Chester's Way 350L (Assessment Text Read Aloud)
Chrysanthemum Anchor Text (Read Aloud)
Foundational Reading Daily
Speaking and Listening
Project Read Lessons
To supplement Project Read.
Foundational Reading Lesson Focus
What? Phonemic awareness requires students to hear, manipulate, and identify phonemes, the smallest units of sound. Phonemes are speech sounds, such as /b/ as the first sound in bat. 20 Phonemic awareness is taught orally. Initially in kindergarten, it consists of learning about rhyming and listening for, recognizing, and manipulating sounds in words.
Why? Phonemic awareness has been shown to be a better indicator of early reading success than anything else, including socioeconomic status. The reason for this is that it sets the stage for successful decoding. To decode successfully, students need to learn the sounds that are represented in print by letters and combinations of letters, as well as how to blend these together to make words. This is quite simply an unfair task if we have not taught children how to hear the sounds in words. Phonemic awareness teaches students to recognize and blend sounds before blending written letter combinations. Allowing them to learn one thing at time instead of two at once. (Achieve the Core)
Phonemic Awareness for Early Kindergarten
How? Here you will find an optional scope and sequence for kindergarten games, activities, and tasks using the recommended text Phonemic Awareness in Young Children by Marilyn Adams, Barbara Foorman, Ingred Lundberg, and Terri Beeler. It begins with key phonological awareness concepts and covers more ground than other programs to transition to phonemic awareness and set the stage for phonics. It does it all through games, songs, music, and movement. Any of the activities can replace a less engaging task or game in your core program.
What? By the end of the first two months of kindergarten, it is imperative that all students are able to recognize lower- and upper-case letters visually, and name each letter. Singing and memorizing the alphabet is not enough! As part of this work, students should also learn how to properly form each letter, lower- and upper-case. As students are learning the letter names, it is supportive for them to also learn the most commonly associated consonant and short vowel sound for that letter. Make sure you are pronouncing each letter sound clearly and precisely yourself. This requires practice.
Why and How? Follow your core curriculum’s scope and sequence in this area, being sure to provide sufficient practice opportunities so that all students master letter recognition and sound correspondence. Teachers must assess students regularly to determine who has mastery and who needs additional support in this area.
When with the teacher, students should have ample opportunities to practice the skills being focused on during the current week, and/or practice skills that were not previously mastered. Repeating games and tasks from phonemic awareness, with on-the-spot feedback and reteaching, should be the focus of this time. Your whole class will be moving through the tasks and games, so this may represent critical time to support students who need differentiated practice. For kindergarteners especially, small-group instruction is a chance for students to practice using oral language. For some learners, this accountable time with their teacher will make a huge difference. Keep an observation checklist to assess students regularly in real time.
Centers and work time (in groups, partners, or independently) can serve as an ideal way to support skills practice. It is important to use only centers and tasks that are easily implemented, simple to monitor, and independent (they should not require your guidance or attention). Repeating tasks that were taught whole-group, and using similar tasks with varied content from week to week, will allow students to focus independently on the task at hand. You should be sure that all your reading centers are focused on the skills your students must master for reading success. While it may seem obvious, an important guideline for tasks during early kindergarten is that they be clear in format for students. If directions are needed, explaining the directions whole class for a center or task that repeats will allow for more instructional time later. Suggested focus points for tasks during early kindergarten include:
• Name writing
• Letter recognition
• Handwriting (proper letter formation)
• Uppercase/lowercase match of taught letters
• Rereading decodable or wordless books
• Retelling read alouds based on pictures
• Creating storylines for wordless books based on pictures (Achieve the Core)
Lessons to Supplement
To Supplement Project Read
To Supplement Project Read Handwriting
(Pre-Handwriting Skills, Basic Lines and Shapes, Phonological Awareness, Rapid Naming, Directionality)
(Pre-Handwriting Skills, More Complex Lines and Shapes, Phonological Awareness, Rapid Naming, Directionality)
Lesson 1 (3-5 Days)
In morning meeting, begin to establish the rituals and routines of the class. Have students engage in exercises to develop friendships and class rules and behavioral expectations using Responsive Classroom Strategies for morning meeting.
Introduction to Morning Meeting by Responsive Classroom
Lesson 6 (4-6 days)
Humanities Unit - Getting to know ourselves, our families and our friends
Activities 1.2 and 1.4 are completed in school
Activities 1.1 and 1.3 include family engagement activities
Wemberly Worry 170 L
Lillian's Purple Plastic Purse 540L
Complete sentences Details
Fiction/narrative Nursery rhymes
Active listening Participate
Reading for meaning Setting a purpose
Personal narrative Sequence of events
Complete sentence Turn-‐taking
Listening to speaker Eye contact
Upper and lowercase letters
Action words Complete sentences Question words
Complete sentences Appropriate volume
Tracking Blend Syllable Consonant Vowel
Beginning sound Ending sound Sound/phoneme
With expression Strategy use
Reading for meaning Setting a purpose