
Teacher Advisors
Myrna Estes, 35 years, Chester and Pittsfield, MA Public Schools
Brandi Chase, Senior Editor and Designer
Marc Buchanan, Layout Design
Faith Gowan, Senior Artist and Print Designer
Artists & Designers
Matthew Baca, Ric Beemer, Dale Beisel, Kimberly Cooper, Craig
Deeley, Stefan Gruber, Heather Hogan, David Lebow, Debby Lee,
Frank Lee, Claire Lenth, Gina and Art Morgan of AMGG, Julie Ann
Quinsay, Michael Ramirez, Jared Ramos, Scott Stebbins, and Triska
Wasser
Judy Goetze, 35 years, Pittsfield, MA Public Schools
Stephanie Riess, 15 years, Pinellas County, FL Public Schools;
17 years, Diocese of St. Petersburg, FL
Heidi Suburu, 25 years, Fruitvale Public School District,
Bakersfield, CA, and Elk Hills Public School District, Tupman, CA
Musicians/Composers
Randin Graves, Keith Heldman, and Richard James
Engineers & Quality Assurance
Kerry Dezell, Adam Griff, Jon Leyba. Larry Moiola, Steve Patschke,
Troy Tazbaz, and Roger Wilson
4 The Starfall Way
Lesson Format & Samples
Our easy-to-follow lesson plans include whole-group, small-group, and independent
practice activities. Sample lesson plans follow on pages 6-9.
Days 1-4 Schedule
The mar
gins
elpful
contain h
hints, re
minders,
and Stan
dards an
d
Benchma
rks
10 Minutes Phonemic Awareness/Phonics Warm-Up
1
2
30 Minutes
Session 1, Whole-Group
60 Minutes
Session 2, Small-Group
Independent Practice Activity and Computer Rotations
Teachers divide their classes into two groups. Group 1 attends the small group
session with the teacher. Group 2 divides again; half work independently at
classroom computers; the other half completes a practice activity independently
or with the help of a paraprofessional or parent volunteer.
After 15 minutes the two halves of Group 2 switch.
At the end of the first 30 minutes, Group 1 divides and rotates between the
computer or activity, and Group 2 attends the small group session.
3
30 Minutes
Session 3, Whole-Group
Day 5 Review and Progress Monitoring Schedule
Day five is reserved for review and progress monitoring.
10 Minutes Phonemic Awareness/Phonics Warm-Up
1
Starfall Kindergarten
2
20 Minutes
Session 1, Whole Group
20 Minutes
Session 2, Whole Group
90 Minutes
Teacher administers individual assessments while children work independently in
six Learning Center rotations of 12-15 minutes each.
Required materials
are always pictured
Observe & Modify alerts teachers to observe their students
udents
then modify the plan as needed to remediate, challenge,
enge, or assist
their students, and facilitate English language learners.
Observe
& Modify
for easy reference.
Lesson Plans 5
6 Lesson Plans
Two
164
Starfall com
Starfall com
UNIT 3
2
3
Starfall com
Write uppercase and
lowercase letters of the
alphabet independently, attending to the form
and proper spacing of
the letters
Writing
Understand that as letters of words change, so
do the sounds
Recognize high-frequency words
Reading
Identify and produce
rhyming words in
response to an oral
prompt
Reading
Day
WEEK 7
3
1
Materials
c Starfall Dictionaries
c Whiteboards/markers
c Lowercase Letter
Cards: b, c, p, s, t, u
c Picture Cards: bus,
cup, cut
c Pocket chart
Materials
Have some fun!
Teddy Bear, Teddy Bear,
Walk, don’t run.
Teddy Bear, Teddy Bear,
Quietly stand.
Teddy Bear, Teddy Bear.
Raise your hand.
Teddy Bear, Teddy Bear,
Be nice to all.
Teddy Bear, Teddy Bear,
Share your ball.
Teddy Bear, Teddy Bear,
Place the Picture Card bus in the pocket chart and name it.
Say: I wonder what would happen if I took away the /k/. (Take the Letter Card
c away.) What word is left? (up) Children erase the c from the word cup on their
whiteboards to reveal up. Say: Up is a high-frequency word. Listen: I can climb up
the tree. Children generate sentences using up.
t Children copy cup on their whiteboards.
t Repeat for /u/ and /p/.
t A volunteer finds the Letter Card c and places it under the Picture Card in the
beginning position.
Ask: How many sounds do you hear in cup? (3) Which letter stands for the
sound /k/?
Place the Picture Card cup in the pocket chart and name it.
Children use their “invisible rubber bands” to segment (pull
apart) the sounds in cup: /k/ /u/ /p/ cup.
Distribute whiteboards and markers.
Introduce High-Frequency Words: but, us, up
Encourage children to practice using good manners so
Backpack Bear will be proud of them!
Say: I heard some rhyming words in the song. See if you
know what they are. Say the words to the song. Pause before
each rhyming word so the children can provide it.
Play the song again. Children sing along and add actions.
Say “Please”, too.
Teddy Bear, Teddy Bear,
Say “Thank you.”
Teddy Bear, Teddy Bear,
“Thank You”
Teddy Bear Says,
c Sing-Along Track 35
Tell the children to listen closely to Backpack Bear’s song about
good manners so they will be able to help you remember it.
Play the Sing-Along Track 35, then discuss the importance of
using good manners. Make a list of those the children remember (say thank you and please, share, be nice, raise your hand,
stand quietly, walk, don’t run).
Rhyming Words
Phonemic Awareness Warm-Up
S arf
Sta
rfa
all
l Kinndergar
r teen
Materials
c The Little Red Hen and
other Folk Tales: “Mr.
Bunny’s Carrot Soup”
Where does this story take place or what is the setting?
Kn
Un What happened over and over again in this story?
Who are the characters in the story?
Kn
Partner children to discuss the following:
Backpack Bear whispers that he noticed the characters in this story used good
manners! Children recall where this was demonstrated in the text.
t Read the story and check predictions.
t Children make predictions based on the title picture.
c 4 Carrots
Display The Little Red Hen and other Folk Tales. Recall that folk
tales are very old stories that have been passed down orally
from grandparents to grandchildren, and often teach a moral or lesson. This book
contains different folk tales. The one they will hear today is a new American folk tale,
“Mr. Bunny’s Carrot Soup,” written by Jennifer Greene.
Introduce Mr. Bunny’s Carrot Soup
2
Write the words us, up, and but on the board. Children read each new high-frequency
word. Model writing us, up, and but in your dictionary. Children follow your example.
t Children generate sentences using but.
t Use but in a sentence: I want to play outside but it is raining.
t Explain that but is another high-frequency word.
t Children erase the c and replace it with b on their whiteboards.
Say: This time we will change the /k/ to a different beginning sound, /b/.
(Replace the c Letter Card with the b Letter Card.) What new word do we have
if we blend these sounds together? (but)
t Children write cut on their whiteboards.
t Volunteers locate letters needed to spell cut and place them under the Picture Card.
Place the Picture Card cut in the pocket chart and name it.
t Children generate sentences using us.
t Explain that us is also a high-frequency word!
t Children erase the b on their whiteboards.
Ask: What new word do we have if we take away the /b/ in bus?
t Children write bus on their whiteboards.
t A volunteer segments the sounds, locates the Letter Cards needed to spell the
word, and places them under the Picture Card.
40
Mr. Bunny’s
Carrot Soup
UNIT 3 165
41
“I will make carrot soup,”
he said.
Mr. Bunny picked four
carrots.
A Modern American
Folk Tale
by Jennifer Greene
Connect to life experiences the information
and events in texts
Use pictures and context to make predictions
about story content
Reading
My Star
fall
DICTIONA
RY
Children enter new
high-frequency
words into
their Starfall
Dictionaries
8&&,t%":
Sample Lesson Plan: Week 7 • Day Two
Lesson Plans 7
Write lowercase letters
of the alphabet independently
Writing
Identify and produce
rhyming words in
response to an oral
prompt
Reading
Blend vowel-consonant
sounds to make words
Reading
8&&,t%":
How does this story show people in a community helping each
other?
