UPDATED: 1/30/16

Monthly “ ” and
2 Word Study
2 Reading Instruction
2 Writer’s Workshop
2 Math Workshop
2 And the research behind it all
Deanna Jump and Deedee Wills
 A word about curriculum maps Click HERE for
Curriculum maps are a great way to organize your thinking around Guiding Readers
instructional “Big Ideas.” They provide a frame work that enables you to Complete Text List
look ahead and plot your course of instruction. This is an overview that can
help you get started.
Click HERE for
We have added resources that will support your instruction. Simply click on Writing Through the
the images listed under “resources” to find their source. Although these are Years Complete
listed, you should plan to supplement them with additional resources where
you see the need. Naturally, you can research and develop your own
Text List.. Plus a
resources and lesson course!  few other FREE
Phonics: You will notice that starting in January items!
Have a wonderful year! both Kindergarten and 1st grade follow the same
phonics focus. The difference is the expected
level of mastery. Kindergarten CCSS asks that Graphic
Deanna Jump and students associate long and short vowels with Credits
Deedee Wills common spellings. 1st grade CCSS asks that
students know the long and short vowel sounds
Please!
with common spellings. Therefore, kindergarten
teachers will lend more support as these
About this map: Schools around
activities are done as a whole group activity.
the country start and end at First grade teachers will expect more student
various times. Therefore, we have independence.
created this map as “Units.” Each
unit is intended to last 4 weeks. The
exception to this is the first unit,
Unit 1, which can span 6 weeks. Feel
free to adjust the timing to meet
your instructional needs.
 Unit 1 UPDATED: 1/30/16

Introduction to Introduction to Introduction to math

readers workshop. writers workshop workshop
 Responding to text  Writing is just telling  Use addition to
Week 1: vowel review • Ways to respond to text on paper subtraction to put
Week 2: at, ap, ag
Week 3: am, an, ad
(illustrations/with words)  Tools of writing. together or take
• We all have opinions  Building stamina apart.
Week 4: op, og, ot
Introduction to journals
Week 5 & 6 mixed review
Looking closely at a book  Procedures of  Add and subtract-
Print Language Connections writing workshop using strategies
Concepts/Phonological Awareness Characters  Choosing topics  Add and subtract-
 differentiate between capital Setting
letters/lower case letters
Opinion
 Noticing details fluency
 identifying/locating  Using resources
punctuation marks Retell (BME)
 differentiate between letters
TEXT
 Focusing ideas
and words Resource:
 rhyme completion
 rhyme production
 syllable blending
 syllable segmentation

Using Additional Resources*

 Introduce high frequency
words
 Handwriting and letter
formation
Grammar
Pronouns
 Unit 2 UPDATED: 1/30/16

 Connections Exploring Narratives  Add and subtract-

 Predictions
 Visualization
 Introduction to using strategies
week 1 ug, um, un  Inferences book making  Use addition and
week 2 en, et, eg  Opinion Writing  Story hand subtraction within
week 3 ig, it, ip  Retelling  Stretching a story word problems
week 4 ut, ed, in  Vocabulary
Development over pages  Apply properties
Print Language
Concepts/Phonological Awareness
 Interactive  Stretching sounds of operations as
 differentiate between capital writing/reading  Prewriting strategies to add
response with rubric
letters/lower case letters
 identifying/locating
 Re-read with one- and subtract
punctuation marks TEXT to-one  Understand
 differentiate between letters  Illustrative study subtraction as an
and words
 rhyme completion  Speech bubbles unknown-addend
 rhyme production  Using the word wall problem
 syllable blending
 syllable segmentation  When are you
Using Additional Resources*
done?
 Introduce high frequency :
words
 Handwriting and letter
formation
 Letter/sound reteach and
practice
Grammar
Plurals
 Unit 3 UPDATED: 1/30/16

 Connections Procedural writing  Composing and

 Predictions
 Visualization  Investigate decomposing teen
CVC words/word families with
 Inferences procedural texts numbers
 Opinion Writing
digraphs
 Retelling
 Using transitional  Composing and
Print Language
 Vocabulary Development words decomposing
Concepts/Phonological Awareness  Interactive  Making illustrations numbers and
 differentiate between capital writing/reading response
letters/lower case letters with rubric clear counting on
 identifying/locating  Using action words  Composing and
punctuation marks
 differentiate between letters
TEXT  Mechanics lessons decomposing to 100
and words (spaces, capital  Adding and
 rhyme completion letters) Subtracting
 rhyme production
 syllable blending  Using the word wall multiples of 10
 syllable segmentation Resource:  Comparing two digit
Using Additional Resources* numbers using
 Introduce an additional high <,>,+=
frequency words
 Handwriting and letter
formation
 Letter/sound reteach and
practice
 CVC and word family
practice
Grammar
Nouns
 Unit 4 UPDATED: 1/30/16

