ckla_gk_arg_unit7

y

x d n a rt S s lil k S • n o it i d E rk o Y w e N • ® s rt A e g a u g n a L e g d le w o n K e r o C

w

Unit 7

b

a

c

Assessment and Remediation Guide

x y yzz x

w

vu N E T R A G R E D N I K

z

x

w

v

b a

z

w u

v

z

t

d

e

a

g

w

u t

s

ut

q

sr

f k

m l

v

p

s

r

qp

o

o n

n

l m

f

j k

i

g

h

n qpo

qp

r qq p p

e

e

f

f

g

g

e

i

j

d

d

g

h

x

r

d

f

y

s

r

r

de bc

a c

b

c

cd

c

z xy

t

v

s

s

y

w

u

t

t

x

v

u

a b

z

y

b

a

c

h

i

j

k

l m

on

o

h i

j k

l m

i

l

j

k

l n mm n

Unit 7 Assessment and Remediation Guide Skills Strand KINDERGARTEN

Core Knowledge Language Arts® New York Edition

Creative Commons Licensing This work is licensed under a Creative Commons AttributionNonCommercial-ShareAlike 3.0 Unported License.

You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the following manner:

This work is based on an srcinal work of the Core Knowledge® Foundation made available through licensing under a Creative Commons AttributionNonCommercial-ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial — You may not use this work for commercial purposes. Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: http://creativecommons.org/licenses/by-nc-sa/3.0/

Copyright © 2013 Core Knowledge Foundation www.coreknowledge.org All Rights Reserved. Core Knowledge Language Arts, Listening & Learning, and Tell It Again! are trademarks of the Core Knowledge Foundation. Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. References herein should not be regarded as affecting the validity of said trademarks and trade names.

Table of Contents

Unit 7 Assessment and Remediation Guide Instructional Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Section I, Phonological Awareness: Phonemes (Three to Five) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

(Segment and Identify Phonemes for Single-Syllable Words, Including Consonant Clusters, Final ‘s’ > /s/ or /z/, and Digraphs) Determining Student Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Segmenting Support!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Lesson Template. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Sample Remedial Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Blending Motions for Three to Five Phonemes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Dimensionsof Difficulty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Articulation Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Skills Cross-Reference Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Worksheets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Games. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Poems/Songs/Nursery Rhymes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Progress Monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Section II, Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

[Read and Spell With All One-to-One Letter-Sound Correspondences (Taught in Previous Units), Initial or Final Clusters, the Tricky Spelling ‘s’ > /z/, and Initial or Final Digraphs (e.g., ch, sh, th, qu–, –ng)] Determining Student Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Lesson Template. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Sample Remedial Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Dimensionsof Difficulty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Sound/Spellings Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Skills Cross-Reference Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Worksheets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Games. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Progress Monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Section III, Fluency and Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

(Fluency and a Focus on Purpose and Understanding with Decodable Text) Determining Student Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Fluency Focus! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Lesson Template. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Sample Remedial Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 Thinking with Reading Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Figuring Out Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 Dimensionsof Difficulty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Skills Cross-Reference Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 Stories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 Progress Monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162

Instructional Planning Planning instruction with the Assessment and Remediation Guide is guided by • observation of student performance during instruction from the Kindergarten Teacher’s Guide lessons; • student scores on performance assessments throughout the Kindergarten units; and • progress monitoring assessments from the Assessment and Remediation Guide. Step 1: Use the Cross-Reference charts and Determining Student Need owcharts provided for each component (i.e., Phonological Awareness, Phonics, Fluency and Comprehension) within the unit. The Cross-Reference chart helps you consider student performance across the lessons and with any Pausing Points utilized. Instructional activities are organized by unit objectives. Therefore, if students struggled signi cantly with activities from particular rows of the chart, the unit objective to target is indicated in the rst column. The Determining Student Need owchart prompts you to additionally consider student assessment performance. Step 2: If a need for remediation is indicated, refer to the Kindergarten Skills Scope and Sequence (provided in the Kindergarten Assessment and Remediation Guide Introduction) to consider whether remedial instruction may need to begin at an earlier unit. Step 3: Consider each student’s Level of Instructional Need. A description of the three Levels of Instructional Need is provided in the Kindergarten Assessment and Remediation Guide Introduction. Establishing a level of instructional need will direct you to a corresponding lesson structure provided at the beginning of each unit. Step 4: Select exercises and assessments, and prepare associated materials for instruction and progress monitoring. Step 5: Use ongoing evaluation of student instructional performance and progress monitoring to facilitate decisions about student progress or ongoing remediation needs. Thoughtful observation of daily performance, integrating assessment with instruction, and providing targeted remediation as quickly as possible will help most struggling Kindergarten students become successful Kindergarten students!

Kindergarten | Unit 7 Assessment and Remediation Guide © 2013 Core Knowledge Foundation

5

Lesson Structures for Levels of Instructional Need The Kindergarten Assessment and Remediation Guide will serve students who • may enter Kindergarten with known literacy skill educational needs requiring instruction beyond the Skills strand Teacher Guide lessons; • may have signi cant instructional needs identi ed by the student performance assessments throughout the Kindergarten units; and/or • may complete some Kindergarten units yet demonstrate a lack of preparedness for subsequent units. Depending on the severity of student instructional need, instructional personnel available, and student grouping options, materials from the Kindergarten Assessment and Remediation Guide may be used for • guided reinforcement; • explicit reteaching; and/or • comprehensive reteaching. The Lesson Templates within each section provide a detailed model of the sequence of instructional steps to be followed when reteaching the particular skill(s) targeted in that section. The Lesson Templates are followed by a Sample Remedial Lesson illustrating how speci c skill work, activities, and progress monitoring can be applied to the template. You will nd that the Explicit Reteaching Lesson Structure aligns with the Lesson Templates and Sample Remedial Lessons from each section. The Guided Reinforcement Lesson Structure provides guidance for how to make more abbreviated use of the Lesson Templates and Sample Remedial Lessons, and the Comprehensive Reteaching Lesson Structure illustrates how to make more complete use of the Lesson Templates and Sample Remedial Lessons across sections.

6


Guided Reinforcement Lesson Structure The Guided Reinforcement Lesson Structure provides guidance for how to use only the supported practice elements from the Lesson Templates. This structure provides an abbreviated lesson geared for reinforcing developing skills not yet mastered. Guided Re i n f o r c e m e n t

E xercise

M a t e ri a l s

M i n ut e s

See corresponding section Lesson Templates for WarmUp activity descriptions for: • Phonological Awareness: P honemes (Three to

Warm-Up

Five): Thumbs-Up Review; • Phonics : Match Me; and

activity dependent

3

activity dependent

12

• Fluency and Comprehension : Activate Prior Knowledge.

See corresponding sections to choose one or two activities from Worksheets, Games, or Poems/Songs/ Nursery Rhymes for instruction related to remedial targets within: Guided Practice (applying skills)

• Phonological Awareness: P honemes (Three to Five); • Phonics ; and • Fluency and Comprehension (Rereading text to apply familiar Thinking with Reading techniques).

Note : Progress monitoring related to instruction from Guided Reinforcement lessons may be integrated within instructional times other than these brief remedial lessons, or remed ial instructional time may be devoted to completed progress monitoring as needed.


7

Explicit Reteaching Lesson Structure The Explicit Reteaching Lesson Structure aligns with the Lesson Templates. This structure provides a more complete lesson geared for explicit instruction for selected unit objectives. ExpliciRt eteaching Exercise

Materials

Minutes

See corresponding section Lesson Templates for WarmUp activity descriptions for: Warm-Up

• Phonological Awareness: P honemes (Three to Five): Thumbs-Up Review;

activity dependent

3

activity dependent

4

activity dependent

10

• Phonics : Match Me; and • Fluency and Comprehension : Activate Prior Knowledge.

See corresponding section Lesson Templates for Learning About… activit y descriptions for: Explicit Instruction

• Phonological Awareness: P honemes (Three to Five): Sound Boxes; • Phonics : Review the Sound/Spelling; and • Fluency and Comprehension : Set a Purpose and Model Thinking with Reading.

See corresponding section Lesson Templates for Working With… activity descriptions for: Guided Practice (working with skills)

• Phonological Awareness: P honemes (Three to Five): Sound Boxes (continued); • Phonics : Chaining; and • Fluency and Comprehension : Read with Purpose and Understanding .

See corresponding sections to choose one or two activities from Worksheets, Games, or Poems/Songs/ Nursery Rhymes for instruction related to remedial targets within: Guided Practice (applying skills) OR Independent Practice/Progress Monitoring

• Phonological Awareness: Phonemes (Three to Five); • Phonics ; and • Fluency and Comprehension : Read with Purpose and Understanding (continued). Activi ties wi th whic h stude nts have dem onst rated independence may engage students when progress monitoring with individuals is needed.

8


activity dependent Progress Monitoring resources

8

Comprehensive Reteaching Lesson Structure The Comprehensive Reteaching Lesson Structure also aligns with the Lesson Templates. This structure provides more instructional time, allowing for integration of activities from multiple sections when multiple unit objectives are targets for remediation. Comprehensive R e t e ac h i n g

E xercise

M a t er i a l s

M i n ut e s

activity dependent

3

activity dependent

5

activity dependent

10

activity dependent

12

See corresponding section Lesson Templates for WarmUp activity descriptions for: • Phonological Awareness: P honemes (Three to

Warm-Up

Five): Thumbs-Up Review; • Phonics : Match Me; and • Fluency and Comprehension : Activate Prior Knowledge.

See corresponding section Lesson Templates for Learning About… activity descriptions for: Explicit Instruction

• Phonological Awareness: P honemes (Three to Five): Sound Boxes; • Phonics : Review the Sound/Spelling; and • Fluency and Comprehension : Set a Purpose and Model Thinking with Reading.

See corresponding section Lesson Templates for Working With… activity descriptions for: Guided Practice (working with skills)

• Phonological Awareness: P honemes (Three to Five): Sound Boxes (continued); • Phonics : Chaining; and • Fluency and Comprehension : Read with Purpose and Understanding .

See corresponding sections to choose one or two activities from Worksheets, Games, or Poems/Songs/ Nursery Rhymes for instruction related to remedial targets within: Guided Practice (applying skills)

• Phonological Awareness: P honemes (Three to Five); • Phonics ; and • Fluency and Comprehension : Read with Purpose and Understanding (continued).

activity dependent Independent Practice/Progress Monitoring

Activi ties wit h which st udent s have demons trat ed independence may engage students when progress monitoring with individuals is needed.

