Common Core Standards - Pre-K

Pre-K - Grade 1 - Grade 2 - Grade 3 - Grade 4 - Grade 5 - Grade 6

Reading
Writing
Speaking and Listening
Language

Reading - Literature

Content Description:

Related Ziptales Activities:

Key Ideas and Details
CCSS.ELA-Literacy.RL.K.1
With prompting and support, ask and answer questions about key details in a text.

Prompt and support students to answer questions about key details in a text using:

Key Ideas and Details
CCSS.ELA-Literacy.RL.K.2
With prompting and support, retell familiar stories, including key details.

Provide opportunities for students to retell stories by ordering key events using Easy Readers Worksheet #1 for Bob the Frog (Short Vowels) and Five White Mice (Long Vowels) and illustrating key events from the stories told via the Storytime cartoons and the narrative style Easy Readers e.g. The Little Green Crab (Consonant Blends), The Three Little Blackbirds (Simple Digraphs) and The Lonely Dragon (Long Vowels).


Develop students' retelling skills using Task 2 from the Activities for the Language Arts Lesson: Reading (Foundation) Understanding Stories.

Key Ideas and Details
CCSS.ELA-Literacy.RL.K.3
With prompting and support, identify characters, settings, and major events in a story.

Explore settings, characters and major events in stories using: Prompt and support students to identify the settings, characters and major events in the narrative style Easy Readers stories e.g. The Little Green Crab (Consonant Blends); The Three Little Blackbirds (Simple Digraphs); Chester the Clown, The Sparkly Starfish and The Princess in the Tower (Vowel/Consonant Digraphs).

Craft and Structure
CCSS.ELA-Literacy.RL.K.4
Ask and answer questions about unknown words in a text.

Prompt students to define vocabulary used in the:

Craft and Structure
CCSS.ELA-Literacy.RL.K.5
Recognize common types of texts (e.g., storybooks, poems).

Study common types of texts using: Build students’ recognition of texts that ‘tell a story’ using the Storytime stories and narrative style Easy Readers and texts that ‘give information’ using the ABC module. Explore poetry using the Language Arts Lesson: Reading (Foundation) Nursery Rhymes and the Nursery Rhymes module.

Craft and Structure
CCSS.ELA-Literacy.RL.K.6
With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Assist students with identifying the author and illustrator of the Easy Readers stories and defining the role of each.
Discuss further the role of an author using the Language Arts Lesson: Reading (Foundation) Making Reading Fun.

Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.K.7
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).

Explore the use of illustrations in a story using the Language Arts Lesson: Reading (Foundation) Using Pictures in Stories.
Provide opportunities for students to describe what moment in a story an illustration depicts using Easy Readers Worksheet #1 for Let’s Get Wet (Short Vowels) and Thumps and Thuds (Simple Digraphs).

Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.K.8
(RL.K.8 not applicable to literature)

Not applicable to Pre-K

Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.K.9
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Students view the traditional fairy tales in Storytime and compare and contrast the adventures of the characters e.g. How are the experiences of Goldilocks and Little Red Riding Hood similar? Who are the ‘good’ and ‘bad’ characters in each story? Which stories have a similar message? How are the experiences of the three little pigs and the three billy goats gruff different and similar?

Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RL.K.10
Actively engage in group reading activities with purpose and understanding.

Provide opportunities for students to engage in group reading activities using the Zip Stages 1 and 2 Easy Readers stories and Worksheets. (The Zip Stage list of titles can be viewed here.)

Reading - Informational Text

Content Description:

Related Ziptales Activities:

Key Ideas and Details
CCSS.ELA-Literacy.RI.K.1
With prompting and support, ask and answer questions about key details in a text.

Prompt and support students to ask and answer questions about key details using the Language Arts Lessons: Writing (Foundation) Word Families – How are the words similar/different in each word family?

Key Ideas and Details
CCSS.ELA-Literacy.RI.K.2
With prompting and support, identify the main topic and retell key details of a text.

