Writingworkshopcurriculum PDF

Curriculum FREE Resources
Organization Guide
Phonics,
Reading,
Math,
Writing
calendar
& More
Table of Contents
Curriculum Engaging
Curriculum Curriculum
Map: Readers: Mentor Test
Map: Map: Lilly’s Purple
Second List
Kindergarten First Grade Plastic Purse
Grade
Writers Binder Spines

Math Leveled
Workshop Calendar (Math and
Workshop Readers Writing)
Resources
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About
Curriculum Maps
Curriculum maps are a great way to organize your thinking around instructional “Big Ideas.” They provide
a frame work that enables you to look ahead and plot your course of instruction. This is an overview that
can help you get started.
Schools around the country start and end at various times. Therefore, we have created this map as
©Deanna Jump and Deedee Wills Updated July 2019

“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.
We have added resources that will support your instruction. Simply click on the images listed under
“resources” to find their source. Although these are listed, you should plan to supplement them with
additional resources where you see the need. Naturally, you can research and develop your own resources
and lesson course! ☺
Have a wonderful year!

Deanna Jump and Deedee Wills Updated July 2019
Research! Research!
Research Based Curriculum
Deanna Jump and Deedee Wills Updated July 2019 have over 35 years of combined early childhood education experience in the
classroom and providing instructional leadership across the country. 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 Leveled Text
Scaffolding Young Writers by Linda Dorn and Carla Saffos
The Next Steps in Guided Reading by Jan Richardson
Engaging Readers The Continuum of Literacy Learning by Gay Su
NICHD: Report of the National Reading Panel ~ Teaching Children to Read Pinnell and Irene C. Fountas
Reading with Meaning by Debbie Miller Making the Most of Small Groups by Debbie Diller
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
How does it align…?
Resource Curriculum Crosswalks
We are often asked how our curriculum aligns with other large publisher programs. Honestly, we are not
certain. What we do know is we were vastly dissatisfied with the big box publishers. We found they missed
the mark and failed to meet the needs of our students. THIS is the reason we wrote our own curriculum.
If the other curriculum was effective, we would have never spent the time creating our own.

However, some teachers have created a few crosswalks. We have not gone through and verified each
component. These teachers have agreed to share their crosswalk with all of you. We have left them in
their original format, so they are editable. You can download them by clicking HERE.
If you have created a crosswalk that you would like to have added
to this collection, we would love it!
You can email it to Deedee at [email protected].
Click on the covers to find these books.
Aug/Sept Oct
Nov Dec Jan Feb

Mar Apr May Jun
Aug/Sept Oct
Nov Dec Jan Feb

Mar Apr May Jun
Aug Sep Oct
Nov Dec Jan Feb

Mar Apr May
Engaging Readers
Comprehension, Vocabulary, Phonics, Grammar, Interactive Writing,
Phonemic Awareness, Responding to Literature, & Sentence Study.
Q: Why are their two editions of Engaging Readers K/1
A: We have been asked by districts to create a second edition so both their kindergarten and first grade can use this resource.
Q: I love some of the tiles in the 2nd Grade edition. Will they work for my classroom?
A: YES! We are adding differentiated response pages, so you will find a response option for kindergarten, first-grade, second-grade, or even third!
Q: Do the phonics and phonemic awareness differ in the two editions?:
A: No, we kept those activities the same.

Q: How is the 1st edition different from the 2nd edition?:
A: They are similar in format and in skills. The differences are in the book titles.
Q: Are these aligned to the CCSS and TEKS?
A: Yes, you will find the applicable standards on each day’s lessons.
Click on the covers to find these units.

Facelift!
On Engaging Readers
Attention Teachers,
These units are in the process of being updated.
Please don’t print out the entire year until we have finished the updates. Once the
updates are finished you can download the revised units at no additional charge!
To download:
go to the product page and click the “Download Now” button or go to your “My
Purchases” folder.
Aug/Sept UPDATES COMPLETE
When will
Oct UPDATES COMPLETE
Nov No later than 10/1/19
Dec No later than 11/1/19
They be Jan
Feb
No later than 12/1/19
No later than 1/1/20
ready?
March No later than 2/1/20
April No later than 3/1/20
May No later than 4/1/20
June No later than 5/1/20
What is new?
Week at a glance Standards clearly listed on Updated anchor
each day’s lesson. charts and rubrics

5-day vocabulary plan 5-day sentence study Assessments with
answer key Retelling Support
Kindergarten Click on the covers to find the books and resources.
Phonics, PA, Readers’ Writers’
Math STEM
Grammar Workshop Workshop
Phonics Introduction to Introduction to Introduction to math workshop
❑ Working with a partner
❑ Coconut Science (Will It
Float?)
Week Skill focus readers workshop. writers' workshop ❑ Same/different ❑ Coconut 5 Senses
1 t, a, b, h ❑ Responding to text ❑ Writing is just telling on ❑ 2D shapes ❑ Activities
• Ways to respond to text paper ❑ Positional words ❑ Stacking Pennies STEM
2 n, m, r, l, i ❑ Tools of writing. ❑ Counting objects to 5 Activity
(illustrations/with words)
3 REVIEW • We all have opinions ❑ Building stamina ❑ Writing numerals to 5 ❑ STEM Build a Slide
❑ Introduction to journals ❑ Procedures of writing ❑ STEM: Design and
4 c, f, d, g
❑ Looking closely at a book workshop construct a purse for
5 j, e, o, q ❑ Connections ❑ Choosing topics Lilly
❑ Characters ❑ Noticing details ❑ Exploring names with
6 REVIEW ❑ Using resources math and literacy tasks
❑ Setting
❑ Opinion ❑ Focusing ideas plus a craft.
Phonemic Awareness ❑ Retell (BME) ❑ Revise, edit, and publish ❑ STEM Activity (Will It

Onsets & Rimes Resource: Roll?)
*Blending onset & rime ❑ Creating an invisible art
*Segmenting onset & rime project
Blending & Segmenting ❑ Exploring liquids and solids
Compound Words with melting crayons
*Adding Words ❑ STEM: Fair share math
*Deleting Words ❑ activity
Rhyming ❑ Letter attributes and
*Repeating Rhymes building words activity
*Does it rhyme? ❑ Exploring oxidation plus
additional math apple
Oral Language
*Concept of word exploration tasks.
*Concept of Sentences
*Hear it, Say it, Pat it
*How many words?
Grammar:
Nouns
Math STEM
Phonics ❑ Connections
❑ Predictions
Procedural writing
❑ Investigate procedural
❑ Ways to make numerals
to 10
❑ Cartography, making a
map
Week Skill focus ❑ Visualization texts ❑ Counting objects to 10 ❑ Exploring force and
7 u, s, p, x, k ❑ Inferences ❑ Using transitional words ❑ More/Fewer suction
❑ Opinion Writing ❑ Making illustrations clear ❑ Comparing objects ❑ Exploring Sound
8 v, w, y, z ❑ Retelling ❑ Using action words ❑ Comparing lengths Vibrations*
9 REVIEW ❑ Vocabulary Development ❑ Mechanics lessons ❑ Exploring Decomposition
❑ Interactive writing/reading (spaces, capital letters) Which will decompose
10 at, ap response with rubric ❑ Using the word wall faster, a jack-o-lantern or
❑ Opinion writing a pumpkin? Plus an math
Phonemic Awareness ❑ Revise, edit, and publish game with two levels of
Phonemes ❑ Revise, edit, and publish play!
*Blending
Resource: ❑ Stem Project: Can you
* Segmenting Phonemes
build a trap for the

*Real or nonsense
*How many sounds? carrots?
*Initial sounds ❑ Experiment: Sound
*Adding phonemes ❑ Vibrations*
*Deleting phonemes ❑ Stem Project: design a
*Manipulating phonemes mask
Blending & Segmenting Syllables ❑ Science Project: Growing
Pumpkins Which seed will
Rhyming sprout first? PLUS
*Rhyme Recognition Pumpkin Circle Math Game
*Producing Rhymes with two different levels
Oral Language Sentences of play
*Hear it, Say it, Pat it ❑ *different experiments
*How many words?
*Alliteration *Which words
start the same?
Grammar:
Plurals
Math STEM
Phonics ❑
❑
Connections
Predictions
Procedural writing ❑
❑
Numeral writing to 15
Counting to 15
❑ Build a station wagon that
❑ will roll
Week Skill focus ❑ Investigate procedural
❑ Visualization texts ❑ Counting strategies ❑ Exploring wind resistance
11 an, ad, am ❑ Inferences ❑ Using transitional words ❑ Intro to making 10 by building a parachute
❑ Opinion Writing ❑ Making illustrations clear ❑ Part/part/whole ❑ Build a worry catcher
12 op, og ❑ Retelling ❑ Using a ten frame with parent letter
❑ Using action words
13 ot, ob ❑ Vocabulary Development ❑ Mechanics lessons ❑ Story problems ❑ Exploring force and
❑ Interactive (spaces, capital letters) motion
14 et, ed, eg writing/reading response ❑ Build an owl nesting box
❑ Using the word wall
with rubric ❑ Build a scarecrow and
Phonemic Awareness ❑ Opinion writing
build a scarecrow math
Phonemes ❑ Revise, edit, and publish
game with 4 different
*Segmenting Phonemes Resource:
options
*Real or Nonsense?
❑ Leaf suncatcher and

*Initial sounds
*Final sounds "Thankful" card
*Deleting phonemes ❑ Create a turkey and
*Manipulating phonemes readers theater
Blending & Segmenting Syllables
*Rhyming Words
*Producing Rhymes
Oral Language
Nursery Rhymes
Grammar:
Pronouns
Math STEM
Phonics ❑
❑
Connections
Predictions
Writing for a reason ❑
❑
One more
One less
❑ Stem Project Build a Chair
❑ for Peter
Week Skill focus ❑ Different types of writing
❑ Visualization ❑ Addition strategies ❑ Science Project Physical
(signs, ads, posters letter
15 ug, un, ut ❑ Inferences ❑ Subtraction strategies Changes
writing), recommendations)
❑ Opinion Writing ❑ Stem Project Build a boat
16 ip, it ❑ Word choice
❑ Retelling or raft
❑ Spelling strategies
17 ig, in ❑ Vocabulary Development ❑ Stem Project Build a Cave
❑ Adding voice
❑ Interactive that will hold bear and his
18 Mixed Review ❑ Using word walls
writing/reading response friends
❑ Mechanics (spacing,
Phonemic Awareness with rubric
capital letters
❑ Science Mixture: Making
Snow
Phonemes ❑ Opinion writing
❑ Stem: Make a Gingerbread
*Segmenting Phonemes ❑ Revise, edit, and publish
House
*Real or Nonsense? Resource:
❑ Kindness Challenge,

*How many sounds
*Medial sounds Kindness Chain Reaction
*Deleting phonemes ❑ Science Physical Change:
*Manipulating phonemes Dye noodles and make
*Digraph vc words jewelry
Blending & Segmenting Syllables
*Rhyming Words
*Producing Rhymes
Oral Language
Nursery Rhymes
Grammar:
Proper Nouns
Math STEM
Phonics ❑
❑
Connections
Predictions
Informational Text ❑
o
Measurement:
Weight
❑
❑
Snowball fight Levers and
Catapults
Week Skill focus ❑ Visualization ❑ Generating ideas o Length ❑ Stem: Build a working sled
❑ Inferences ❑ Information text features o Capacity ❑ Stem Project Build an ice
19 sh, ch digraph
❑ Opinion Writing ❑ Writing comparisons ❑ Collecting and reporting cave
20 th, wh digraph ❑ Retelling ❑ Organizing into categories data ❑ The Great Penguin Race
❑ Vocabulary Development ❑ Table of contents ❑ Geometry Exploring ramps and
21 ck digraph
❑ Interactive ❑ Anticipating questions ❑ Number bonds motion
22 oo digraph writing/reading response ❑ Adding closure ❑ Exploring insulation
❑ Opinion writing
Phonemic Awareness with rubric
❑ Revise, edit, and publish
activity
❑ Stem: Balance and STEM
Phonemes Resource: activity
*Segmenting Phonemes
❑ Exploring frost
*Real or Nonsense?
❑ STEM-Build a structure

*How many sounds
*blend vc words activity
Syllables
*Blending
*Segmenting
*Adding a syllable
Rhyming Words
Word family study
Producing lists of words
Grammar:
Verbs
Math STEM
Phonics ❑
❑
Problem/Solution
Connections
Continue ❑ Composing and
decomposing 10
❑ Exploring Magnets
❑ Exploring Chemical
Week Skill focus
❑ Predictions Informational Texts/ ❑ Counting on Reactions
23 ing ❑ Visualization Start Small Moments ❑ Using Rekenreks ❑ Dental/Egg Experiment
❑ Inferences ❑ Addition and subtraction ❑ STEM - Build a log cabin
24 l blends ❑ Generating ideas
❑ Character Examination ❑ Voting and Data Analysis
❑ Focusing on what is
25 s blends ❑ Opinion Writing ❑ Exploring Chemical
important
❑ Retelling Reactions
26 r blends ❑ Word attack strategies
❑ Vocabulary Development ❑ Exploring Chemical
for spelling
Phonemic Awareness ❑ Interactive
❑ Focusing partner talk
Reactions
writing/reading response ❑ STEM Exploring Flight
Phonemes ❑ Adding details
with rubric ❑ Build a Telescope
*Segmenting Phonemes ❑ Strong endings
*Real or Nonsense? ❑ Opinion writing