How can we use what we learned from this story in our classroom?
Sy
Ap
Un How did Mr. Bunny’s friends show they cared and appreciated what
he had done?
Introduce /n/ in the initial position
Display the Picture Card nest. Say: This is a picture
of a nest. Say, nest. The word nest begins with
the sound /n/. Watch my mouth: /n/. Now you
say /n/. The words nest, neatly and nestled
begin with the same sound: /n/. (Children
repeat: /n/.) I will read the rhyme again. Listen for the
sound /n/ in nest, neatly and nestled.
Read the rhyme “Nn Nest” on page 31.
Step One
Introduce Nn /n/
3
Children complete the practice page by blending
sounds to form words, then they illustrate words: rat,
cot, bus, tub at the bottom of the page and label each.
Activity
Practice
Or nabbing a new twig or two?
Is she nearby, catching a fly?
Where is the bird who made you?
Nest neatly nestled up in a tree,
Nn Nest
c Pencils/crayons
c L&W, p.24
c ABC Rhyme Book
c Wall Card: Nest /n/
c Letter Cards: N and n
c Picture Card: nest
Materials
c Pencils/crayons
c Blend Practice 2 for
each child
Materials
Backpack Bear’s Books: Concepts, “A-Machine”, “O-Machine”, “U-Machine”
Computer
t Children dramatize the story as you read.
t Arrange the children playing the characters in story order (Mr. Rat, Miss Pig, Mr.
Duck, Miss Hen).
t Assign several children to each of the other characters, or repeat the story to give
all the children an opportunity to participate .
t Select a volunteer to be Mr. Bunny and give him or her the four carrots.
Dramatize the folk tale.
Starfall Kindergarten
S arf
Sta
rfa
all
l Kinndergar
r teen
Discriminate /n/ in the initial position
bat
Connect /n/ to the spelling Nn
hand
neighbor
nail
com
com
Display the Letter Card N. Say: This is the uppercase letter N. The uppercase letter N and the lowercase letter n stand for the sound /n/. Each
letter of the alphabet has an uppercase and a lowercase letter.
Introduce /n/ in the final position
I am your daytime star. I give you light and heat.
You can’t see me at night. What am I?
down
Listening & Writing, page 24
fun
hen
gone
a
b
c
l
m
n
o
p
r
s
t
u
Style
NNNN
n n n n
com
N
n
9
.
UNIT 3 167
Activity: Say, ”I am going to say a word, listen carefully.
If it starts with the sound /n/, give a thumbs up! If it doesn’t
start with the sound /n/, give a thumbs down. Nine, net,
bird, nice, note, pen, nap, cat, nose, number, day,
night, plant, nature.“
is for
Teacher: Help children read, “N is for nest.” Say, “Listen carefully for the sound /n/
at the beginning of these other words.” Have children point to each picture and say
its name after you (note, net, nine). Ask children, ”What sound do you hear at the
beginning of each word?” (/n/) Have children trace each letter beginning at the big dot.
Color the page.
Nn
24
Starfall
Display the wall card at
the end of the lesson.
Sound-Spelling
Wall Card, Block
n
8&&,t%":
Aaa Bb Cc Dd Ee Ff Ggg Hh Ii Jj Kk Ll Mm
m Nn Ooo Pp Qqq Rr Ss T t Uu Vv Www Xx Yy Zz
Distribute L&W,
L&W p. 24. Complete as with similar pages.
Step Five
can
Emphasize the final /n/ as you say the following words. Children repeat each word
after you.
Explain: The word sun ends with the letter n. The letter n stands for the sound /n/.
sun
Ask the riddle
riddle:
Step Four
A volunteer locates Nn on the alphabet chart. Ask: Are the letters N and n near the
beginning, middle or end of the alphabet? (middle)
Demonstrate the letter’s formation as you write N on the board. Children
skywrite N several times.
Starfall
N
Write u and n on the board. Ask: How is the letter n like the letter u? How are they
different?
Demonstrate the letter’s formation as you write n on the board. Children
skywrite n several times.
Starfall
n
Display the Letter Card n. Say: This is the lowercase letter n. The letter n
stands for the sound /n/. Each time I touch the letter n, say, /n/. Touch n
several times.
Teach children
childre the ASL sign for Nn. Children sing “The Letter March” with the ASL sign
for n and sound /n/.
Step Three
neck
Ask the childr
children to stand. Say: I will say some words. If you hear /n/ at the beginning of a word, give a thumbs up! Ready?
Step Two
Read the rhyme again. Repeat it in unison. Ask: Did you hear any other words that
begin with the sound /n/? (nearby, nabbing)
Sample Lesson Plan: Week 7 • Day Two
8 Lesson Plans
Mox is a fox.
Mox’s Shop
Starfa
1
UNIT 8
Use technology
resources to support
learning
Technology
Identify and sort
common words into
basic categories
c Navigate to Learn to
Read: Row 4, “Mox’s
Shop”
c Pencils
c Mox’s Shop for each
child
c Mox’s Shop teacher
edition
Materials
on
okay
ocean
Read and discuss the Words We Know list. These words are high-frequency words the
children have learned.
Ask: In which column does Mox belong? (New Words) Write Mox in the New Words
column. Continue with each word in the sentence, and then for each page.
Read page 1: Mox is a fox. Partners discuss where each word belongs. Use a signal to
end discussion time and choose one set of partners to share.
Write the headings Words We Know and New Words on the board. Children work in
pairs as “word detectives” to sort words from Mox’s Shop into these two categories.
Choral-read Mox’s Shop.
Use capital letters to
begin “important
words”
Distribute copies of Mox’s Shop and instruct children to write
their names on them.
Introduce Mox’s Shop
ox
oxygen
obey
Write Mox’s Shop on the board and read it with the children.
Review the apostrophe-s after Mox’s name and ask children
to identify what belongs to Mox. (shop)
1
open
oak
officer
Read simple onesyllable and highfrequency words
Blend individual
phonemes in words
Reading
500
o
otter
olive
oatmeal
t Children discriminate short-o and long-o. They place their palms very close
together if they hear a word that begins with short-o, and spread their palms
wide apart if they hear a word that begins with long-o.
t Children repeat /ō/ over.
t Use over to demonstrate the /ō/ sound.
Explain: The letter o stands for another sound called the long-o. The sound
of long-o is the same as its name, /ō/.
Ask children to name the words in the rhyme that begin with short-o (Olive,
ostrich), then repeat the short-o sound.
Distinguish orally stated
one-syllable words and
separate into beginning
or ending sounds
Review Initial Short-O Words
Introduce Initial Long-O Words
Materials
c ABC Rhyme Book
Read ABC Rhyme Book, “Ostrich” (p. 33).
Two
Phonemic Awareness Warm-Up
Reading
Day
WEEK 21
Sta
St
arfa
r alll Kin
K der
d gar
g ten
Children compare and contrast the online story with their printed editions.
Reread Mox’s Shop together. Gather children around a classroom computer navigated
to Learn to Read: Row 4 and interact with the online version.
t Write mess and mix on the board. Choose volunteers to blend the sounds
together to decode the words.
t Choose volunteers to circle words on each list that use the short-o sound.
t Ask children to explain why Mox and Bob begin with uppercase letters.
t Blend the letter sounds to read each word.
Read and discuss the New Words list:
UNIT 8 501
8&&,t%":
Sample Lesson Plan: Week 21 • Day Two
Lesson Plans 9
2
Mox’s Shop
Sound It Out!
1.
2.
Sh
Listen: Where Is Sh?
is for
3.
4.
.
