Curriculum

Children will identify the front cover, back cover, and title page of a book. For example, during a reading activity, the teacher might show a picture book and ask, "Can you point to the front cover?" The children would recognize this as the side that has the title and picture. Then the teacher could ask, "What about the back cover?" and the children would point to the opposite side. Finally, they might be prompted to find the title page, where they would see the title of the book and the author's name.

Children will, with prompting and support, ask and answer questions about unknown words in a text. For example, after reading a story, they might come across a word like "glimmer" that they don't recognize. The teacher could prompt them by asking, "What do you think 'glimmer' means in this sentence?" The child might respond with, "It might mean something that shines." With further support, the teacher could guide them to use context clues from the surrounding sentences to infer the meaning, such as "The stars glimmered in the night sky."

Children will, with prompting and support, identify the main topic and retell key details of a text. For example, after listening to a story read aloud, they might be prompted by the teacher to say, "What is this story mainly about?" They may respond, "This story is about a little bunny." Then, with further guidance, they could retell key details, such as "The bunny found a carrot," or "The bunny hopped through the garden."

Children will, with prompting and support, ask and answer questions about key details in a text. For example, after listening to a story, they might ask questions like, "What happened to the main character?" or "Where did the story take place?" In response to questions from the teacher, they might answer by saying, "The cat climbed the tree," demonstrating their understanding of the key details of the story.

Children will use context to confirm or self-correct word recognition and understanding, rereading as necessary. For example, if they come across a word they don't recognize while reading a sentence, they might use the surrounding words to figure it out. If the sentence reads, "The dog wags its ___," and they hesitate at the word "tail," they could think about the context and reread the sentence to understand that "tail" makes sense in that context.

Children will read on-level text with purpose and understanding. For example, when reading a story appropriate for their grade level, they will be able to identify the main idea and details, make predictions about what might happen next, and ask questions about the text. During reading activities, they might discuss the characters and settings, or summarize the story in their own words to demonstrate their comprehension.

Children will read with sufficient accuracy and fluency to support comprehension. For example, as they read aloud, they will focus on pronouncing words correctly, using appropriate pacing, and applying expression to ensure that they understand the text. They might practice reading familiar stories or grade-level texts multiple times to build their confidence and fluency.

Children will recognize and read grade-appropriate irregularly spelled words. For example, they will be able to read words such as "said," "where," "come," and "live" without relying solely on phonetic decoding, as these words do not follow standard spelling patterns.

Children will read words with inflectional endings. For example, they will be able to read words like "walking," "jumped," "cats," and "happier," recognizing how the endings change the meaning of the base word. During reading activities, they might enter sentences or short stories that include these words, and they will practice by sounding them out and understanding how the endings affect the verb tense or indicate plurals and comparisons.

Children will decode two-syllable words by breaking the words into syllables and following basic patterns. For example, they will learn to recognize and pronounce words like "happy," "basket," and "sunset" by dividing them into syllables (hap-py, bas-ket, sun-set)