*How many sounds ❑ Revise, edit, and publish
*vowel teams Resource:
Syllables
*Blending
*Segmenting
*Adding syllables
*Deleting syllables
Rhyming Words
Word family study
Grammar:
Adjectives
Math STEM
Phonics ❑
❑
Cause/Effect
Connections
Finish Small ❑ Counting by 10
❑ Place value
❑ Sound and Sound
Absorption
Week Skill focus
❑ Predictions Moments ❑ Composing and ❑ Growing a Potato
27 ang ❑ Visualization ❑ Generating ideas decomposing 10s ❑ Crayon Resist Eggs
❑ Inferences ❑ Focusing on what is ❑ Counting on big numbers ❑ Build the tallest tree
28 ar, or ❑ Character Examination ❑ Number bonds with teen ❑ Bubble Exploration & Stem
important
29 Lazy e ❑ Opinion Writing ❑ Word attack strategies numbers Activity
❑ Retelling for spelling ❑ Fact families ❑ Sticky Tongue Exploration
30 Lazy e ❑ Vocabulary Development ❑ Word problems ❑ Frog Launchers: Force &
Phonemic Awareness ❑ Interactive ❑ Adding details Motion
writing/reading response ❑ Strong endings ❑ Marker Experiment
Phonemes with rubric
*Segmenting Phonemes ❑ Opinion writing
*Real or Nonsense? ❑ Revise, edit, and publish

*How many sounds Resource:
*special sounds
Syllables
*Blending
*Segmenting
*Adding syllables
*Deleting syllables
Rhyming Words
Word family study
Grammar:
Contractions
Math STEM
Phonics ❑ Author’s Purpose Fiction Writing/Opinion ❑ Measurement ❑ Stem build a vegetable
❑ Schema ❑ Geometry ❑ stand
Week Skill focus ❑ Connections
Writing/Book Reviews ❑ Addition ❑ Stem build a hiding spot
❑ Predictions ❑ Generating ideas ❑ Subtraction that will hide the most
31 Lazy e
❑ Visualization ❑ Focusing on what is ❑ Word Problems pigs
32 Sneaky Y ❑ Inferences important ❑ Science sweet or sour
❑ Character Examination ❑ Word attack strategies experiment
33 Sneaky Y for spelling
❑ Opinion Writing ❑ Stem build a nest
❑ Problem/solution ❑ Focusing partner talk ❑ STEM Design and Build a
34 Review
❑ Retelling ❑ Adding details basket for gathering eggs
Phonemic Awareness ❑ Vocabulary Development ❑ Strong endings ❑ STEM Design and Build an
❑ Interactive ❑ Opinion writing Apple Tree that can hold
Phonemes ❑ Book review
writing/reading response the most apples
*Segmenting Phonemes ❑ Revise, edit, and publish
with rubric ❑ STEM Design and Build a

*Real or Nonsense?
*How many sounds pigpen that will hold at
*special sounds least two pigs
❑ STEM Design and Build a
Syllables
model of an Insect
*Blending
*Segmenting
*Adding syllables
*Deleting syllables
Rhyming Words
Word family study
Grammar:
Compound Words
Math STEM
Phonics ❑ Author’s Purpose Opinion Writing/Reviews ❑ Comparing objects ❑ STEM-Build a bus
❑ Figurative Language ❑ This unit of study is ❑ Comparing numerals ❑ STEM-Build a treasure
Week Skill focus ❑ Connections ❑ Making 10 ❑ chest
incorporated throughout
35 Review ❑ Predictions the year. Students will ❑ Addition ❑ SCIENCE: Growing germs
❑ Visualization write an opinion ❑ Subtraction ❑ SCIENCE: Testing water
36 Review ❑ Inferences ❑ Word Problems density
throughout the month.
❑ Character Examination This can be done during ❑ Number bonds ❑ MATH Measuring distances
NOTE: Most schools are in ❑ Opinion Writing your writing time or as ❑ STEM Make a Pie
session for 36 weeks. ❑ Problem/solution another part of your day. ❑ SCIENCE: Exploring
❑ Retelling friction
We will provide additional weeks ❑ Vocabulary Development ❑ SCIENCE: Exploring Wind
that provide phonics in action ❑ Interactive STEM: Build a heart
activities you can use should you writing/reading response
desire. with rubric

Phonemic Awareness
Phonemes
*Review & Continue to work on
previous skills *Differentiate as
needed
Syllables
*Blending
*Segmenting
*Adding syllables
*Deleting syllables
Rhyming Words
Word family study
Grammar:
Possessive Nouns
Math STEM
Phonics ❑ Author’s Purpose Looking Back, Looking ❑ Activities & Printable for ❑ STEM-Flute Pipe
❑ Figurative Language each CCSS ❑ Create a Map
NOTE: Most schools are in ❑ Connections
Ahead ❑ Assessments ❑ STEM- Build a Bed for
session for 36 weeks. ❑ Predictions ❑ Reflecting on favorite ❑ Data tracking Goldilocks
❑ Visualization mentor texts ❑ “Help Me” Parent support ❑ STEM-Creations that are
We will provide additional weeks ❑ Inferences ❑ Reflecting on past genres activities for additional ❑ "ISH“
that provide phonics in action ❑ Character Examination ❑ Sharing our writing support ❑ STEM Make a Reading
activities you can use should you ❑ Opinion Writing growth Clubhouse SCIENCE: How
desire. ❑ Problem/solution ❑ Make plan for summer do sharks float?
❑ Retelling writing ❑ SCIENCE: Lima Beans in a
Phonemic Awareness ❑ Vocabulary Development ❑ Celebrate! Bag
Review and reteach ❑ Interactive Resource: ❑ STEM: Pattern Block
writing/reading response Creations
Grammar: with rubric

Mixed Review
First Grade Click on the covers to find the books and resources.
Math STEM
Phonics Introduction to Introduction to Introduction to math workshop ❑ Coconut Science (Will It
❑ Use addition to Float?)
Week Skill focus readers workshop. writers' workshop subtraction to put ❑ Coconut 5 Senses
1 Short vowels ❑ Responding to text ❑ Writing is just telling on together or take apart. ❑ Activities
• Ways to respond to text paper ❑ Add and subtract-using ❑ Stacking Pennies STEM
2 short a word families ❑ Tools of writing. strategies Activity
(illustrations/with words)
3 short o word families • We all have opinions ❑ Building stamina ❑ Add and subtract-fluency ❑ STEM Build a Slide
❑ Introduction to journals ❑ Procedures of writing ❑ STEM: Design and
4 short u word families
❑ Looking closely at a book workshop construct a purse for
5 short e word families ❑ Connections ❑ Choosing topics Lilly
❑ Characters ❑ Noticing details ❑ Exploring names with
6 short i word families
❑ Setting ❑ Using resources math and literacy tasks
❑ Opinion ❑ Focusing ideas plus a craft.
Phonemic Awareness ❑ Retell (BME) ❑ Revise, edit, and publish ❑ STEM Activity (Will It

Deanna is currently working Resource: Roll?)
on her First Grade PA unit. ❑ Creating an invisible art
It will be released in the project
early fall. ❑ Exploring liquids and solids
with melting crayons
Grammar: ❑ STEM: Fair share math
❑ activity
Nouns ❑ Letter attributes and
building words activity
❑ Exploring oxidation plus
additional math apple
exploration tasks.
Math STEM
Phonics ❑ Connections Procedural writing ❑ Add and subtract-using ❑ Cartography, making a
❑ Predictions ❑ Investigate procedural strategies map
Week Skill focus ❑ Visualization texts ❑ Use addition and ❑ Exploring force and
7 Digraphs sh, ch ❑ Inferences ❑ Using transitional words subtraction within word suction
❑ Opinion Writing ❑ Making illustrations clear problems ❑ Exploring Sound
8 Digraphs th, wh ❑ Retelling ❑ Using action words ❑ Apply properties of Vibrations*
9 l blends ❑ Vocabulary Development ❑ Mechanics lessons operations as strategies ❑ Exploring Decomposition
❑ Interactive writing/reading (spaces, capital letters) to add and subtract Which will decompose
10 r blends
response with rubric ❑ Using the word wall ❑ Understand subtraction as faster, a jack-o-lantern or
❑ Opinion writing an unknown-addend a pumpkin? Plus an math
Phonemic Awareness ❑ Revise, edit, and publish problem game with two levels of
Deanna is currently working ❑ Revise, edit, and publish play!
on her First Grade PA unit. Resource: ❑ Stem Project: Can you
It will be released in the build a trap for the

carrots?
early fall.
❑ Experiment: Sound
Grammar: ❑ Vibrations*
❑ Stem Project: design a
Plurals mask
❑ Science Project: Growing
Pumpkins Which seed will
sprout first? PLUS
Pumpkin Circle Math Game
with two different levels
of play
❑ *different experiments
Math STEM
Phonics ❑ Connections Procedural writing ❑ Composing and ❑ Build a station wagon that
❑ Predictions ❑ Investigate procedural decomposing teen ❑ will roll
Week Skill focus ❑ Visualization numbers ❑ Exploring wind resistance
texts
11 s blends ❑ Inferences ❑ Using transitional words ❑ Composing and by building a parachute
❑ Opinion Writing ❑ Making illustrations clear decomposing numbers and ❑ Build a worry catcher
12 kn, ck digraphs ❑ Retelling counting on with parent letter
❑ Using action words
13 nk, ng ❑ Vocabulary Development ❑ Mechanics lessons ❑ Composing and ❑ Exploring force and
❑ Interactive (spaces, capital letters) decomposing to 100 motion
14 wr, ph digraph
writing/reading response ❑ Using the word wall ❑ Adding and Subtracting ❑ Build an owl nesting box
with rubric multiples of 10 ❑ Build a scarecrow and
Phonemic Awareness ❑ Opinion writing
❑ Revise, edit, and publish ❑ Comparing two-digit build a scarecrow math
Deanna is currently working numbers using <,>,+= game with 4 different
Resource:
on her First Grade PA unit. options
It will be released in the ❑ Leaf suncatcher and

"Thankful" card
early fall.
❑ Create a turkey and
Grammar: readers theater
Pronouns
Math STEM
Phonics ❑ Connections Writing for a reason ❑ Comparing 3 objects by ❑ Stem Project Build a Chair
❑ Predictions length ❑ for Peter
❑ Different types of writing
Week Skill focus ❑ Visualization ❑ Express length of objects ❑ Science Project Physical
(signs, ads, posters letter
❑ Inferences as a whole number unit Changes
15 Lazy e writing), recommendations)
❑ Opinion Writing ❑ Addition fluency ❑ Stem Project Build a boat
❑ Word choice
16 Lazy e ❑ Retelling ❑ Subtraction fluency or raft
❑ Spelling strategies
❑ Vocabulary Development ❑ Tell and write time in ❑ Stem Project Build a Cave
17 Sneaky Y ❑ Adding voice
❑ Interactive hours and half-hours that will hold bear and his
❑ Using word walls
18 Floss rule ff, ll, ss writing/reading response using analog and digital friends
❑ Mechanics (spacing,
with rubric clocks ❑ Science Mixture: Making
Phonemic Awareness capital letters
❑ Organize and represent Snow
❑ Opinion writing
Deanna is currently working data. ❑ Stem: Make a Gingerbread
on her First Grade PA unit. Resource:
*picture graphs * bar graphs House
It will be released in the *survey/tally marks * glyph ❑ Kindness Challenge,

Kindness Chain Reaction
early fall.
❑ Science Physical Change:
Grammar: Dye noodles and make
jewelry
Proper Nouns
Math STEM
Phonics ❑ Connections ❑ Distinguish defining ❑ Snowball fight Levers and
❑ Predictions
Informational Text attributes ❑ Catapults
Week Skill focus ❑ Visualization ❑ Generating ideas ❑ Analyze and compare 2D ❑ Stem: Build a working sled
❑ Inferences ❑ Information text features and 3D shapes ❑ Stem Project Build an ice
19 ar, or
❑ Opinion Writing ❑ Writing comparisons ❑ Composing shapes cave
20 er, ir, ur
❑ Retelling ❑ Organizing into categories ❑ Compose simple shapes to ❑ The Great Penguin Race
21 Vowel Teams ❑ Vocabulary Development ❑ Table of contents form larger shapes Exploring ramps and
❑ Interactive ❑ Anticipating questions ❑ Partition circles and motion
22 Vowel Teams ❑ Adding closure
writing/reading response rectangles into 2 or 4 ❑ Exploring insulation
with rubric ❑ Opinion writing equal parts activity
Phonemic Awareness ❑ Revise, edit, and publish ❑ Stem: Balance and STEM
Deanna is currently working Resource: activity
on her First Grade PA unit. ❑ Exploring frost
It will be released in the ❑ STEM-Build a structure

activity
early fall.
Grammar:
Verbs
Math STEM
Phonics ❑ Problem/Solution Continue ❑ Add and subtract-using ❑ Exploring Magnets
❑ Connections strategies ❑ Exploring Chemical
Week Skill focus ❑ Predictions Informational Texts/ ❑ Understand subtraction as Reactions
❑ Visualization Start Small Moments an unknown-addend ❑ Dental/Egg Experiment
23 Vowel Teams ❑ Inferences problem. ❑ STEM - Build a log cabin
❑ Generating ideas
24 Vowel Teams ❑ Character Examination ❑ Relate counting to addition ❑ Voting and Data Analysis
❑ Focusing on what is
❑ Opinion Writing and subtraction (e.g., by ❑ Exploring Chemical
25 Dipthongs ow, ou important
❑ Retelling counting on 2 to add 2). Reactions
❑ Word attack strategies
26 Dipthongs aw, au ❑ Vocabulary Development ❑ Use addition and ❑ Exploring Chemical
for spelling
❑ Interactive subtraction within word Reactions
Phonemic Awareness writing/reading response
problems ❑ STEM Exploring Flight
❑ Adding details
Deanna is currently working with rubric ❑ Apply properties of ❑ Build a Telescope
❑ Strong endings
on her First Grade PA unit. ❑ Opinion writing
operations as strategies
It will be released in the to add and subtract

❑ Determine the unknown
early fall. Resource:
whole number in add/sub
Grammar: equations
Adjectives
Math STEM
Phonics ❑ Cause/Effect ❑ Add and subtract within ❑ Sound and Sound
❑ Connections
Finish Small 20 Absorption
Week Skill focus
❑ Predictions Moments Addition strategy (making 10) ❑ Growing a Potato
27 Suffix ed ❑ Visualization ❑ Generating ideas adding 3 numbers ❑ Crayon Resist Eggs
❑ Inferences ❑ Focusing on what is ❑ Given a two-digit number, ❑ Build the tallest tree
28 ew, oo
❑ Character Examination important mentally find 10 more or ❑ Bubble Exploration & Stem
29 oi, oy ❑ Opinion Writing 10 less than the number Activity
❑ Word attack strategies
30 oo ❑ Retelling for spelling ❑ Compare two two-digit ❑ Sticky Tongue Exploration
❑ Vocabulary Development ❑ Focusing partner talk with the symbols >, =, and ❑ Frog Launchers: Force &
❑ Interactive <. Motion
Phonemic Awareness writing/reading response
❑ Adding details
❑ Strong endings ❑ Understand that the two ❑ Marker Experiment
Deanna is currently working with rubric ❑ Opinion writing digits of a two-digit
on her First Grade PA unit. ❑ Revise, edit, and publish number represent
It will be released in the Resource: amounts of tens and ones.