 Connections Writing for a reason  Comparing 3 objects

 Predictions
 Different types of by length
 Visualization
 Inferences writing  Express length of
CVC words/word families with  Opinion Writing objects as a whole
blends

(signs, ads, posters
Retelling number unit
Print Language
 Vocabulary Development letter writing),  Addition fluency
 Interactive recommendations)
Concepts/Phonological Awareness
writing/reading response
 Subtraction fluency
 differentiate between capital  Word choice
letters/lower case letters with rubric  Tell and write time in
 identifying/locating  Spelling strategies hours and half-hours
punctuation marks
 differentiate between letters
 Adding voice using analog and digital
TEXT clocks
and words  Using word walls
 rhyme completion  Mechanics (spacing,  Organize and
 rhyme production represent data.
 syllable blending capital letters
 syllable segmentation *picture graphs * bar
Resource: graphs *survey/tally
Using Additional Resources* marks * glyph
 Introduce an additional high
frequency words
 Handwriting and letter
formation
 Letter/sound reteach and
practice
 CVC and word family practice
 Digraph practice
Grammar
Proper Nouns
 Unit 5 UPDATED: 1/30/16

 Connections Informational Text  Distinguish defining

 Predictions
 Visualization
 Generating ideas attributes
 Inferences  Information text  Analyze and
Long O (ow, o_e, oa,)  Opinion Writing features compare 2D and
 Retelling  Writing 3D shapes
Print Language  Vocabulary
Concepts/Phonological Awareness Development comparisons  Composing shapes
 differentiate between capital  Organizing into  Compose simple
 Interactive
letters/lower case letters
 identifying/locating writing/reading categories shapes to form
response with rubric
punctuation marks
 differentiate between letters
 Table of contents larger shapes
and words TEXT  Anticipating  Partition circles
 rhyme completion questions and rectangles into
 rhyme production
 syllable blending  Adding closure 2 or 4 equal parts
 syllable segmentation Resource:
Using Additional Resources*
 Introduce an additional high
frequency words
 Handwriting and letter
formation
 Letter/sound reteach and
practice
 CVC and word family practice
 digraph practice
 Blend practice
Grammar
Verbs
 Unit 6 UPDATED: 1/30/16

 Problem/Solution Continue  Add and subtract-using

 Connections strategies
 Predictions
Informational Texts/  Understand subtraction
Long a (ay, a_e, ai)  Visualization Start Small Moments as an unknown-addend
 Inferences problem.
Print Language  Character Examination (New ideas)  Relate counting to
Concepts/Phonological Awareness  Opinion Writing  Generating ideas addition and subtraction
 differentiate between capital  Retelling (e.g., by counting on 2 to
letters/lower case letters
 Vocabulary
 Focusing on what is add 2).
 identifying/locating important
punctuation marks Development  Use addition and
 differentiate between letters  Interactive  Word attack subtraction within word
and words writing/reading strategies for problems
 rhyme completion response with rubric  Apply properties of
 rhyme production spelling operations as strategies
 syllable blending  Focusing partner
TEXT to add and subtract
 syllable segmentation
talk  Determine the unknown
whole number in add/sub
Using Additional Resources*
 Introduce an additional high
 Adding details equations
frequency words  Strong endings
 Handwriting and letter Resource:
formation
 Letter/sound reteach and
practice
 CVC and word family practice
 digraph practice
 Blend practice
 Long vowels
Grammar
Adjectives
 Unit 7 UPDATED: 1/30/16

 Cause/Effect Finish Small Moments  Add and subtract within

 Connections 20
 Predictions  Generating ideas Addition strategy (making 10)
Long I, tricky y, Long e
 Visualization  Focusing on what is adding 3 numbers
 Inferences
(i_e, ea, ee, tricky y)
 Character Examination
important  Given a two-digit
 Word attack number, mentally find 10
Print Language
 Opinion Writing
more or 10 less than the
Concepts/Phonological Awareness  Retelling strategies for
 Vocabulary Development number
 differentiate between capital spelling
 Interactive  Compare two two-digit
letters/lower case letters
 identifying/locating writing/reading response  Focusing partner with the symbols >, =,
punctuation marks with rubric and <.
 differentiate between letters
talk  Understand that the two
and words  Adding details digits of a two-digit
 rhyme completion  Strong endings number represent
TEXT
 rhyme production
Resource: amounts of tens and
 syllable blending
 syllable segmentation ones.
 Add two-digit numbers
Using Additional Resources* and a one-digit number,
 Introduce an additional high and adding a two-digit
frequency words number and a multiple of
 Handwriting and letter
10, using concrete models
formation
 Letter/sound reteach and or drawings.
practice Supplemental
 CVC and word family practice unit Coming
 digraph practice Soon
 Blend practice
 Long vowels
Grammar
Contractions Coming
Soon
 Unit 8 UPDATED: 1/30/16

