NC SCOC Objective & I can statements:

Teaching Strategies:

Materials needed:

Competency Goal 1:  The student will learn skills to read and write.

1.01 I can tell you about books and print

letter,/word/

beginning/middle/end

author

illustrator

title

character

front/back

period

sentence

sound out

rhyme

word family

uppercase/lowercase letters

alphabet

sight words

consonant

vowel

http://www.kidscount1234.com/ (an abundance of ideas if you scroll down the left side--includes literacy as well as math activities)

http://www.carlscorner.us.com/   (literacy ideas available)

1.01a  I can tell you about the different parts of books

Using books in large and small group activities, we discuss the parts of a book. 

Books 

1.01b  I can point to the words as I read going the correct way.

Reading individual repetitive/predictable books, children point to words as they read to an adult and/or peer.

1.01c  I can find the letters, words and sentences in the story.

1.  Using the smartboard, a sentence is written on the board, children can put a circle around the requested word, letter, or sentence. 

2.  Using sentence strips, a sentence can be written and then cut apart into words to put back in order.

* Write sentences on sentence strips that tell about pictures on Christmas cards.  Students must match the correct sentence to the correct card. 

http://www.havefunteaching.com/videos/alphabet-videos

old Christmas cards, sentence strips  

1.01d 

• I can find the title of the story
• I can tell you what the author does.
• I can tell you what the illustrator does.

Large Group Activity:  A whole class discussion focuses on these parts of literacy.

Small Group/Center time: Children have the opportunity to become the "author and/or illustrator" by making their own books.  

1.02 I can tell you the names and sounds of letters and how they help me make words.

In large and small group writing instruction, letter-sound recognition is focused on using an ABC letter/sound chart to find needed letters and/or sounds. 

1.02 a

• I can put letters together to make words. 
• I can put words together to make sentences.

See above: 1.01c 

1.02 b

• I can use letters and letter sounds to read words. 
• I can use letters and letter sounds to write words. 
• I can put word together to read sentences. 
• I can put words together to write sentences.

Journal writing, daily messages, smartboard writing, AWARD READING activities. 

1.02 c

• I can tell you how words begin the same.
• I can tell you how words end the same.

1.03 – I can read and sound out simple words

Individual "letter of the week" books, AWARD READING activities

1.03a I can name the upper and lower-case letters of the alphabet.

Use die-cut letters to glue and/or draw items that begin with that letter/sound. 

1.03 b

• I can read my Kindergarten sight words
• I can read words that I see around me.

Sight Word Bingo

Tic-Tac-Toe with sight words

"BANG" with sight words

Sight Word Relay 

Using the SmartBoard to read a morning message, find and highlight the sight words found in the message. 

Send an email to another class and/or office personnel.  Find/highlight the sight words in the message the class sent.  When receiving a return email, find/highlight the words found in that message.

* Students wear necklaces with sight words on them.  The students must call each other by their sight word name, instead of their real name.  Ex. - Instead of Sarah, her name might be "the".  "The" would be written on an index card and attached to a piece of yarn that Sarah would wear around her neck.

* Play Hot Potato using sight words.  Whenever the music stops, the child holding the object must read the sight word. 

1.03 c

I can name the beginning sounds of words. 

1.04 - I can learn to read.

1.04 a

I can read my own story.

1.04 b I can use letter sounds and pictures to read simple stories.

1.05 - I can choose a book and read it by myself. 

Competency Goal 2:  Learn skills to understand what is read, heard, and seen. 

2.01 I can tell about a story.

• I can tell the beginning, middle, and end of a story.
• I can tell the characters in the story.
• I can tell where the story happens.

Dramatic Play:  Acting out stories 

                                                                              Characters: 

1.  Make puppets (bag or use popsicle sticks) to represent characters in a story.

2.  Make character masks to wear to act out the story (i.e. mask for Papa Bear, Mama Bear, Baby Bear)

2.02 I can read and enjoy all types of stories and rhymes.

Checking out books from the media center.

Act out stories and rhymes. 

Rhyming Words Matching lesson   

2.03 I can use what I already know to help me understand the story.

2.04 I can ask and answer simple questions before reading a book by looking at the title and the pictures.

2.05 - I can tell what I think will happen next before I read a story and while I read a story.

2.06 – I can follow directions that I hear and see.

Play Simon Says 

2.07 – I can understand that certain words tell the type of story. (“Once upon a time,” “The end,” “Happily ever after,” etc.)

2.08 I can tell which stories are real and which are make-believe.

2.09 I can tell what happens first, next, and last in a story.

Competency Goal 3:  Make connections through speaking, reading, writing, and books. 

3.01 I can connect what I read to things that have happened to me. 

The Retelling Hand 

3.02 I can use books to learn new things.

Using pony beads of different colors, students can retell the First Thanksgiving story through a story bracelet.

 http://www.littlegiraffes.com/thanksgiving.html

3.03

• ·        I can use books to learn new words.
• ·        I can talk about why the author used those words.

3.04 – I can connect books to my experiences by speaking, listening, and using different media.

3.04 a I can listen to stories several times.

3.04 b

• ·        I can talk about stories.
• ·        I can draw pictures about stories. 
• ·        I can act out stories.

* After reading the story How Santa Got His Job, have the students draw pictures of the jobs that Santa had before becoming Santa. 

story How Santa Got His Job 

3.04 c I can compare stories.

Read different versions of the same story (i.e. The Ugly Duckling, The Gingerbread Man, etc.)  Discuss as a group. 

As a pre-activity to comparing stories, I took 2 very similar books (ex: about snow) and talked about the "likenesses and differences" of the covers of the books.  (Although the likenesses/differences is a math goal, it worked well to look at the front covers of the 2 books and compare them.) 

Competency Goal 4: Use what you know and learn to tell, draw, and write about stories.   

4.01 

• ·        I can use new words when I speak.
• ·        I can use new words when I write. 

4.02

• ·        I can use naming words and action words when I speak.
• ·         I can use naming words and action words when I write. 

4.03

• ·        I can use describing words when I write.
• ·        I can use describing works when I speak.

4.04 - I can talk and listen to others.

4.04 a I can listen to others.

4.04 b

I can take turns while talking.

4.05 – I can write sentences that use periods, question marks, and exclamation marks.   

4.05a

• ·        I can write from left to right.
• ·        I can write from top to bottom.

4.05b

• ·        I can write the letters and some words.

Competency Goal 5:  Write and speak so that others can understand. 

5.01 – I can learn to write and spell words.

5.01a

• I can write words using letter sounds.

5.01 b

• I can write the letters of the alphabet.

5.01 c

• I can identify and write consonant sounds in words.

5.02 – I can use a capital letter for the word “I” and for the first letter in my name.

5.03 – I can write letters that others can read.