502
UNIT 8
Match consonant and
short-vowel sounds to
appropriate letters
Blend individual
phonemes in words
Reading
Use technology
resources to support
learning
Technology
25
Teacher: 1. Have children read “Sh is for shell.” Next, have them point to picture 1 (sheep) and say its name after you. If the sound /sh/ is at the beginning of the word,
have them write “sh” in the first box. If it is at the end, have them write “sh” in the second box. Repeat for 2-4 (dish, ship, leash). 2. Have children point to picture 1 (shop)
and say its name after you. Say, “The beginning sounds of the next three pictures stand for the sounds in the word ‘shop’.” Have children write the appropriate letter or
letters next to each picture and then combine them to write the word in the space provided. Repeat for picture 2 (rash).
2.
1.
1
Name
Match consonant and
short-vowel sounds to
appropriate letters
Blend individual
phonemes in words
Reading
8&&,t%":
c Whiteboards/markers
c Classroom books
c Pencils/crayons
c R&W, p. 25
c ABC Rhyme Book
Materials
wish
short
shell
shout
wash
shape
shout
cash
ship
shoe
Children identify the picture and tell if the word begins
with /ch/, /sh/, or /th/ to advance.
Activity
Practice
c Picture Cards: cheese,
chick, chin, chip, shell,
shin, ship, shirt, shoe,
shop, thermometer,
thorn, thumb
c “Starfall Speedway”
Materials
Learn to Read: Row 4, “Mox’s Shop.” Explore games and sh movie.
Computer
Partners share their results with the group. Assist by reading the words for children
when needed.
Children write sh at the top of their whiteboards. They work as partners to look
through classroom books for words that use sh. Both children write the words they
find on their whiteboards.
Distribute individual whiteboards, markers, and classroom books.
Distribute and complete R&W, p. 25.
sheep
dish
Choose volunteers to write sh in the first box if the word begins with /sh/ and sh in
the last box if the word ends with /sh/.
Say a word from the list below. Children repeat the word.
Draw two boxes on the board.
Read the ABC Rhyme Book p.59 “Sh Shell,” then have children
read it chorally.
Review /sh/ Digraph
2
Starfall Kindergarten
Sta
St
arfa
r alll Kin
K der
d gar
g tenn
c Blank Vocabulary
Word Cards to write
children-generated
words
c Vocabulary Word
Cards: curious, doubts,
exhausted
c The Three Little Pigs by
Patricia Seibert
Materials
You may wish to choose a different version of The
Three Little Pigs. Adjust the vocabulary list to match
the version chosen.
Observe
& Modify
t Discuss the new vocabulary words. Volunteers use each new word in a sentence.
t Read the book. As children volunteer additional vocabulary words, write them on
Vocabulary Word Cards and pause briefly to discuss their meanings.
t As you read the story, instruct children to raise their hands if they hear a word they
do not understand that would make a good vocabulary word.
Discuss how the animals in this story take on human characteristics, and choose volunteers to name some of them. Ask: To which animal group do pigs and wolves
belong? (mammal)
As you picture walk through the book, introduce the
vocabulary words curious, doubts, and exhausted.
Display The Three Little Pigs. Explain that it is a folk tale retold
by Patricia Seibert. Ask children to name other folk tales they
have heard this year.
Introduce The Three Little Pigs
3
UNIT 8 503
Know stories sometimes
give plants and animals
attributes they do not
really have
Science
Use new vocabulary
that is introduced and
taught directly
Describe common
objects and events in
both general and
specific language
Identify and sort
common words into
basic categories
Retell familiar stories
Use pictures and
context to make
predictions about
story content
Reading
8&&,t%":
Sample Lesson Plan: Week 21 • Day Two
Assessment &
Biweekly Progress Monitoring
The curriculum includes a 12-page assessment instrument to be administered to
each child upon entry, mid-year, and exit. This assessment indicates the mastery of
skills expected by year end.
Assessment
Entry:
Mid-Year:
Assess expected skills upon
entry:
• Print Name
• Recite Alphabet
• Recognize uppercase
letters
• Recognize lowercase
letters
• Identify sounds in isolation
• Rhyming Words
• Beginning Sounds
• Phoneme Blending
• High-Frequency Words
Exit:
Reassess skills not mastered
on entry and new skills
encountered during first
semester:
Reassess skills not mastered
on previous assessments,
and new skills encountered
in the second semester:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Print Name
Rhyming Words
Beginning Sounds
Phoneme Blending
Final Sounds
Blending Onsets and
Rimes
Phoneme Segmentation
Syllabication
Spelling and Punctuation
Comprehension
High-Frequency Words
•
•
•
•
Rhyming Words
Beginning Sounds
Phoneme Blending
Final Sounds
Blending Onsets and
Rimes
Phoneme Substitution
Segmenting Onsets and
Rimes
Spelling and Punctuation
Comprehension
Progress Monitoring
38
The curriculum also includes Biweekly Progress Monitoring Assessments
beginning in Week 4. Time to administer these assessments is allotted
b
weekly
w
on Day 5. Teachers are instructed to indicate if an item is mastered
o the first attempt, to keep a record of errant responses, and to reassess
on
items at a later time and indicate the date of mastery.
ary
sment Summ
nitoring Asses
Progress Mo
Birth Date:
Child’s Name:
Entry
Asses
Date:
Exit
Mid Year
Date:
Date:
1-5
ssessment for Areas
Return to the Pre-A
c Yes c No
c Yes c No
c Yes c No
No
c
c Yes
/ 26
/ 26
/ 26
/ 26
/ 26
/8
/4
/3
/4
/4
/4
/3
/ 52
/ 12
sment Area:
1. Printing Name
Alphabet
2. Recitation of
s
3. Uppercase Letter
4. Lowercase letters
5. Letter/sound
s
Rhyming Word
s
Beginning Sound
ing
Phoneme Blend
Words
High-Frequency
/ 97
Total:
/4
Final Sounds
/4
s and Rimes
Blending Onset
entati
Phoneme Segm
itution
c Yes
c No
c No
/ 26
/ 26
/ 26
/4
/ 16
/8
/ 45
/8
/6
/5
/3
on
Phoneme Subst
c Yes
/4
/6
Syllabication
Segmenting Onset
s and Rimes
Comprehension
garten
Starfall Kinder
10 Assessment
/3
/3
Entry
Starfall Kindergarten
g
Mid-Year
Exit
Assessment 11
Sample Lesson Progress Monitoring • Week 4
17
Progress Monitoring
End of Week 4
Child’s Name :
18
Assessment Date:
Area
Area
1
5
Vocabulary
t Ask child to use the word flag in a sentence.
Assesses material introduced Weeks 1-3.
t Record the child’s sentence in the open space, below:
Name Uppercase and Lowercase Letter Forms
t Indicate each letter.
t Child identifies the letter name.
t Place a (+) to indicate mastery.
B
T
A
P
t
p
a
b
c Yes
c No
c Sentence
Area
2
c Phrase
Did the child use the word correctly?
Did the child give a complete sentence or a phrase?
Identify Sounds Represented by Letter Forms
B
t Indicate each letter.
t Say: Here is the letter B. What sound does this letter stand for?
Additional Comments and Notes:
T
t Child answers /b/.
t Continue for the remaining letters.
A
t Place a (+) to indicate mastery.
P
Area
3
Beginning Sounds
t Name each picture: alligator, table, bell, pencil.
t Child indicates and names the picture that
begins with /t/, /a/, /b/, and /p/.
t Place a (+) next to each picture to indicate
mastery after all four answers have been given.
Area
4
Read Simple One-Syllable and High-Frequency Words
t Child reads each word.
t Place a (+) to indicate mastery.
t Transfer missed words to next
assessment.
see
me
an
for
the
a
is
The
at
End of Week 4
Starfall Kindergarten
Sample Lesson Progress Monitoring • Week 21
30
31
Progress Monitoring
End of Week 21
Child’s Name :
Area
Assessment Date:
1
Read High-Frequency Words
t Child reads each word.
t Place a (+) to indicate mastery.
t Transfer missed words to next
assessment.