❑ Add two-digit numbers
early fall.
and a one-digit number,
Grammar: and adding a two-digit
number and a multiple of
Contractions 10, using concrete models
or drawing
Math STEM
Phonics ❑ Author’s Purpose Fiction Writing/Opinion ❑ Order 3 objects by length. ❑ Stem build a vegetable
❑ Schema Compare ❑ stand
Week Skill focus ❑ Connections
Writing/Book Reviews ❑ Order 3 objects by length. ❑ Stem build a hiding spot
❑ Predictions ❑ Generating ideas Compare the lengths of that will hide the most
31 Sounds of gh
❑ Visualization ❑ Focusing on what is two objects indirectly by pigs
32 Suffix es ❑ Inferences important using a third object. ❑ Science sweet or sour
33 Hard & Soft C ❑ Character Examination ❑ Word attack strategies ❑ Express the length of an experiment
❑ Opinion Writing for spelling object as a whole number ❑ Stem build a nest
34 Hard & Soft G ❑ Focusing partner talk
❑ Problem/solution of length units ❑ STEM Design and Build a
❑ Retelling ❑ Adding details ❑ Organize and represent basket for gathering eggs
Phonemic Awareness ❑ Vocabulary Development ❑ Strong endings data. ❑ STEM Design and Build an
Deanna is currently working ❑ Interactive ❑ Opinion writing ❑ Tell and write time in Apple Tree that can hold
❑ Book review
on her First Grade PA unit. writing/reading response hours and half-hours the most apples
with rubric ❑ Revise, edit, and publish using analog and digital ❑ STEM Design and Build a
It will be released in the

clocks pigpen that will hold at
early fall.
❑ Analyze and compare 2D least two pigs
Grammar: and 3D shapes ❑ STEM Design and Build a
❑ Partition circles and model of an Insect
Compound Words rectangles into 2 or 4
equal parts
Math STEM
Phonics ❑ Author’s Purpose Opinion Writing/Reviews ❑ Add and Subtract within ❑ STEM-Build a bus
❑ Figurative Language ❑ This unit of study is 20 ❑ STEM-Build a treasure
Week Skill focus ❑ Connections incorporated throughout ❑ Determine the unknown ❑ chest
❑ Predictions the year. Students will whole number in an ❑ SCIENCE: Growing germs
35 REVIEW
❑ Visualization write an opinion addition or subtraction ❑ SCIENCE: Testing water
36 REVIEW ❑ Inferences throughout the month. ❑ Add two-digit numbers density
❑ Character Examination This can be done during and a one-digit number, ❑ MATH Measuring distances
NOTE: Most schools are in ❑ Opinion Writing and adding a two-digit ❑ STEM Make a Pie
session for 36 weeks. your writing time or as
❑ Problem/solution another part of your day. number and a multiple of ❑ SCIENCE: Exploring
❑ Retelling 10, using concrete models friction
We will provide additional weeks ❑ Vocabulary Development or drawings. ❑ SCIENCE: Exploring Wind
that provide phonics in action ❑ Interactive ❑ Understand the meaning STEM: Build a heart
activities you can use should you writing/reading response of addition, subtraction,
desire. with rubric and equal sign
❑ Review work

Phonemic Awareness
Deanna is currently working
on her First Grade PA unit.
early fall.
Grammar:
Possessive Nouns
Math STEM
Phonics ❑ Author’s Purpose Looking Back, Looking ❑ Activities & Printable for ❑ STEM-Flute Pipe
❑ Figurative Language each CCSS ❑ Create a Map
❑ Connections
Ahead ❑ Assessments ❑ STEM- Build a Bed for
NOTE: Most schools are in session
❑ Predictions ❑ Reflecting on favorite ❑ Data tracking Goldilocks
for 36 weeks. mentor texts
❑ Visualization ❑ “Help Me” Parent support ❑ STEM-Creations that are
❑ Inferences ❑ Reflecting on past genres activities for additional ❑ "ISH“
We will provide additional weeks ❑ Sharing our writing
that provide phonics in action ❑ Character Examination support ❑ STEM Make a Reading
❑ Opinion Writing growth Clubhouse SCIENCE: How
activities you can use should you
❑ Problem/solution ❑ Make plan for summer do sharks float?
desire.
❑ Retelling writing ❑ SCIENCE: Lima Beans in a
❑ Celebrate!
Phonemic Awareness ❑ Vocabulary Development
Resource:
Bag
❑ Interactive ❑ STEM: Pattern Block
Deanna is currently working
writing/reading response Creations
on her First Grade PA unit. with rubric

early fall.
Grammar:
Mixed Review
Second Grade Click on the covers to find the books and resources.
Readers’ Workshop Writers’ Workshop
Reading Comprehension Strategies Exploring Narratives

❑ Author’s Purpose ❑ Introduction to narrative writing
❑ Connections ❑ Establishing routines of writer’s workshop
❑ Predictions ❑ Story hand
❑ Visualization ❑ Topic selection
❑ Inferences ❑ Stretching a story over pages
❑ Summarizing ❑ Stretching sounds
❑ Character Examination ❑ Prewriting
❑ Opinion Writing ❑ Using resources
❑ Problem/solution ❑ Illustrative study

❑ Retelling ❑ Transition words
❑ Vocabulary Development ❑ Noticing details
❑ Interactive writing/reading response with rubric ❑ Using the word wall
Grammar ❑ When are you done?
❑ Review: Nouns, Proper Nouns, and Verbs
Resource:
Reading Comprehension Strategies Exploring Narratives

❑ Author’s Purpose ❑ Introduction to book making
❑ Connections ❑ Adding pages in the book
❑ Predictions ❑ Finding ideas
❑ Inferences ❑ Adding dialogue
❑ Cause and Effect ❑ Illustrative studies
❑ Character Examination ❑ Passage of time
❑ Opinion Writing ❑ Perspective
❑ Retelling ❑ Adding sound
❑ Vocabulary Development ❑ Using the word wall

❑ Interactive writing/reading response with rubric ❑ Revise, edit, and publish
Grammar ❑ Introduction to book making
❑ Adding pages in the book
❑ Review: Nouns, Proper Nouns, and Verbs
❑ Finding ideas
❑ Adding dialogue
❑ Illustrative studies
❑ Passage of time
❑ Perspective
❑ Adding sound
❑ Using the word wall
Resource:
Reading Comprehension Strategies Continue Exploring Narratives

❑ Connections ❑ Introduction to book making
❑ Predictions ❑ Adding pages in the book
❑ Visualization ❑ Finding ideas
❑ Inferences ❑ Adding dialogue
❑ Compare ❑ Illustrative studies
❑ Opinion Writing ❑ Passage of time
❑ Retelling ❑ Perspective
❑ Schema ❑ Adding sound
❑ Text Features ❑ Using the word wall

❑ Vocabulary Development ❑ Revise, edit, and publish
❑ Interactive writing/reading response with rubric Resource:
Grammar
❑ Possessive Nouns
Reading Comprehension Strategies Procedural Writing

❑ Author’s Purpose ❑ Introduction to procedural writing
❑ Connections ❑ Generating ideas
❑ Characters ❑ Procedural writing structure
❑ Predictions ❑ Adding cautions
❑ Visualization ❑ Making the cover stand out
❑ Figurative Language ❑ “How to…” texts
❑ Compare ❑ Text structure
❑ Opinion Writing ❑ Revise, edit, and publish
❑ Retelling Resource:

❑ Schema
❑ Text Features
❑ Vocabulary Development
❑ Interactive writing/reading response with rubric
Grammar
❑ Adverbs
Reading Comprehension Strategies Informational Text

❑ Author’s Purpose ❑ Introduction to informational text
❑ Connections ❑ Do I have enough to say
❑ Characters ❑ Exploring ideas
❑ Predictions ❑ Text features
❑ Problem & Solution • Cutaways
❑ Infer • Table of contents
❑ Compare • Closures
❑ Opinion Writing • Comparisons
❑ Retelling • Definitions
• Captions

❑ Schema
❑ Text Features • Cutaways
❑ Vocabulary Development ❑ Words to use informational text
❑ Interactive writing/reading response with rubric ❑ Adjectives
Grammar Resource:
❑ Articles
Reading Comprehension Strategies Informational Text

❑ Connections ❑ Introduction to informational text
❑ Characters ❑ Do I have enough to say
❑ Problem & Solution ❑ Exploring ideas
❑ Infer ❑ Text features
❑ Theme • Cutaways
❑ Opinion Writing • Table of contents
❑ Retelling • Closures
❑ Vocabulary Development • Comparisons
❑ Interactive writing/reading response with rubric • Definitions

Grammar • Captions
• Cutaways
❑ Prefixes
❑ Words to use informational text
❑ Adjectives
Resource:
Reading Comprehension Strategies Exploring Persuasive & Opinion Texts

❑ Connections ❑ Introduction to exploring persuasive and opinion texts
❑ Author’s Purpose ❑ Exploring ideas
❑ Cause & Effect ❑ Introductions
❑ Schema ❑ Word choice
❑ Predict ❑ Conclusions
❑ Infer ❑ Writing reviews
❑ Character ❑ Author’s craft
❑ Opinion Writing ❑ Voice
❑ Retelling ❑ Thinking about the reader

❑ Vocabulary Development ❑ Responding to a letter
❑ Interactive writing/reading response with rubric ❑ Using resources
Grammar ❑ Revise, edit, and publish
❑ Prefixes Resource:
Reading Comprehension Strategies Exploring Small Moment Narratives

❑ Connections ❑ Introduction to small narratives
❑ Author’s Purpose ❑ Noticing what’s important
❑ Character ❑ Generating ideas
❑ Compare ❑ Show don’t tell
❑ Visualize ❑ Include feelings
❑ Synthesis ❑ Dialogue
❑ Cause & Effect ❑ Conclusion
❑ Infer ❑ Using student goals
❑ Summarize ❑ Using the word wall

❑ Opinion Writing ❑ Spelling strategies
❑ Retelling ❑ Word choice
❑ Vocabulary Development ❑ Revise, edit, and publish
❑ Interactive writing/reading response with rubric Resource:
Grammar
❑ Suffixes
Reading Comprehension Strategies Writing Fiction

❑ Connections ❑ Introduction to fiction writing
❑ Author’s Purpose ❑ Characters
❑ Character ❑ Settings
❑ Visualize ❑ Graphic organizers
❑ Predict ❑ Strong lead sentence
❑ Synthesis ❑ Spelling strategies
❑ Problem & Solution ❑ Verbs
❑ Infer ❑ Adjectives and adverbs
❑ Schema ❑ Conclusions

❑ Text Features ❑ Revise, edit, and publish
❑ Opinion Writing Resource:
❑ Retelling
Grammar
❑ Conjunctions
Reading Comprehension Strategies Writing Poetry

❑ Connections ❑ Introduction to writing poetry
❑ Character ❑ Generating ideas
❑ Predict ❑ Five Senses Poems
❑ Synthesis ❑ Acrostic Poems
❑ Infer ❑ Haiku Poems
❑ Schema ❑ Cinquain Poems
❑ Text Features ❑ Shapes/Concrete Poems
❑ Opinion Writing ❑ Biographical Poems
❑ Retelling Resource:

Grammar
❑ Prepositions
Engaging readers™
SAMPLE
Read aloud lessons, crafts, &
Activities Aug/Sept
Lilly’s Purple
Plastic Purse
Lilly’s Purple
Plastic Purse
Book Questions
Week at a Glance
Day 1: Prediction
Day 2: Retell
Day 3: Characters
Day 4: Infer
Day 5: Opinion Writing
Vocabulary: fierce, furious
Sentence Study & Grammar: Nouns
Assessments
Craft
Engaging readers™
Deanna Jump and Deedee Wills have over 35 years of combined early childhood
education experience in the classroom and providing instructional leadership across
the country. 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.
Engaging 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
FAQ’s
Q: Do you have units for Second Grade?
A: We sure do! Click HERE to see our catalogue of books.
Q: Why are their two editions of Engaging Readers?
A: We have been asked by districts to create a second edition so both their kindergarten and
first grade can use this resource.
Q: Do the phonics and phonemic awareness differ in the two editions?
A: No, we kept those activities the same. In the first few months of the year, there are two
different word work tracks (one for kindergarten and one for first). In the second half of the
year, you will differentiate your instruction by providing more support for kindergarten, while the
first-grade students will work more independently.
Q: How is the 1st edition different from the 2nd edition?:
A: They are similar in format and in skills. The differences are in the book titles.
WE LOVE
pictures!
Please share
them with us!
#engagingreaders
Deanna’s Deedee’s
IMPORTANT TO REMEMBER
As you use this unit, here are a few things to keep in mind:
• Students enter their world of writing at different levels.
Some students may already have experienced great success
in expressing their thinking by writing words, while others may
need to rely on creating illustrations along with their written
expression. Encourage them to try their best. Please keep
an open mind by accepting approximations and guiding
students to their next steps.
• We want these units to be a “thinking about reading unit.”
Celebrate their thinking work first, the transcribing of ideas
(the traditional writing) will come as you teach students
through the interactive writing component.
THE STANDARDS
We added the CCSS and TEKS to
these units. Look for the
standards that are in pink. Some
standards apply to literature and
some apply to informational text.
We are sorry, we are not able to
customize these standards to
© Jump and Wills
match those states that are not