Progress Monitoring resources


10

9

Note: If a single remedial instruction session does not allow enough time to complete the Comprehensive Reteaching Lesson, then the instruction can be divided over two instructional sessions instead. A split lesson structure may look like this: Sessio1n

Sessio2n

Warm-Up

Warm-Up

Explicit Instruction


Guided Practice (working with skills)

Continue Guided Practice (applying skills)

Initiate Guided Practice (applying skills)

Independent Practice/Progress Monitoring

A single objective should be the primary focus of any given remedial instruction session. If you are using the Comprehensive Reteaching lesson structure and students are in need of explicit instruction related to multiple components (i.e., Phonological Awareness, Phonics, Fluency and Comprehension), then rotate the focus selected for Explicit Instruction and the related Guided Practice (working with skills) throughout a series of sessions. A rotating focus may look like this: Sessio1 n

Sessio2 n

Warm-Up : Phonics focus

Warm-Up : Comprehension focus

Warm-Up : Phonological Awareness focus

Explicit Instruction : Comprehension focus

Explicit Instruction : Phonological Awareness focus

Explicit Instruction : Phonics focus Guided Practice (working with skills) : Phonics focus Guided Practice (applying skills) :

Guided Practice (working with skills) : Comprehension focus Guided Practice

Combination from component areas (e.g., a Phonics and a Phonological Awareness activity)

(applying skills) : Combination from component areas (e.g., a Phonics and a Comprehension activity)

Independent Practice/ Progress Monitoring : Phonics activity (observing for success independently)

Independent Practice/ Progress Monitoring : Phonics progress monitoring assessment

10

Sessio3 n

Guided Practice (working with skills) : Phonological Awareness

focus Guided Practice (applying skills) : Combination from component areas (e.g., a Phonics and a Phonological Awareness activity) Independent Practice/ Progress Monitoring : Continue Phonics progress monitoring assessment


Sessio4 n Repeat Sequence (Perhaps sessions focusing on phonological awareness do not occur as frequently as sessions focusing on phonics and comprehension.)

Guide Organization Instruction from the Kindergarten Assessment and Remediation Guide will be most effective when used in either one-on-one or small group settings. Learning is optimized when instruction is facilitated by a teacher with expertise related to literacy instruction. Small teacher-to-student ratios maximize individual learning, particularly through increased opportunity for immediate (reinforcing or corrective) feedback for each student. A description of the Basic and Advanced Code taught to students using CKLA materials starting in Kindergarten is provided in the Kindergarten Assessment and Remediation Guide Introduction. This description will provide insight and context for how phonics skills are introduced in Kindergarten and taught throughout Grade 1 and Grade 2. The materials throughout the units are organized into sections by component area (i.e., Phonological Awareness, Phonics, Fluency and Comprehension) and aligned with the objectives from the CKLA Skills strand units. Within the sections you will nd the following chart components: • Determining Student Need Chart: A chart is supplied for your reference to determine student need for instruction from any given unit and section of the Assessment and Remediation Guide. • Lesson Template and Sample : The Lesson Templates within each section provide a detailed model of the sequence of instructional steps to be followed when reteaching the particular skill(s) targeted in that section. The Lesson Templates are followed by a Sample Remedial Lesson illustrating how speci c skill work, activities, and progress monitoring can be applied to the template. These Lesson Templates and Sample Lessons align with the Explicit Reteaching Lesson Structure described under Instructional Planning at the beginning of each unit. Guidance for how to adapt the Lesson Templates and Sample Lessons from each section for the Guided Reinforcement or Comprehensive Reteaching Lesson Structur e is also found under Instructional Planning at the beginning of each unit. • Lesson Reference Charts: When applicable, reference charts are provided to help you adjust the dif culty of your lessons, ensuring students are appropriately scaffolded or challenged. • Dimensions of Difficulty : This chart is provided for your use to accelerate or reduce the task dif culty for students. • Cross-Reference Charts: The objectives for each section are cross-referenced to the lessons and Pausing Points from the CKLA Skills strand units. The alignment of objectives and activities can be seen at a glance, facilitating coordinated and targeted use of both the Skills strand units and the Assessment and Remediation Guide. • Word Lists : Collections of words, phrases, or sentences needed for activities are provided. These lists are not intended to be exhaustive or restrictive. This resource is included to facilitate lesson preparation; however, teachers are welcome to use the lists as models for adding words, phrases, or sentences of their own.


11

• Worksheets: Worksheets may be utilized to facilitate modeling during Explicit Instruction, supervised practice, and application of skills during Guided Practice, or reinforcement during Independent Practice.

• Games/Activities : Games and activities are provided, inviting students to apply and strengthen the target skills. • Sentences and Stories for Oral Reading : Decodable Text is provided, allowing students to practice the discrete skills taught, and creating a bridge for the generalization of those skills to other forms of connected text. • Poems/Songs/Nursery Rhymes: Poems, songs, and nursery rhymes foster students’ love of language. When applicable, related activities are included to provide engaging opportunities for students to play with sounds and words. • Progress Monitoring: Resources for progress monitoring are included at the end of each section. These tools are intended to facilitate data collection in order to inform instruction, and build a record of students’ progress.

12


Writing: Lowercase Letter Formation A section for reteaching and reinforcement of Writing: Lowercase Letter Formation is not provided in Unit 7 of the Assessment and Remediation Guide. The related handwriting work in Unit 7 is merely extended practice for the skills taught in previous units. Therefore, if reteaching and reinforcement are needed for particular letter formations, see Writing: Lowercase Letter Formation sections in the Assessment and Remediation Guide for Units 3–5.


13

7 it n U

s n o ss e L 7 it n U

tr a h C e c n e r fe e -R ss o r C sl li k S n io t a m r o F r e tt e L 14

g in s u a P

t in o P

g n ti ri w d n a H

ts e e h s rk o W

7 1

e th l e b a L

re u cti P

6 1

e th l e b a L

re tu ci P

5 1

e crl i C

g n lil e p S

4 1

e th l e b a

re tcu i P

3 1

L d r xo o W B

2 1

x rd o o W B

1 1

n io t a cti D

n io t a ic itf n e Id

0 1

n o ti a t ic D

n io t a c fii t n e d I y n a M

w o H

9 e h t t e e M

8

g n i ll e p S

; ’) g ‘n (

?s d n u o S p ll a u m ro S G

e h t t e e M

g n i ll e p S

; y p o C d n a

p ll a u m o r S G

5

e h t t e e M

g n i ll e p S

’) th (‘

4

e h t t e e M

g n i ll e p S

’) th (‘

3

in a h C

d n a

y p o C

2

e h t t e e M

g in ll e p S

)’ sh (‘

7 n i a h C

6

e th t e e M

1 /l li l a k G S o g n it A L ri K C W

g n itr w a ld o H

ith w li s n e t u

r o ( d o p ir t a

g in ll e p S

d n a ip r g )r e c in p

;) ’ c‘h (

s rk a m e k a m

n e k o p s d n a rs te t le n e t irt w n e e w t e b s ti s x e ip h s n o ti a l re le b a t ic d re p , c it a m e t s y s a t a th

k r o W

’) u q (‘ rk o W

ll p a u m o r S G

e,c T (ra

r e p a p n o

k r o W

m o efrt ri w d n a ,y p co

e th f o s tter el e h t ry o m e m

n i yl a rte u cc a t e b a h lp a

) m r o f se ca re w o l

g in d n ta s r e d n u te ra t s n o m e D l: a o G A L K C e t o m o r p s ie it itv c a ll A


. s d n u o s

Section I Phonological Awareness: Phonemes (Three to Five)


15

16


D

s s le r o 0 2 s e r o c s t n e d tu S

ti n U e th f o o w T rt a P n o

e c n a rm fo r e P t n e d u t S 7

e t a c i d In : e iv t c je b O 7 ti n U

e m e n o h p t e rg a t a r e h t e h w

r o / d n a t n e m s s e s s A k s a T

g in d a re f o s n io t a lu a v e

s h p ra g i d g n i n i ta n o c s d r o w

a f o n ito i s o p l a n /l ia d e m

r a e h ., g . (e rd o w n e k o p s

ta m f o g in n n i g e b e h t t a / m /

s ir a p g n i d lu c ,in t n re ffe i d r o

g in ic o v ) in /p ly d / n o n r a / ffe b i d ,/ t .g a . h t e (

r e h t o n o y lr o o p s m r fro e p

f o s a e r a c i c e p s t e rg a T

g in w lo l fo y b s s e n k a e w

. C r o , B , A k c a tr

t n e d u t s If

o t s e u n ti n o c

le g g u rt s

E ) e v i F o t e re h (T s e m e n o h P : s s e n e r a w A l a c i g o l o n o h P ,I n o ti c e S r o f d e e N t n e d u t S g in n i m r te e D

C

h it w s e l g g u tr s t n e d u t S

l/ a i it n i e h t n i t n e s re p s i

F I : e v i s tc e l je b B tugr O s t n e d u t S

A

h it w s le g g u rt s t n e d tu S

7 ti n U th i w

t n e m g e S : e iv t c e j b O 7 it n U

f o rs i a p r e th e h w fiy t n e d I

to in d r o w n e k o p s a

e m a s e h t re a s e m e n o h p

t, a b n e v i g ., g . [e s e m e n o h p

s t n e m g e s e th e c u d ro p

e v o t e re h (t / /t / /a / b /

)] s e m e n o h p

) g a b f o d n e e h t t a / g / d n a

g in s u a P h ti w w ie v e R

d n a ze i n g o c e R :t n i o P

t h g u a T s d n u o S e h t e t la o s I

g in s u a P th i w w ie v e R

r ila m i S te ia t n re e iff D :t n i o P

d n a t s r e d n U r /o d n a s d n u o S

g n ti n e m g e S e h t e s U

I, n o it c e S m ro f !t r o p p u S

: s s e n e r a w A l a ic g o l o n o h P

7 it n U n i

r fo s d n ta S ’ ‘th g n li e p S e th

) e v i F to e e r h T ( s e m e n o h P

,s d n u o S r la im S ry e V o w T

/ h t/ d n a / h /t

te s e m t n e d tu s fI

, s n o ti a t c e p x e

th i w e u in t n o c

le g g ru t s

l lis k S 7 ti n U

s n o s s le d n ra t s

t n e d tu s If

o t s e u n ti n o c

ts e e m t n e d u t s If

s lil , k s e u S n in 7 tio t n n it a t o c c e n U p e th x h i e t w

s n o s s le d n a rt s

t n e d tu s fI

to s e u in t n o c

e l g g ru t s

s t e e m t n e d u t Ifs

, s n io t ta c e p x e

h it w e u n ti n o c

U S N E H T

E S U N E H T ls il k S 7 ti n U

s n o s s le d n a tr s


: s s e n re a w A l a ic g o l o n o h P I, n o ti c e S

: s s e n e r a w A l a ic g lo o n o h P ,) 2 it n U f (o II n o ti c e S

) e v i F to e r h (T s e m e n o h P

) e e r h T r o o w (T s e m e n o h P

17

18


Segmenting Support! Segmenting phonemes is not a new skill for students; however, focusing on segmenting more than three phonemes is new. Students began working consistently with three- to ve-phoneme words in Unit 6. The instructional activities provided in this section allow for a focus on the segmenting skills students will need to read and spell the larger words they are encountering. These quick activities may be done in isolation with students who need additional practice, or may be incorporated into the Phonological Awareness Lesson Template for this section. A segmenting activity may be used instead of, or in addition to, the Thumbs-Up Review for the Warm-Up if students have demonstrated mastery of single-letter sound articulations that have been taught. If more comprehensive instruction with segmenting is required, apply the Word Lists provided in this section to the activities in Section I of the Assessment and Remediation Guide for Unit 3.

Silly Monster Use Silly Monster Worksheet 1–3 to give students practice segmenting phonemes. Students may have met Silly Monster and learned how he talks by breaking the sounds in words apart for syllable activities in the Assessment and Remediation Guide for Unit 2. • Provide students with a copy of the selected Silly Monster worksheet. • Tell students Silly Monster talks by breaking the sounds in words apart. Say: “For example, instead of saying shut, Silly Monster would say /sh//u//t/.” • Review the names of the depicted items with students. • Point to a picture and ask students to identify it by talking like Silly Monster. • If students are unable to answer, say the name of the item by stretching out the word (e.g., /ssssshhhhh-uuuuu-t-t-t-t-t/). • Continue until all the pictur es are identi ed using Silly Monster talk. • Option: Blocks, beans, tiles, or the like can be used to cover pictures as sounds are identi ed.


