Kindergarten: Skills Unit 3 Teacher Guide

This Unit 3 Teacher Guide contains background information and resources that the teacher will need to implement Unit 3, including an alignment chart between this unit and the Common Core State Standards; an introduction including planning tools, a list of strand components, goals and objectives, and an explanation of lesson format, components, and assessment; 14 lesson plans, including objectives, planning charts, procedures and activities, take-home material, and/or assessments; a Pausing Point; teacher resources; and the workbook answer key. By the end of this unit, students will be able to: 

1. Demonstrate understanding that a systematic, predictable relationship exists between written letters and spoken sounds; 
2. Segment a spoken word into phonemes, e.g., given bat, produce the segments /b/ /a/ /t/; 
3. Identify whether pairs of phonemes are the same or different, including pairs that differ only in voicing, e.g., /b/ and /p/; 
4. Indicate whether a target phoneme is present in the initial/medial/final position of a spoken word, e.g., hear /m/ at the beginning of mat and /g/ at the end of bag; 
5. Listen to one-syllable words and tell the beginning or ending sounds, e.g., given dog, identify the initial /d/ or final /g/; 
6. Orally blend sounds to form words, e.g., given the sounds /k/.../a/.../t/, blend to make cat; 
7. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or basic code sound for every consonant 'b', 'bb' > /b/; 'd', 'dd' > /d/; 'f', 'ff' > /f/; 'g', 'gg' > /g/; 'h', 'hh' > /h/; 'j' > /j/; 'c', 'k', 'ck', 'cc' > /k/; 'l', 'll' > /l/; 'm', 'mm' > /m/; 'n', 'nn' > /n/; 'p', 'pp' > /p/; 'r', 'rr' > /r/; 's', 'ss' > /s/; 't', 'tt' > /t/; 'v' > /v/; 'w' > /w/; 'x' > /x/; 'y' > /y/; 'z', 'zz', 's' > /z/; 'ch' > /ch/; 'sh' > /sh/; 'th' > /th/ (thin); 'th' > /th/ (them); 'qu' > /qu/; 'ng', 'n' > /ng/; 
8. Read and write any one-syllable short vowel CVC word, e.g., sit, cat, wet, not, cup; 
9. Read, spell, and/or write chains of one-syllable short vowel words in which one sound is added, substituted, or omitted, e.g., at>bat>bad>bid; 
10. Speak audibly and express thoughts, feelings, and ideas clearly; 
11. Hold a writing utensil with a tripod (or pincer) grip and make marks on paper; 
12. Trace, copy, and write from memory the letters of the alphabet accurately in lowercase form; 
13. Use spatial words: there, here; in, on; in front of, behind; at the top of; at the bottom of; under, over; above, below; next to, in the middle of; near, far; inside, outside; around, between; up, down; high, low; left, right; front, back; 
14. Recognize, isolate, and write the spellings for short vowel sounds; and 
15. Recognize, isolate, and write single-letter, double-letter, and digraph spellings for consonant sounds.

Downloadable Resources

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Common Core Learning Standards

CCLS State Standard
RF.K.1 Demonstrate understanding of the organization and basic features of print.
RF.K.1.b Recognize that spoken words are represented in written language by specific sequences of letters.
RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Curriculum Map