View the Language Arts Lesson: Reading (Foundation) How Books Can Help Us then encourage students to locate simple informational books in order to identify the main topic and retell key details.

Key Ideas and Details
CCSS.ELA-Literacy.RI.K.3
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Use the informative style Easy Readers to support students with describing connections e.g. Simple Vowel Digraphs What Did I Hear? How are the individuals connected? and Beach or Pool? How are the beach and pool similar/different?

Craft and Structure
CCSS.ELA-Literacy.RI.K.4
With prompting and support, ask and answer questions about unknown words in a text.

Clarify the meanings of the words used in the ABC Module 2 lessons e.g. acrobat, engine and Letter Fun e.g. igloo, quilt, xenops.

Craft and Structure
CCSS.ELA-Literacy.RI.K.5
Identify the front cover, back cover, and title page of a book.

Compare the features of printed books to e-books using the Language Arts Lesson: Reading (Foundation) Different Kinds of Books. Students identify the title page of the Storytime and Easy Readers e-books.

Craft and Structure
CCSS.ELA-Literacy.RI.K.6
Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Assist students with naming the author and illustrator of the informative style Easy Readers stories Is it Fun? & Yum, Yum, Yum (Short Vowels) and Follow the Rules (Long Vowels) and define the role of each in presenting the ideas.

Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.K.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).

Prompt students to describe how illustrations reflect information using:

Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.K.8
With prompting and support, identify the reasons an author gives to support points in a text.

Students identify the reasons used to support points in the informative style Easy Readers e.g. At the Playground (Consonant Blends) Why is each playground item scary? Looking at Books (Vowel Digraphs) Why is it good to read books? Beach or Pool? (Vowel Digraphs) What is fun about going to the beach or pool?

Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.K.9
With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Explore the similarities and differences between the ABC Module 2 lessons and Letter Fun e.g. both tell us the sound of each letter but the ABC lessons show us how each letter is formed.

Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RI.K.10
Actively engage in group reading activities with purpose and understanding.

Use the informative style Easy Readers and Worksheets to actively engage students in group reading activities e.g. Is it Fun? & Yum, Yum, Yum (Short Vowels); Looking at Books, Beach or Pool? & Our House (Vowel Digraphs).

Reading - Foundational Skills

Content Description:

Related Ziptales Activities:

Print Concepts
CCSS.ELA-Literacy.RF.K.1
Demonstrate understanding of the organization and basic features of print.

  • CCSS.ELA-Literacy.RF.K.1.a
    Follow words from left to right, top to bottom, and page by page.

Explore the organization and basic features of print using: Reinforce students’ understanding of how printed words go from left to right using the highlighted text function in the Easy Readers stories.

  • CCSS.ELA-Literacy.RF.K.1.b
    Recognize that spoken words are represented in written language by specific sequences of letters.

Assist students to recognize that spoken words are represented in written language using:

  • CCSS.ELA-Literacy.RF.K.1.c
    Understand that words are separated by spaces in print.

View the Language Arts Lesson: Writing (Foundation) What’s on a Page? to develop students’ understanding that words are separated by spaces in print.
Use the Easy Readers stories for students to practice identifying the spaces between the words on each page.

  • CCSS.ELA-Literacy.RF.K.1.d
    Recognize and name all upper and lowercase letters of the alphabet.

Assist students with recognizing and naming the letters of the alphabet using: Explore the concept of alphabetical order using Easy Readers Worksheet #2 for Yum, Yum, Yum (Short Vowels) and The Little Green Crab (Consonant Blends).

Phonological Awareness
CCSS.ELA-Literacy.RF.K.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

  • CCSS.ELA-Literacy.RF.K.2.a
    Recognize and produce rhyming words.

View the Teaching Phonics Webinar for a variety of practical activities for building students’ phonological awareness.