Area
2
Reading Fluently
As the child reads, circle any words that cause him or her trouble. If you provide the word for the child, place a (T)
above that word.
Assesses material introduced Weeks 19-20.
Area
4
look
from
play
then
them
lay
find
Peg the Hen and her pet have jets. Peg‛s jet is red.
Her pet has a blue jet.
Peg and her pet go in the jets. They go up. They go
down. They go fast!
Additional Comments and Notes:
Blend Sounds to Form Nonsense Words
t Child blends the sounds represented by the letters to read the nonsense words.
zel
Area
3
ret
jeb
Read Simple One-Syllable Words
t Child reads each word.
t Place a (+) to indicate mastery.
Starfall Kindergarten
12 Assessment
Peg
red
jet
pet
web
rest
hen
blue
wet
jet
fast
leg
End of Week 21
Classroom Materials
Our materials comprise a concise and elegant set of classroom
and children’s consumable products that can be used in
multiple ways. Please see our catalog for a detailed description
of each item.
Media
Teacher’s Guide
180 days of instruction, plus assessment, blacklines,
cards, and lesson plans for national holidays
More.Starfall.com is an interactive, visual, auditory,
and kinesthetic technology that enables children
to independently preview, explore, practice, and
review skills. For educators, The Teacher’s Lounge is
stocked with practice page generators, resources,
and supplementary materials. The lesson plans are
also available for download.
Audio CDs
Backpack Bear’s ABCs
Phonemic Awareness and Phonics
teaching tools, including a plush
Backpack Bear
Materials 13
2 -s
ided game b
rd!
oa
Phonics Puzzles &
Games
Short-vowel and
high-frequency words
Classroom Reading Instruction Materials
Phonics teaching tools, including five plush short-vowel
characters and books by well-loved author Margaret Hillert
Social Studies &
Science
Posters, books, and cards
foster real-world knowledge
14 Materials
Children’s Consumables •
Cut-Up/Take-Home Book Set
Starfa
Level-K
C
Backpack
lll ccom
et
e Book S
panded
Bear’s Ex
ke-Hom
u t - U p / Ta
rgarten
This book
is part
all’s Kinde
of Starf
Curriculum
us of
ial bon
g a spec
Includin
WK530 DuckTM Book
the
s
Award
Reading
bsite
ks plus
ead We
s 38 Boo ble Books
rn-to-R
Contain
ks
decoda
ll’s Lea
• 12 Pre from Starfa Decodable Boo
ks
fiction
• 5 Boo
ion & Non
• 16 Fict
A Gus
oks
5 Art BoSeurat
including
Georges
12 Predecodable
21 Decodable
5 Art Books
29
Starfall com
30
Zac and Cat
Starfall com
This Short Vowel Pals book belongs to:
Zac
Zac has a pal.
Written by Starfall
6
®
a-1
My Word List
a
and
bam
bat
can
Cat
has
pal
pan
pat
tap
the
Zac
am Bam!
Bam! Bam!
®
Starfall
®
Starfall
Copyright © by Starfall Education. All rights reserved.
is a registered trademark in the U.S.A. and many other countries.
5
Starfall Education
FOLD
Cat has the pan.
4
Zac has a pan.
1
Zac has a bat.
Pat, pat, pat.
Zac has a can.
Tap, tap, tap.
Starfall Kindergarten
2
3
Children’s Consumables •
Writing Journal and
Dictionary
www.starfall.com
Materials 15
Children’s Consumables • Listening and Writing
64 Pages
Also available
in manuscript
Aa
Sample Pages
16 Materials
Children’s Consumables • Reading and Writing
Aa
Block Pr
int
Re a ding
Backpack
This
his boo
k bel
belongs
Bear’s
and
Starfa
Writing
lll ccom
to:
Level-K
Book 2
64 Pages
Also available
in manuscript
Aa
Starfall Kindergarten
Sample Pages
Materials 17
Aa
Scope & Sequence
1
Welcome
Unit
Bb
me
see
Bear’s
Starfa
and
Predecodable Book
belongs
to:
Listening & Writing
Importa
nt!
spoken
aloud by This is a listen
ing book
be distra
an adult
. Childr
cted by
.
en
guessing Children can
then focus must hear the
picture
names.
name of
See instru on the sound
each pictur
ctions inside s in words,
and will e
cover.
not
Level-K
Book 1
2
Learning About Rules
Aa
a
A
for
is
1–Bb is for Ball
2–Initial/Final /b/
3–Aa is for Apple
3
Time
Tt
Pp
an
at
the
The
4–Tt is for Tiger
5–Initial/Final /t/
6–Pp is for Pizza
7–Initial/Final /p/
4
Seasons & Weather
Ss
Mm
I
am
you
8–Review B, A, T, P
9–Rhyming Words
10–Ss is for Snake
11–Initial/Final /s/
12–Mm is for Moon
13–Initial/Final /m/
5
Colors
Oo
Cc
be
can
he
she
we
14–Oo is for Ostrich
15–Cc is for Cat
16–Initial /k/ spelled c
17–Review S, M, O, C
6
Our Families
Rr
Ll
and
are
like
likes
18–Rhyming Words
19–Rr is for Rainbow
20–Initial/Final /r/
21–Ll is for Lips
22–Initial/Final /l/
7
Our Community
Uu
Nn
but
down
not
on
up
us
23–Uu is for Umbrella
24–Nn is for Nest
25–Initial/Final /n/
26–Review R, L, U, N
27–Rhyming Words
8
How Our Community
Works
Ii
Gg
big
go
in
it
little
28–Ii is for Igloo
29–Gg is for Goat
30–Initial/Final /g/
31–Cumulative Review
9
How Our Country
Works
Dd
Ff
come
said
with
to
32–Dd is for Dinosaur
33–Initial/Final /d/
34–Ff is for Fish
35–Initial/Final /f/
10 Our Country, Our Land
Hh
Ww
as
has
want
36–Rhyming Words
37–Hh is for Horse
38–Initial /h/
39–Rhyming Words
40–Ww is for Wolf
41–Initial /w/
4
Doing Our Part!
Unit
Making Friends
HF Words
3
Working Together
Unit
1
Phonics
2
Things Change
Unit
Theme Focus
int
Listening
Writing
This book
W
Block Pr
Backpack
18 Scope & Sequence
lll ccom
1st Semester
Recommended Literature *
Starfall Books and Posters
Historical Figure(s)
Brown Bear, Brown Bear, What Do You
See? by Bill Martin Jr.
The Kissing Hand by Audrey Penn
Backpack Bear Learns the Ruless
I Am Your Flag
Chicka Chicka Boom Boom
by Bill Martin Jr.
Today Is Monday by Eric Carle
Cloudy With a Chance of Meatballs
by Judi Barrett
Rainbow, Rainbow
Seasons Poetry & Photos
Mouse Paint by Ellen Stoll Walsh
Benjamin Franklin
Georges Seurat
Caps for Sale by Esphyr Slobodkina
Ira Sleeps Over by Bernard Waber
A House in a Tree
Goldilocks and the Three Bears
by Jan Brett
Starfall Kindergarten
Me on the Map by Joan Sweeney
Little Red Hen and Other Folk Tales:
“Mr. Bunny’s Carrot Soup”
Ox-Cart Man by Donald Hall
Thomas Edison
George Washington and the General’s Dog
by Frank Murphy
Abraham Lincoln
George Washington
n
America the Beautiful
Precipitation
Scope & Sequence 19
4
Doing Our Part!