 Author’s Purpose Fiction  Order 3 objects by

 Schema length. Compare
 Connections Writing/Opinion  Order 3 objects by
 Predictions Writing/Book reviews length. Compare the
 Visualization
Long u (ue, eu, oo)
 Inferences
 Generating ideas lengths of two objects
 Focusing on what is indirectly by using a
Print Language
 Character Examination
third object.
Concepts/Phonological Awareness  Opinion Writing important
 Problem/solution  Express the length of an
 differentiate between capital  Word attack
 Retelling object as a whole number
letters/lower case letters
 identifying/locating  Vocabulary Development strategies for of length units
punctuation marks  Interactive  Organize and represent
 differentiate between letters
spelling data.
writing/reading response
and words with rubric  Focusing partner  Tell and write time in
 rhyme completion talk hours and half-hours
 rhyme production
TEXT  Adding details using analog and digital
 syllable blending
 syllable segmentation clocks
 Strong endings  Analyze and compare
Using Additional Resources*  Opinion writing 2D and 3D shapes
 Introduce an additional high  Book review  Partition circles and
frequency words rectangles into 2 or 4
 Handwriting and letter Resource: equal parts
formation
 Letter/sound reteach and Supplemental
practice
unit Coming
 CVC and word family practice
Soon
 digraph practice
 Blend practice
 Long vowels
Grammar
Compound words Coming
Soon
 Unit 9 UPDATED: 1/30/16

 Author’s Purpose Opinion Writing  Add and Subtract within

R controlled vowels (ar, ir, er)
Print Language
Concepts/Phonological Awareness
 differentiate between capital
letters/lower case letters
 identifying/locating
punctuation marks
 differentiate between letters
and words
 rhyme completion
 rhyme production
 syllable blending
 syllable segmentation
Using Additional Resources*
 Introduce an additional high
frequency words
 Handwriting and letter
 Figurative Language 20
 Connections  Determine the unknown
 Predictions whole number in an
 Visualization addition or subtraction
 Inferences
 Add two-digit numbers
 Character Examination
and a one-digit number,
 Opinion Writing
 Problem/solution and adding a two-digit
 Retelling number and a multiple of
 Vocabulary Development 10, using concrete models
 Interactive writing/reading or drawings.
response with rubric  Understand the meaning
of addition, subtraction,
and equal sign
TEXT  Review work
Supplemental
unit Coming
Soon


formation
Letter/sound reteach and
Coming


practice
CVC and word family practice
digraph practice
April

2016
Blend practice
 Long vowels
Grammar
Possessive Noun Coming
Soon
 Unit 10 UPDATED: 1/30/16

 Author’s Purpose Looking back, looking  Activities &

 Figurative Language
 Connections ahead Printable for each
Phonics review
 Predictions  Reflecting on CCSS
 Visualization
 Inferences
favorite mentor  Assessments
Print Language
Concepts/Phonological Awareness
 Character Examination texts  Data tracking
 differentiate between capital  Opinion Writing  Reflecting on past  “Help Me” Parent
letters/lower case letters  Problem/solution
 identifying/locating  Retelling genres support activities
punctuation marks  Vocabulary Development  Sharing our writing for additional
 differentiate between letters  Interactive growth support
and words writing/reading response
 rhyme completion with rubric  Make plan for
 rhyme production TEXT summer writing
 syllable blending Supplemental
 syllable segmentation  Celebrate! unit Coming

Using Additional Resources*

Resource: Soon

 Introduce an additional high

frequency words
 Handwriting and letter
formation
 Letter/sound reteach and
practice
 CVC and word family practice
 digraph practice
 Blend practice
 Long vowels
 R controlled vowels
Grammar
Mixed Review Coming
Soon
 Research, Research, Research
Resources and research based curriculum
Deanna Jump and Deedee Wills have over 30 years of combined early childhood education
experience. Both are voracious readers of professional development texts. Additionally, these
units have been implemented in classrooms and districts around the world with overwhelmingly
impressive results. Listed below are some resources that helped shape our thinking about
instruction and the development of our curriculum.
Writing Through the Years
About the Authors: Writing Workshop with Our Youngest Writers, by Katie Wood Ray
In Pictures and in Words by Katie Wood Ray
Engaging Young Writers by Matt Glover
Scaffolding Young Writers by Linda Dorn and Carla Saffos
Guiding Readers
NICHD: Report of the National Reading Panel ~ Teaching Children to Read
Reading with Meaning by Debbie Miller
Reading with Intention by Debbie Miller
Teaching for Deep Comprehension by Linda Dorn and Carla Saffos
Strategies that Work by Stephanie Harvey
Text-Dependent Questions, Grades K-5: Pathways to Close and Critical Reading by Douglas B. Fisher and
Nancy Frey
Guiding Kinders and Firsties Math Units
Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre-K-2
By John Van De Walle
Developing Number Concepts by Kathy Richardson