CCSS or TEKS.
Pocket chart writing supports
.
.
© Jump and Wills
In my opinion…
Pocket chart writing supports
I believe …
I feel…
I think…
© Jump and Wills
Interactive Writing: To model what great writers do, we recommend
using interactive writing to form a message in response to the prompt. With
interactive writing, the message needs to be composed correctly. You will want
to be certain to model correct spelling, grammar, punctuation, and capitalization.
Keep these things in mind:

Kindergarten: Most of their meaning might be made with illustrations during the
first few months of school. Over time you will strive for 3 sentences in response
to the prompt
First Grade: Students will be starting the year with 1-2 sentences in response to
the prompt. By the end of the year, their response should be 5-6 sentences.
Second Grade: Students will start the year by responding to the prompt with 4-5
sentences. By the end of the year, student will write:
• Topic sentence
• 3 supporting details WATCH a VIDEO on interactive
• Closing sentence writing by clicking HERE
Although the examples provided

are for emergent writers the
process of interactive writing
remains the same. Students
participate in the shared writing
experience, then work on writing
their own response which reflects
their thinking.
© Jump and Wills
Interactive writing is a great way to

reinforce vocabulary studies as well.
Interactive Writing and the Standards
There are so many skills that can be embedded in your interactive writing time. On
the next few pages, you will find check lists for the CCSS and TEKS standards for
kindergarten, first-grade, and second-grade.
Use these
checklists to help
you keep track
of the skills you
have taught
during the 2/8 2/28 3/11
interactive
writing process. 1/23 3/2 3/15
Use these checklists to help you keep track of the skills you have taught during
the interactive writing process.
Partner Discussions:
Students work together to help build meaning and understanding.
Each day, students will turn and talk with their partner to discuss
the text. The teacher is there to help facilitate the discussion.
Remember, the person doing all of the talking is the person
doing the learning.
Kindergarten First-grade Second grade

Standards
CCSS.ELA-LITERACY.SL.K.1 CCSS.ELA-LITERACY.SL.1.1 CCSS.ELA-LITERACY.SL.2.1
CCSS.ELA-LITERACY.SL.K.1.A CCSS.ELA-LITERACY.SL.1.1.A CCSS.ELA-LITERACY.SL.2.1.A
CCSS.ELA-LITERACY.SL.K.1.B CCSS.ELA-LITERACY.SL.1.1.B CCSS.ELA-LITERACY.SL.2.1.B
CCSS.ELA-LITERACY.SL.K.2 CCSS.ELA-LITERACY.SL.1.1.C CCSS.ELA-LITERACY.SL.2.1.C
CCSS.ELA-LITERACY.SL.K.3 CCSS.ELA-LITERACY.SL.1.2 CCSS.ELA-LITERACY.SL.2.2
CCSS.ELA-LITERACY.RL.K.10 CCSS.ELA-LITERACY.SL.1.3 CCSS.ELA-LITERACY.SL.2.3
CCSS.ELA-LITERACY.RI.K.10 TEKS 1.1.A-E TEKS 2.1.A-E
TEKS K.1.A-E
© Jump and Wills
Phonemic
Awareness:
Each day you will want to spend a
few minutes on whole group
phonemic awareness skills. Use
these cards to create daily task
prompts.
Kindergarten: Count the words in a sentence
MONDAY
First Grade: Phoneme words for onset/rime, blending, or
Aug/Sept
segmenting
Kindergarten: Hearing initial sounds
TUESDAY
First Grade: Manipulating initial sounds -Today we are going
Aug/Sept
to play a game I call, Swap it out! I will say a word. Then you
will swap the first sound.
WEDNESDAY THURSDAY
Kindergarten: Hearing initial sounds.
First Grade: Syllabication - blending and segmenting syllables.
Aug/Sept
Rhyming
• Identifying rhymes - “Do these words rhyme?”
Aug/Sept
• Recognizing rhymes - “Which word does not rhyme?”

• Producing Rhymes.
Oral language
• Use these words in a sentence.
FRIDAY
Aug/Sept
• Count these words.

• Expand on the sentence.
3 phoneme words for Manipulating initial Syllabication (blending Say this
Count the words in the sentence. onset/rime [c-at], blending sounds (Replace word as a whole - ta-ble)
(Kindergarten) [c-a-t], or segmenting (cat the first sound in (Segmenting Say this word in
[c-a-t]) mat with /c/) syllables – table)
She was happy. mad, rim, mid, lot, fib, leg, king /r/, rat/s/, bell Absolutely, dream, dessert,
This is my flower. note, lip, lake, read, ship, /t/, send /b/, need school, flower, Delphinium,
So she did. sack, lead, lock, mate, same, /f/, hide /r/, wake pencils, chocolate, artistic,
She was very small. rain, /c/, rope /h/, same quarters, lightbulb, recess,
She was the recess queen. fine, lease, robe, ripe, soak, /t/, sack /t/, tent beautiful, classroom,
I want you to jump with me. rack, fight, sight, might, light, /b/, vote /n/, hip /l/, ambulance, coconut, marker,
No one spoke. mile, rate, file, lake, soon, most /g/, nose /r/, swirly, watercolors,
I just can’t draw. wrote, feel, meal, seal, sake, meet /s/, win /f/, experimenting, painting,
Now sign it! rake, mat, Sam, ram, ran, doll /t/, might /l/, squiggle, teeny, hammer,
It was the little dot. fin, red, less, rob, rip, line, bee /m/, back /t/, playground, gate, kicked,
I can make a better dot than that! roll, sock, race, sat, fit, rat, box /f/, cook /l/, bounces, sassy, bolted, giggled,
She painted and painted. run, fog, mill, time /l/, fit /m/, tangled, laughed, shortest,
She was absolutely perfect. fill, Meg, rib, seem, log, lock, jump /l/, nest /r/, pennies, teeth, grandma,
You are named after a flower. rug, sun, move, and, nose, car /f/, sock /r/, smile, bullfrog, gym, football,
She ran all the way. sit, fat, rid, rot, mom, man, leap /b/, touchdown, quack
Her name is so long. fig, fell, map, feet, love, van,
He read the story. mitt
I want to be a teacher.
She liked to draw.
Producing rhymes
Do these words rhyme? Recognizing rhymes Can you think of a word(s)
(Kindergarten) Which word does not rhyme? that rhyme with ___? (real
or nonsense)
jump/bump, room/ramp, soap/hope,, send, sack, pack, tack tall, stand, grade, can, told,
float/flat, plane/plum, king/sink, win, wand, tin, fin look, up, did, right, big, sing,
frog/dog, black/buck,, face/race, ton, bun, cut, fun frog, cry, did, too, town, say,
beak/creak, car/star, snow/snap, lock, sock, rock, sack like, flake, thing, kid, gate,
ice/rice, can/cob, dug/dim, jump, joke, dump, lump rope, and, chair, name, see,
clown/down, lip/sip, hide/home, room, tomb, home, broom all, that, green, dot, wish, line,
cake/snake, toes/nose, dime/dish, sack, soak, coke, woke old, fat, tag, smell, feet, hug,
deep/keep, tree/see, fall/flat game, same, team, lame nice, funny, set, snack, sad,
file, pile, while, white bit, note, nice, ran, will, wow
sit, kid, bit, wit
mash, mush, trash, lash
went, king, wing, swing
tap, wrap, soup, sap
Kindergarten First-grade Second-grade
CCSS.ELA-LITERACY.RL.K.4 (a-b) CCSS.ELA-LITERACY.RL.1.4 (a-c) CCSS.ELA-LITERACY.RL.1.4 (a-c)
CCSS.ELA-LITERACY.RL.K.5 (a-d) CCSS.ELA-LITERACY.RL.K.5 (a-d) CCSS.ELA-LITERACY.RL.K.5 (a-d)
CCSS.ELA-LITERACY.RL.K.6 CCSS.ELA-LITERACY.RL.K.6 CCSS.ELA-LITERACY.RL.K.6
TEKS K.3.B TEKS 1.3.B TEKS 2.3.B & D
NOTEBOOKS: We suggest each student have a

notebook so they can record their thinking and
RESPONSE
growth overtime. Here is a sample of how this
notebook might look.
GRAMMAR
Each week we will select two words to add to our
vocabulary study. We want students to determine
the meaning of words through reading contextually.
VOCAB
Naturally, we will also guide these students in this
process.
PHONICS
MAKE IT STICK
Research tell us that students are more apt to
retain new vocabulary if they use it. Use this
part of the chart to record when students use
This should be a risk free activity, where approximations are applauded! one of your vocabulary
words (outside of your vocabulary study time). EXAMPLE:
Student: “I fleded from the forest.”
Teacher: “Wow, you fled from the forest? Class, listen and repeat: “I fled from the forest.”
Class: “I fled from the forest.”
© Jump and Wills
STUDY
VOCABULARY
VOCABULARY VOCABULARY
STUDY STUDY
Name___________ Name___________
© Jump and Wills
© Jump and Wills
Book Title: Lilly’s Purple Plastic Purse
Key Ideas & Details Craft & Structure

What is this story about? What words did the author use to describe how Lilly
Who are the characters in the story? felt about her purse being taken by Mr. Slinger?
Look at the illustrations of Lilly in the Lightbulb Lab.
How did Lilly feel about Mr. Slinger at the
Which illustration shows her sad? angry? Which
beginning of the story? one shows her furious?
Why did Mr. Slinger take away Lilly’s purse? Look at the illustration on the next to the last page.
How did she feel about that? How does Lilly feel? How can you tell?
What did she do to let him know she was Vocab: considerate, fiercely, angry, furious,
angry? uncooperative
What happened when she opened up her
purse? How did she feel?
What did she do as a result?
How did Lilly apologize to Mr. Slinger?
Integration of Knowledge Other

& Ideas Prediction: Read until you get to the end of
Look at the drawing that Lilly did of page 11 (the page where Lilly keeps
interrupting in class). Lilly keeps disturbing
Mr. Slinger when she was mad. What class because she wants to talk about her
words did she use to describe him? purse. What do you think will happen?
Compare and contrast this picture Inferring: How do you think Mr. Slinger felt
with the one she drew when she got when he saw Lilly’s note?
home.
Opinion: Do you think Mr. Slinger should have
taken Lilly’s Purple Plastic purse?
Text to self connection: Have you ever done
something that you felt bad about?
Somebody Wanted But So

Lilly to show everyone Mr. Slinger made He took her
her purple plastic her wait, and she purse away and
purse, glasses interrupted the she drew a mean
and quarters. class. picture of him.
© Jump and Wills
Then, she felt bad

and apologized.
Week at a Glance: Lilly’s Purple Plastic Purse
© Jump and Wills Click HERE. to learn more about INTERACTIVE WRITING.
Day 1:
Today we will read Lilly’s Purple Plastic Purse. This book was written
and illustrated by Kevin Henkes. Discuss what the author and
illustrator does.
I want to talk to you about a strategy readers use called predicting.

When readers make predictions, they take clues from the text and
make a smart guess about what will happen in the story. Sometimes
the clues come from the words and sometimes the clues come from
the pictures. Readers do this all the time when they read books.
Today I want to practice it with you.
Read until you reach the page the bottom of page 11 and pause at
the bottom of the page. Lilly keeps disturbing class because she
wants to take talk about her purse. What do you think will happen?
Ask students to make a prediction about what will happen next in the
story. Kindergarten: Draw a picture, label First Grade: Draw and
write.
Read the rest of the story and compare the students’ illustrations and
written responses with those in the book.
Day 2:
Read the story again. Focus on retelling. The teacher will assist
the students as they create a whole class retelling of the story
using the retelling cards that are included. Students will partner-
talk retelling of the story once the cards have been put in order.
Students will then create a retell strip or place the retelling
organizer in their journals.
Day 3:
Characters: Knowing the characters helps readers understand
what they are reading. You can get to know the characters by
thinking about how they look and the things that they do and say.
Discuss how Lilly acted at the beginning of the story. Discuss
how she acted at the end. Discuss why she changed. Ask, Do you
think Lilly learned a lesson? What makes you think that?
Day 4:
INFER: Readers use the clues in the story to help them
understand what’s happening. When Lily was furious she wrote
Mr. Slinger a mean note. How do you think Mr. Slinger felt when
he read Lilly’s note?
Day 5:
Write about your favorite part of the book. Provide reasons for
your opinion.
VOCABULARY SENTENCE STUDY & GRAMMAR
ASSESSMENTS CRAFT
© Jump and Wills
Day 1 Lilly’s Purple Plastic Purse
Predict
Kindergarten First-grade
CCSS.ELA-LITERACY.CCRA.R.1 CCSS.ELA-LITERACY.CCRA.R.1
CCSS.ELA-LITERACY.RL.K.5 CCSS.ELA-LITERACY.RL.1.7
CCSS.ELA-LITERACY.RL.K.6 CCSS.ELA-LITERACY.RI.1.7
CCSS.ELA-LITERACY.RI.K.6 TEKS.1.7.B, C, & E, TEKS.1.6.C
CCSS.ELA-LITERACY.RL.K.7
CCSS.ELA-LITERACY.RI.K.7
TEKS.K.6.B, C, & E, TEKS.K.5.C
Read Aloud: Today we will read Lilly’s Purple Plastic Purse. This book
was written and illustrated by Kevin Henkes. Discuss what the author and illustrator
does.
I want to talk to you about a strategy readers use called predicting. When readers
make predictions, they take clues from the text and make a smart guess about what
will happen in the story. Sometimes the clues come from the words and sometimes
the clues come from the pictures. Readers do this all the time when they read books.
Today I want to practice it with you.
Read until you reach the page the bottom of page 11 and pause at the bottom of the
page. Lilly keeps disturbing class because she wants to take talk about her purse.
What do you think will happen? Ask students to make a prediction about what will
happen next in the story. Kindergarten: Draw a picture, label First Grade: Draw
and write.
Read the rest of the story and compare the students’ illustrations and written
responses with those in the book.
Click on the
image for
an online version
of this story.
*Note this link was active when this unit was created.
Wills
andWills
However, we cannot guarantee this link will remain

active indefinitely. Due to the deep level of text
Jumpand
analysis, we always recommend teaching with the book

©©Jump
and supplementing with a video.

