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September and October
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Unit 1
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| (2) |
KRF1d |
Recognize and name all upper- and lowercase letters of the alphabet. |
| (3) |
KRF3 |
Know and apply phonics and word analysis skills in decoding words. |
| (3) |
KRF3a |
Demonstrate one-to-one letter-sound correspondence by producing the primary sound or most frequent sound for each consonant. |
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What is this letter?
What sound does this letter make?
Is this letter in your name?
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Concepts of print
phonological awareness
letter knowledge
word knowledge
phonics
high-frequency words
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uppercase
lowercase
high-frequency words
left to right
sequence of letters
letter formation
letter
word
consonants
vowels (short and long)
syllables (beats/claps)
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I can:
recognize and name upper and lowercase letters
produce letter sounds
write letters from sound
write my name
use beginning sounds of words
read some high frequency words (I, like, me, my, a, the)
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TC Unit 1: Making Friends with Letters
unit 1 week 1-8
Fundations Unit 1 week 1-12
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Report card testing
ARL
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November/December
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Unit 2
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| (3) |
KRF3 |
Know and apply phonics and word analysis skills in decoding words. |
| (3) |
KRF3a |
Demonstrate one-to-one letter-sound correspondence by producing the primary sound or most frequent sound for each consonant. |
| (1) |
KRF3b |
Decode short vowel sounds with common spellings. |
| (2) |
KRF3c |
Decode some regularly spelled one-syllable words. |
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What letter makes this sound?
Does that sound match your picture?
What is the sound you hear in the beginning/middle/end of this word?
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letter knowledge
word knowledge
high frequency words
phonological awareness
phonemic awareness
Phonemic awareness skils: blendin,segmenting, and manipulation of sounds
blending and reading three letter-sound short vowel words
story prediction
alphabetical order
uppercase letter formation
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letter
beginning
middle
end
vowels
consonants
letter/sound chart
same/different
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I can:
- identify beginning sounds of spoken words
- blend and segment onsets and rimes and individual sounds
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TC Unit 2: weeks 9-16
Fundations weeks 13-16
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Report card testing
ARL
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January/February
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Unit 3
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| (2) |
KRF2b |
Blend and segment syllables in spoken words. |
| (3) |
KRF2c |
Blend and segment onsets and rimes of spoken words. |
| (2) |
KRF2d |
Blend and segment individual sounds (phonemes) in spoken one-syllable words. |
| (1) |
KRF2e |
Create new words by manipulating the phonemes orally in one-syllable words. |
| (1) |
KRF4 |
Read emergent-reader texts with sufficient accuracy to support comprehension. |
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- "Why do I need to learn high-frequency words?"
- "How do I distinguish between short and long vowels?"
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- Phonemic awareness skills: blending, segmenting, and manipulation of sounds.
- Blending sounds in nonsense CVC words
- Segmenting and spelling three-sound short vowel words
- Distinguish long and short vowel sounds
- Narrative story form: character, setting, main events
- Fluency and phrasing with echo and choral reading
- Beginning composition skills
- High Frequency Words
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- tap
- segment
- blend
- spell
- retell
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I can..
- segment a word into its sounds.
- tap and read words.
- tap and spell words.
- retell stories.
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TC; Unit 3 week 17-24
Fundations week17-22
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(Administer Individually)
- Students will segment a word into its sounds, tap and read words, tap and spell words and retell a story.
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March/April
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Unit 4
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| (1) |
KR3 |
Identify characters, settings, major events in a story, or pieces of information in a text. (RI & RL) |
| (1) |
KRF2 |
Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| (3) |
KRF2c |
Blend and segment onsets and rimes of spoken words. |
| (3) |
KRF3 |
Know and apply phonics and word analysis skills in decoding words. |
| (1) |
KRF3d |
Read common high-frequency words by sight. |
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How do I segment sounds in words?
How can learning a spelling pattern help me with writing?
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- Phoneme Segmentation
- Concept of consonant digraph, keywords and sounds: wh, ch, sh, th, ck
- Decoding three-sound words with digraphs
- Spelling three-sound words with digraphs
- Spelling of ck at end of words
- Narrative story form: character, setting, main events
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- vowels
- digraphs
- decodable words
- high frequency words
- tap and spell
- tap and read
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I can produce sounds for vowels and digraphs.
I can tap and read decodable words.
I can identify high frequency words.
I can tap and spell words.
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TC: Unit 4 week 25-32
Fundations: week 27-32
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(Administer Individually)
- Students will give sounds for five vowels and five digraphs, tap and read five decodable words, identify ten trick words, and tap and spell five words.
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May/June
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Unit 5
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| (1) |
KR9 |
Make connections between self, text, and the world. (RI & RL) |
| (1) |
KRF1a |
Follow words from left to right, top to bottom, and page by page. |
| (1) |
KRF1b |
Recognize that spoken words are represented in written language by specific sequences of letters. |
| (1) |
KRF1c |
Understand that words are separated by spaces in print. |
| (2) |
KRF1d |
Recognize and name all upper- and lowercase letters of the alphabet. |
| (2) |
KRF2b |
Blend and segment syllables in spoken words. |
| (3) |
KRF2c |
Blend and segment onsets and rimes of spoken words. |
| (2) |
KRF2d |
Blend and segment individual sounds (phonemes) in spoken one-syllable words. |
| (3) |
KRF3a |
Demonstrate one-to-one letter-sound correspondence by producing the primary sound or most frequent sound for each consonant. |
| (2) |
KRF3c |
Decode some regularly spelled one-syllable words. |
| (1) |
KSL1a |
Follow agreed-upon rules for discussions, including listening to others, taking turns, and staying on topic. |
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- "How do I correctly form a sentence?"
- "What questions can I ask to get more information about a story?"
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- Sentence structure
- Sentence dictation
- Narrative fiction vs. informational books
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- sentence
- finger spaces
- punctuation (period, question mark, exclamation point)
- uppercase letter
- non-fiction
- fiction
- dictation
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- I can write letters from sound.
- I can write CVC or CCVC words when dictated to me.
- I can write a sentence using proper conventions (uppercase letter at beginning, finger spaces, punctuation).
- I can write high-frequency words when dictated to me.
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TC: Unit 5 week 33-39
Fundations: week 33-39
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Whole Group
- Students will write five dictated sounds, five dictated unit words, one dictated sentence and 5 dictated high-frequency words.
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