Who Did It? Benchmark Advance Kindergarten Supplemental Materials

This set is made to go hand in hand with the Benchmark Advance 2021 curriculum, but could easily stand alone if your district doesn't use that program. Every page was created with you and your students in mind - with the rigor your students need and the convenience you want! Every page is print and go so everything is ready to go straight into student hands. Each page is topped with an "I Can" statement so you, your students, and their parents can easily see the learning goal for the assignment. The learned skill is listed at the bottom of each page to help you easily pull materials.

This set would be a great addition to your classroom materials during instruction or act as that little something extra that you need to engage specific students in the lesson. After doing your own classroom assessments, you may decide certain students need a little more practice. These sheets are the perfect homework assignment, or even something special and extra for your gifted students.

This unit contains both a printable PDF version AND individual JPEG files for each document so that you can easily upload to Google Classroom. Since they are in JPEG format, students should be able to write on the documents in Google Classroom.

Answer keys are always included to make your life that much easier!!

Skills Included in this set:

Concepts of Print and Fluency: Directionality – Return Sweep; Fluency – Rhythm; High-Frequency Words
Phonics and Phonological Awareness: Phoneme Isolation; Decode CVC Words; Short O; Spiral – Short A, Short I; Encode CVC Words; Phoneme Categorization; Phoneme Blending
Reading: Ask and Answer Questions; Identify Major Story Events and Story Elements; Describe the Relationship Between the Illustrations and a Text; Creating Mental Images; Sensory Words
Vocabulary: Identify New Meanings for Familiar Words; Building New Vocabulary; Ask and Answer Questions About Unknown Words in a Text; Homophones; Shades of Meaning
Writing: Draw and Write Opinion Texts; Informative Writing; Narrative Writing
Grammar: Prepositions
Speaking and Listening: Paraphrase Information; State, Clarify, and Support Ideas in a Constructive Conversation

Journal Entry Pages:
Facial Expressions (Informative Writing) – Students will write and draw to tell how their face looks different when they feel different emotions.

Listen and Understand (Opinion Writing) – Students will write and draw to tell why they should listen carefully when they don’t’ understand something.

Good Friends (Opinion Writing) – Students will write and draw to tell how they can be a good friend at school.

I’m So Talented (Narrative Writing) – Students will write and draw to tell about something they are very good at doing.

Learning New Things (Narrative Writing) – Students will write and draw to tell about something they want to learn more about.

Concepts of Print and Fluency:
I Can Use Return Sweep to Read Lines of Sight Words (Return Sweep Directionality) - Students will use the return sweep method to follow numbers and lines and read a sight word sentence (containing sight words and CVC words).

I Can Use Rhythm When I Read Sentences (Fluency – Rhythm; High-Frequency Words) – Students will practice reading sight word sentences to a friend using rhythm in their speech.

I Can Use My Sight Words (High-Frequency Words) – Students will color their sight words (he, has, friend, I), practice writing them, draw to illustrate sight word sentences, and box up each set of words.

I Can Find My Sight Words (High-Frequency Words) – Students will color by the code to complete a sight word picture (I, he, can, friend, down, her, she, go).

I Can Write My Sight Words and Find Them in a Word Search (High-Frequency Words) – Students will practice reading and writing their sight words (was, the, has, see, can, she) and finding them in a “word search” of three-by-three letters.

Phonics and Phonological Awareness:
I Can Decode CVC Words With the Short O Sound (Phoneme Isolation; Short O; Decode CVC Words) – Students will read CVC words with the short O sound and draw to illustrate, then underline the letter that makes the short O sound.

I Can Find the Short Vowel Sound in Words (Spiral – Short A, Short I; Short O; Encode CVC Words) – Students will fill in the blank with the missing short vowel sound.

I Can Find the Word With a Different Middle Sound (Phoneme Isolation; Phoneme Categorization) – Students will fill in the blank with the missing middle sound for CVC and CVCC words and color to show the word that has a different middle sound from the others.

I Can Encode and Decode Short O CVC Words (Encode CVC Words; Decode CVC Words) – Students will write the letters for CVC pictures and read CVC words and draw to illustrate what they mean.

I Can Decode CVC Words (Decoding CVC Words; Phoneme Blending) – Students will cut and paste to match CVC words to their illustrations.

Reading Practice (none of these are specific to the stories included in the curriculum and could be used with any book):
I Can Ask Questions While I Read a Passage (Ask and Answer Questions) – Students will read a passage this week and write questions they have before, during, or after reading starting with given question words, then talk with a partner and draw to show their answers.

I Can Identify and Describe the Characters and Setting (Identify Story Elements) – Students will draw and label two characters from a passage they read this week, then color to show what time of day the story happened, color to show in which season the story took place, and draw to show where most of the story happened.

I Can Use All of My Senses While I Listen (Creating Mental Images; Sensory Words) – Students will listen to their teacher read sensory sentences and draw to show their sensory reactions.

I Can Tell About Story Elements and Major Events (Identify Major Story Events and Story Elements) – Students will draw and label characters from a story they read, then color to show what time of day the story happened, where it was, and three story events (beginning, middle, ending).