Lilly’s Purple Plastic Purse
Name: __________________________________
Readers make predictions as they read. Lilly keeps disturbing the

class because she wants to talk about her purse. What do you
think will happen?
© Jump and Wills
Was my prediction correct or did

the author surprise me?
Name: __________________________________
Readers make predictions as they read. Lilly keeps disturbing the class
because she wants to talk about her purse. What do you think will happen?
My prediction
This is what happened.
© Jump and Wills
Was my prediction correct or did the

author surprise me?
Name: __________________________________
Readers make predictions as they read. Lilly keeps disturbing the class
because she wants to talk about her purse. What do you think will happen?
My prediction
____________________
____________________
____________________
____________________
____________________
____________________
This is what happened.
____________________
____________________
____________________
____________________
____________________
____________________
© Jump and Wills
Was my prediction correct or did the

author surprise me?
My This is what
prediction happened
Was my prediction correct
or did the author surprise
me?
© Jump and Wills

My This is what
prediction happened
Was my prediction correct
or did the author surprise
me?
© Jump and Wills

Readers make predictions as they read. Lilly
© Jump and Wills
keeps disturbing the class because she wants

to talk about her purse. What do you think will
happen?

© Jump and Wills

happen?

© Jump and Wills

happen?

© Jump and Wills

happen?

© Jump and Wills

happen?
Retell
Kindergarten First-grade
CCSS.ELA-LITERACY.RL.K.2 CCSS.ELA-LITERACY.RL.1.2
CCSS.ELA-LITERACY.RI.K.2 CCSS.ELA-LITERACY.RI.1.2
TEKS.K.6.B, C, D, & E TEKS.1.7.B, C, D, & E,
Read Aloud: Read the story again.

Focus on retelling. The teacher will assist the
students as they create a whole class retelling of the
story using the retelling cards that are included.
Students will partner-talk retelling of the story once
the cards have been put in order. Students will then
create a retell strip or place the retelling organizer in
their journals.
© Jump and Wills

Day 2
One day her grammy gave her a

Lilly loved school and her teacher, Mr. purple plastic purse that played music,
Slinger. 3 quarters, and a pair of sunglasses.
Lilly kept disturbing her class with it, Lilly got really mad and left Mr. Slinger
so Mr. Slinger held onto her purse. a mean note.
Mr. Slinger accepted her apology and

Lilly felt bad about the mean note and let her share her purse during Share
wrote him a nice one and apologized. Time.
Use these for students to create retell strips
Day 2
I can retell the story I can retell the story

using key details. using key details.
Characters
CCSS.ELA-LITERACY.CCRA.R.3 CCSS.ELA-LITERACY.CCRA.R.3 CCSS.ELA-LITERACY.CCRA.R.3
CCSS.ELA-LITERACY.RL.K.3 CCSS.ELA-LITERACY.RL.1.1.3 CCSS.ELA-LITERACY.RL.2.1.3
CCSS.ELA-LITERACY.RI.K.3 CCSS.ELA-LITERACY.RI.1.3 CCSS.ELA-LITERACY.RI.2.3
TEKS.K.6.B, C, & E, TEKS.K.8.C TEKS.1.7.B, C, & E, TEKS.1.9.C TEKS.2.7.B, C, & E, TEKS.2.9.C
Read Aloud: Characters: Knowing the

characters helps readers understand what they are
reading. You can get to know the characters by
thinking about how they look and the things that they
do and say. Discuss how Lilly acted at the beginning
of the story. Discuss how she acted at the end.
Discuss why she changed. Ask, Do you think Lilly
learned a lesson? What makes you think that?
L i l
l y
Characters can change.
Think about what we know about
Lilly at di fferent points
in the story.
Beginning
Middle
End
What lesson
did she learn?
Name: ____________________
You can learn a lot about a character by the way they act and the
things they say. What do you know about Lilly?
Beginning of the story
Middle of the story
© Jump and Wills

Name: ____________________
Beginning of the story Evidence from the text
Middle of the story Evidence from the text
Do you think Lilly learned anything from this experience?

© Jump and Wills
Name: ____________________
Beginning of the story Evidence from the text
Middle of the story Evidence from the text
Do you think Lilly learned anything from this experience?

© Jump and Wills
What do you know What do you know
about Lilly from the about Lilly from the
beginning of the story? Lilly’s Purple Plastic Purse beginning of the story?
What do you know What do you know
about Lilly from the about Lilly from the
middle of the story? middle of the story?
Do you think Lilly Do you think Lilly
learned anything from learned anything from
this experience? this experience?
© Jump and Wills © Jump and Wills
Infer
CCSS.ELA-LITERACY.RL.K.1 CCSS.ELA-LITERACY.RL.1.1 CCSS.ELA-LITERACY.RL.2.1
CCSS.ELA-LITERACY.RL.K.3 CCSS.ELA-LITERACY.RL.1.3 CCSS.ELA-LITERACY.RL.2.3
CCSS.ELA-LITERACY.RI.K.1 CCSS.ELA-LITERACY.RI.1.1 CCSS.ELA-LITERACY.RI.2.1
CCSS.ELA-LITERACY.RI.K.3 CCSS.ELA-LITERACY.RI.1.3 CCSS.ELA-LITERACY.R2.3
TEKS.K.6.B, C, & E, TEKS.K.5.F TEKS.1.7.B, C, & E, TEKS.1.6.F TEKS.2.7.B, C, & E, TEKS.2.6.F
Read Aloud: INFER: Readers use the clues

in the story to help them understand what’s
happening. When Lily was furious she wrote Mr.
Slinger a mean note. How do you think Mr.
Slinger felt when he read Lilly’s note?
© Jump and Wills

These can be used to compare and contrast the two notes.
These can be used to compare and contrast the two notes.
Name: __________________________________
Readers use the clues in the story to help them understand what’s
happening. How do you think Mr. Slinger felt when he read Lilly’s note?
© Jump and Wills

Name: __________________________________
© Jump and Wills

Name: __________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
© Jump and Wills
___________________________________
© Jump and Wills
Readers use the clues in the story to help them understand
what’s happening. How do you think Mr. Slinger felt when

© Jump and Wills


© Jump and Wills


© Jump and Wills


© Jump and Wills

Day 5: Lilly’s Purple Plastic Purse
Opinion
CCSS.ELA-LITERACY.W.K.1 CCSS.ELA-LITERACY.W.1.1 CCSS.ELA-LITERACY.W.2.1
TEKS.K.6.B, C, & E TEKS.1.7.B, C, & E, TEKS.2.7.B, C, & E
Read Aloud: Write about your

favorite part of the book. Provide reasons
for your opinion.
© Jump and Wills

Name: ________________________________
Write about your favorite part of the story. Tell why you liked it.
© Jump and Wills

Name: ________________________________
© Jump and Wills

Name: ________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
© Jump and Wills
___________________________________
© Jump and Wills
Write about your favorite part of
the story. Tell why you liked it.

© Jump and Wills


© Jump and Wills


© Jump and Wills


© Jump and Wills

This sample is from another unit.

You will use these pages to create an ongoing
vocabulary study chart. We have provided an
example of how you could complete the chart for
each word. Naturally, you will complete this activity
with your students.
NOTE: The sentence writing would make a great

interactive writing activity!
Day 1: STUDY IT! 1. p. 11 fiercely “Look,” Lilly whispered fiercely.” Often when
1. Read the sentence in I hear the word fierce, I think of a wild animal, like a lion.
Lions are really powerful creatures. In this story, when
the book. Lilly whispered fiercely it means she whispered powerfully.
2. Students turn and talk 2. Turn to your neighbor and whisper “hello” softly. Now
about what they think whisper it fiercely. Can you hear the difference?
the word means.
3. Discuss the meaning
of each word. If
appropriate, act it out.
4. Fill out the vocabulary
chart.
Day 2: USE IT! Lilly loved her purse fiercely. What is something you
Again, discuss the love fiercely?
definition of the word.
Students will contextualize
© Jump and Wills
the word by responding to

a prompt.
Day 3: STUDY IT! 1. furious Reread p. 15 The author said that Lilly was furious.
1. Read the sentence Furious means really REALLY mad. Have you ever been
furious?
in the book. 2. What does it look like when someone is furious? Have
2. Students turn and students act it out.
talk about what
they think the word
means.
3. Discuss the
meaning of each
word. If
appropriate, act it
out.
4. Fill out the
vocabulary chart.
5. Student Activity
Day 4: USE IT! What is something that makes or would make you furious?
Again, discuss the
definition of the word.
Students will
contextualize the word
by responding to a
prompt.
Day 5: EXPAND UPON IT! Use the word cards provided to create
Complete the additional sentences using each vocabulary word.
© Jump and Wills
vocabulary activities if desired. You may wish to use these sentences

as a model for the student activity at
the beginning of the year. Overtime,
you will want students to create their
own sentences.
Make it stick SYNONYMS ANTONYM
EXAMPLE NON-EXAMPLE
fierce
MEANING
SENTENCE
© Jump and Wills

Make it stick SYNONYMS ANTONYM
EXAMPLE NON-EXAMPLE
furious
MEANING
SENTENCE
© Jump and Wills

Fiercely: powerfully eager or intensely
© Jump and Wills
Lilly loved her purse fiercely. What is

something you love fiercely?

© Jump and Wills


© Jump and Wills


© Jump and Wills


© Jump and Wills

Furious: full of anger, very mad
© Jump and Wills
What is something that makes or would

make you furious?

© Jump and Wills

make you furious?

© Jump and Wills

make you furious?

© Jump and Wills

make you furious?

© Jump and Wills

make you furious?
Picture of Picture of
the word the word
Sentence Sentence
Word: fiercely
Word: fiercely
using the using the
word word
Opposite of Opposite of
the word the word
© Jump and Wills

© Jump and Wills
Picture of Picture of
the word the word
Sentence Sentence
Word: furious
Word: furious
using the using the
word word
Opposite of Opposite of
the word the word
© Jump and Wills

© Jump and Wills
I new
a bike .
wanted
Print on white cardstock.
I fiercely wanted a new bike.

He was
when .
He was furious when he lost the race.

he lost
the
race Print on white cardstock.
fiercely
furious
Print on colored cardstock.

Day 1: STUDY IT!
NOUN. Review the Noun chart and model sentence.
Read the sentence together. Ask the students to turn
and talk with thei r partner about what they notice.
Record thei r notici ngs on the sentence chart. Highlight
the capital letter and the punctuation. Count the
words. Use the codi ng chart provided to determi ne
how to code the parts of speech. NOTE: Over ti me,
these skills will build upon each other.
• Circle the noun(s) with a bl ue marker.
NOUNS: Lilly, purse
6 words Statement/Declarati ve sentence
Day 2: BUILD & CODE IT

Reread the sentence again. Ki ndergarten: Students will
use the model sentence as a guide. Fi rst grade: Turn the
sentence over and tell them that they are going to build
the sentence and glue it in their notebooks without
looking at the model. Once the students have glued it
down work together to code the sentence.
Day 3: EDIT IT!

Cut apart the sentences. Place the original
sentence in the pocket chart. Show and discuss
them one at a ti me. Have them help you edit
each sentence.
Day 4: WRITE YOUR OWN! EXAMPLE: The firefighter loved
her fire dog.
Reread the original sentence ag ain. Have
students write their own sentence that foll ows Invented spelling should be
encouraged where appropriate. If the
the model. Use the noun sorts i f desired. word is in the model (wanted, to, the)
then those words should be spelled
correctly.
© Jump and Wills
Day 5: ILLUSTRATE & SHARE IT!

Give the students ti me to illustrate and share their
sentences from day four.
Lilly loved her purple
plastic purse.
© Jump and Wills

purple purse. loved
her Lilly plastic
purple purse. loved
her Lilly plastic
purple purse. loved
her Lilly plastic
purple purse. loved
her Lilly plastic
purple purse. loved
her Lilly plastic
purple purse. loved
her Lilly plastic
Lilly l oved her
purple plastic purse.
lilly loved her

purple plastic purse.
Lilly l oved her

purple plastic purse © Jump and Wills
In addition to the comprehension rubrics, you can also assess
students with these quizzes. Select the one that matches
your classroom needs.
© Jump and Wills

Name: ____________________________
1. Lilly did not like going to school.
2. Lilly loved school and her teacher, Mr. Slinger.
3. Mr. Slinger took Lilly’s purse because she was

interrupting the class.
4. Lilly got upset and wrote Mr. Slinger a mean
note.
5. Mr. Slinger put Lilly in time out.
Name: ____________________________
1. Lilly did not like going to school.
2. Lilly loved school and her teacher, Mr. Slinger.
3. Mr. Slinger took Lilly’s purse because she was

interrupting the class.
4. Lilly got upset and wrote Mr. Slinger a mean
note.
5. Mr. Slinger put Lilly in time out.
Name___________________________________ Score____________
1. Which of there were not in Lilly’s purse?

a quarters b sunglasses c candy
2. What did Lilly do when Mr. Slinger took her purse away?
a cried b drew a mean picture c threw a fit
3. What did Lilly find in her purse when she got it back
from Mr. Slinger?
a a note and a snack b a note and more quarters
c a note and a flower
4. Lilly felt ___________ when she got the purse back from
Mr. Slinger and read the note.
a happy b sorry c excited
5. After she got the purse back from Mr. Slinger, what did
Lilly bring to him the next day?
a an apology note b tasty snacks c both a and b
6. What did Lilly want to be when she grew up?

a a dancer b a teacher c a movie star
© Jump and Wills
7. Furious means _______________.
a really angry b really sad c really scared
8. Which is not another word for fiercely?