Assist students with recognizing the rhyming words used in the Easy Readers stories. Explain that some rhyming words have the same end letter pattern and others have a different end letter pattern e.g. At the Playground (Consonant Blends) slide/ride, swing/thing & top/stop compared to below/go, high/fly and climb/time.


Provide opportunities for students to recognize and produce rhyming words using:

  • CCSS.ELA-Literacy.RF.K.2.b
    Count, pronounce, blend, and segment syllables in spoken words.

Students count, pronounce, blend and segment syllables using words from:

  • CCSS.ELA-Literacy.RF.K.2.c
    Blend and segment onsets and rimes of single-syllable spoken words.

Teach students how to blend and segment onsets and rimes using:

  • CCSS.ELA-Literacy.RF.K.2.d
    Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)

Explore the process of segmenting CVC words into phonemes using:

  • CCSS.ELA-Literacy.RF.K.2.e
    Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Students practise phoneme addition and substitution using words from Easy Readers Short Vowels stories e.g. Is it Fun? Addition ideas: Add ‘s’ to ‘pin’ (spin); Add ‘t’ to ‘rip’ (trip); Add ‘t’ to ‘win’ (twin); Substitution ideas: Change ‘u’ to ‘a’ in ‘fan’ (fun); Change ‘i’ to ‘e’ in ‘pig’ (peg); Change ‘i’ to ‘o’ in ‘dig’ (dog).

Phonics and Word Recognition
CCSS.ELA-Literacy.RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.

  • CCSS.ELA-Literacy.RF.K.3.a
    Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

View the Teaching Phonics webinar for a variety of practical activities to build students’ phonemic awareness.


Build students’ knowledge of the primary consonant sounds using the ABC Module 2 lessons and Worksheets and the word examples used in Letter Fun.

Assist students to recognize hard and soft consonant sounds using:

  • CCSS.ELA-Literacy.RF.K.3.b
    Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

Explore long and short vowel sounds using the Easy Readers Long Vowels and Short Vowels stories and Worksheets.
Promote students’ understanding of how long vowel sounds can be produced by common graphemes using Easy Readers Worksheet #1 for Close Your Eyes and Would You Like? (Long Vowels); Rainbow Bay (Vowel/Consonant Digraphs) and Deep in the Jungle (Vowel Digraphs).

  • CCSS.ELA-Literacy.RF.K.3.c
    Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Develop students’ recognition of high-frequency words by taking 10 examples from an Easy Readers story to write on flashcards e.g. Bob the Frog (Short Vowels) – the, was, on, he, in, and, got, by, had, so.

  • CCSS.ELA-Literacy.RF.K.3.d
    Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Create similarly spelled word recognition activities using focus words from the Easy Readers stories for students to distinguish:
  • vowel sounds e.g. Is it Fun? (Short Vowels) – fun/fan; sit/sat; pin/pen; bin/bun; lip/lap; rip/rap; dig/dog; sand/send; sing/song; band/bend; race/rice; wig/wag; pig/peg; bed/bud.
  • consonant sounds e.g. Bad Cat (Short Vowels) – dad/bad; cat/hat; mad/mat; did/dig; sat/saw; ham/jam; rag/rat; bag/bat; big/bin; stop/shop; and/ant.

Fluency
CCSS.ELA-Literacy.RF.K.4
Read emergent-reader texts with purpose and understanding.

View the Reading Tool Kit (F-2) webinar for a variety of practical activities for teaching reading comprehension strategies.
Students independently read the Easy Readers stories (without the voiceover) to practise reading emergent-reader texts.
Provide opportunities for students to read with purpose and understanding using Easy Readers Worksheet #1 for Let’s Get Wet and Is it Fun? (Short Vowels) and Play All Day and The Little Green Crab (Consonant Blends).

Writing

Content Description:

Related Ziptales Activities:

Text Types and Purposes
CCSS.ELA-Literacy.W.K.1
Use a combination of drawing, dictating, and 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...).