Unit
Theme Focus
Phonics
HF Words
11 Our Environment
Ee
Vv
had
have
help
helps
here
42–Review D, F, H, W
43–Ee is for Elephant
44–Vv is for Violin
45–Initial/Final /v/
46–Rhyming Words
47–Rhyming Words
12 Citizens & Their Actions
Zz
Xx
Jj
away
do
was
will
48–Zz is for Zebra
49–Xx is for Box
50–Initial/Final /z/ /ks/
51–Jj is for Jump
52–Initial/Final /j/
Qu, qu
Yy
Kk
her
his
says
53–Qu, qu is for Queen
54–Yy is for Yo-yo
55–Initial /kw/ /y/
56–Kk is for Kangaroo
57–Initial/Final /k/
5
Living and Nonliving
Unit
W
13 Plants
Predecodable Book
14 CUMULATIVE REVIEW
Listening & Writing
58–Review Initial/Final
59–Rhyming Words
60–Blending
61–Read & Write
62–Encoding
63–I Know My ABCs
64–Certificate
Aa
Block Pr
int
Re a ding
Backpack
Unit
6
Decodable Book
Mammals
Starfa
Bear’s
Writing
W
Theme Focus
Phonics
HF Words
15
The Animal Kingdom
/a/ _a_
/ī/ y
into
get
gets
1–Initial/Medial /a/
2–Word Family _an _at
3–Label with /a/ words
/th/ th
there
that
they
4–see, the, is, for, has, on
5–Complete Sentence
6–Punctuation . ? !
7–Th is for Thumb
all
some
8–get, a, into, to, and
9–Blending Medial /a/
10–Write with /a/ words
lll ccom
Reading & Writing
This book
belongs
to:
Level-K
Book 2
16
Mammals
17
More About Mammals
18
Birds
/e/ _e_
/k/ ck
good
could
would
what
11–Initial/Medial /e/
12–Review Initial/Final
13–Read & Write /e/
14–I, in, you, go, like
19
Flight
/ch/ ch
/l/ ll
/t/ tt
/d/ dd
/s/ ss
look
from
find
15–Complete Sentence
16–Word Family _ell _all
17–Ch is for Cheese
18–we, help, me, all, us, are
20
More About Birds
them
then
lay
play
19–Blending Medial /e/
20–Write with /e/ words
21–Label with /e/ words
22–Color Words
7
Birds
Unit
and
20 Scope & Sequence
Recommended Literature *
Starfall Books and Posters
Historical Figure(s)
Miss Rumphius by Barbara Cooney
It’s Earth Day, Dear Dragon
John Muir
A Young Hero
Three Little Plays: “Dog and Cat”
Martin Luther King, Jr.
Rosa Parks
Backpack Bear’s Plant Book
Folk Tales: “The Four Friends”
2nd Semester
The Little Mouse, the Red Ripe
Strawberry, and the Big Hungry Bear
by Don Wood
Backpack Bear’s Mammal Book
The Animal Kingdom Poster
Vertebrates (Animals with
Backbones) Poster
The Giant Jam Sandwich
by John Vernon Lord
Mammal Book
The Animal Kingdom Poster
Historical Figures
Ludwig van Beethoven
Zac the Rat
Starfall Books and Posters
The Wright Brothers
hers
Vincent van Gogh
Peg the Hen
n
Recommended Literature*
Starfall Kindergarten
Little Red Hen and Other Folk Tales:
“The Turnip”
Mammal Book
The Animal Kingdom Poster
Vertebrates Poster
The Little Red Hen by Paul Galdone
Little Red Hen and Other Folk Tales:
“Little Red Hen”
Backpack Bear’s Bird Book
The Animal Kingdom Poster
Amazing Airplanes by Tony Mitton
The Animal Kingdom Poster
Little Red Hen and Other Folk Tales:
“Chicken Little”
Penguin, Penguin
Bird Book
Vertebrates Poster
Scope & Sequence 21
8
How Animals Live
Unit
Theme Focus
Phonics
HF Words
21
What Animals Need
/o/ _o_
/sh/ sh
give
him
your
23–Initial/Medial /o/
24–Word family _ot _op
25–Sh is for Shell
26–says, what, good, big,
it, will
22
Exercise
of
were
27–Review Initial/Final
28–Possessive Nouns
29–he, they, little, do, with
30–Word Family _og _ock
23
The Five Senses
this
than
31–Blending medial /o/
32–Quotation Marks
33–Review Th, Sh, Ch
34–Label with /o/ words
24
CUMULATIVE REVIEW
25
Reptiles
26
/i/ _i_
/hw/ wh
Reading & Writing
too
many
39–Initial/Final /i/
40–Rhyming pairs /i/
41–give, she, some, want,
said, up
42–Wh is for Whistle
Fish
when
where
no
so
43–Word Family _ick _ing
44–Punctuation . ? ! “ “
45–no, down, we, come
46–Label with /i/ words
27
Amphibians
one
out
about
47–Blending medial /i/
48–Quotation Marks
49–Blending medial /i/
50–Blending
28
Invertebrates
my
by
now
how
51–Initial/Final /u/
52–Rhyming Pairs /u/
53–have, there, her, look,
here, my, his
29
Insects
put
went
saw
54–Read & Write
55–where, were, was
56–Review Th, Sh, Ch, Wh
30
Butterflies
make
take
eat
57–Blending medial /u/
58–Complete Sentence
59–Write with /u/ words
60–Label with /u/ words
31
CUMULATIVE REVIEW
Unitt 10
Invertebrates
Decodable Book
35–Review Blending
36–Rhyming Words
37–Blending
38–High-Frequency Words
9
Reptiles, Fish, and Amphibians
Unit
W
22 Scope & Sequence
/u/ _u_
Silent E
Vowel
Teams
61–High-Frequency Words
62–Blending
63–Writing
64–Certificate
Recommended Literature*
Starfall Books and Posters
The Three Little Pigs by Patricia Seibert
Wolves
Historical Figures
How I Know My World:
A Book About the Senses
The Tortoise and the Hare
by Janet Stevens
I Can Do It!
Backpack Bear’s Reptiles,
Amphibians & Fish Book
Vertebrates Poster
Swimmy by Leo Lionni
Reptiles, Amphibians & Fish Book
At the Beach
Vertebrates Poster
The Salamander Room by Anne Mazer
Reptiles, Amphibians & Fish Book
The Animal Kingdom Poster
Vertebrates Poster
Anansi the Spider by Gerald McDermott
Backpack Bear’s Invertebrates Book
The Animal Kingdom Poster
Invertebrates (Animals without
Backbones) Poster
Helen Keller
ller
Tin Man
The Popcorn Book by Tomie dePaola
Mox the Fox
One Fine Day by Nonny Hogrogian
Starfall Kindergarten
Monarch Butterfly by Gail Gibbons
Invertebrates Book
All Animal Kingdom Books and Posters
Gus the Duck
Invertebrates Poster
Invertebrates Book
Plant Book
*Recommended Literature The Starfall Kindergarten
Program incorporates quality literature and nonfiction. We
chose well-loved titles easy to locate in libraries or purchase
gently used. They are not sold as part of the program. Where
appropriate and if desired we encourage teachers to substitute their favorite books in place of our recommendations.
Scope & Sequence 23
Starfall’s Reading and Language Arts
Standards & Benchmarks
Starfall’s reading and language arts standards and benchmarks satisfy kindergarten learning standards for
most states, including Florida (2008), Texas (2008), and California (2010). Highlighted items indicate strands
where our standards and benchmarks exceed those found in the Common Core State Standards. (See our
Common Core Comparison chart beginning on page 27.) Standards and Benchmarks appear in the sidebar
of each lesson plan in which they are used.