a calmly b intensely c gently
9. Do you think Lilly learned a lesson? Why or why

not?
© Jump and Wills

Materials Needed:
*Patterns
*pink pom pom
Steps:
1. Cut out the patterns.
2. Glue the pink oval to the ear as shown.
Glue ears to head.
3. Glue the sunglasses and nose on head.
4. Glue dress to back of nose as shown.
5. Accordion fold arms and legs. Glue as
shown.
6. Glue on hand and purse.
7. Glue on boots.
Trying to save your paper and
limit your copy count. Here’s a
pattern map so that you can tell
your kiddos what’s what!
Dress copy on
colored paper
Boots copy on red paper
Glasses copy on green paper
You will find pieces to make this chart below: This chart will serve as an ongoing
reminder to students about the writing conventions. Review this chart often with
your students as a way to strengthen their responses.
Engaged
Readers
respond
Print on Pink
texts to
Print on Pink
Print on Blue
Print on Green
I have spaces
between my
words.
I like you.
Print on Pink
Word wall words
are spelled
correctly.
Print on Blue
My words are
easy to read.
OPTION !: Print on Pink
I started with a
capital letter and
have punctuation.
OPTION 2: Print on Pink
I used correct
capitalization and
punctuation.
Print on Green
I added
supporting
details.
Use pages to create a retell chart. Students work together to put the story events
in order. Suggestion: laminate the chart so it can be used over and over. Chart
can be constructed horizontally (like shown) or vertically… depending on classroom
needs.
RETELLING CARDS ARE

FOUND IN THE ENGAGING
READERS FILES.
You can also use a pocket chart for

retelling!
© Jump and Wills

MIDDLE BEGINNING
© Jump and Wills © Jump and Wills

I can retell END
the story
with key
events,
characters, © Jump and Wills
and setting
© Jump and Wills
Characters
Knowing the characters helps

readers understand what they
are reading.
© Jump and Wills
Infer
+
Clues
Readers use the
clues in the story
to help them
understand
what’s
happening.
© Jump and Wills
Opinion
Writers can write

about their opinion
and tell why they feel
that way.
© Jump and Wills
Predict
Readers take
clues from the text
and make a smart
guess about what
will happen in the
© Jump and Wills
story.
Retell
Readers can retell stories to

help others understand
© Jump and Wills
what the story is about.

Vocabulary
Readers pay close attention to

the story to help them figure
© Jump and Wills
out unknown words.

Rubric
Name:
Characters Provides an
Able to Able to
provide one provide one
Able to
provide two
unrelated character character
character
response. trait with traits with
trait.
evidence. evidence.
I have spaces
between my words.
Word wall words

are spelled
correctly.
My words are easy
to read.
I started with a
capital letter and
have punctuation.
I added more
details.
© Jump and Wills
Comprehension: ____ Writing: ____

Rubric
Name:
Provides a
Connect
Provides a
Provides an connection Provides a meaningful
unrelated connection
that is meaningful
with
response. somewhat connection. supporting
meaningful. details.
I have spaces
between my words.
Word wall words

are spelled
correctly.
My words are easy
to read.
I started with a
capital letter and
have punctuation.
I added more
details.
© Jump and Wills

Rubric
Name:
Infer
Provides a Makes a
Provides an Makes a meaningful
somewhat
unrelated meaningful inference
meaningful
response. inference. with
inference.
evidence.
I have spaces
between my words.
Word wall words

are spelled
correctly.
My words are easy
to read.
I started with a
capital letter and
have punctuation.
I added more
details.
© Jump and Wills

Rubric
Name:
Opinion
Provides a
Provides an Provides a
Provides a meaningful
unrelated somewhat opinion with
meaningful
response. meaningful supporting
opinion.
opinion. details.
I have spaces
between my words.
Word wall words

are spelled
correctly.
My words are easy
to read.
I started with a
capital letter and
have punctuation.
I added more
details.
© Jump and Wills

Rubric
Name:
Predict
Provides Provides a Provides a
Provides an likely
an unlikely likely
unrelated prediction
prediction. prediction.
response. with evidence
of thinking.
I have spaces
between my words.
Word wall words

are spelled
correctly.
My words are easy
to read.
I started with a
capital letter and
have punctuation.
I added more
details.
© Jump and Wills

Rubric
Name:
Retell
Able to Able to retell Able to retell
Unable to retell the the major all of the
retell the major events events in the
story. events with without
support. story.
support.
I have spaces
between my words.
Word wall words

are spelled
correctly.
My words are easy
to read.
I started with a
capital letter and
have punctuation.
I added more
details.
© Jump and Wills

Rubric
Name:
Vocabulary Provides an Demonstrates

limited
Demonstrates
Demonstrates
strong
unrelated understanding
understanding understanding
response. of the word.
of the word.
of the word.
I have spaces
between my words.
Word wall words

are spelled
correctly.
My words are easy
to read.
I started with a
capital letter and
have punctuation.
I added more
details.
© Jump and Wills

© Jump and Wills
© Jump and Wills
© Jump and Wills
© Jump and Wills
© Jump and Wills
© Jump and Wills
© Jump and Wills
SEE our 2nd Grade Writing Units by
clicking on the pencil
Looking for K-2 Alignment?

Check out these K/1 units!
Just click on the image to view them.
Terms of Use:
This unit is the intellectual property of
Deanna Jump and Deedee Wills and is
protected through copyright registrations.
All rights reserved. No part of this digital
download may be reproduced or shared
without additional licenses, or placed on the
internet for others to access without the
prior permission from the publisher.
Please Note: If you store this resource
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searchable by Google and it infringes on
our intellectual property rights.
If you are a school district using this
download as curriculum for more than one
teacher an additional school license will
need to be purchased.
Thank you!
Writing Through
The Year™
Q: When do you start teaching writing in kindergarten?
A: We start writing instruction the VERY FIRST week of school. Students start by telling their story with pictures. As the year progresses, students
will begin to tell their stories with pictures AND words.
Q: My students don’t know their letters; how can they write?
A: Students already know how to tell stories. They compose their stories with illustrations. These lessons guide students to compose their stories. The
letter/sound association will come as your students’ progress in the school year.
Q: I teach 1st grade. Will these work for my classroom?
A: ABSOLUTELY! Writing is automatically differentiated! We have included rubrics for emergent AND early writers. Chances are, in your classroom,
you will have a combination of both. We also have rubrics for each grade.
K/1 2nd Grade
Click on the
Covers to find
these units.
Click on the book covers to find these books. K/1
Unit 1: My Pictures Tell a Story ~ Unit 1: My Pictures Tell a Story ~ Unit 1: My Pictures Tell a Story ~ Ideas
writing process telling a story vs naming parts
Unit 2: Personal Narratives ~ Unit 2: Personal Narratives ~ Unit 2: Personal Narratives ~ Unit 2-8: ~ How to draw books
Narrative examples Noticing Illustrations Speech Bubbles
Unit 3: How-To Writing ~ Unit 3: How-To Writing ~ Books Unit 3: How-To Writing ~ Sequential words
Procedural books with recipes
Click on the book covers to find these books. K/1
Unit 4: Writing for a Reason Unit 5: Informational Text
Unit 6: Personal Narratives Unit 7: Fictional Writing Unit 8: Looking Back, Looking
Ahead: Summer Plans
Click on the book covers to find these books. 2nd grade
Unit 1 Unit 2 Unit 3
Unit 4 Unit 5 Unit 6
Or other National
Geographic Kids Books
Unit 7 Unit 8
Each unit starts with a lesson overview.
Need help with

conferring? It is
included!
CCSS standards chart

Writing continuum is included as well as rubrics
for emergent writers and early writers.
Lessons are scripted to support you, but we
don’t want to take the teacher out of teaching.
You can make them your own and teach them in
the order that meets your classroom needs.
Print and teach anchor charts are

provided so there is very little prep time
needed.
The parent letter keeps your parents up-
to-date on the skills their child is learning
for each 4 week unit.
Additional resources!
Suggested mentor text lists are provided. Remain organized by
adding a pocket to your unit binder and store the books directly
in the binder!
Setting Writing
Goals
Use the following pages to construct an interactive chart. Have the
students write their own names on a Post-it note and self-select a
writing goal. Revisit this chart often to have the students reflect on
their progress and select new goals.
For detailed writers workshop lessons and ideas, check out the
following products Each unit contains a unit/genre specific goal
chart that matches the rubric for both emergent and early writers.
Writing
Goals
Write
sounds dog
Use
finger I like you.
spaces
Use Aa Bb
word
am be
and by
are
wall
Tell more At recess, I like to play with Logan.

We play on the slide and sometimes
we play tag. He is fun to play with.
Make the I like to
words play.
easy to
read.
Start with
a capital.
cat
is here
End with
punctuation
_____________________________________________________
_____________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Meeting the standards
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…).
TEKS: 110.11.b.14.A, TEKS: 110.11.b.13.A-E, TEKS: 110.11.b.16.A (i-v),
TEKS: 110.11.17.A-C, TEKS: 110.11.b.20 A-B
CCSS.ELA-LITERACY.W.1.1
Write opinion pieces in which they introduce the topic or name
the book they are writing about, state an opinion, supply a
reason for the opinion, and provide some sense of closure.
TEKS: 110.11.b.14.A, TEKS: 110.11.b.13.A-E, TEKS: 110.11.b.16.A (i-v),
TEKS: 110.11.17.A-C, TEKS: 110.11.b.20 A-B
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.
TEKS: 110.11.b.15, TEKS: 110.11.b.13.A-E, TEKS: 110.11.b.16.A (i-v), TEKS:
110.11.17.A-C, TEKS: 110.11.b.20 A-B
CCSS.ELA-LITERACY.W.1.2 Write informative/explanatory texts

in which they name a topic, supply some facts about the topic,
and provide some sense of closure.
TEKS: 110.11.b.15, TEKS: 110.11.b.13.A-E, TEKS: 110.11.b.16.A (i-v), TEKS:
110.11.17.A-C, TEKS: 110.11.b.20 A-B
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.
TEKS: 110.11.b.14.A, TEKS: 110.11.b.13.A-E, TEKS: 110.11.b.16.A (i-v), TEKS:
110.11.17.A-C, TEKS: 110.11.b.20 A-B
CCSS.ELA-LITERACY.W.1.3 Write narratives in which they recount two

or more appropriately sequenced events, include some details regarding
what happened, use temporal words to signal event order, and provide
some sense of closure.
TEKS: 110.11.b.14.A, TEKS: 110.11.b.13.A-E, TEKS: 110.11.b.16.A (i-v), TEKS:
110.11.17.A-C, TEKS: 110.11.b.20 A-B
CCSS.ELA.LITERACY.W.K.5 With guidance and

Each unit guides and supports the
support from adults, respond to questions and teacher in the student/peer
suggestions from peers and add details to
strengthen writing as needed.
sharing process. Unit 2 provides
TEKS: 110.11.b.20 A-B conferring support for teachers.
CCSS.ELA-LITERACY.W.1.5 With guidance and
Through writing partners, whole
support from adults, focus on a topic, respond class sharing activities, individual
to questions and suggestions from peers, and
add details to strengthen writing as needed.
student conferences this standard
TEKS: 110.11.b.20 A-B is met.
Access to digital tools is a
CCSS.ELA.LITERACY.W.K.6 With guidance
and support from adults, explore a variety school resource driven
of digital tools to produce and publish standard. However, these
writing, including in collaboration with
peers. lessons provide suggestions for
TEKS: 110.11.b.20 A-B sharing student work using
CCSS.ELA-LITERACY.W.1.6 document cameras if available.
With guidance and support from adults,
use a variety of digital tools to produce
and publish writing, including in collaboration
with peers.
TEKS: 110.11.b.20 A-B 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).
Each unit provides mentor TEKS: 110.11.b.15, TEKS: 110.11.b.14.A (opinion)
text suggestions that can
be used for research and Participate in shared research and writing
writing projects. Units 4, 5, projects (e.g., explore a number of "how-
to" books on a given topic and use them to
and 7 explore this write a sequence of instructions).
standard more closely. TEKS: 110.11.b.15, TEKS: 110.11.b.14.A (opinion)
CCSS.ELA.LITERACY.W.K.8. With guidance and support This standard is interwoven
from adults, recall information from experiences or
gather information from provided sources to answer a
into each unit as we
question.
TEKS: 110.11.b.14.A
brainstorm ideas based on
shared experiences and
With guidance and support from adults, recall information informational texts.
from experiences or gather information from provided
sources to answer a question.
TEKS: 110.11.b.14.A
Production and Distribution of Writing:
Each unit guides and supports speaking and CCSS.ELA.LITERACY.W.K.6
listening standards. The goal of each piece of CCSS.ELA-LITERACY.W.1.6
writing is to make the meaning clear. Students Research to Build and Present Knowledge:
CCSS.ELA.LITERACY.W.K.8.
add details and depth of meaning to their CCSS.ELA-LITERACY.W.1.8
writing through peer conversations and teacher Print Concepts:
conferences. CCSS.ELA.LITERACY.RFS.K.1
CCSS.ELA-LITERACY.RF.1.1
These skills are embedded in each Phonological Awareness:

lesson and strengthened during shared CCSS.ELA.LITERACY.RFS.K.2
and interactive writing activities. Phonics and Word Recognition:
Students use an editing checklist and CCSS.ELA.LITERACY.RFS.K.3
peer conferences to reinforce these
Comprehension and Collaboration:
skills CCSS.ELA.LITERACY.SL.K.1
CCSS.ELA.LITERACY.SL.K.2
CCSS.ELA-LITERACY.SL.1.1
Presentation of Knowledge and Ideas:

CCSS.ELA.LITERACY.SL.1.4
Conventions of Standard English:

CCSS.ELA.LITERACY.L.K.1
CCSS.ELA.LITERACY.L.K.2
CCSS.ELA.LITERACY.L.1.1
CCSS.ELA.LITERACY.L.1.2
Guiding Kinders &
Guiding Firsties Math
Detailed
Vocabulary Extension
Lesson
Activities
Plans
Coming
Fluency Summer of
Anchor 2016… ALL of
the math
Charts assessments
will be also
available on
ESGI
Hands on
Learning!
Kindergarten First Grade

Extend the Learning!
Stations, Journals, Homework
Counting and Cardinality K.CC
A. Know number names and the count sequence.
CCSS Guiding Kinders-Big

Idea
1. Count to 100 by ones and by tens. Unit 1, Unit 7
2. Count forward beginning from a given number within the known sequence (instead of having Unit 7
to begin at 1).
3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with Unit 1, Unit 2, Unit 3
0 representing a count of no objects).
B. Count to tell the number of objects.