Guide students with drawing, dictating and writing about their opinion of a topic using: Provide opportunities for students to draw, dictate or write about their opinion of a book using:

Text Types and Purposes
CCSS.ELA-Literacy.W.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Prompt students to draw, dictate and write informative/explanatory texts using:

Text Types and Purposes
CCSS.ELA-Literacy.W.K.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.

Ask students to draw, dictate and write recounts and narrative texts using:

Production and Distribution of Writing
CCSS.ELA-Literacy.W.K.4
(W.K.4 begins in grade 3)

Not applicable to Pre-K

Production and Distribution of Writing
CCSS.ELA-Literacy.W.K.5
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

View the Language Arts Lesson: Writing (Foundation) How to Fix up Stories then use Task 1 from the Activities to provide an opportunity for students to respond to suggestions from peers. Use Task 1 from the Activities in the Language Arts Lesson: Writing (Foundation) What is a Sentence? to guide students with adding details in order to strengthen and improve writing.

Production and Distribution of Writing
CCSS.ELA-Literacy.W.K.6
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Equip students with the skills required to use digital tools to publish writing using the Language Arts Lesson: Writing (Foundation) Using a Keyboard.

Research to Build and Present Knowledge
CCSS.ELA-Literacy.W.K.7
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

Use the Language Arts Lesson: Reading (Foundation) My Favorite Stories to prompt students to work collaboratively to locate a number of books by a favorite author then express their opinions about them.

Enable students to participate in shared research and writing projects using ideas from Easy Readers stories e.g.

  • Short Vowels: Bad Cat – Write about a naughty pet; I Wish – Write about some things you might wish for.
  • Vowel/Consonant Digraphs: The Sparkly Starfish – Write about how we can live a healthy life; The Awful Animal Zoo – Choose a zoo animal to research or A Fun Day at the Farm – Choose a farm animal to research.
  • Vowel Digraphs: Cool School – Design your own cool school; Looking at Books – Discuss and explain your favorite types of books.
Students work collaboratively to complete Easy Readers Worksheet #2 for:

Research to Build and Present Knowledge
CCSS.ELA-Literacy.W.K.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Compose focus questions to springboard recount or report writing using topics from the Easy Readers stories e.g. Short Vowels:
  • Bad Cat: Have you had a naughty pet? How do you look after pets?
  • Let’s Get Wet: What is your favorite way to get wet? Where do eggs come from?
  • Is it Fun: Where do you have fun? What instruments are used in a band?
  • Bob the Frog: What do you do on each weekday? What is a baby frog called?
  • Yum, Yum, Yum: What is your favorite party food? How do pumpkins grow?
  • I Wish: Where do you like swimming/running? How do fish breathe?
  • Oh No!: Have you seen a scary animal? Which animals are the most dangerous?

Research to Build and Present Knowledge
CCSS.ELA-Literacy.W.K.9
(W.K.9 begins in grade 4)

Not applicable to Pre-K

Range of Writing
CCSS.ELA-Literacy.W.K.10
(W.K.10 begins in grade 3)

Not applicable to Pre-K

Speaking and Listening

Content Description:

Related Ziptales Activities:

Comprehension and Collaboration
CCSS.ELA-Literacy.SL.K.1
Participate in collaborative conversations with diverse partners about pre-k topics and texts with peers and adults in small and larger groups.

  • CCSS.ELA-Literacy.SL.K.1.a
    Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

Build students’ awareness of the rules of discussion using the guidelines from the Language Arts Lesson: Oral Language (Foundation) How to Work in a Group.

View the Language Arts Lesson: Oral Language Types of Questions to reinforce the importance of asking questions to clarify understanding of topics and texts.

  • CCSS.ELA-Literacy.SL.K.1.b
    Continue a conversation through multiple exchanges.

Students participate in collaborative conversations using the Activities from:

Comprehension and Collaboration
CCSS.ELA-Literacy.SL.K.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.