19

Name:

Silly Monster 1

ri eh t tno i s rod w sk a reb ho ,w ert sn o M yli S e lki nig k atl yb e m na )k er uci tuc q, ip w ro het th t , h

eape lotc r , st eg ne n a udt ch , S .e ev ga ahs p , eh ng t or no p ,h ers ac tuc eb pi ,h e als m an ,f ro m e th tot (s in dn o ous :sP no aul it id ce vi ri d D ni 20


Name:

Silly Monster 2

ri eh t tno i sd ro w sk ae rb ho ,w ert s on M liy S ek il ngi k alt yb e .) m es na eh er t, tuc sh ip a m het st, t ee peae sh, r k st ac ne u q udt ,ht S .e eet ga ,h p cn eh re t w no ,g n ers iw tuc s,k pi ihn e t , m an ch ro ruh c tot (s in dn o ous :sP no aul it id ce iv ri d D ni Kindergarten | Unit 7 Assessment and Remediation Guide © 2013 Core Knowledge Foundation

21

Name:

Silly Monster 3

ri eh t tno i s rod w sk a reb ho ,w ert sn o M yli S e lki nig k atl yb e m na . er )hs tuc ra ip c , h het to t o

m

eape ,sh r c st nu ne l, h udt at p S .e k, c ga e p hc eh ,g t in no w ,t ers ar tuc qu pi ,rit e hs m an ,at ro ro th tot (s in dn o ous :sP no aul it id ce vi ri d D ni 22


Push & Say Use Sound Boxes to have students represent phonemes with objects. Representing phonemes with objects allows for cognitive focus on discriminating sounds in words before requiring the additional demand of matching letter knowledge to those sounds. This activity is valuable for developing readiness for phonics work. • Provide the Sound Boxes page and a handful of small objects (e.g., cubes, tiles, beans, buttons, etc.) for each student. • Tell students you will say words for them to break into their smallest sounds. The boxes and objects will represent individual sounds before they are blended into words. • If students are unfamiliar with Push & Say, be sure to model with initial words. Note: Demonstrate the objects being pushed from left to right from the students’ perspective, which will be right to left from your perspective if you are sitting across from students.

• Tell students they will not need all the boxes for every word, but they should always start with the rst box on the left. • Say the rstword for the students to segment (e.g., sand ). • Students segment the phonemes and push an object into the boxes for each sound (from left to right). Then students run their nger under the boxes (from left to right) as they repeat the blended word. • If students struggle, say the word again by stretching out the sounds (e.g., /sssss-aaaaa-nnnnn-ddddd/). • Continue with the next word. • Use Sound Boxes along with your own word list (see Phonemes—Word Lists for suggestions) or Silly Monster pages. Note: Though /x/ is a sound combination of /k/ and /s/ it is taught as one sound. You may praise students who recognize /x/ as a sound combination, but they are to treat it as one sound, placing one object in the box to represent the phoneme. Similarly, when /qu/ occurs in the initial position of words, praise students who recognize /qu/ as a sound combination of /k/ and /w/, but they are to represent the phoneme with one object in the corresponding box.


23

Name:

cah er of xo b eh t tno it c jbe o na

Sound Boxes: Phonological Awareness (Segment with Push & Say)

.d or w eh t asy

ushp ehrto ye te ht gto as kc a ds b uno sd s un eh so tnt eh e td m ge enl s b dn st a en dr du o ts w, eh th) t rig ho o ecs eftl net m o utd rf( S .d m o ro tot wb e eh t m en ss oh or c -pe ar fivr eg o firn ru- ei fo, ht -e gni reh nn t ur a ,n y e a .Th :sS e no m tic ne ire oh Dp 24


Oh Nuts! Preparation: Use the squirrel image and acorn cut-outs provided. You will need one squirrel and enough acorn cut-outs for each student to have at least six. If available in your area, actual acorns could be collected and used. Consider copying the squirrel and acorns on brown card stock. Select a combination of three-, four-, and ve-phoneme words from the Word Lists. • Place the squirrel in the middle of the table and tell students they need to help you feed the squirrel. • Give each student at least six acorns. • Tell students you are going to say a word and they should remove one acorn from their pile for each sound in the word. • Once all students have the co rrect number of acorns set out, ask individual students to feed the squirrel by saying each sound for the word as they place each acorn on the squirrel. When they are nished they get to say, “Oh nuts!” • As all students “feed the squirrel” the acorns will pile up on the squirrel. Then, redistribute the acorns for the next word.


25

“Oh Nuts!” (Squirrel)

! ts u N h O

e e :sS no tic ire D 26


“Oh Nuts!” (Acorns)

!s tu N h O tih w es u to sn orc at u tuo c dn a kc tso rad c on y op C :n oti ce ir D Kindergarten | Unit 7 Assessment and Remediation Guide © 2013 Core Knowledge Foundation

27

Flip Your Lid! Preparation: Collect a number of bottle caps from discarded water or soda bottles. They do not have to be alike and certainly can add more interest if the colors are varied. Cut off the bottom of a 2-liter soda bottle and wash it thoroughly to remove any stickiness. Select a combination of three-, four-, and ve-phoneme words from the Word Lists. • Give each student at least six bottle caps. • Tell students you are going to say a word and they should remove one bottle cap from their pile for each sound in the word. • Once all students have the correct number of bottle caps set out, ask individual students to say each sound for the word as they gently toss each bottle cap into the soda bottle bottom. • As all students get a turn, the bottle bottom will ll up with bottle caps. Then, redistribute the bottle caps for the next word.

Construction Time Preparation: Gather a collection of any variety of blocks (e.g., unit blocks or locking cubes). Select a combination of three-, four-, and ve-phoneme words from the Word Lists. • Give each student at least six blocks. • Tell students you are going to say a word and they should remove one block from their pile for each sound in the word. • Once all students have the correct number of blocks set out, ask individual students to say each sound for the word as they place each block, building a collective structure as the game continues. • Supply new blocks to each student for each successive word.

28



29

Lesson Template Phonological Awareness: Phonemes (Three to Five) Focus: Phonemes ( Thr e F to e ive) Teaching

M a t er i a l s

Objective: Prompt student attention to the articulation of target phonemes. Exercise: Play Thumbs-Up Review. Using the Articulation Chart, ask students yes or no questions about the target phonemes (/ch/, /sh/, /th/, /th/, /qu/, and /ng/). You may choose to do a select review of specific phonemes with which students demonstrated difficulty or a mixed reviewfeatures of all the taught phonemes. Comparing sounds with similar articulation may be particularly helpful: • /ch/ with /j/, /tr/, and/or /sh/ • /th/ and /th/ • /qu/ with /k/ and/or /w/ • /ng/ with /n/, /k/, and/or /g/

Warm-Up Note : This Warm-Up is an extension of the Mirror, Mirror activity from Unit 3 and 4 Lessons.

You may want to model and discuss articulation information prior to playing the game, especially for the first time when students may encounter questions about new information, such as voicing. • Provide each student with a mirror. • Tell students you will ask them questions about what they do to make the sounds they have learned. • Before answering, encourage students to make the sound looking in the mirror and feeling their throat for voicing. • Remind students not to shout out the answer. Instead, if the answer is “yes,” show it with a thumbs-up. If the answer is “no,” show it with a thumbs-down. • A fun way to let students check their own answer is for you to hide the correct thumbs-up or thumbs-down behind a piece of paper and reveal it once everyone has decided on their answer. • If anyone provided an incorrect answer, model the correct articulation, and have students repeat after you. For example, if a student gave a thumbs-up for the question, “Is your voice on for / ch/?” then model producing the /ch/ sound while touching your throat to feel for vibration and have students repeat. • Continue with another question. Keeping notes on the Articulation Chart regarding information mastered, progressing, or unfamiliar will help you formulate future questions targeted to student need.

30


Articulation Chart mirrors

Focus: Phonemes ( Thr e F to e ive) Teaching

Materials

Objective: State the purpose for listening and model the desired performance. Learning about Target Phonemes: You may choose to complete a select review of specific phonemes with which students demonstrated difficulty


or a mixed all Word the taught Tell students will say sound and review a word of (see Listsphonemes. for suggestions) and the you purpose for a listening is to notice where the sound is located in the word. “Where is /_/ in the word ?” Tell students they will indicate where the sound is by putting a cube in the correct box on their Sound Boxes worksheet. Say samples and model touching the boxes as you segment the sounds. Then place the cube in the initial or final position square, depending on the location of the target sound in the word. (Be sure to demonstrate so students view the correct directionality as you model. If you are facing students, this will be backwards for you.) Complete most of the sample items correctly, but also segment one or two incorrectly to address potential common mistakes.

Word Lists cubes Sound Boxes worksheet

Word Lists cubes Objective: Provide an engaging opportunity to develop target phoneme skills with decreasing support as students’ skills strengthen .

Guided Practice

Working with Target Phonemes: Say the selected target phonemes and words for students. Students use the cubes and Sound Boxes worksheet, as previously modeled, to indicate where the target sound is located in the word. Application of Skills: Select Games and Poems/Songs/Nur sery Rhymes activities, allowing students to apply phoneme skills. Progress Monitoring option: Incorporate progress monitoring checks here, as needed.

Sound Boxes worksheet for each student activity dependent: Game resources and/or Poem/ Song/ Nursery Rhyme resources Progress Monitoring resources

Objective: Allow students to practice target phoneme skills with high levels of independence while striving for mastery. Independent Practice

Practicing and Extending Skills with Target Phonemes: Revisit previously taught activities, allowing students to practice target phoneme skills with classmates. Games utilizing the picture cards are best suited for independent practice.

continued from Guided Practice


31

Sample Remedial Lesson Phonological Awareness: Phonemes (/th/ and /th/) Focus: Phonemes (/tahn/ tdh/) Teac hing

M a t e ri a l s

Objective: Prompt student attention to the articulation of target phonemes. Exercise: Play Thumbs-Up Review. Using the Articulation Chart, ask students yes or no quest ions about the target phonemes (/ch/, /sh/, /th/, / th/, /qu/, and /ng/). Review checking for voicing by putting your hand on your throat. • Provide each student with a mirror. • Tell students you will ask them questions about what they do to make the sounds for the digraphs (or letter teams) they are learning. • Before answering, encourage students to make the sound looking in the mirror and feeling their throat for voicing. Warm-Up Note : This Warm-Up is an extension of the Mirror, Mirror activities from Unit 3 and 4 Lessons.

• Remind students not to shout out the answer. Instead, if the answer is “yes,” show it with a thumbs-up. If the answer is “no,” show it with a thumbs-down. • A fun way to let students check their own answer is for you to hide the correct thumbs-up or thumbs–down behind a piece of paper and reveal it once everyone has decided on their answer. • If anyone provided an incorrect answer, model the correct articulation and have students repeat after you. • Questions: • Is your voice on for /sh/? • Where is your tongue for /th/? • Is the mouth wide for /ch/? • Can you stretch the sound /qu/? • Does your tongue touch the top of your mouth for /th/? • Does your tongue touch the top of your mouth for /ng/? • Is your voice on for /th/? • Can you stretch the sound for /th/? Reminder: Keep notes on the Articulation Chart regarding information mastered, progressing, or unfamiliar.

