Kindergarten: Skills Unit 9 Teacher Guide | EngageNY

Kindergarten: Skills Unit 9 Teacher Guide

This Unit 9 Teacher Guide contains background information and resources that the teacher will need to implement Unit 9, 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; 23 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. With prompting and support, ask and answer questions (e.g., who, what, where, when) requiring literal recall and understanding of the details and/or facts of a fiction text;
2. With prompting and support, use narrative language to describe characters, setting, things, events, actions, a scene, or facts from a fiction text that has been read independently;
3. With prompting and support, ask and answer questions about unknown words and phrases from a fiction text that has been read independently;
4. With prompting and support, describe illustrations from a fiction text read independently, using the illustrations to check and support comprehension of the story;
5. Read aloud in a group, with a partner, or alone at least 15 minutes each day;
6. Recognize and name the 26 letters of the alphabet in their upper- and lowercase forms;
7. Orally blend sounds to form words, e.g., given the sounds /k/…/a/…/t/, blend to make cat;
8. Add or substitute phonemes to spoken one-syllable words;
9. 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;
10. Read, spell, and write chains of one-syllable long vowel words with the final –e spelling (e.g., nine > line > lime > time > tame > came > cape > tape);
11. Read, spell, and write chains of one-syllable short vowel words with consonant blends/clusters and/or consonant digraphs (e.g., stab > slab > slap > slash);
12. Read high-frequency words identified as Tricky Words: word, to, I, no, when, where, why, what, which, so, once, said, says, are, were, here, there;
13. Read decodable text that incorporates the letter-sound correspondences that have been taught, with purpose and understanding;
14. Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary;
15. Trace, copy, and write from memory the letters of the alphabet accurately in upper- and lowercase form;
16. Ask questions beginning with who, what, where, when, why, or how;
17. Name and use commas and end punctuation while reading orally;
18. Recognize, isolate, and write the spellings for short vowel sounds; and
19. Recognize, isolate, and write the single-letter, double-letter, and digraph spellings for consonant sounds.

Downloadable Resources

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Common Core Learning Standards

CCLS State Standard
RL.K.1 With prompting and support, ask and answer questions about key details in a text.
RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
RL.K.4 Ask and answer questions about unknown words in a text.

Curriculum Map