Idea
4. Understand the relationship between numbers and quantities; connect counting to cardinality. Unit 1, Unit 2, Unit 3,
a. When counting objects, say the number names in the standard order, pairing each object with Unit 4, Unit 6
one and only one number name and each number name with one and only one object.
b. Understand that the last number name said tells the number of objects counted. The number Unit 2, Unit 3, Unit 4,
of objects is the same regardless of their arrangement or the order in which they were counted. Unit 6
c. Understand that each successive number name refers to a quantity that is one larger. Unit 2, Unit 3, Unit 4
5. Count to answer “how many?” questions about as many as 20 things arranged in a line, a Unit 1, Unit 2, Unit 3,
rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a Unit 6
number from 1–20, count out that many objects.
Counting and Cardinality K.CC
C. Compare numbers.
Idea
6. Identify whether the number of objects in one group is greater than, less than, or equal to Unit 2, Unit 5, Unit 9
the number of objects in another group, e.g., by using matching and counting strategies. 1
1Include groups with up to ten objects.
7. Compare two numbers between 1 and 10 presented as written numerals. Unit 2, Unit 9
Operations and Algebraic Thinking K.OA

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking
from.
Idea
1. Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds Unit 3, Unit 4, Unit 6,
(e.g., claps), acting out situations, verbal explanations, expressions, or equations. Unit 8
2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using Unit 3, Unit 4, Unit 5,
objects or drawings to represent the problem. Unit 6, Unit 7
3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using Unit 2, Unit 3, Unit 8
objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3
and 5 = 4 + 1).
4. For any number from 1 to 9, find the number that makes 10 when added to the given number, Unit 6, Unit 8, Unit 9,
e.g., by using objects or drawings, and record the answer with a drawing or equation. Unit 10
5. Fluently add and subtract within 5. Unit 6, Unit 8, Unit9,

Unit 10
2Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the
Standards.)
Number and Operations in Base Ten K.NBT
Work with numbers 11–19 to gain foundations for place value.
Idea
1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by Unit 3 (intro), Unit 7
using objects or drawings, and record each composition or decomposition by a drawing or
equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one,
two, three, four, five, six, seven, eight, or nine ones.
Measurement and Data K.MD

A. Describe and compare measurable attributes.

Idea
1. Describe measurable attributes of objects, such as length or weight. Describe several Unit 5, Unit 8, Unit 9,
measurable attributes of a single object.
2. Directly compare two objects with a measurable attribute in common, to see which object has Unit 2, Unit 5, Unit 8
“more of”/“less of” the attribute, and describe the difference. For example, directly compare
the heights of two children and describe one child as taller/shorter.
B. Classify objects and count the number of objects in each category.

Idea
3. Classify objects into given categories; count the numbers of objects in each category and Unit 1, Unit 5
sort the categories by count.3
3Limit category counts to be less than or equal to 10.
Geometry K.G
A. Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders,
and spheres).
Idea
1. Describe objects in the environment using names of shapes, and describe the relative Unit 1, Unit 8
positions of these objects using terms such as above, below, beside, in front of, behind, and
next to.
2. Correctly name shapes regardless of their orientations or overall size. Unit 1. Unit 8
3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Unit 1, Unit 8
B. Analyze, compare, create, and compose shapes.
Idea
4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, Unit 1, Unit 8
using informal language to describe their similarities, differences, parts (e.g., number of sides
and vertices/“corners”) and other attributes (e.g., having sides of equal length).
5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) Unit 1, Unit 8
and drawing shapes.
6. Compose simple shapes to form larger shapes. For example, “Can you join these two Unit 8
triangles with full sides touching to make a rectangle?”
Unit 10 contains assessment

and reteaching resources for
each CCSS.
Operations and Algebraic Thinking 1.OA.
CCSS Guiding
Firsties-Big
Idea
Represent and solve problems involving addition and subtraction Unit 1
1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking Unit 2
from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using Unit 6
objects, drawings, and equations with a symbol for the unknown number to represent the problem.1 Unit 9
2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal Unit 7
to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to Unit 9
represent the problem.
Understand and apply properties of operations and the relationship between addition and subtraction Unit 3
3. Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, Unit 6
then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two Unit 9
numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
4. Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the Unit 6
number that makes 10 when added to 8. Unit 9
Add and subtract within 20 Unit 1, Unit 2,
5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Unit 6, Unit 7
6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use Unit 1
strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a Unit 2
number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and Unit 6
subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or Unit 7
known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Unit 9
Work with addition and subtraction equations Unit 9
7. Understand the meaning of the equal sign, and determine if equations involving addition and
subtraction are true or false. For example, which of the following equations are true and which are
false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
8. Determine the unknown whole number in an addition or subtraction equation relating three whole Unit 6
numbers. For example, determine the unknown number that makes the equation true in each of the Unit 9
equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.
Number and Operations in Base Ten 1.NBT
CCSS Guiding Firsties-
Big Idea
Extend the counting sequence. Unit 3
1 Count to 120, starting at any number less than 120. In this range, read and write numerals and
represent a number of objects with a written numeral.
Understand place value Unit 3
2. Understand that the two digits of a two-digit number represent amounts of tens and ones.
Understand the following as special cases:
1.NBT.B.2.A
10 can be thought of as a bundle of ten ones — called a "ten."
1.NBT.B.2.B
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight,
or nine ones.
1.NBT.B.2.C
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight,
or nine tens (and 0 ones).
Use place value understanding and properties of operations to add and subtract Unit 3
3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the Unit 7
results of comparisons with the symbols >, =, and <.
4. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit Unit 7, Unit 9
number and a multiple of 10, using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between addition and subtraction; relate the
strategy to a written method and explain the reasoning used. Understand that in adding two-digit
numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to Unit 7
count; explain the reasoning used.
6.Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero Unit 3
differences), using concrete models or drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction; relate the strategy to a
written method and explain the reasoning used.
Measurement and Data 1.MD
CCSS Guiding Firsties-Big Idea
1. Order three objects by length; compare the lengths of two objects indirectly by using a Unit 4
third object. Unit 8
2. Express the length of an object as a whole number of length units, by laying multiple copies Unit 4
of a shorter object (the length unit) end to end; understand that the length measurement of Unit 8
an object is the number of same-size length units that span it with no gaps or overlaps. Limit
to contexts where the object being measured is spanned by a whole number of length units
with no gaps or overlaps.
3. Tell and write time in hours and half-hours using analog and digital clocks. Unit 4
Unit 8
CCSS Guiding Firsties-Big

Idea
4. Organize, represent, and interpret data with up to three categories; ask and answer Unit 4
questions about the total number of data points, how many in each category, and how many Unit 8
more or less are in one category than in another.
Geometry 1.G
A. Reason with shapes and their attributes.
CCSS Guiding Firsties-Big

Idea
1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus Unit 5
non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess Unit 8
defining attributes.
2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, Unit 5
and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right Unit 8
circular cones, and right circular cylinders) to create a composite shape, and compose new
shapes from the composite shape.1
3. Partition circles and rectangles into two and four equal shares, describe the shares using Unit 5
the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter Unit 8
of. Describe the whole as two of, or four of the shares. Understand for these examples that
decomposing into more equal shares creates smaller shares.
Unit 10- Review of all skills

Math Tool Kits
The Math Tool Kit is a way to organize your student materials such as work mats and math talk cards. You will
find that some mats and talk cards will be used again in lessons. You may also want these to be available to
students as the solve other math in stations or during math intervention groups.
By having all of
your math tools
available in one
place you can
quickly hand out
materials in seconds!
You may wish to number the tool kits and assign specific partners to be responsible for keep the contents
complete. One tool kit = 2 students
Q: What do you put in your math tool kits?
A:
FAQ’s
I put all of the math work mats and math talk cards from our Guiding Kinders (Guiding Firsties( math units. YOU would put the
math work mats and materials from whatever math program you use. Additionally, I added a Expo Marker and 100’s chart.
Q: Why do you number the kits?
A: This teaches the students to be responsible for their kit. If I have a student who is particular hard on their materials, I can
quickly address without having to repair 4-5 math kits.
Q: How often do you swap out the materials?
A: Hardly EVER! I made the tool kits one summer and it had all of the work mats and math talk cards we would need for the
WHOLE YEAR! Occasionally we need additional materials (manipulatives or a spinner.) I slide these in the math tool kit on the first
lesson we need them then remove them when we no longer need it. This is a MASSIVE time saver.
A zippered pouch will hold the math

talk cards, smaller pieces, and dry
erase maker.
The math mats are laminated and

placed in numerical order in the
binder. I labeled each item in the
binder with the kit number. This will
be helpful if the materials get
separated from the kit.
Math Tool
Kit
Math Tool
Kit
Math Tool
Kit
Math Tool
Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool
Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
2016 Jump and Wills
Guiding Kinders
Math
Tool Kits
Math Tool Kit
8
Math Tool Kit

7
Math Tool Kit

5 6
Math Tool Kit

Math Tool Kit
4
Math Tool Kit

3
Math Tool Kit
2
1 Math Tool Kit
Math Tool Kit
9 10 11 12 13 14 15 16
1 kit for 2 students
Math Tool Kit

Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
Math Tool Kit
2016 Jump and Wills
Guiding Firsties
Math
Tool Kits
Math Tool Kit
8
Math Tool Kit

7
Math Tool Kit

5 6
Math Tool Kit

Math Tool Kit
4
Math Tool Kit
3
2 Math Tool Kit
Math Tool Kit
1
Math Tool Kit
9 10 11 12 13 14 15 16
Math Tool Kit

Math Tool Kit
Math Tool Kit
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Calendar
Building Skills
Over 180 days of daily
guided ELA and MATH
practice!
Calendar
Building Skills
Daily ELA and MATH
activities that build in
complexity.
Watch a day’s lesson in

Deedee’s Kindergarten
Classroom.
Fast! Every student

participates! Student
led!
Engaging • Chicka Chicka Boom Boom •
Aug/Sept
Lilly's Purple Plastic Purse
Readers™ •
•
Stand Tall Molly Lou Melon
Chrysanthemum
•
•
The Recess Queen
The Dot
Engaging •
•
Knuffle Bunny
Otis
Oct
Readers™
• Pumpkin Jack
• Bat Loves the Night
Engaging •
•
The Relatives Came
Wemberly Worried
Nov
Readers™
• Scaredy Squirrel
• Turkey Trouble
Engaging •
•
Peter's Chair
The Gingerbread Man
Dec
Readers™ •
•
The Gingerbread Girl
Bear Snores On
Engaging •
•
The Snowy Day
Snowmen at Night
Jan
Readers™ •
•
Ice Bear
Tacky the Penguin
Engaging Feb
• Hooway for Wodney Wat
• Roses are Pink, Your Feet Really Stink
• Just Going to the Dentist
Readers™ •
•
Abraham Lincoln's Hat
Duck for President
Engaging Mar
• The Three Billy Goats Fluff
• Koala Lou
Readers™
• Jamie O' Rourke and the Big Potato
• The Easter Bunny's Assistant
Engaging •
•
Tops & Bottoms
Piggie Pie
Apr
Readers™
• Hey, Little Ant
• Chickens Aren't the Only Ones
Engaging •
•
•
Don't Let the Pigeon Drive the Bus
The Pigeon Finds a Hog Dog
How I Became a Pirate
May
Readers™ •
•
A Sick Day for Amos McGee
Hello Ocean
Engaging •
•
Ruby the Copycat
Sheila Rae the Brave
Jun
•
Readers™
Goldilocks and the Three Dinosaurs
• Ish
Engaging Special
Units
Readers™
Engaging Special
Units
Readers™
Engaging • I Was So Mad • The Art Lesson
Aug/Sept
Readers™ •
•
Alexander and the Terrible… •
Clark the Shark •
Martha Speaks
How Do Apples Grow?
Engaging •
•
Creepy Carrots
Stellaluna
Oct
Readers™
• Leonardo the Terrible Monster
• Pumpkin Circle
Engaging •
•
White Owl, Barn Owl
Scarecrow
Nov
Readers™
• In November
• A Turkey for Thanksgiving
Engaging •
•
Gingerbread Baby
Snow is Falling
Dec
Readers™ • Ordinary Mary's Extraordinary
Deed Earrings!
Engaging •
•
Sneezy the Snowman
The Emperor's Egg
Jan
Readers™ •
•
Snow
Martin's Big Words
Engaging •
•
Pinkalicious
I Ain't Gonna Paint No More
Feb
Readers™
• How to Heal a Broken Wing
• The Moons Seems to Change
• Don’t Let the Pigeon Stay up Late