32


Articulation Chart mirrors

Focus: Phonemes (/tahn/ tdh/) Teaching

Materials

Objective: State the purpose for listening and model the desired performance. Learning about Target Phonemes: Target Phonemes: /th/ and /th/ • /th/: thin, both, three, with, think , breath, cloth, throne • /th/: that, them, these, this, those, smooth


• Tell students you will say a sound and a word. The purpose for listening is to notice the location of the sound in the word. “Where is /_/ in the word ?”

Word Lists

• Tell students they will indicate where the sound is by putting a cube in the correct box on their Sound Boxes worksheet.

cubes

• First model with: “Where is the /th/ in the word thin?” Think aloud allowing students to hear you segmen t the sounds (/th/ /i/ /n/) and touch the boxes from the students’ left to right for each sound. Then place a cube in the initial position box for the /th/ sound.

Sound Boxes worksheet

• Next use: “Where is the /th/ in the word that?” Put a cube in the medial position and see if students notice that you need a cube in the initial position! • If students do not catch your error, point out the word that has /th/ in the initial position and make the correction. • Continue with additional samples until you feel students are ready for practice.


33

Focus: Phonemes (/tahn/ tdh/) Teac hing

M a t e ri a l s

Objective: Provide an engaging opportunity to develop target phoneme skills with decreasing support as students’ skills strengthen . Working with Target Phonemes: Say the selected target phonemes and words for students. Target Phonemes: /th/ and /th/ • /th/: thin, both, three, with, think , breath, cloth, throne • /th/: that, them, these, this, those, smooth Students use the cubes and Sound Boxes worksheet, as previously modeled by you, indicating the location of the target sound in the word.

Guided Practice

Application of Skills: • Provide each student with a set of picture cards for /th/ and /th/. Have students mix up and lay out all the cards. • Complete a Closed Sort. (Refer to directions under Phoneme— Games: Picture Cards.) Tell students the pictures can be grouped into the /th/ or the /th/ category. Remind students the digraph (or letter team) sound may be at the end of the word. • Once the pictures are sorted, check the categories. Ask students to tell you the target sound for each group and name the pictures in each category to recheck their sort.

Word Lists cubes Sound Boxes worksheet for each student activity dependent: Picture Cards for /th/ and /th/ for each student

• As students finish they may use their picture cards to play Memory with a partner. Progress Monitoring option: Students are still challenged by the phonemes /ch/ (confusion with /j/ and /tr/) and /ng/ (confusion with /n/). They are not ready for a comprehensive check of isolating Unit 7 target phonemes yet. Objective: Allow students to practice target phoneme skills with high levels of independence, while striving for mastery. Independent Practice

34

Practicing and Extending Skills with Target Phonemes: With a partner, students can sort picture cards for /th/ and /th/, check each other’s sorts, and then play Memory with the picture cards.



Blending Motions for Three to Five Phonemes Three-Phoneme Words (Arm Motion) For lessons that target blending three-phoneme words, utilize the gross motor hand motions rst learned in Skills strand Unit 2 Lesson 3. This motion prompts students to: 1.

Hold your right arm in front of your body.

2.

Touch your left shoulder as you say the rst of three phonemes (e.g., /f/).

3.

Touch your left elbow as you say the second of three phonemes (e.g., /u/).

4.

Touch your left wrist as you say the third of three phonemes (e.g., /n/).

5.

Slide your right hand from your left shoulder down to your left wrist as you say the whole word with the phonemes blended (e.g., fun).

1234

/f/

/u/

/n/

fun

• Recall there are two other variations for blending three-phoneme words suggested in the Unit 2 Pausing Point: Blending Two or Three Sounds to Form a Word: • Touch It! • Clapping and Slapping Sounds


35

Three- to Five-Phoneme Words (Finger Motion) Finger tapping is an option for students ready for fine motor movement. It is rst described in Skills strand Unit 2 Appendix A, and can be used when blending two- to four-phoneme words. This motion prompts students to do the following: 1.

Tap your pointing ngeragainst your thumb as you say the rst phoneme (e.g., /f/).

2.

Tap your middle nger against your thumb as you say the second phoneme (e.g., /u/).

3.

Tap your ring nger against your thumb as you say the third phoneme (e.g.,

4.

/n/). Tapping your pinkie ngeragainst your thumb can be used if the word has a fourth phoneme.

5.

Make a st as you say the whole word with the phonemes blended (e.g., fun).

• This blending motion can be modi ed for use with ve-phoneme words by tapping ngers on the table, instead of tapping ngers against the thumb. 1234

/f/

36

/u/


/n/

fun

Dimensions of Difficulty Lessons can be crafted to be more or less dif cult by varying the target position for listening for phonemes in a word and the type of phoneme contrasts examined. The chart below illustrates how lessons can be designed to be more or less challenging across both dimensions.

Least Difficult

Contrast phonemes with distinct articulation features (e.g., /t/ and /sh/)

Contrast phonemes with similar articulation features (e.g., /th/ and /th/)

Skill

Isolate a sound in the initial position

Isolate a sound in the final position

Isolate a sound in the medial position

Most Difficult


37

Articulation Chart Refer to this chart for Warm-Up activities and any other time when reviewing articulation may help clarify letter-sound knowledge for students. Often students who struggle with the sound information of phonemes are supported by knowledge of the mechanical (i.e., physical) aspects of phonemes. For example, if students struggle to hear the difference between /t/ and /d/, they can rely on recognizing whether their voice is on or off to help identify the phoneme.

New Phonemes

Phoneme

Articulation Features (Notice in the Mirror)

Is Your Voice On or Off?

Can You Stretch the Sound?

/ch/

The rim of the tongue taps against the roof of the mouth, lips are open a little, the corners of the lips are pulled up (as if doing a teeny smile), and the air is released with friction (Note this is the same as /j/.)

Off

No

/sh/

The rim of the tongue gently touches the roof of the mouth, and lips are pushed out as air is forced noisily through the space between

Off

Yes

/th/

Place the tip of the tongue between the upper and lower teeth as air is forced noisily through the space between (Note this is the same as / th/.)

Off

Yes

/th/

Place the tip of the tongue between the upper and lower teeth as air is forced noisily through the space between (Note this is the same as / th/.)

On

Yes

/qu/

This sound is actually two sounds that roll together /k/ and /w/. Tongue starts touching the roof of the mouth and drops as the lips are rounded and air is pushed out

Off

No

/ng/

This sound is like trying to make an /n/ sound with the articulation for /g/. Back of the tongue touches the roof of the mouth, closing off the mouth so that the air and sound goes through the nose

On

Yes

38


Previously Taught Phonemes

Phoneme



Can You Stretch the Sound?*

/m/

Lips are together (Air goes through your nose! Pinch your nose and you’ll cut off the sound.)

On

Yes

/a/

Mouth is open wide and the tongue is low in the front of the mouth

On

Yes

/t/

Tip of the tongue taps behind the upper teeth, lips are open a little, and the air “pops” out (Note this is the same as /d/.)

Off

No

/d/

Tip of the tongue taps behind the upper teeth, lips are open a little, and the air “pops” out (Note this is the same as /t/.)

On

No

/o/

Mouth is open wide and jaw is lower than for /a/

On

Yes

/k/

Back of the tongue touches the roof of the mouth, lips are open a little, and the air “pops” out (Note this is the same as /g/.)

Off

No

/g/

Back of the tongue touches the roof of the mouth, lips are open a little, and the air “pops” out (Note this is the same as /k/.)

On

No

/i/

Mouth is open wide and jaw is higher than for /a/

On

Yes

/n/

Tip of the tongue touches the bump behind the upper teeth and lips are open a little (Air goes through your nose! Pinch your nose and you’ll cut off the sound.)

On

Yes

/h/

Mouth is open wide and the tongue is low in the front of the mouth as air is forced noisily through the space between the vocal folds

Off

No

/s/

Front of the tongue cups the roof of the mouth, and lips are open a little as air is forced noisily through the space between (Note this is the same as /z/.)

Off

Yes

/f/

Upper teeth gently touch the lower lip as air is forced noisily through the space between (Note this is the same as /v/.)

Off

Yes

/v/

Upper teeth gently touch the lower lip as air is forced noisily through the space between (Note this is the same as /f/.)

On

Yes

/z/

Front of the tongue cups the roof of the mouth, and lips are open a little as air is forced noisily through the space between (Note this is the same as /s/.)

On

Yes

/p/

Lips are pressed together and the air “pops” out (Note this is the same as /b/.)

Off

No

/e/

Mouth is open wide and jaw is in a middle/neutral position (For /i/ and /a/ the jaw is higher and for /o/ the jaw is lower.)

On

Yes

/b/

Lips are pressed together and the air “pops” out (Note this is the same as /p/.)

On

No

/l/

Tip of the tongue touches the bump behind the upper teeth and lips are open a little as air passes through with minimal friction

On

Yes

/r/

Tongue is curled back and lips are open a little as air passes through with minimal friction (Take care not to pronounce the r-controlled vowel sound /er/. Instead, pronounce with a clean /r/ sound like at the beginning of red.)

On

Yes

/u/

Mouth is open wide and jaw is in a low position (The jaw is higher for all the other short vowels.)

On

Yes

/w/

Lips are rounded and the back of the tongue is raised as air is forced noisily through the space between

On

Yes


39

Phoneme



Can You Stretch the Sound?*

/j/

The rim of the tongue taps against the roof of the mouth, lips are open a little, the corners of the lips are pulled up (as if doing a teeny smile), and the air is released with friction (Note this is the same as /ch/.)

On

No

/y/

Tongue pushes against the sides of the upper teeth as air passes through with minimal friction

On

Yes

/x/

This sound is actually two sounds that roll together /k / and /s/. Tongue starts touching the roof of the mouth and rolls forward a bit to push air out in a stream behind the upper teeth. Lips remain open a little.

Off

No

Note : To check for voicing, put your hand on your throat as you make a letter-sound. If your voice is ON you will feel it vibrate!

*Non-continuous sounds (sounds that cannot be stretched) are mor e dif cult to pronounce in isolation. It is tempting to add a short vowel sound after the consonant sound (e.g., /buh/ instead of /b/). When teaching these sounds, particularly the voiced plosives /d/, /g/, and /b/, the fricative /h/, and the affricate /j/, make an effort to keep the sounds as clipped as possible.

Short Vowel Signs Articulation for the short vowel sounds may be supported by the following gestures representing the shapes of the letters.

