Pre-K Literacy Curriculum Units BUNDLED: This packet is designed for the preschool classroom easily adapted to fit a guardian-led homeschool setting! If inquiring about this bundle for a homeschool setting, feel free to email me directly with any questions at firstname.lastname@example.org!
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What is Pre-K Literacy ?
Pre-K Literacy Curriculum units are based upon the close read model. Each week you will focus on one text and each day look closely at that text. Pre-K Literacy is a 42 week literacy curriculum that includes lesson plans for oral language, phonological awareness, print awareness, whole-group reading, whole-body and the art. Pre-K Literacy includes a weekly craft, skill check, follow-up practice sheets each day and SO much more! The units have been completely planned out for you, but with the ability for you to have them meet your individual needs.
Pre-K Literacy Curriculum is a simple print and teach literacy curriculum. No more tracking down ideas, books, printables, and writing! I have it covered!
What is included in Pre-K Literacy Curriculum?
-Teacher "simple read" lesson plans. You will not need to rewrite these lesson plans, unless you choose do. If so I have included editable lesson plans.
-Each week I have planned out the; big idea, focus standard, essential questions, story element focus, vocabulary words, life applied vocabulary focus, phonemic awareness piece, oral language, print awareness, whole-body and so much more!
Please note that Pre-K Literacy is based on one tradebook per week. You will need this book to teach the lesson. The full book listing is in the preview and below!
What Units are Covered?
Unit One: Explore My Life
Week 1: Cat’s Colors by Jane Cabrera (Colors)
Week 2: I like Myself by Karen Beaumont (Yourself)
Week 3: When Sophie Gets Angry by Molly Bang (Feelings)
Week 4: Stick and Stone by Beth Ferry (Friendship)
Week 5: Little Blue Truck by Alice Schertle (Perseverance)
Week 6: Goodnight, Goodnight, Construction Site by Sherri Duskey (Transportation)
Unit Two: Explore Fall
Week 1: Apples by Erika Shores (Apples)
Week 2: Watching the Seasons by Edana Eckart (Seasons)
Week 3: Fire Bears by Rhonda Greene (Fire Safety)
Week 4: Mrs. Wishy Washy by Joy Cowley (Farm)
Week 5: The Very Busy Spider by Eric Carle (Spiders)
Week 6: Bear Gives Thanks by Karma Wilson (Giving Thanks)
Unit Three: Explore Winter
Week 1: If You Give a Mouse a Cookie by Laura Numeroff (Sequencing)
Week 2: Gingerbread Baby by Jan Brett (Gingerbread)
Week 3: Bear Feels Sick by Karma Wilson (Germs)
Week 4: Penguin Problems by Jory John (Penguins)
Week 5: The Hat by Jan Brett (Winter)
Week 6: Grumpy Groundhog by Maureen Wright (Groundhogs)
Unit Four: Explore Fiction
Week 1: Don’t Let the Pigeon Stay Up Late by Mo Willems
Week 2: Olivia by Ian Falconer
Week 3: Harry the Dirty Dog by Gene Zion
Week 4: Not Quite Narwhal by Jessie Sima
Week 5: We are the Dinosaurs by Laurie Berkner
Week 6: Where the Wild Things Are by Maurice Sendak
Unit Five: Explore Animals
Week 1: Giraffes Can’t Dance by Giles Andrede (Giraffes)
Week 2: Cornelius by Leo Lionni (Alligators and Crocodiles)
Week 3: The Hungry Caterpillar by Eric Carle (Caterpillars and Butterflies)
Week 4: The Lion Inside by Rachel Bright (Lions)
Week 5: The Three Little Fish and the Big Bad Shark by Will Grace (Fish and Sharks)
Week 6: Bug Zoo by Disney Book Group (Bugs)
Unit Six: Explore Spring
Week 1: There Was an Old Lady Who Swallowed a Clover (St. Patrick's)
Week 2: There Was an Old Lady Who Swallowed a Chick (Easter)
Week 3: There Was an Old Lady Who Swallowed a Frog (Frogs)
Week 4: Solar System by Jill McDonald (Space)
Week 5: Plant the Tiny Seed by Christie Matheson (Seeds)
Week 6: Storm is Coming by Heather Tekavec (Storms)
Unit Unit Seven: Explore Tales
Week 1: Goldilocks and the Three Bears by Candice Ransom
Week 2: The Three Little Pigs by Patricia Seibert
Week 3: Little Red Riding Hood by Candice Ransom
Week 4: Jack and the Beanstalk by Carol Ottolenghi
Week 5: The Three Billy Goats Gruff by Carol Ottolenghi
Week 6: The Little Red Hen by Carol Ottolenghi
Do I have to teach the units in order?
These are units that I have assembled but it is not necessary that you teach them in this order! Furthermore, you can swap around books from within units and out of units! Pick, choose and teach to your liking!
What skills are covered in Pre-K Literacy?
Pre-K literacy is WAY more than just a read-aloud program! Pre-K literacy covers SEVEN major areas of study each day!
Oral Language, Phonological Awareness, Print Awareness, Read Aloud, Independent Practice, Whole-Body and The Arts
Below I will break down each of the above further!
Each week will be choosing a category of vocabulary words to the study. These "life-based" words will be on top of the vocabulary words found in the context of the book. These words are perfect for our youngest learners and ELL kiddos! Included are vocabulary picture cards, discrimination cards (realistic and fiction clip art), expansion of verbal vocabulary and following one and two-step directions using the words.