Provide opportunities for students to ask and answer questions about key details in a text read aloud using:

Comprehension and Collaboration
CCSS.ELA-Literacy.SL.K.3
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Encourage students to ask questions in an appropriate way to gather additional information or clarify something using the Language Arts Lesson: Oral Language (Foundation) Asking Nicely.

Presentation and Knowledge of Ideas
CCSS.ELA-Literacy.SL.K.4
Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Prompt students to describe familiar people using Task 1 from the Activities for the Language Arts Lesson: Reading (Foundation) Word Brainstorm.

Students describe familiar places using the Extra Activities from Easy Readers Worksheet #2 for Rainbow Bay (Vowel/Consonant Digraphs); The Awful Animal Zoo (Vowel/Consonant Digraphs) and Our House (Vowel Digraphs).

Presentation and Knowledge of Ideas
CCSS.ELA-Literacy.SL.K.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.

Students use drawings to assist with descriptions using the Activities from:

Presentation and Knowledge of Ideas
CCSS.ELA-Literacy.SL.K.6
Speak audibly and express thoughts, feelings, and ideas clearly.

Equip students with the skills to express their ideas and feelings clearly using Language Arts Lesson: Oral Language (Foundation) Speaking in Front of a Group.

Language

Content Description:

Related Ziptales Activities:

Conventions of Standard English
CCSS.ELA-Literacy.L.K.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • CCSS.ELA-Literacy.L.K.1.a
    Print many upper- and lowercase letters.

Reinforce students’ recognition of how upper and lower case letters are formed using the ABC Module 2 lessons.

Students practise printing upper and lower case letters by completing the Worksheets provided for the ABC modules and Easy Readers stories.

  • CCSS.ELA-Literacy.L.K.1.b
    Use frequently occurring nouns and verbs.

Develop students’ knowledge of nouns and verbs using:

  • CCSS.ELA-Literacy.L.K.1.c
    Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

Use nouns from the Storytime stories to explore regular plural nouns e.g. Wendy and the Genie – toy/toys, lamp/lamps, wish/wishes, eye/eyes, princess/princesses, castle/castles, dress/dresses, car/cars, fairy/fairies, bird/birds.

  • CCSS.ELA-Literacy.L.K.1.d
    Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

Provide opportunities for students to understand interrogatives using:

  • CCSS.ELA-Literacy.L.K.1.e
    Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

Explore simple prepositions using Easy Readers:
  • Short Vowels stories e.g. Bad Cat – Max put ham and jam on the mat, the dirty rag in Mum’s bag and the rat under the tap; Bob the Frog – Bob got lost in a fog, chased by a dog, tripped over a rock and got stuck in a sock.
  • Worksheet #2 for Cool School (Vowel Digraphs).
Encourage students to use prepositions when completing Easy Readers Worksheet #1 for At the Playground and Have You Ever? (Consonant Blends) and Worksheet #2 for Let’s Get Wet (Short Vowels); Thumps and Thuds and When I Was One (Simple Digraphs).

  • CCSS.ELA-Literacy.L.K.1.f
    Produce and expand complete sentences in shared language activities.

Students collaboratively produce and expand complete sentences using Task 1 from the Activities in the Language Arts Lesson: Writing (Foundation) What is a Sentence?

Conventions of Standard English
CCSS.ELA-Literacy.L.K.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

  • CCSS.ELA-Literacy.L.K.2.a
    Capitalize the first word in a sentence and the pronoun I.

Reinforce students’ knowledge that a sentence begins with a capital letter using: Provide opportunities for students to capitalize the first word in a sentence using Easy Readers Worksheet #2 for Let’s Get Wet (Short Vowels); Charlie the Chatterbox, Thumps and Thuds (Simple Digraphs); Follow the Rules (Long Vowels) and What Did I Hear? (Vowel Digraphs). Student use the pronoun I to complete Easy Readers Worksheet #2 for Five White Mice, The Amazing Ape (Long Vowels) and Rainbow Bay (Vowel/Consonant Digraphs).