/i/ place finger below lips

40

/e/ pretend not to hear


/a/ pretend to cry

/u/ raise arms above head

/o/ circle open mouth with finger

7 it n U

g in s u a P

r e t is S ;s ri a P l a im n i M

t in o P

;s tr a h -C T s; d n u o S

h it w tr o S rd o W

d n u o S ;t r a h C t e ck o P

l a im in M

/ /n ( sr i a P

/) g n / d n a

s; le d d i R d n u o S

s n io tc le l o C

l a tii In g n ir a e H

l a in F g n ir a e H s; d n u o S

d n u o S ; g n i m h I’ ;s te d m n o u S o f S o

r; tse i w T e u g n o T ; ff O

; e n li se o l C h p a r g i D

g n ir a e H

s d n u o S

/) g n (/

g n i k n i h T

;s d n u o S s y a S n o m i S

;! d n u o S e th ss e u G

h rc a e S d n u o S

7 1 6 1 5 1 4 1 g n tin e m g e S

3 1 2 1 1 1 0 1 9 s n o ss e L 7 ti n U

tr a h C e c n e r e f e R -s s o r C sl li k S e m e n o h P

8

l a n i F

s e l d id R

d n u o S

7

/) u /q (

6 r te is S

5

4

(/ s d n u o S

/ d n a / h t

)/ th

g n ri a e H

g n ti n e m g e S

3

2

1

l/l d ik la n S o a e m e G me A y n L h o K R h C P

a t n e m g e S

to n i d r o w n e k o p s

,. .g e s( e m e n o h p

e c u d o r

/ a / / b / st

t,p a b n e v i G

n e m g e s e )/ th /t

r e h t e h w y fi t n e Id

s e m e n o h p f o sr i a p

l a im n i M

/ h c (/ s ir a P

r o e m a s e h t e r a

g in d lu c in ,t n e r fe fi d

) j// d n a

r fe fi d t a h t sr i a p

., g . (e g n ic o v n i ly n o

/ )* /p d n a / b /

r e th e h w e t a c i d n I

e m e n o h p t e g r a t a

e th tin n e s e r p is

s d n u o S

)/ h /(t

f o g in m ’I k n i h T

g in h t e m o S

)/ sh /(

g in r a e H

s d n u o S

/) h c (/

l a i it n I

l ia it In

l a n if l/ a ie d m /l a it i in

n e k o p s

/ /m r a e

fa o n io ti s o p

.,H g . e ( d r o w

f o g n i n in g e b e h t t a

e h t t a // g d n a t a m

)* g a b f o d n e

. /) g / l a n r o / d / l ia it in fy ti n e id , g o d n e iv g ., g . (e s d n u o s g n i d n e r o g n i n n i g e b e th ll e t d n a s d r o w le b a ll y -s e n o o t n e t s i L l: a o G A L K C h t i w s p la r e v O *


41

Phonemes—Word Lists T h r e e - p h on e me

/ch/

/sh/

/th/

Four- phoneme

chain

chin

champ

lunch

branch

charge

chip

chance

bleach

crunch

charm

chirp

change

speech

chat

chop

chant

bench

check

church

child

wrench pinch

cheek

beach

chunk

cheese

peach

bunch

chick chief

teach inch

shack

shock

shelf

fresh

shade

shop

shift

smash

shake

shore

shred

swish

shape

short

shrub

trash

shark

shut

shrug

flush

shave

cash

blush brush

shed

mash

sheep

rash

crash

sheet

mesh

crush

shell

dish

flash

shin

wish

shine

fish

ship

hush

shirt

rush

theme

bath

thank

thrill

thick

math

theft

thrive throat

thief

path

think

thin

teeth

thirst

throb

thing

both

thread

throne thump

third

moth

breath

thorn

myth

breathe

thought

with

broth

three

cloth

throw

sloth

thud thumb

/th/

than

these

smooth

that

this

that’s

them

those

then

42

Five - phoneme


shrink

thanks

T h r e e - p h o n em e

Four-phoneme

/qu/

/ng/

queen

quart

quick

quite

quaint quilt

quack

quirk

quest

quill

quit

quiet

quail

quiz

quake

quote

bang

ring

bring

prong

spring

fang

rung

clang

sting

sprung

hang

sang

cling

stung

strong

hung king

sing song

clung fling

swung swing

strung

long

thing

flung

lung

wing brims

rang

wrong

brew

spy

bread

flag

cry

stir

crab

floss

craft

drew

sway

crib

glove

crust drink

free

blue

drop

place

grow

clay

drum

plug

frost

pry

fly

frog

sled

grins

tree

glow

grill

slot

prince

scar

play

prize

mask

traps

sky

slow

track

desk

trunk

scab

dust

scalp

scarf skin

soft melt

skips skunk

snow

Mixed consonant clusters for review

Five -phoneme

skull

milk

smells

smudge

ramp

smokes

snap

jump

snacks

sport

land

spots

stem

send

steps

swap

wind

storms

black

bank

swept

cliff

pink

swift

club

junk

blocks clams flips flocks plant plump sleeps slips

Note : For select words, adding /s/ or /z/ to the end will increase the length of the word by one phoneme.


43

Phonemes—Worksheets Sound Boxes: Identify the Position Use Sound Boxes to have students indicate the position (initial, medial, or nal) of target sounds in three-, four-, and ve-phoneme words. • Provide a worksheet for each student. • Say a target sound and word using the sentence frame: “Where is /_/ in the word ?” (e.g, “Where is /th/ in the word this?”) • Students repeat the word and segment the sounds, touching the boxes from left to right for each phoneme. • Then students place a cube (or other object: beans, buttons, etc.) in the box matching the position of the target sound. Note: Although /x/ is a sound combinatio n of /k/ and /s/, it is taught as one sound. You may praise students who recognize /x/ as a sound combination, but they are to treat it as one sound, placing one object in the box to represent the phoneme. Similarly, when /qu/ occurs in the initial position of words, praise students who recognize /qu/ as a sound combination of /k/ and /w/, but they are to represent the phoneme with one object in the corresponding box.

44


Name:

tsn ed tu S ?

.)c te ,n ae b, bue c t(c ej bo an ec

Sound Boxes: Phonological Awareness (Identify the Position)

rdo w e nith lap / st _/ ne si dut ree sn h he T :W e .e m m arf e no cne ph et h c ens ea eh orf t dn gth a ir rod ott w lfe e m en fros m oh e p- xo ev b if e ro th . -r gni dn uo h ou f, uc s t ee- t,o eg rh s ra d t t n a u e gn os tfh is e o u ht n dn tn tioi uo e so s m g p etg es teh ra d g t an ni a d ch y r t a w o m a :sS e no ht xo b tic ta e e h ire ep tn Dr i Kindergarten | Unit 7 Assessment and Remediation Guide © 2013 Core Knowledge Foundation

45

Phonemes—Games Note to Teacher The following games should be restricted to the target sounds: /ch/, /sh/, /th/, /th/, /qu/, and /ng/.

Give Me a Word Gather a collection of any variety of blocks (e.g., unit blocks or locking cubes). • Tell students you will provide a sound and you want them to say a word containing the sound. For example: “Give me a word with /qu/.” • As students provide words containing the target phoneme, give them a block. With each block students get a turn to place it, building a collective structure as the game continues.

Give Me the Sound This is a variation of Give Me a Word (above). Gather a collection of any variety of blocks (e.g., unit blocks or locking cubes). • Tell students you will provide a word and want them to say the digraph at the beginning or end of the word. For example: “What is the digraph (or letter team) in the word shrug?” (If students struggle to identify the digraph, repeat the word with the digraph drawn out: shhhhhhhhhrug.) • As students provide correct digraphs, give them a block. With each block, students get a turn to place it, building a collective structure as the game continues.

Picture Cards

Picture Cards are provided for use with the games. /ch/

/sh/

/th/

/t h/

/qu/

/ng/

chain

sheep

thorn

them

queen

fang

peach

fish

bath

these

quill

ring

child

shelf

thread

this

quart

sting

bench

brush

throat

smooth

quiz

swing

• The games should target the new sounds: /ch/, /sh/, /th/, /th/, /qu/, and /ng/. Picture cards may be reused from previous units for contrasts with single letter consonant spellings (e.g., /s/ and /sh/). • Contrast combinations should be targeted according to student readiness (see Dimensions of Dif culty). • We recommend copying and cutting the images from card stock to allow for reuse. For Memory, the images will need to be copied onto darker colored paper, otherwise students can see the images through the paper when they are turned over.

46


ngit lao sI : eits iv tic aI otni ec S nit7 U e th hit w es u orf dsr a C rue cti P e ehs tt out cu

Picture Cards 1 (/ch/ and /sh/)

). se m a G se— m e and) hon de rP e ned dn u mh m o ac ecr er si of s cko noi ts tc e rda rid c e e de S ro .( lo ry c o ekr m e ra M d( dn a py ,s o ort :sC S no ,s tic nd ire uo DS Kindergarten | Unit 7 Assessment and Remediation Guide © 2013 Core Knowledge Foundation

47

Picture Cards 2 (/th/ and /th/)

gn tai lo Is: etis i tvic aI otni ec S nit7 U e th hit w seu ro f dsr a C rue cti P e ehs tt out cu

). se m a G se— m e and) hon de rP e ned dn u mh m o ac ecr er si of s cko noi ts tc e rda rid c e e de S ro .( lo ry c o ekr m e ra M d( dn a py ,s o ort :sC S no ,s tic dn ire uo DS

48


ngit lao sI : eits iv tic aI otni ec S nit7 U e th hit w es u orf dsr a C rue cti P e ehs tt out cu

Picture Cards 3 (/qu/ and /ng/)

). se m a G se— m e and) hon de rP e ned dn u mh m o ac ecr er si of s cko noi ts tc e rda rid c e e de S ro .( lo ry c o ekr m e ra M d( dn a py ,s o ort :sC S no ,s tic nd ire uo DS Kindergarten | Unit 7 Assessment and Remediation Guide © 2013 Core Knowledge Foundation

49

Isolating Sounds (Receptive) • Lay out the picture cards for two to four target sounds. • Review the names of all pictures. • Ask students to nda picture of something containing the / _/ sound.

Isolating Sounds (Expressive) • Lay out the picture cards for two to four target sounds. • Review the names of all pictures. • Ask students to tell you the beginning/middle/end sound for the selected picture. (Scaffold this activity by naming the picture. If additional support is needed, segment the sounds for students.)

Closed Sorts • Provide picture cards for two to four target sounds. • Review the names of all pictures. • Tell students which target sounds they need to listen for to help them sort the pictures. • Complete the sorting with the appropriate level of support. • Once the pictures are sorted, have students identify the sound for each category and name the pictures in each group to recheck their sort. • A variation is the Speed Sort, in which you time students so they can race themselves to get their best time.

Open Sorts • Provide picture cards for two to four target sounds. • Review the names of all pictures. • Ask students to decide how to sort the pictures into groups according to digraph sounds. • Once the pictures are sorted, have students identify the sound for each category and name the pictures in each group to recheck their sort.

Memory • Provide picture cards for two to four target sounds. • Review the names of all pictures. • Model how to mix up the card s, lay them out, and take turns turning pairs over to look for matches. • The goal is to match the target sounds, such as two words that begin with / ch/. • As students become comfortable with the game, they may be able to play independently.

50


Phonemes—Poems/Songs/Nursery Rhymes Recognize Digraphs Recite or sign familiar poems, songs, or nursery rhymes, substituting a digraph for the beginning sound on key words. For example: “Humpty Chumpty sat on a wall.” Ask students to listen for your mixed-up beginning sounds and identify the digraph you used when they notice a mistake.


51

Phonemes—Progress Monitoring As in previous units of the Assessment and Remediation Guide, progress monitoring continues to be a form of assessment integrated into instruction. The resources create a systematic record of student mastery of skills, facilitating documentation and evaluation of student Response to Intervention (RtI). To make effective use of the progress monitoring resources provided, we recommend the following: • Incorporate progress monitoring within the Guided Practice section of the lesson plans. The resources are designed to parallel instructional tasks, allowing for brief, seamless integration. The intention is not to burden instructional time with additional assessments. • Assess only when students appear to be ready fo r a comprehensive check of the target skills. Set schedules for Progress Monitoring assessments tend to result in their overuse. The resources are intended to serve as con rmation and meaningful record of student progress, as opposed to a collection of numbers. • Utilize results to inform instruction. If student mastery of the target skills is con rmed by a Progress Monitoring assessment, then teachers can be con dent in the decision to move students forward. If students do not achieve the goal scores for a Progress Monitoring assessment, analysis of errors will indicate areas of continued instructional need.