Reading
Print Concepts
Phonemic Awareness
The student demonstrates knowledge of the concept of
print and how it is organized and read. Students will:
The student demonstrates the ability to identify and
orally manipulate words and individual sounds within
those spoken words. Students will:
a. Identify the front cover, back cover, title, author and/
or illustrator
b. Follow words from left to right and top to bottom on
the printed page
a. Auditorily segment sentences into correct numbers
of words
b. Identify, blend, and segment syllables in words
c. Understand that printed materials provide
information
c. Recognize and produce words that rhyme
d. Distinguish letters from words
e. Identify, blend, and segment onset and rime
e. Demonstrate understanding of concepts about print
(words, letters, and spacing between words)
f. Identify or distinguish initial, final, and/or medial
phonemes in CVC words
f. Recognize that sentences in print are made up of
separate words
g. Blend and/or segment individual phonemes in
simple, one-syllable words
g. Recognize and name all uppercase and lowercase
letters of the alphabet
h. Manipulate individual phonemes in CVC words
through addition, deletion, and substitution
h. Understand that punctuation and capitalization are
used in all written sentences
i. Count the number of sounds in syllables, and
syllables in words
yp
p of everyday
y y print
p
g
i. Identifyy types
materials (e.g.
stor
st
oryb
yboo
boo
ooks
ks, po
poem
ems,
ms, n
ewsp
ew
spap
sp
apers, signs, labels)
ap
storybooks,
poems,
newspapers,
j. Identify a regular beat and similarities of sounds in
words when responding to rhythm and rhyme in
nursery rhymes and other rhyming selections
d. Distinguish rhyming and non-rhyming words
Phonics/Word Analysis P
T student demonstrates knowledge of the alphabetic
The
principle and applies grade-level phonics skills to read
p
text. Students will:
te
a. Match all consonant and short-vowel sounds to
appropriate letters
b. Read simple one-syllable and high-frequency words
c. Understand that as letters of words change, so do the
sounds
d. Understand that the sequence of letters in the
written word represents the sequence of sounds in
the spoken word
24 Standards
Vocabulary Development
The student uses multiple strategies to develop
vocabulary. Students will:
a. Use new vocabulary that is introduced and taught
directly
b. Relate new vocabulary to prior knowledge
c. Understand the meaning of words, and that some
words have multiple meanings
d. Identify words that name persons, places, or things,
and words that name actions
e. Listen to and discuss both familiar and conceptually
challenging text
f. Describe common objects and events in both
general and specific language
g. Identify and sort words into basic categories (e.g.,
colors, shapes, food)
h. Use language correctly to express spatial and
temporal relationships (e.g., up/down, before/after).
Comprehension
The student uses a variety of strategies to comprehend
texts. Students will:
a. Use pictures and context to make predictions about
story content
b. Connect to life experiences the information and
events in texts
c. Read automatically a small set of high-frequency
words
d. Read familiar kindergarten-level texts at the
emergent level
e. Read previously taught grade-level text with
appropriate expression
Literary Response & Analysis
The student identifies, analyzes, and applies
knowledge of the elements of a variety of fiction and
nonfiction texts to demonstrate an understanding of
the information presented.
Students will:
a. Identify types of everyday print materials (e.g.,
storybooks, poems, newspapers, signs, labels)
b. Identify the purpose of nonfictional text
c. Identify familiar literary forms (e.g., fairy tales, nursery
rhymes, fables, etc.)
d. Participate actively when predictable and patterned
selections are read aloud
e. Describe how illustrations contribute to the text
f. Identify a reading selection as fiction or nonfiction by
using background knowledge, supporting details, or
other sources
g. Compare/contrast a variety of literary works and
multiple versions of the same story
c. Make text-to-self, text-to-text, and/or text-to-world
connections
d. Retell familiar stories
e. Demonstrate an understanding of story elements
(e.g., beginning, middle, end, characters, details, and
setting)
f. Identify sequence of events in a story
g. Identify the author’s purpose as stated in the text
h. Ask and answer questions about essential elements
of a text
i. Answer questions about the text using creative and
critical thinking strategies
Starfall Kindergarten
Fluency
The student demonstrates the ability to
read orally with accuracy and expression.
Students will:
a. Read alphabet letters in random order with
automaticity
b. Use appropriate intonation and expression during
unison oral reading with the teacher
Standards 25
Writing
Listening & Speaking
Students write to communicate effectively for a variety
of purposes and audiences. Students will:
The student effectively applies listening and speaking
strategies. Students will:
a. Use letters and phonetically spelled words to write
about experiences, stories, people, objects, or events
a. Listen carefully and understand directions for
performing tasks
b. Write consonant-vowel-consonant words
b. Communicate effectively when sharing ideas, relating
experiences, and retelling stories heard
c. Draw pictures about ideas generated from stories
read aloud or generated through class discussion
d. Create a group draft, scripted by the teacher
e. Revise a draft by adding additional details to the draft
and checking for logical thinking with prompting
c. Describe people, places, things (e.g., size, color,
shape), locations, and actions
d. Recite short poems, rhymes, and songs
f. Use capital letters to begin “important words”
e. Listen attentively to fiction and nonfiction readalouds and demonstrate understanding
g. Use end punctuation, including periods, question
marks, and exclamation points
f. Comprehend the wide array of informational text that
is part of our day-to-day experiences
h. Participate in writing simple stories, poems, rhymes,
letters, etc.
g. Repeat auditory sequences (e.g., letters, words,
numbers, rhythmic patterns)
i. Produce, illustrate, and share a finished piece of
writing
h. Relate an experience in a logical sequence
j. Create narratives by drawing, dictating, and/or using
emergent writing
k. Participate in creating a variety of informational/
expository forms (e.g., labels, lists, graphs,
observations, summaries) through drawing or writing
l. Draw and label a simple map of the classroom
m.Draw a picture and use it to explain why this item
(food, pet, person) is their favorite (persuasive writing)
n. Write uppercase and lowercase letters of the
alphabet independently, attending to the form and
proper spacing of letters
o. Print their names
p. Write by moving from left to right and top to bottom
q. Connect thoughts and oral language to generate ideas
Media Literacy & Technology
Media Literacy
The student develops and demonstrates understanding
of media literacy as a life skill that is integral to
informed decision making. Students will:
a. Use a systematic process for the collection,
processing, and presentation of information
b. Use simple reference resources to locate and obtain
information through knowledge of alphabetical
order, use of pictures, and environmental print (e.g.,
signs, billboards)
c. Recognize that authors, illustrators, and composers
create informational sources
d. Recognize print and non-print media
e. State the main idea after viewing print media
Technology
The student develops essential technology skills for using and understanding conventional and current tools,
materials, and processes. Students will:
a. Use technology resources to support learning
b. Learn the parts of the computer and the purpose for
each part
26 Standards
Common Core State Standards and
Starfall Kindergarten Comparison
READING STANDARDS FOR LITERATURE
Common Core Standards
Starfall Equivalent
Key Ideas and Details
LACC.K.RL.1.1
With prompting and support, ask and
answer questions about key details in
a text.
LACC.K.RL.1.2
With prompting and support, retell
familiar stories, including key details.
LACC.K.RL.1.3
Comprehension,
5.h
Comprehension,
5.d
Comprehension,
5.f
With prompting and support, identify
Comprehension,
characters, settings, and major events in 5.e
a story.
Ask and answer questions about
essential elements of a text.
Retell familiar stories.
Identify sequence of events
instory.
Demonstrate an understanding
of story elements (e.g. beginning,
middle, end, characters, details
and setting)
Craft and Structure
LACC.K.RL.2.4
Ask and answer questions about
unknown words in a text.
Vocabulary, 4.a
Use new vocabulary that is
introduced and taught directly.
LACC.K.RL.2.5
Recognize common types of texts
(e.g., storybooks, poems).
Literary Response
& Analysis, 7.c
Identify familiar literary forms (e.g.
fairy tales, nursery rhymes, fables,
etc).
LACC.K.RL.2.6
With prompting and support, name
the author and illustrator of a story
and define the role of each in telling
the story.
Concepts of Print,
1.a
Identify the front cover, back
cover, title, author and/or
illustrator.