Engaging •
•
The Pigeon Needs a Bath
Growing Frogs
Mar
Readers™ •
•
City Dog, Country Frog
Chester
Engaging •
•
April Foolishness
Pigsty
Apr
Readers™
• Insect Detective
• The Giving Tree
Engaging •
•
The Watermelon Seed
Enemy Pie
May
•
Readers™
One Tiny Turtle
• My Mama Had a Dancing Heart
Engaging •
•
The Snatchabook
Surprising Sharks
Jun
•
Readers™
A Bad Case of Stripes
• The Pout-Pout Fish
Engaging Special
Units
Readers™
Engaging Special
Units
Readers™
Engaging •
•
The Man That Walked Between the Towers
A Fine, Fine School
Aug
Readers™ •
•
The Interrupting Chicken
The Day You Begin
Engaging •
•
The Name Jar
After the Fall: How Humpty Got Back Up Again
Sep
Readers™
• The Invisible Boy
• The Word Collector
Engaging •
•
Cinderella Skeleton
How Many Seeds in a Pumpkin
Oct
Readers™
• The Other Side
• Spiders
Engaging •
•
Amazing Grace
Extra Yarn
Nov
Readers™ •
•
Owl Moon
Owls
Engaging •
•
Too Many Tamales
The Story of Snow
Dec
Readers™ •
•
Catch that Cookie
Welcome Comfort
Engaging •
•
Wordy Birdy
Nerdy Birdy Tweets
Jan
Readers™ •
•
Brave Irene
Each Kindness
Engaging Feb
• Dragons Love Tacos
• Wilma Unlimited
Readers™
• Dr De Soto
• Abraham Lincoln the Boy Who Loved Books
Engaging •
•
My Lucky Day
She Loved Baseball
Mar
Readers™
• Mufaro’s Beautiful Daughters
• Crazy Hair Day
Engaging •
•
Crickwing
Velma Gratch & the Way Cool Butterfly
Apr
Readers™ •
•
Someday a Tree
A Seed is Sleepy
Engaging •
•
Roger the Jolly Pirate
Sharks
May
•
Readers™
The Dory
• One Word from Sophia
Engaging Special
Units
Readers™
Engaging Special
Units
Readers™
Kindergarten units- Note: these just list the big ideas.
Unit 5 Math Measurement,

Data, Geometry
Unit 4 Math Addition

& Subtraction
Unit 3 Math Making 10, Counting to 15,

Story Problems
Unit 2 Math Decomposing Numbers,

Measurement
Unit 1 Math Shapes, Sorting

& Counting
Kindergarten units- Note: these just list the big ideas.
Unit 10
Math Assessments, Data Tracking,
Student Practice
Unit 9.5 Math Coins, patterns, Time
Unit 9 Math Comparing Objects & Numerals,

Addition & Subtraction
Unit 8 Math Measurement, Geometry,

Unit 7 Math Place Value,

Word Problems
Unit 6 Math Addition &

Subtraction
First Grade units- Note: these just list the big ideas.
Unit 5 Math Geometry
Unit 4 Math Measurement, Time,

analyzing Data
Unit 3 Math Composing & Decomposing

Numbers, Comparing Numbers
Unit 2 Math Addition & Subtraction, Word

Problems, Unknown Addend
Unit 1 Math Addition & Subtraction

First Grade units- Note: these just list the big ideas.
Unit 10 Math Assessments, Data Tracking,

Student Practice
Unit 9 Math Advanced

Unit 8 Math Measurement,

Geometry, Data
Unit 7
Math Addition & subtraction
using three numbers
Unit 6 Math Addition & Subtraction,

Unknown numbers
Leveled Text
Guided Reading
2 Day
Detailed
Binder Word
Lesson
Work
Organization Plans
Leveled Text
Fiction & Running
Information Records Guided
al Text Writing
Leveled Text
Guided Reading
Q: How do you determine the levels?
A: We have based our leveling system using the guidelines established by Fountas and Pinnell.
Q: How high do the levels go?
FREE!!!
A: We have written levels to I. The bundles contain levels AA-G
Q: Can I get a FREE sample set?
A: Yes! You can find a sample in THIS blog post.
Click on the covers to

see the sets.
AA-Set 1
Book Word Work Sentence Work

Pet Store Clapping Syllables I see the cat.
words with one or two syllables
My Clothes Initial sound I like my coat.

Picture Sort
Bb, Kk
Forest Animals Rhyming Words Here is a fox.
The Zoo Clapping Syllables I see a lion.
words with two or three syllables
My Toys Initial sound I like my robot.

Picture Sort
Dd, Rr
We Swim Rhyming Words I can swim.
AA-Set 2
The Desert Clapping Syllables Here is the snake.
words with one or two syllables
Bedtime Initial sound I like my bear.

Picture Sort
Gg, Tt
In the Ocean Rhyming Words This is a whale.
Fruit Clapping Syllables I see the lemon..
words with two or three syllables
Animal Friends Initial sound I like my dog.

Picture Sort
Jj, Vv
We Fly Rhyming Words I can fly.
A-Set 1
My School see I see my pencil.
sound boxes: no, go, so
Recess Time! like I like to jump.

making words: hop, top, cop
My Lunch here Here is my milk.
beginning sounds: l, r, t
Cats the The cat is playing.
making words:
cat, bat, fat, sat
Elephants look Look at her baby.
sound boxes:
at, am an
It is Here is The football is here.
beginning sounds:
b, m, s
A-Set 2
In My Community am I am a student.
sound boxes: it, if, in
We Like School we We like to learn.
making words: ham, ram, yam, Sam
Errands! to Let’s go to school.
beginning sounds: w m, h
Jump can A frog can jump.
making words: wet, yet, get, vet
Look at It Go! go Look at the car go!
sound boxes: up, us, ug*
What Goes Up? up Balloons can go up.
beginning sounds: q, y, g
B-Set 1

With My Friends my My friends like to play.
sound boxes: me, on, up
Let’s Make a Cake in Put the cake in the oven.
making words: hit, kit, fit, sit
Do You? do Do you like to swim?
beginning sounds: c, f, h
Animal Bodies has The snail has a shell.
making words: bug, mug, jug, rug
Food Groups and Here are the grapes and apples.
sound boxes: we, in, us
Ears it It is a dog’s ear.
beginning sounds:: d, n, p
B-Set 2
Ready for Rain on I put on my socks.
sound boxes: he, be, me
Shapes he He has 5 red shapes.
making words: dog, hog, jog, log, fog
Show and Tell got I got a truck for school.
beginning sounds: f, n, j
Smaller Than Me me The bug is smaller than me.
making words: can, fan, man, ran
How Will They Move? will This dog will move by running.
sound boxes: he, we, be
At the Beach at I saw shells at the beach.
beginning sounds:: k, p, w
C-Set 1

Get Off! get I told my cat to get off my bed.
sound boxes: mat hop vet bed
Will You Play With Me? play What do you like to play?
making words: hop, mop, map, man,
men, met
Carnival come Come to my house and we can
short vowel sounds o, a, e play.
How Many Legs? have Dogs and cats have four legs.
making words: jog, dog, dig, dug, rug,
run,
Shape Count here Here are the grapes and apples.
sound boxes: tan, pot, fed, fun
Wild or Not? are It is a dog’s ear.
short vowel sounds i, u, a
C-Set 2
How Will They Get There? will I will ride my bike to school.
sound boxes: bug, ham, fit, net
Bedtime Snack said He said he wants a snack.
making words: bag, bug, rug, run,
ran, van
I Like to Share of Do you want some of my cookies?
short vowel sounds: e, a, u
Dogs did Did you see the big dog?
making words: fin, fit, fat, hat, hot,
hop
Mothers she She is a mother to a baby rabbit.
sound boxes: hog, bun, fan, met
Tools We Use for A shovel is used for digging.
short vowel sounds: i, u, e
D-Set 1

Camping saw I saw a duck swimming on a pond.
Shopping for Shirts this This shirt has a monkey on it.
making words: hit, kit, fit, sit
The Lost Hat that That is not my hat. My hat is green.
beginning sounds: c, f, h
What Am I? what What am I? I am a cheetah.
making words: bug, mug, jug, rug
Night Animals when When the sun goes down, I go to
sound boxes: we, in, us bed.
Animal Babies with The baby is with her mom.
beginning sounds: d, n, p
D-Set 2
The Farm all All of the pigs were in the mud.
Things to Do down I will write down our list.
making words: such, much, mush,
rush, rash
The Zoo where Where is the zebra cage at the
ending digraphs: ch, sh zoo?
Animal Groups they Wolves live in groups. They are
making words: moth, both, bath, called packs.
bash, bush
Things Change was This phone was from a long time
sound boxes: path, bath, math, moth ago.
Water Animals went The alligator went in the water.
ending digraphs: ch, sh, th
E-Set 1
Get Down! get I wanted to get my ball out of the
sound boxes: crab, slip, grab, spot, step mud.
The Three Little Pigs out This house is made out of sticks.
making words: rim, brim, trim, trip, trap,
strap
What’s for Dinner? went I want tacos for dinner.
beginning blends: fl, br
Caring for Dogs give, gives, giving I will give my dog a bone.
making words: plum, drum, drug, snug,
snag
Flying over The plane is flying over the hills.
sound boxes: swim, stop, drop, grin,
flap
Making Vegetable Soup then Then I put carrots in the soup.
beginning blends: sm, st, sl
E-Set 2
Loose Tooth her She wanted her tooth to fall out.
sound boxes: brag, grab, trip, trap, trot
Weekends! day On a school day, I wake up early.
making words: slip, slop, sloth, slosh,
slash
Something New new Kiwi was new for Felix.
beginning blends: gr, pr, dr
Your Bony give, gives, giving Your bones help you to run.
making words: crib, crag, crash, trash,
cash
Where Does It Come From? from Milk can come from a cow.
sound boxes: clap, slip, flag, flop, flip
Fruit Blossoms were These apples were blossoms.
beginning blends: cl, bl, gl
F-Set 1
Book Word Work Responding to the text
Fish for Dinner frequent words: were, could
sound boxes: melt, kept, sing, pond, hung
Goldilocks and the Three Bears frequent words: their, little, went
ending blends: st, nk
What’s Are You Making? frequent words: just, what
making words: tank, bank, bend, lend, mend,
mind
What Do They Eat? frequent words: they, also
sound boxes: mask, film, lend, lost, husk
Our Five Senses frequent words: around, over
ending blends: nd, mp
Sunflowers frequent words: now, will
making words: camp, damp, dump, dust, dusk,
desk
F-Set 2
Dad’s Busy Day frequent words: goes, busy
sound sort:: ar, or
Chicken Little frequent words: little, together
making words: car, cart, card, cord, corn,
horn
Backyard Camping frequent words: their, afraid
sound boxes: barn, yard, star, scar
Animals at Work frequent words: some, people
sound sort: ng, ck
Spiders frequent words: their, made/make
sound boxes: bang, long, song, thing
Rocks All Around frequent words: around, these
making words: rock, lock, lick, luck, duck, deck,
neck
G-Set 1
Select a high frequency word from the text or one from your own school word list.

Little Red Hen sound boxes: plump, stomp, stash, swish
The Lemonade Stand making words: silent e – cap/cape,

man/mane, rat/rate
New at the Pond word sorts: silent e rule
Then and Now making words: silent e – slid/slide, rid/ride,
shin/shine
Life Cycle of a Sea Turtle sound boxes: crash, crust, crisp, chomp
Animals That Swim word sorts: silent e rule
G-Set 2

City Mouse and Country Mouse sound boxes: clamp, stamp, crush, fresh
Lunch On My Own making words: silent e – mad, made, fad,

fate, rate, rake, shake
Road Trip word sorts: short/long vowels
Amazing Bats making words: cut, cute, cube, tube, tune,
tone, bone, stone
Wonderful Water sound boxes: brush, trash, twist, broth
Eating Plants word sorts: short/long vowels

H-Set 1

Which Bowl is Mine? making words analogy charts: ow
Sugar and Spice making words analogy charts: ay

Stella the Monkey making words analogy charts: oa
How to Care for a Pet making words analogy charts: oo
All About Chipmunks making words analogy charts: ou
Astronomers making words analogy charts: igh
I-Set 1

Mena Plays Soccer making words analogy charts: aw
The Shopping Trip making words analogy charts: ew
The Sleepover making words analogy charts: oi
Sleepovers making words analogy charts: oy
What’s the Weather? making words analogy charts: ai
The Zoo making words analogy charts: ar

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Curriculum FREE Resources

Writers Binder Spines

©Deanna Jump and Deedee Wills Updated July 2019

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©Deanna Jump and Deedee Wills Updated July 2019

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Click on the covers to find these units.

©Deanna Jump and Deedee Wills Updated July 2019

©Deanna Jump and Deedee Wills Updated July 2019

©Deanna Jump and Deedee Wills Updated July 2019

©Deanna Jump and Deedee Wills Updated July 2019

©Deanna Jump and Deedee Wills Updated July 2019

©Deanna Jump and Deedee Wills Updated July 2019

©Deanna Jump and Deedee Wills Updated July 2019

©Deanna Jump and Deedee Wills Updated July 2019

©Deanna Jump and Deedee Wills Updated July 2019

©Deanna Jump and Deedee Wills Updated July 2019

©Deanna Jump and Deedee Wills Updated July 2019

©Deanna Jump and Deedee Wills Updated July 2019

©Deanna Jump and Deedee Wills Updated July 2019

©Deanna Jump and Deedee Wills Updated July 2019

©Deanna Jump and Deedee Wills Updated July 2019

©Deanna Jump and Deedee Wills Updated July 2019

©Deanna Jump and Deedee Wills Updated July 2019

©Deanna Jump and Deedee Wills Updated July 2019

©Deanna Jump and Deedee Wills Updated July 2019

©Deanna Jump and Deedee Wills Updated July 2019

©Deanna Jump and Deedee Wills Updated July 2019

Readers’ Workshop Writers’ Workshop

Reading Comprehension Strategies Exploring Narratives

©Deanna Jump and Deedee Wills Updated July 2019

Readers’ Workshop Writers’ Workshop

Reading Comprehension Strategies Exploring Narratives

©Deanna Jump and Deedee Wills Updated July 2019

Readers’ Workshop Writers’ Workshop

Reading Comprehension Strategies Continue Exploring Narratives

©Deanna Jump and Deedee Wills Updated July 2019

Readers’ Workshop Writers’ Workshop

Reading Comprehension Strategies Procedural Writing

©Deanna Jump and Deedee Wills Updated July 2019

Readers’ Workshop Writers’ Workshop

Reading Comprehension Strategies Informational Text

©Deanna Jump and Deedee Wills Updated July 2019

Readers’ Workshop Writers’ Workshop

Reading Comprehension Strategies Informational Text

©Deanna Jump and Deedee Wills Updated July 2019

Readers’ Workshop Writers’ Workshop

Reading Comprehension Strategies Exploring Persuasive & Opinion Texts