52


Isolating Digraphs in the Initial and Final Position Directions Preparation: Copy the Isolating Digraphs cubes page for each student. • Supply a copy of Isolating Digraphs cubes page for each student. • Tell students you are going to say two words at a time. The words will be very similar, but one will have a digraph sound we are listening for. Tell students to show you which word has the digraph sound by circling the rst cube if it is the rst word or the second cube if it is the second word. Say: “Listen for the digraph (or letter team) /__/. Is /__/ in the word (insert rst word) or (insert second word)?” (Students circle the corresponding cube.) • Model with the sample item. • Instruct students to look at the next row of cubes for the rst wordpair. • Complete the remaining word pairs. • Scoring: Each word pair is worth 1 point. • Goal: 4 or 5 correct • Scores of 3 or less indicate that additional reteaching and reinforcement is required from the Unit 7 Assessment and Remediation Guide, Section I, Phonological Awareness: Phonemes (Three to Five). Isolating Target Sounds

Target Words

Progre ss Monitoring 1

Pro gress Monitoring 2



SAMPLE: /sh/ – shock /

SAMPLE: /sh/ – sock/

SAMPLE: /sh/ – shock /

SAMPLE: /sh/ – sock/

sock

shock

sock

shock

1. /ch/ – shop/chop

1. /ch/ – cheep /jeep

1. /ch/ – junk/chunk

1. /ch/ – chin /shin

2. /sh/ – shine /sign

2. /sh/ – ship /chip

2. /sh/ – sheep /cheap

2. /sh/ – short /sort

3. /th/ – them /theme

3. /th/ – thin/ this

3. /th/ – those/ throw

3. /th/ – three/ these

4. /qu/ – whale/quail

4. /qu/ – quick /wick

4. /qu/ – cake/quake

4. /qu/ – quart /wart

5. /ng/ – bang /bank

5. /ng/ – sink/sing

5. /ng/ – thing /think

5. /ng/ – stink/ sting

Correct answers are noted in bold.


53

) e v i F o t e e rT h ( s e m e n o h P :s s e n e r a w A l a ic g lo n o h P ,I n o it c e S 7 ti n U r o f t e e h S d r o c e R 54

g n ir o it n o M ss e r g o r P

e t a D

t: n e d u t S

ll i k S e m e n o h P

s s e r g ro P

# g n ri o ti n o M

h p a r g i d g n it a l o sI

s d n u o s

re o c S

5 r o 4 :l a o G (

) 5 f o t u o


Name:

sn oti erci d ee S .d( nu os te rag t e gth inn ia tn oc dr o w e th g ihn ct a m bue c e th lce ri c st en udt s vae .) h gn i nad otr i d no uno M s tse se gr rg at ro eh P t — ed se vio m e rp on ,e hP lin ,I h on aec tic r e :sFo ti7S n no U tic re ire dn Du

Isolating Digraphs Progress Monitoring

1.

2.

3.

4.

5. Isolating Digraphs Score


55

56


Section II Phonics


57

58


E

D

C IF

s ic n o h P ,I I n o ti c e S r o f d e e N t n e d u t S g in n i m r te e D

B

A

s s e l r o 0 2 s e r o c s t n e d u t S

it n U e h t f o o w T tr a P n o

e c n a m r o fr e P t n e d u t S 7

/ d n a t n e m s s e s s A k s a T

n o ly r o o p s rm fro e p r o

f o s n io t a lu a v e r e h t o

s le g g u rt s t n e d u t S

: e tiv c je b O 7 ti n U h it w

d n a ,t e la o is , e iz n g o c e R

d n ra e tt le e l g n i s e itr w

r fo s g lin l e p s h p ra g i d

s d n u o s t n a n o s n o c

s le g g rtu s t n e d u t S

: e itv c e j b O 7 ti n U h ti w

e t ri w d n a ll e p s , d a e R

le b la l y s e n o f o s in a h c

h it w s rd o lw e w o v rt o h s

/ d n a s r e t s u l c t n a n o s n o c

h it w s e l g g u tr s t n e d tu S

s e l g g tru s t n e d tu S

d a e R : e itv c e j b O 7 it n U

: e v ti c e j b O 7 ti n U h ti w

e l b a ll y -s e n o te ir w d n a

th i w s rd o w l e w o v rt o h s

e h t e m a n d n a e zi n g o c e R

t e b a h p l a e h t f o s r tte le 6 2

, rs e t s lu c l a n r o l ita i n i

d n a -r e p p u ir e th n i

d n a /,z / r o / s / > ’ s l‘ a n

s m r fo e s a c r e w o l

g in n i ta n o c s d r o w g n i d a e r

f o s a e r a c i c e p s t e g r a T

s h p a r ig d

:t in o P g in s u a P th i w w ie v e R

s h p ra ig d t n a n o s n o c r o

t n a n o s n o c l a n r o l ia it n i

, h t , sh , h c ,. g . e , s h p a r ig d

g n – , – u q

g in s u a P h it w w ie v e R

E S U E N H T

g n i w lo l o f y b s s e n k a e w

’ h ‘t g n lli e p S e th d n a t s r e d n U

d n a e iz n g o c e R t: in o P

D r o , C , B , A k c a tr

r a il m i S y r e V o w T r o f s d n a t S

s h p ra ig D e th e irt W

m o fr s C B A y M e s u n e h T

r e tt e L : 6 it n U fI o I n o ti c e S

d a e R ,/ t/h d n a / h /t , s d n u o S

, s h p a r ig D g in n i ta n o C s rd o W

7 ti n U in t h g u a T

g in in ta n o C s d r o W ll e p S

s d r o W e itr W r o / d n a s h p ra ig D

s h p a r ig D g in in ta n o C

s e u n ti n o c t n e d u t s fI

e l g g ru t s o t

ts e e m t n e d u t s fI

n e h t , s n io t a t c e p x e

s e u n ti n o c t n e d tu s f I

ts e e m t n e d u t s If

7 tin U th i w e u n ti n o c

s n o s s e l d n a tr s s ill k S

7 ti n U th i w e u n ti n o c

s n o s s le d n a tr s ls il k S

E S U N E H T

s ic n o h P , II n io t c e S

le g g ru t s to

n e h t , s n io t ta c e p x e

s c i n o h P d n a s e m a N


59

Lesson Template Phonics: Target Sound/Spellings (initial and nal consonant digraphs) Focus: Phonics: Target Sound/ S pe llings

Teaching

M a t er i a l s

Objective: Prompt student attention to the connection between written letters and spoken sounds for taught sound/spellings. Exercise: Match Me. Using of the students “match you” accordingPlay to the information yousets provide forLetter targetCards, sound/spellings from Unit 7. You may choose to complete a select review of specific sound/spellings for which students demonstrated difficulty or a mixed review of all the taught sound/spellings (see Sound/Spellings Chart). • Provide each student with a set of Letter Cards for the sound/spellings targeted in the Warm-Up. Warm-Up

• Tell students you will either say the sound or show the spelling. • If a sound is provided, students should find the corresponding spelling (Letter Card).

Sound/Spelling Chart Letter Cards

• If a spelling (Letter Card) is shown, students should prepare to provide the corresponding sound when prompted. • If anyone provides an incorrect answer, correct the error, and have students repeat the item. Keeping notes on the Sound/Spellings Chart regarding information mastered, progressing, or unfamiliar will help you formulate future questions targeted to student need. Objective: State the purpose for using sound/spelling knowledge and model the desired performance.


Learning about Target Sound/Spellings: Select a Review the Sound/Spelling page to reteach sound/spellings with which students are demonstrating difficulty. • Remind students of the articulation needed to make the target sound (See the Articulation Chart in Section I). • Briefly review the strokes for letter formation. • Have students complete the bottom of the page to apply sound/ spelling knowledge for reading and/or spelling.

60


Review the Sound/Spelling worksheet

Focus: Phonics: Target Sound/ Spe llings

Teac hing

Materials

Objective: Provide an engaging opportunity to develop target sound/spelling knowledge with decreasing support as students’ skills strengthen. Working with Target Sound/Spellings: Students are familiar with chaining from the Unit 7 Skills strand lessons. Here, students will apply their knowledge similarly. The difference will be that you and the students will write the words. (Writing reinforces student’s knowledge of letter formation and spelling patterns; however, if the motor aspect of writing inhibits student attention to sound/spelling connections, letter cards can be used instead.) • Select a chaining list. (See Chaining Lists under Word Lists for suggestions.) • Display the letters utilized in the chain. The le tters may be written at the top of the board or chart paper or may be letter cards set out in front of students on the table.

Guided Practice

• Start with chaining for reading. (Decoding tends to be less challenging than encoding.) Tell students you will use the letters to write words for them to read.

Chaining List (Letter Cards, if needed)

• Write the first word and tell students to look at the letters from left to right. As they look at the letters, they need to remember the sounds the letters stand for and blend the sounds together to make the word.

writing materials for teacher and students

• Make the letter change needed for the next word and describe the change as it is made. For example, say, “Now I’m changing /t/ at the beginning to make it /th/. What word did I make now?” • Continue until the chain is complete. If support is needed, model the sounds and blending. Also encourage students to use the blending motions they have learned. • Next, use the same or an alternate chain for spelling. Tell students you will say words for them to write, and for each new word they will only need to change one letter.

activity dependent worksheet and/or game resources Progress Monitoring resources

• Say the first word, and tell students to segment the word into sounds. As they break apar t the sounds, they need to remember the let ter(s) of the sound and write each down from left to right. • Provide the next word, and have students explain the change they had to make from the previous word. • Continue until the chain is complete. If support is needed, model breaking the sounds apart and for each sound.

writing the letter(s)

Application of Skills: Select Worksheets and Games, allowing students to apply target sound/spelling knowledge. Progress Monitoring option: Incorporate progress monitoring checks here as needed. Objective: Allow students to practice target sound/spelling knowledge with Independent Practice

high levels of independence while striving for mastery. Practicing and Extending Skills with Target Sound/Spellings: Revisit previously taught activities, allowing students to practice target sound/spelling knowledge with classmates.



61

Sample Remedial Lesson Phonics: Target Sound/Spellings (/ch/ with /t//r/ and /j/) Focus: Phonics: Target Sound/ Spellings (/ch/ with /t//r/ and /j/ )

Teac hing

Materials

Objective: Prompt student attention to the connection between written letters and spoken sounds for taught sound/spellings. Exercise: Play Match Me. Using sets of the Letter Cards, students “match you” according to the information you provide for target sound/spellings. (This sample lesson is designed for students that have been challenged by the similarities between the digraph ‘ch’, the consonant cluster ‘tr’, and the consonant ‘j’.) • Provide each student with a set of Letter Cards (‘ch’, ‘t’, ‘r’, and ‘j’) and associated Key Word Picture Cards.

Warm-Up

• Tell students that you will say the sound or provide the letter. For example: Teacher Prompt

Student Response

/ch/

‘ch’

‘t’

/t/

‘r’

/r/

/j/

‘j’

• If anyone provides an incorrect answer, correct the error and have students repeat the item. Reminder: Keep notes on the Sound/Spellings Chart regarding information mastered, progressing, or unfamiliar.