Comprehension,
5.g
Identify the author’s purpose as
stated in the text.
Comprehension,
5.a
Use pictures and context to make
predictions about story content.
Literary Response
& Analysis, 7.g
Compare/contrast a variety
of literary works and multiple
versions of the same story.
Comprehension,
5.h
Ask and answer questions about
essential elements of a text.
Integration of Knowledge and Ideas
LACC.K.RL.3.7
Starfall Kindergarten
LACC.K.RL.3.9
With prompting and support, describe
the relationship between illustrations
and the story in which they appear
(e.g., what moment in a story an
illustration depicts).
With prompting and support,
compare and contrast the adventures
and experiences of characters in
familiar stories.
Range of Reading and Level of Text Complexity
LACC.K.RL.1.1
With prompting and support, ask and
answer questions about key details in
a text.
Standards 27
READING STANDARDS FOR INFORMATIONAL TEXT
Common Core Standards
Starfall Equivalent
Key Ideas and Details
LACC.K.RL.1.1
With prompting and support, ask and
Literary Response &
answer questions about key details in a text Analysis, 7.b
Identify the purpose of nonfictional
text
LACC.K.RL.1.2
With prompting and support, identify the
main topic and retell key details of the text
Literary Response &
Analysis, 7.f
Identify a reading selection as fiction
or nonfiction by using background
knowledge, supporting details, or
other sources
LACC.K.RL.1.3
With prompting and support, describe
the connection between two individuals,
events, ideas, or pieces of information in a
text
Literary Response &
Analysis, 7.g
Compare/contrast a variety of literary
works and multiple versions of the
same story
Listening &
Speaking, 9.e
Listening &
Speaking, 9.f
Listen attentively to fiction and
nonfiction read-alouds and
demonstrate understanding
Comprehend the wide array of
informational text that is part of our
day to day experiences
Craft and Structure
LACC.K.RL.2.4
Ask and answer questions about unknown
words
in a text.
Vocabulary, 4.a
Use new vocabulary that is
introduced and taught directly.
Vocabulary, 4b
Relate new vocabulary to prior
knowledge.
LACC.K.RL.2.5
Identify the front cover, back cover, and
title page
of a book.
Print Concepts, 1a
Identify the front cover, back cover,
title, author and/or illustrator.
LACC.K.RL.2.6
Name the author and illustrator of a text
and define
the role of each in presenting the ideas or
information in a text.
Concepts of Print,
1.a
Identify the front cover, back cover,
title, author and/or illustrator.
Comprehension, 5.g
Identify the author’s purpose as
stated in the text.
Integration of Knowledge and Ideas
LACC.K.RL.3.7
With prompting and support, describe
the relationship between illustrations and
the text in which they appear (e.g., what
person, place, thing, or idea in the text an
illustration depicts).
Literary Response
& Analysis, 7.e
Describe how illustrations contribute
to the text.
LACC.K.RL.3.8
With prompting and support, identify the
reasons an author gives to support points
in a text.
Comprehension, 5.a
Identify the author’s purpose as
stated in the text.
LACC.K.RL.3.9
With prompting and support, identify basic Literary Response
similarities in and differences between two & Analysis, 7.g
texts on the same topic (e.g., in illustrations,
descriptions, or procedures).
Compare/contrast a variety of literary
works and multiple versions of the
same story.
Range of Reading and Level of Text Complexity
LACC.K.RL.4.10 Actively engage in group reading activities
with purpose and understanding.
28 Standards
Comprehension, 5.b
Connects to life experiences the
information and events in texts.
Comprehension, 5.b
Make text to self, text-to-text, and/or
text-to-world connections.
Comprehension, 5.i
Answer questions about the text
using creative and critical thinking
strategies.
READING STANDARDS: FOUNDATIONAL SKILLS
Common Core Standards
Starfall Equivalent
Print Concepts
LACC.K.RF.1.1 Demonstrate understanding of the organization and basic features of print
a. Follow words from left to right, top to bottom, and page
by page.
Concepts of Print,
1.b
Follow words from left to right and
top to bottom on the printed page.
b. Recognize that spoken words are represented in written
language by specific sequences of letters.
Concepts of Print,
1.c
Understand that printed materials
provide information.
c.
Concepts of Print,
1.e
Demonstrate understanding of
concepts about print (words, letters,
and spacing between words).
Concepts of Print,
1.g
Recognize and name all uppercase and
lowercase letters of the alphabet.
Understand that words are separated by spaces in print.
d. Recognize and name all uppercase and lowercase letters of
the alphabet.
Phonological Awareness
LACC.K.RF.2.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
Phonemic
Awareness, 2.c
b. Count, pronounce, blend, and segment syllables in spoken Phonemic
Awareness, 2.b
words.
Recognize and produce words that
rhyme.
Identify, blend, and segment syllables
in words.
Phonemic
Awareness, 2.i
Count the number of sounds in
syllables and syllables in words.
Blend and segment onsets and rimes of single-syllable
spoken words.
Phonemic
Awareness 2.g
Blend and/or segment individual
phonemes in simple, one-syllable
words.
d. Isolate and pronounce the initial, medial vowel, and final
sounds (phonemes) in three-phoneme (consonant-vowelconsonant, or CVC) words.
Phonemic
Awareness 2.f
Identify or distinguish initial, final, and/
or medial phonemes in CVC words.
e. Add or substitute individual sounds (phonemes) in simple,
one syllable words to make new words.
Phonemic
Awareness 2.h
Manipulate individual phonemes in
CVC words through addition, deletion,
and substitution.
c.
Phonics and Word Recognition
Starfall Kindergarten
LACC.K.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words
a. Demonstrate basic knowledge of one-to-one letter-sound
correspondences by producing the primary or the most
frequent sound for each consonant.
Phonics/Word
Analysis, 3.a
Match all consonant and short-vowel
sounds to appropriate letters.
b. Associate the long and short sounds with common
spellings (graphemes) for the five major vowels.
Phonics/Word
Analysis, 3.a
Match all consonant and short-vowel
sounds to appropriate letters.
c.
Read common high-frequency words by sight (e.g., the, of,
to, you, she, my, is, are, do, does).
Phonics/Word
Analysis, 3.b
Read simple one syllable and highfrequency words.
d. Distinguish between similarly spelled words by identifying
the sounds of the letters that differ.
Phonics/Word
Analysis, 3.c
Understand that as letters of words
change, so do the sounds.
Fluency, 6.d
Read familiar kindergarten-level texts
at the emergent level.
Fluency
LACC.K.RF.4.4
Read emergent-reader texts with purpose
and understanding.
Standards 29
WRITING STANDARDS
Common Core Standards
Starfall Equivalent
Text Types and Purposes
LACC.K.W.1.1
Use a combination of drawing, dictating, and Writing, 8.a
writing to compose opinion pieces in which
they tell a reader the topic or the name of
the book they are writing about and state
an opinion or preference about the topic or
book (e.g., My favorite book is...).
Use letters and phonetically spelled words
to write about experiences, stories, people,
objects, or events.
LACC.K.W.1.2
Use a combination of drawing, dictating, and Writing, 8.k
writing to compose informative/explanatory
texts in which they name what they are
writing about and supply some information
about the topic.
Participate in creating a variety of
informational/expository forms (e.g. labels,
lists, graphs, observations, summaries)
through drawing or writing.
LACC.K.W.1.3
Use a combination of drawing, dictating,
and writing to narrate a single event or
several loosely linked events, tell about the
events in the order in which they occurred,
and provide a reaction to what happened.
Connect thoughts and oral language to
generate ideas.
Writing, 8.q
Writing, 8.m
Writing, 8.j
Draw a picture and use it to explain why
this item (food, pet, person) is their favorite
(persuasive writing).
Create narratives by drawing, dictating, and/
or using emergent writing.
