Kindergarten: Skills Unit 4 Teacher Guide | EngageNY

Kindergarten: Skills Unit 4 Teacher Guide

This Unit 4 Teacher Guide contains background information and resources that the teacher will need to implement Unit 4, 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; 15 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. Identify the parts of books and function of each part (front cover, back cover, title page, table of contents); 
2. Demonstrate understanding of basic print conventions by tracking and following print word for word when listening to a text read aloud; 
3. Demonstrate understanding that a systematic, predictable relationship exists between written letters and spoken words;
4. Segment a spoken word into phonemes, e.g., given bat, produce the segments /b/ /a/ /t/; 
5. Identify whether pairs of phonemes are the same or different, including pairs that differ only in voicing, e.g., /b/ and /p/; 
6. 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; 
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' > /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/ (then); '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. Read decodable text that incorporates the letter-sound correspondences that have been taught, with purpose and understanding; 
11. Speak audibly and express thoughts, feelings, and ideas clearly; 
12. Hold a writing utensil with a tripod (or pincer) grip and make marks on paper; 
13. Trace, copy, and write from memory the letters of the alphabet accurately in upper- and lowercase form; 
14. 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; 
15. Recognize, isolate, and write the spellings for short vowel sounds; and 
16. Recognize, isolate, and write single-letter, double-letter, and digraph spellings for consonant sounds.

Downloadable Resources

Resources may contain links to sites external to the EngageNY.org website. These sites may not be within the jurisdiction of NYSED and in such cases NYSED is not responsible for its content.

Common Core Learning Standards

CCLS State Standard
RI.K.5 Identify the front cover, back cover, and title page of a book.
RF.K.1 Demonstrate understanding of the organization and basic features of print.
RF.K.1.a Follow words from left to right, top to bottom, and page by page.

Curriculum Map