62


Sound/Spelling Chart and Letter Cards (‘ch’, ‘t’, ‘r’, and ‘j’)

Focus: Phonics: Target Sound/ Spellings (/ch/ with /t//r/ and /j/ )

Teaching

M a t er i a l s

Objective: State the purpose for using sound/spelling knowledge and model the desired performance. Learning about Target Sound/Spellings: Use the Review the Sound/ Spelling (/ch/) page to reteach sound/spellings with which students are demonstrating difficulty. • Tell students, “As we learn more sounds and the letters used to spell them, we will discover some that are confusing because they sound a lot alike. We will talk about ‘ch’ > /ch/ and two other very similar sounds.” • Review articulation for relevant sound/spellings.


Phoneme

ArticulationFeatures

/ch/

The rim of the tongue taps against the roof of the mouth, lips are open a little, the corners of the lips are pulled up (as if doing a teeny smile), and the air is released with friction (Note this is the same as /j/.)

Voice

Off

St r e t c h

No

• Briefly review the strokes for letter formation.

Review the Sound/Spelling page (/ch/) and Letter Cards from the WarmUp

• Have students complete knowledge of ‘ch’ > /ch/. the bottom of the page to apply phonics • After the focus on ‘ch’ > /ch/, discuss the similar articulations that can cause confusion. • Discuss /t/ and /r/ combined as a cluster and notice how the articulations shift. Instead of a clean tap behind the teeth for /t/, for the consonant cluster, the rim of the tongue taps, similar to the articulation for /ch/. This is because the lower jaw is pulled up to push the lips out for the /r/ articulation. • Discuss how /ch/ is easily confused with /j/ because the articulations only differ in voicing.


63


Teac hing

Materials

Ph o n e m e

ArticulationFeatures

/j/

The rim of the tongue taps against the roof of the mouth, lips are open a little, the corners of the lips are pulled up (as if doing a teeny smile), and the air is released with friction (Note this is the same as /ch/.)

On

No

/t/

Tip of the tongue taps behind the upper teeth, lips are open a little, and the air “pops” out (Note this is the same as /d/.)

Off

No

/r/

Tongue is curled back and lips are open a little as air passes through with minimal friction (Take care not to pronounce the r-controlled vowel sound /er/. Instead, pronounce with a clean /r/ sound like at the beginning of red.)

On

Yes


Voice

Stretch

• Provide a few sample words asking students to identify which sound/spelling is needed at the beginning by holding up the correct letter cards: • ‘ch’: chat, chin, chunk • ‘tr’: trip, trot, trunk • ‘j’: jet, jig, job Objective: Provide an engaging opportunity to develop target sound/spelling knowledge with decreasing support as students’ skills strengthen.

Guided Practice

Working with Target Sound/Spellings: Students are familiar with chaining from the Unit 7 Skills strand lessons. Here, students will apply their knowledge similarly. The difference will be that you and the students will write the words. (Writing reinforces student’s knowledge of letter formation and spelling patterns.) • Select a chaining list: chat > hat > hit > hip > chip > chop > chap > champ > camp > cap > cat

Chaining List and Letter Cards (digraph: ‘ch’, consonants: ‘t’, ‘h’, ‘p’, ‘m’, ‘c’, and vowels: ‘a’, ‘i’, and ‘o’)

dry erase board, dry • Display the letter cards utilized for the chain on the table in front of students: digraph: ‘ch’ consonants: ‘t’, ‘h’, ‘p’, ‘m’, ‘c’; and vowels: ‘a’, erase marker, and eraser for ‘i’, and ‘o’. teacher and • Start with chaining for reading. Tell students you will use the letters student to write words for them to read.

64



Teaching

M a t er i a l s

• Write the first word ( chat ) and tell students to look at the letters from left to right, noticing the beginning sound (/ch/), vowel in the middle (/a/), and ending sound (/t/ ). As they look at the letters, they need to remember the sounds the letters stand for and blend the sounds together to make the word. • Make the letter change needed for the next word (take away ‘ch’ and replace with just an ‘h’) and describe the change as it is made saying, “Now I’m changing the beginning from the digraph (or letter team) ‘ch’ to ‘h’. What word did I make now?” • Continue until the chain is complete. If support is needed, model the sounds and blending. Also encourage students to use the blending motions they have learned and refer to key words.

Guided Practice (Continued)

• Next use the same chain for spelling. Tell students you will say words for them to write, and for each new word they will only need to change one letter. • Say the first word ( chat ) and ask students to segment the word into sounds. As they break apart the sounds, they need to remember the letters used to spell the sounds and write them down from left to right. • Provide the next word ( hat) and have students explain the change they had to make from the previous word [Take away the ‘c’ from the digraph (or letter team) ‘ch’.].

Making Words (i) and Extension Page for each student Copies of Word Reading 1

• Continue until the chain is complete. If support is needed, model segmenting the sounds and writing the letter for each sound. Application of Skills: Provide students with a copy of Making Words (i) and the Making Words Extension Page. Tell students the goal is to make as many words with ‘ch’ as they can first, then make as many other words as they can figure out. Progress Monitoring option: While students are completing Making Words (i) and moving on to Independent Practice, administer Word Reading Progress Monitoring 1.

Independent Practice

Objective: Allow students to practice target sound/spelling knowledge with high levels of independence, while striving for mastery. Practicing andCards Extending Skills with Target Sound/Spellings: Provide the Word/Picture for students to play Memory with consonant digraph words.

Word/Picture Cards


65

Making Words Students reinforce phonics knowledge by making words with initial and nal consonant digraphs. • Select a Making Words page according to the sound/spellings targeted for remediation. • Model how to use the letters surrounding the center box to make words. Students may move left, right, up, down, or diagonal for new spellings as they make words. Surrounding letters may • be single beginning or ending sou nd/spellings; and/or • build initial or nal consonant clusters. • Tracing the path of letters may support students as they attempt sound/spelling combinations. • Students write the words they make on the lines provided. • Ensure comprehension by asking students to identify the real words and use them in an oral sentence or sketch a picture. • More words can be created than the number of lines provided. For students who are capable of productively continuing to create additional words, the Extension Page can be copied and provided. • If students struggle: • To make words using the 3x3 boxes, the boxes may be cut out and used as letter cards for building words. • To write the words onto the handwriting lines, scaffold them by providing the Sound Boxes in a plastic sleeve with a dry erase marker. The Sound Boxes offer support for writing the individual sounds, and the words can then be copied onto the handwriting lines. Another option, if slightly less support is needed, is to draw vertical lines on the handwriting lines segmenting them into spaces for sound-spellings. • In addition to two- and three-phoneme words, the following words with consonant digraphs are possible on the designated Making Words pages:

66

a (‘sh’, ‘th’)

e (‘qu’, ‘th’, ‘ch’)

i (‘qu’, ‘ch’, ‘sh’)

o (‘sh’, ‘th’, ‘ng’)

u1 (‘ch’, ‘sh’)

u2 (‘ng’)

mash

quench

quilt

shop

bunch

hung

rash

quest

quit

cloth

lunch

lung

cash

then

quiz

sloth

crunch

rung

smash

them

quint

long

rush

clung

crash

theft

chin

song

shrub

stung

trash that

chest

chip pinch

prong

blush brush

strung

math

ship

crush

bath

shin

flush


Name:

e rit w tsn deu t S el. isb so p ne h hsw p rga id ith w sd ro w gn i ak m e arg uo cn .sE dr o w et crea tlo e w ov eh t gn dni our ru s rse tt d. le de e i th vor es p u s tns leni due teh t on :sS no drs tic o w ire he Dt

Making Words (a)

r

c

sh

t

a

b

s

m

th


67

Name:

e rit w tsn deu t S el. isb so p ne h hsw p rga id ith w sd or w gn ik a m e arg uo cn .sE dr o w et crea tlo e w ov eh t gn dni our ru s rse tt d. le de e i th vor es p u s tns leni due teh t on :sS no drs tic o w ire eh Dt 68

Making Words (e)

qu

th

s

n

e

t

ch

m

f


Name:


Making Words (i)

sh

t

l

n

i

z

qu

ch

p


69

Name:


Making Words (o)

c

th

r

l

o

p

s

ng

sh


Name:


Making Words (u1)

b

r

sh

l

u

c

f

n

ch


71

Name:


Making Words (u2)

s

r

c

t

u

l

h

ng

th


Name:

Making Words Extension Page

.d dei v pro se nli gn i rti w d ahn e th no st ehe sk or w ds or W gn ki a M eh t m orf de ta rce sd ro w la otni did a dr ceo r tns due t :sS no tic ire D Kindergarten | Unit 7 Assessment and Remediation Guide © 2013 Core Knowledge Foundation

73

Dimensions of Difficulty Lessons can be crafted to be more or less dif cult by varying the salience (i.e., sound clarity) of phonemes and the number of phonemes in a word. The chart below illustrates how lessons can be designed to be more or less challenging across both dimensions.

Least Difficult

Read and spell digraphs with salient (clear/distinct) sounds (e.g., qu–)

Read and spell digraphs with less salient (softer/ more obscure) sounds (e.g., –ng)

Skill Read and spell three-phoneme words Read and spell four-phoneme words Read and spell five-phoneme words

74


Most Difficult

New Sound/Spellings Chart Consonant Digraphs ‘ch’ > /ch/ (chips) ‘sh’ > /sh/ (ship) ‘th’ > /th/ (moth) ‘th’ > /th/ (this) ‘qu’ > /qu/ (quilt) ‘ng’ > /ng/ (ring)

Previously Taught Sound/Spellings Chart Consonants

ShorV t owels

‘m’ > /m/ (mat)

‘z’ > /z/ (zigzag)

‘a’ > /a/ (mad)

‘t’ > /t/ (tag)

‘p’ > /p/ (pig)

‘o’ > /o/ (mom)

‘d’ > /d/ (dad)

‘b’ > /b/ (bed)

‘i’ > /i/ (dig)

‘c’ > /k/ (cat)

‘l’ > /l/ (log)

‘e’ > /e/ (pen)

‘g’ > /g/ (dog)

‘r’ > /r/ (rat)

‘u’ > /u/ (mug)

‘n’ > /n/ (man)

‘w’ > /w/ (wig)

‘h’ > /h/ (hat)

‘j’ > /j/ (jam)

‘s’ > /s/ (sit)

‘y’ > /y/ (yes)

‘f’ > /f/ (fan)

‘x’ > /x/ (box)

‘v’ > /v/ (van)

‘k’ > /k/ (kid)