I Can Use Pictures to Help Me Understand Details in a Text (Describe the Relationship Between Illustrations and a Text) – Students will draw and write to show illustrations from a story they read this week, then explain how the pictures helped them understand the text.

Vocabulary Practice:
I Can Answer a Question With New Vocabulary Words (Building New Vocabulary) – Students will listen to their teacher read the definition for three vocabulary words for this week, then an example sentence, then they will answer a question using the word by drawing and writing.

I Can Ask Questions to Define New Vocabulary Words (Ask and Answer Questions About Unknown Words in a Text) – Students will use context clues to determine what new vocabulary words mean, then draw to show what each set of sentences mean.

I Can Find New Meanings For Words That I Know (Identify New Meanings For Familiar Words) – Students will copy each familiar word, then color to show which version of the word is being used in each sentence.

I Can Analyze Illustrations to Define Homophones (Homophones; Identify New Meanings For Familiar Words; Building New Vocabulary) – Students will listen to a sentence with a homophone in it and color to show which picture matches.

I Can Illustrate Shades of Meaning in Verbs (Shades of Meaning in Verbs) – Students will illustrate shades of meaning for various sets of verbs.

Writing Practice:

I Can Draw, Write, and Share (Pre-Writing Skills; Informative and Explanatory Writing) - Students will practice tracing pre-writing marks, then use those marks to draw an answer to a prompt about whether or not they liked this week’s story, then write a sentence about their picture.

I Can Draw, Write, and Share (Pre-Writing Skills; Informative and Explanatory Writing) - Students will practice tracing pre-writing marks, then use those marks to draw an answer to a prompt to explain their reasoning behind their opinion from the previous day, then write a sentence about their picture.

I Can Draw, Write, and Share (Pre-Writing Skills; Informative and Explanatory Writing) - Students will practice tracing pre-writing marks, then use those marks to draw an answer to a prompt about which character they preferred from the story this week, then write a sentence about their picture.

I Can Draw, Write, and Share (Pre-Writing Skills; Informative and Explanatory Writing) - Students will practice tracing pre-writing marks, then use those marks to draw an answer to a prompt to explain their reasoning behind their opinion from the previous day, then write a sentence about their picture.

I Can Draw, Write, and Share (Pre-Writing Skills; Informative and Explanatory Writing) - Students will practice tracing pre-writing marks, then use those marks to draw an answer to a prompt about which story was their favorite all week long, then write a sentence about their picture.

Grammar Practice:
I Can Use Prepositions to Explain Where Something Is (Prepositions) – Students will choose and write a preposition to describe the position of the cat in each given picture.

I Can Illustrate the Meaning of Prepositions in Sentences (Prepositions) – Students will listen to preposition sentences and draw to illustrate what each sentence means.

I Can Use Prepositions to Describe a Picture to a Friend (Prepositions) – Students will color a picture and describe it to a friend using prepositions and prepositional phrases.

I Can Analyze Prepositional Phrases in Sentences (Prepositions) – Students will listen to sentences read by their teacher and answer questions to show understanding of the prepositions used.

I Can Choose Prepositions to Complete Sentences (Prepositions) – Students will listen to their teacher read a sentence about Spot the spider, then look at a picture and fill in the bubble to choose the correct preposition to describe where Spot is located.

Speaking and Listening Practice:
I Can Research to Learn About the Background of an Author (Paraphrase Information; State, Clarify, and Support Ideas in a Constructive Conversation) – Students will draw and write to begin their project for the unit – including writing out the book title, author’s name, author’s age, where the author is from, information about the author’s family, one neat thing they learned about the author, and the best thing they found about the author.

I Can Analyze My Research to Draw New Conclusions (Paraphrase Information; State, Clarify, and Support Ideas in a Constructive Conversation) – Students will look at the information gathered on the previous day and research to learn more about their author. They will record the book title, where the book takes place and whether or not the story takes place in the same place that the author is from, the author’s name, who was in the story and if this relates to someone that is in the author’s family, and something that happened in the story and whether or not it is like a time in the author’s life.

I Can Research to Learn About the Background of an Author (Paraphrase Information; State, Clarify, and Support Ideas in a Constructive Conversation) – Students will draw and write to continue their project for the unit – including writing out a second book title, author’s name, author’s age, where the author is from, information about the author’s family, one neat thing they learned about the author, and the best thing they found about the author.

I Can Analyze My Research to Draw New Conclusions (Paraphrase Information; State, Clarify, and Support Ideas in a Constructive Conversation) – Students will look at the information gathered on the previous day and research to learn more about their author. They will record the book title, where the book takes place and whether or not the story takes place in the same place that the author is from, the author’s name, who was in the story and if this relates to someone that is in the author’s family, and something that happened in the story and whether or not it is like a time in the author’s life.

I Can Research to Learn About the Background of an Author (Paraphrase Information; State, Clarify, and Support Ideas in a Constructive Conversation) – Students will draw and write to continue their project for the unit – including writing out a third book title, author’s name, author’s age, where the author is from, information about the author’s family, one neat thing they learned about the author, and the best thing they found about the author.