Production and Distribution of Writing
LACC.K.W.2.5
With guidance and support from adults, respond Writing, 8.e
to questions and suggestions from peers and
add details to strengthen writing as needed.
Revise a draft by adding additional details to
the draft and checking for logical thinking
with prompting.
LACC.K.W.2.6
With guidance and support from adults,
explore a variety of digital tools to
produce and publish writing, including in
collaboration with peers.
Use technology resources to support
learning.
Technology,
11.a
Research to Build and Present Knowledge
LACC.K.W.3.7
Participate in shared research and writing
projects (e.g., explore a number of books by
a favorite author and express opinions about
them).
LACC.K.W.3.8
With guidance and support from adults,
Media Literacy,
recall information from experiences or gather 10.a
information from provided sources to answer
a question.
30 Standards
Media Literacy,
10.b
Use simple reference resources to
locate and obtain information through
knowledge of alphabetical order, use of
pictures, and environmental print (e.g.,
signs, billboards).
Use a systematic process for the
collection, processing, and presentation of
information.
STANDARDS FOR SPEAKING AND LISTENING
Common Core Standards
Starfall Equivalent
Comprehension and Collaboration
LACC.K.SL.2.4 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers
and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening
to others and taking turns speaking about the topics and
texts under discussion).
Listening &
Speaking, 9.b
Communicate effectively when sharing
ideas, relating experiences, and retelling
stories heard.
b. Continue a conversation through multiple exchanges.
Listening &
Speaking, 9.b
Communicate effectively when sharing
ideas, relating experiences, and retelling
stories heard.
LACC.K.SL.1.2 Confirm understanding of a text read aloud
or information presented orally or through
other media by asking and answering
questions about key details and requesting
clarification if something is not understood.
Comprehension,
5.h
Ask and answer questions about
essential elements of a text.
LACC.K.SL.1.3 Ask and answer questions in order to seek
help, get information, or clarify something
that is not understood.
Comprehension,
5.i
Answer questions about text using
creative and critical thinking strategies.
Presentation of Knowledge and Ideas
LACC.K.SL.2.4
Describe familiar people, places, things,
and events and, with prompting and
support, provide additional detail.
Listening &
Speaking, 9.c
Describe people, places, things (e.g.,
size, color, shape), locations, and actions.
LACC.K.SL.2.5
Add drawings or other visual displays
to descriptions as desired to provide
additional detail.
Writing, 8.c
Draw pictures about ideas generated
from stories read aloud or generated
through class discussion.
LACC.K.SL.2.6
Speak audibly and express thoughts,
feelings, and ideas clearly.
Listening &
Speaking, 9.b
Communicate effectively when sharing
ideas, relating experiences, and retelling
stories heard.
Aa
Starfall Kindergarten
Aa
Standards 31
LANGUAGE STANDARDS
Common Core Standards
Starfall Equivalent
Conventions of Standard English
LACC.K.L.1.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Print many uppercase and lowercase letters.
Writing, 8.n
Write uppercase and lowercase letters of
the alphabet independently, attending to
the form and proper spacing of letters.
b. Use frequently occurring nouns and verbs.
Vocabulary, 4.d
Identify words that name persons, places,
or things, and words that name actions.
c.
—
Form regular plural nouns orally by adding /s/ or /es/ (e.g.,
dog, dogs; wish, wishes).
d. Understand and use question words (interrogatives) (e.g.,
who, what, where, when, why, how).
Comprehension,
5.i
Answer questions about the text using
creative and critical thinking strategies.
e.
Use the most frequently occurring prepositions (e.g., to,
from, in, out, on, off, for, of, by, with).
Vocabulary, 4.h
Use language correctly to express spatial
and temporal relationships (e.g., up/
down, before/after).
f.
Produce and expand complete sentences in shared
language activities.
Listening &
Speaking, 9.c
Describe people, places, things (e.g.,
size, color, shape), locations, and actions.
LACC.K.L.1.2
writing.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
a. Capitalize the first word in a sentence and the pronoun I.
Writing, 8.f
Use capital letters to begin “important words.”
b. Recognize and name end punctuation.
Writing, 8.h
Use end punctuation, including periods,
questions marks, and exclamation points.
c.
Writing, 8.n
Write uppercase and lowercase letters of the
alphabet independently, attending to the
form and proper spacing of letters.
Write a letter or letters for most consonant and shortvowel sounds (phonemes).
d. Spell simple words phonetically, drawing on knowledge of Writing, 8.b
sound-letter relationships.
A B C D
E G H
F
32 Standards
I
Write consonant-vowel-consonant words.
Common Core Standards
Starfall Equivalent
Vocabulary Acquisition and Use
LACC.K.L.3.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
kindergarten reading and content.
a. Identify new meanings for familiar words and apply them
accurately (e.g., knowing a “duck” is a bird and learning the
verb “to duck”).
b. Use the most frequently occurring inflections and affixes
(e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the
meaning of an unknown word.
LACC.K.L.3.5
Vocabulary 4.a
Use new vocabulary that is introduced
and taught directly.
Vocabulary 4.b
Relate new vocabulary to prior knowledge.
Vocabulary 4.c
Understand the meaning of words, and
that some words have multiple meanings.
—
With guidance and support from adults, explore word relationships and nuances in word meanings.
a. Sort common objects into categories (e.g., shapes, foods)
to gain a sense of the concepts the categories represent.
Vocabulary 4.g
Identify and sort words in basic categories
(e.g. colors, shapes, food).
b. Demonstrate understanding of frequently occurring verbs
—
and adjectives by relating them to their opposites (antonyms).
c.
Identify real-life connections between words and their use
(e.g., note places at school that are colorful).
Comprehension, Connect to life experiences the
5.b
information and events in texts.
d. Distinguish shades of meaning among verbs describing
Vocabulary 4.a
the same general action (e.g., walk, march, strut, prance) by
acting out the meanings.
Use new vocabulary that is introduced
and taught directly.
LACC.K.L.3.5
Make text-to-self, text-to-text, and/or
text-to-world connections.
Comprehension
5.c
Starfall Kindergarten
Use words and phrases acquired
through conversations, reading and
being read to, and responding to text.
Standards 33
Starfall gratefully acknowledges the following school districts at which our team
of over 150 kindergarten teachers field-tested the Starfall Kindergarten curriculum
and actively contributed to its development over a period of three years.
All Saints Episcopal School
Lubbock, TX
Los Fresnos Consolidated Independent School District
Los Fresnos, TX
Andre Agassi College Preparatory Academy
Las Vegas, NV
Matanuska-Susitna Borough School District
Wasilla, AK
Appling County School District
Surrency, GA
Ogden City School District
Ogden, UT
Boulder Valley School District
Boulder, CO
Pittsfield School District
Pittsfield, MA
Briarcliff Manor School District
Briarcliff Manor, NY
Port Jervis City School District
Cuddebackville, NY
Buckner-Fanning Christian School
San Antonio, TX
Rainbow Dreams Charter School
Las Vegas, NV
Buncombe County School District
Asheville, NC
Rhea County School District
Spring City, TN
Catholic Archdiocese of Los Angeles
Thousand Oaks, CA
Salina School District
Salina, OK
Catholic Diocese of St. Petersburg
St. Petersburg, FL
Saugus Union School District
Valencia, CA
Currituck County School District
Knotts Island, NC
Screven County School District
Screven, GA
Episcopal Diocese of Northwest Texas
Lubbock, TX
Sierra Sands Unified School District
Ridgecrest, CA
Fruitvale School District
Bakersfield, CA
South Sarpy School District 46
Springfield, NE
Fullerton School District
Fullerton, CA
Vinita Public Schools
Vinita, OK
Italy Independent School District
Italy, TX
Wayne County School District
Jesup, GA
Kent City Community Schools
Kent City, MI
Waynesville R-VI School District
Ft. Leonard Wood, MO
Livermore Valley Charter School
Livermore, CA
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