Phonological Awareness: The students will work on one area of phonological awareness each unit! This skill will be applied through the weekly poems! See below for the skills covered:
Unit 1: Repeating and Clapping Sentences
Unit 2: Syllables
Unit 3: Rhyming
Unit 4: Alliteration
Unit 5: Phoneme Identification
Unit 6: Blending
Unit 7: (a mixture of the above skills)
Print Awareness: Each week the students will work on the following print awareness skills:
Title, Author, Illustrator
Concepts of Print (illustration, sentence, word, letter)
Reader's Workshop: This is your "meaty" part of the lesson where you and the students interact with the text. See the systematic close read you will follow each week.
Monday- Build interest on the topic, predict, essential questions, read cold.
Tuesday- Build knowledge of unknown vocabulary
Wednesday- Text dependent questions (simple recall and story elements)
Thursday- Retell or Story Elements for the week
Friday- Week wrap up- assessment (optional), Craft, Recap
Independent and Hands-On Application: Each day there is an included practice sheet or assessment. These are completely OPTIONAL and are not necessary for the success of the lessons. Each week also includes a literacy center.
Whole-Body: Literacy learning can easily be paired with the whole-body. See below the skills covered each week.
Peer to Peer Interaction
The Arts: Pre-K Literacy also covers the arts. See below for the list of weekly skills.
Dance and Movement
A Note About Standards!
I am utilizing a variety of state and national standards to base the units. If you have a question about a particular standard, please send me an email!
Tell me more! What is Close Reading?
“Essentially, close reading means reading to uncover layers of meaning that lead to deep comprehension.” (Nancy Boyles, Educational Leadership)
“The overarching goal of close reading is to cause students to engage in critical thinking with a text.” (Dr. Douglas Fisher, Close Reading in Elementary Classrooms)
>>Close, analytic reading stresses engaging with a complex text directly and examining meaning thoroughly and methodically, encouraging students to read and reread with a purpose.
>>By directing students attention to the text itself, we empower students to understand the central ideas and key supporting details.
>>This purposeful reading enables students to reflect on the meanings of words and sentences; the order the sentences unfold; and the development of ideas over the course of the text-which ultimately leads to students to understanding the text as a whole.
As close reading practices are implemented over time, students become better equipped to handle more difficult texts, both in the classroom and independently.
Components of Pre-K Literacy Close Reading and How it Supports Best Practices:
Determine what the text says: Understanding one’s purpose for reading is a metacognitive process that supports a reader’s comprehension of text. The Pre-K Literacy close reading structure requires students to apply their sense of purposeful reading in order to locate information in a text. In addition with Pre-K Literacy, teachers can think aloud and model how to read with a purpose by clearly stating the different purposes for them. Before and during reading, students discuss with partners and as a whole group their background knowledge, or schema, about the text topic. Pre-K Literacy provides students with opportunities to develop collaborative conversation skills, integrating text evidence into their discussions. This allows students and teachers to determine their level of knowledge about a topic, which in turn will determine how a reader will read the text. Teachers can help students gain a thorough understanding of the text during the first read by posing low level questions in order to check for understanding and allow students to turn and talk. After the first reading, students should have an understanding of their level of knowledge on the text topic and have a general understanding of what the text is about. Throughout the week of Pre-K Literacy, the text (or parts of the text) will be read more than once, each time with a different purpose for reading.
Reread the text to focus on unknown words or phrases: The second reading of a Pre-K Literacy text week usually involves a focus on unknown words or phrases within the text. Students listen tentatively as the teacher reads aloud parts of the text, leading a discussion about any unknown words or phrases. Students can engage with unknown vocabulary in a variety of ways, such as: recording words as they hear them (as opposed to the teacher telling them which words are the vocabulary words), working in partners or small groups to determine the meaning of unknown words based on the text, or using the context clues to determine a “kid friendly” definition of the word/s, as well as an “action” to describe the word.
Deepen understanding through Text Dependent Questions: “Text-dependent questions are used in reading instruction to promote the habit of rereading text in order to build schema” (Fisher & Frey, Pearson & Johnson). In Pre-K Literacy, these specific questions cause students to dive deeper into the text and signal to readers the information is complex enough to linger over the details. The text dependent questions move from explicitly stated information (similar to those asked after the first read) to those that require inferential and critical reading. Comprehension deepens at this stage of the lesson, as the basic outline of the text is now understood, allowing students to go back into the text to look for evidence to text dependent questions.
Strive for meaning through a writing prompt or extended discussion with a focus on synthesizing: The final stage of the close reading model involves a post-reading task to demonstrate understanding of the standards and skills taught throughout the close reading lesson. The main focus of this day is to present students with a task that is not completely based on personal experience, but requires them to have read and deeply understood the text in order to complete the task. Students can demonstrate understanding through a retelling, project or discussion.
Phonemic Awareness instruction for Pre-K Literacy: Why is that important?
“Phonemic awareness and letter knowledge have been identified in several research studies (Anderson, Hiebert, Scott, & Wilkerson, 1985; Adams, 1990; Snow, Burns, & Griffin, 1998) as the two key indicators of how well children will master beginning reading skills during the first two years in school. Because it plays such a vital role in forming the foundation of reading development, phonemic awareness is the first thread in the tapestry of reading” (Threads of Reading, Karen Tankersley). The addition of daily phonemic awareness instruction in the Pre-K Literacy lessons is vital to tying together decoding and comprehension as a young reader.
Please view the preview to see the unit pictures and necessary books!
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