  • CCSS.ELA-Literacy.L.K.2.b
    Recognize and name end punctuation.

Develop students’ recognition of end punctuation using: Use the following Easy Readers Worksheet #2 for students to practise using:

  • CCSS.ELA-Literacy.L.K.2.c
    Write a letter or letters for most consonant and short-vowel sounds (phonemes).

Use ABC Worksheets for students to practise writing a single letter for the consonants and short-vowel sounds.
Explore how two consonants put together can make one sound e.g. wh, sh, th, ch using the Easy Readers Simple Digraphs stories and Worksheets.

  • CCSS.ELA-Literacy.L.K.2.d
    Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Provide opportunities for students to spell simple words phonetically by completing the Easy Readers Long Vowels Worksheet #2 open-ended writing tasks.
Explore spelling rules for adding affixes (e.g. –ing, –ed, -er, -est, -es) using Easy Readers Worksheet #2 for I Wish (Short Vowels); Crazy Dreams (Consonant Blends); What is Bigger Than? (Vowel/Consonant Digraphs) and The Princess in the Tower (Simple Digraphs).

Knowledge of Language
CCSS.ELA-Literacy.L.K.3
(L.K.3 begins in grade 2)

Not applicable to Pre-K

Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.K.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on pre-k reading and content.

  • CCSS.ELA-Literacy.L.K.4.a
    Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

Explore multiple-meaning words using examples from the Easy Readers stories e.g.

  • CCSS.ELA-Literacy.L.K.4.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.

Engage students in word building activities to teach them to use affixes as a clue to word recognition using vocabulary from the Storytime stories e.g. Wendy and the Fairy: help - helps, helped, helpful, helpless, unhelpful; open – opens, opened, reopen, unopened; care – cares, cared, careful, careless, uncaring.

Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.K.5
With guidance and support from adults, explore word relationships and nuances in word meanings.

  • CCSS.ELA-Literacy.L.K.5.a
    Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

Explore the categories for the objects/animals in the My First Words module.

Students sort food in the Easy Readers story Yum, Yum, Yum (Short Vowels) into categories such as ‘hot’ and ‘cold’ food or ‘food’ and ‘not food’.

Discuss with students the Easy Readers stories that are about ‘imaginary’ and ‘real’ creatures or animals that are ‘dangerous’ and ‘not dangerous’.

  • CCSS.ELA-Literacy.L.K.5.b
    Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

Build students’ awareness of antonyms using Easy Readers Worksheet #2 for Bad Cat (Short Vowels) and A Fun Day at the Farm (Vowel/Consonant Digraphs).

  • CCSS.ELA-Literacy.L.K.5.c
    Identify real-life connections between words and their use (e.g., note places at school that are colorful).

Assist students with making real-life connections using words from the Easy Readers stories e.g. Short Vowels: Yum, Yum, Yum – What else is fluffy? Bob the Frog – When have you felt odd? I Wish – What else can be golden?

  • CCSS.ELA-Literacy.L.K.5.d
    Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

Use verbs from the Easy Readers stories to brainstorm a list of synonyms to act out e.g. Shower Fun (Simple Digraphs) shout – roar, yell, scream, shriek, cheer; shake - wriggle, jiggle, wobble, sway; watch – spy, gaze, look, peep, stare; scrub – wash, clean, rub, wipe, scour.

Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.K.6
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Encourage students to use vocabulary acquired through listening to the Language Arts Lessons e.g. Reading: Making Reading Fun (Foundation) An author writes the words in a book. The characters are the people in the story.

Copyright 2024 Ziptales. Check out our Privacy Policy

Don't have an account? Click here for a free trial...

Welcome to Ziptales!

Action Required: As this is the first time logging in and because this account is for your ENTIRE school, we ask that you add your fellow teachers and staff to your account here.

s