75

7 it n U

g in s u a P

t in o P

r fo g n i p p o h S

d n u o S ;s g in ll e p S

se o o h C ;s n o ti c le l o C

; rd o W t h g i R e th

rd o W ;s d r a C le g g i W

g n i ch t a M ;l e e h W

le g ig W

s; rd a C

5 1

!; It ll e p S d n a d r o W e th

ss e u G ; n o ti ra t n e c n o C

g i rd n d o a W e R

st n ri p S

e clr i C

e th

; l e rd b o a W L

d n a p a T

;l l e p S

e lc ir C

7 1 6 1

rd o W s; rd o W e h t

l e b a L

4 1

t; e e h s k r o W g n lil e p S

; re tu ci P e th l e b a L

e lc ir C ; x o B rd o W

n o it a cti D ; g n lil e p S

n io t a cti D ;s rd o W h ti w

g n i in a h C rt a h C t e k c o P

; g n i n i a h C r e h c a e T

s e s ra h P tih w

g n i in a h C ; g n i n i a h C

;s g n il l e p S t u O ss ro C

n o ti a t ic D

;s d n u o S g n i p p e t S

; o g n i B g n lil e p S

; ts n ri p S d n u o S

s d n u o S tih w n io t a cti D

d n u o S

n o ti a t ic D

s d r o W n i

e r tu ic P

e th

g in ll e p S e r u cti P

e th

3 1 x o B d r o W

2 1

rd a C e g r a L ; y p o C d n a

in a h C ; g n i d a e R r o f

rd a C e g r a L

g n i n i a h C

) g n i ll e p S (

r e h c a e T

g n i in a h C

) g in d a e R (

1 1


9 e th t e e M

8

76

g n lil e p S e th t e e M

;) ’ g n (‘ g in ll e p S

g n lil e p S

; h tc o cs p o H

5

e th t e e M

g in ll e p S e th t e e M

3

e ; l g sd r g i a W C

2

e th t e e M e h t t e e M

1

l a o G A L K C

e n o te i r w d n a d a e R

l e w o v tr o h s e l b la l y s

e c tic ra P

rk o W

p u ro k r G o ll a m W S It tc );’ e th n n (‘ o C g n i ll e p S

t n e d tu S

g in ll e p S

e c tic ra P

);’ s‘h (

;) ’ ch ‘(

’ s‘ l a n if , s r te s u l c l a n if

l a it i n I d n /,a z / r o /s / >

t n e d tu S

y p o C , 1 p u o W r (G

g in in a h C

, h s , h c ., g . (e s h p a r g i d

* g )n – , – u q , h t

e ti r w d n a l, e p s , d a e R

e l b la l sy e n o f o s n i a h c

h it w s d r o w l e w o v tr o h s

r e ch a e T r e ch a e T

k r o

p ll a u m o r S G

W


d n a in a h C

in a h C

k r o

t n a n o s n o c l a n if r o

) g in ll e p (S

g in n i a h C

rd o W

ck a P

p ll a u m o r S G

g in in a h C

p ll a u r m o S G

)’ h ‘(t e ; h k r te o l W ric C

r o l a tii n it h i w s d r o w

t n e d tu S

l rd e o e h W W

ll p a u m ro S G

g n lil e p S

w e i v e R g n i ll e p S / d n u o S

ck a P

p ll a u m ro S G ,) ’ u q ‘(

6

4

l/l i k S s ic n o h P

; s? d n u o S

y w n o a H M

7

tr a h C e c n e r e f e R -s s o r C sl li k S si c n o h P

n o ti a c fii t n e Id

n o ti a t ic D

0 1

) g in d a e R

r e h c a e T

; g n li e d o M ; g n il e d o M

e h t t e e M

g n lil e p S

)’ g n (‘

e h t t e e M

g in ll e p S

’) u ‘q (

g n i ll e p S

)’ h t (‘

g n i ll e p S

)’ h ‘(t

; g e h in t l e te d e o M M ; g e iln h t e te d e o M M

) g n i ll e p S ( y p o C d n a

r e h c a e T

) g in ll e p (S

r e ch a e T

; g e n h t li e te d e o M M

g in ll e p S

)’ s‘h (

r e ch a e T

; g n il e d o M

g n lil e p S

’) ch ‘(

, 1 p u W ro (G

k r o

sr te s u l tc n a n o s n o c

t n a n o s n o c r o / d n a

) g n i d a e R

> b a t s ,. g . (e s h p a r g i d

) h s la s> p a l s > b a l s

d n a , e t la o s ,i e z i n g o c e R

e h t t e e M

d n a r e tt e l

r fo s g n il l

l e g in s e ti r w

e p s h p a r g i d

s d n u o ts n a n o s n o c

7 it n U

g in s u a P

t in o P

7 1 6 1 5 1 4 1 3 1 2 1 d r a C e g r a L

1 1


) g n lli e p S (

g n i in a h C

0 1

9 8 r e tt e L

7

s e m a N

6

5 4 3 2

1

l/l i k S s ic n o h P

l a o G A L K C

e m a n d n a e z i n g o c e R

e h t f o s r te t e l 6 2 e h t

ir e h t in t e b a h p l a

e s a c r e w o l d n a re p p u

t, s – , – p s , – fl , r– t ,. g . e ( rs e t s lu c l a n r o l

n e k o p s d n a rs tte e l n e tt ir w n e e w t e b s ti s x e ip h s n o ti a l re le b a t ic d re p , c it a m e t s y s a t a th

s m r o f

g in d n ta s r e d n u te ra t s n o m e D l: a o G A L K C e t o m o r p s e it i itv c a ll A

ita n i ), s it n u s u o i v e r p n i t h g u a t( s e c n e d n o p s re r o c d n u o -s r te t e l e n -o o te n o ll a o t d e t c rit s re re a s l a o . s d n u o s

G s ic n o h P ll A

) g n – , – u q , th , h s , h c ., .g e ( s h p a r ig d t n a n o s n o c l a n r o l a tii n i d n a ,/ z/ > ’ s ‘ g n lil e p S y k c ir T e th ), lt – , d n –

: s l a o G A L K C s e d lu c In *

t n a n o s n o c y r e v e r o f d n u o s e d o c c i s a b ro y r a m ir p e h t g n i c u d ro p y b s e c n e d n o p s rre o c d n u o s -r te t le e n -o o te n o f o e g d le w o n k ic s a b e t a tr s n o m e D •

,’ ‘r ;/ p / > ’ p p ‘ ’, ‘p ;/ /n > ’ n n ‘ ’, ‘n ;/ /m ’m > m ‘ ’, m ‘ ;/ /l > l’l‘ ’l, ‘ ;/ k / > ’ c c ‘ ’, k ‘c ,’ k ‘ ’, c ‘ ;/ /j > j’‘ h //; ’> ‘h ;/ g / ’> g ‘ ’, g ‘ ;/ f/ > ’f ’f ’,f ‘ /; d / ’> d ‘d ,’ ‘d ;/ /b > ’ b ‘ ’, ‘b

,’ g ‘n /; u q / ’> u ‘q ;) n e th /( th / > ’ h ‘t ); n i th /( h /t> ’ h ‘t ;/ h /s ’> h ‘s ;/ h /c > ’ h c ‘ ;/ z/ ’> s ‘ ’,z ‘z , z’‘ /; y / > ’ /;‘y x / ’> ‘x /; /w ’> w ‘ /; v / ’> v ‘ ;/ t/ ’> tt ‘ ’,t ‘ /; s / ’> s s ‘ ’, s ‘ r/;/ ’r> r‘

/ g n / ’> n ‘

) p u c t, o n ,t e w ,t a c t,i s ., g . (e

n e rt a g r e d n i K n i t h g u ta s e c n e d n o p s rre o c d n u o s rte t e l e h t s e s u t a h t

s d r o w C V C l e w o v tr o h s e l b lla y s e n o y n a e t ri w d n a d a e R •

rd o w C C V C C r o , C C V C , C V C C , C V C y n a te ri w d n la l e p S •


77

Phonics—Word Lists Note: Adding ‘s’ to the end of most four-phoneme words below will provide additional ve-phoneme words for reading and spelling. However, this does not apply to words ending in ‘ch’ or ‘sh’, which require the ‘es’ spelling not yet taught. T h r ee - p h o n e m e

/ch/

Fo u r - p h o n e m e champ

bench

branch

chin

chant

pinch

crunch

chip

chunk

chop

bunch

shrink

inch

/sh/

Five -phoneme

chat

lunch

shed

rash

shelf

crash

shin

mesh

shift

crush

ship

dish

shred

flash

shop

wish

shrub

fresh

shut

fish

shrug

smash

cash

hush

blush

swish

mash

rush

brush

trash

thin

math

thank

cloth

thing

path

theft

sloth

thud

moth

think

throb

bath

with

broth

thump

than

then

that

this

flush

/th/

/th/

thanks

them

/qu/

quit

quilt

quiz

quest quint quench

/ng/

bang

ring

bring

stung

spring

fang

rung

clang

swung

sprung

hang

sang

cling

swing

strong

hung

sing

clung

king

song

fling

long

thing

flung

lung

wing

prong

rang

78

sting


strung

Chaining Lists for Reading or Spelling All chains are designed such that if you get to the end and wish to loop with that chain, you can simply repeat the chain. However, some chains are lengthy to incorporate more than one consonant cluster. Chains may be sectioned if students do not sustain attention for the whole chain. Consonant Digraph

Chains chat > hat > hit > hip > chip > chop > chap > champ > camp > cap > cat

‘ch’

chip > chips > chops > chaps > chats > chat > chant > chat > cat > cap > chap such > much > munch > lunch > bunch > bun > sun rant > chant > chat > chap > champ > lamp > limp > chimp > chomp > romp > ramp > rap > rat shin > ship > ships > shops > shop > hop > hot > shot > shut > rut > rush > run > fun > fin sat > sash > slash > lash > cash > crash > rash > rush > hush > hut > hat

‘sh’

nut > shut > shun > run > rush > rash > mash > mush > lush > slush > shush > shut > hut rug > rush > ras h > sash > lash > slash > splash > splat > split > slit > sit > fit > fig > rig plush > lush > lash > sash > stash > slash > splash > s plish > splosh thin > tin > pin > pan > path > math > moth > mop > map > tap > tan > than > then

‘th’

set > sent > tent > tenth > ten > tan > tin > thin > win > with > wit > wet thin > pin > pan > than > then > them > hem > hum > hump > thump > bump > bum > bun > sun > sin tank > thank > bank > ban > pan > pat > path > pith > pit > spit > spat > sat > sit > sis > this > thin > than > tan quit > quilt > quint > squint > stint > tint > tin > win > wit

‘qu’

quest > nest > net > set > sit > quit > pit > pet > pest > rest rest > quest > best > bet > bit > quit > quilt > silt > sit > pit > pest nap > snap > slap > slang > sang > sag > bag > bang > rang > r an > rap

‘ng’

lip > slip > sling > sing > sting > string > strong > s trung > sprung > spring > ring > rip rim > brim > bring > ring > ping > pong > pop > lop > lip > clip > cling > fling > flung > lung > long > lob > rob > rib bunch > hunch > lunch > punch > munch > much > mush > mash rung > sung > sun > bun

> math > path > pat > rat > rut > rus h >

ring > thing > thin > tin > tip > quip > quit > quits > quilts > quilt > wilt > wit > win > chin > kin > king

Mixed

inch > pinch > pin > pit > pith > path > pang > sang > song > sing > sin > shin > in chest > rest > quest > best > bet > bat > bash > bath > bang > rang > ran > rat > pat > pet > pest hat > chat > bat > bash > bath > bang > bag > r ag > rash > rang > r ash > rat top > shop > ship > chip > chips > rips > rip > ring > rings > things > thinks > think > thin > tin > tip chat > that > than > can > cash > gash > sash > sang > sing > thing > thin > than > that


79

Phonics—Worksheets Review the Sound/Spelling Review the digraph sound/spellings from Unit 7 with these worksheets. • The image of the girl pronouncing the target sound is provided to prompt attention to the articulation of the sound (see the Articulation Chart in Section I). The word provided is an exemplar allowing students to listen for the target sound within a word. • Letter formation arrows are also provided for the digraphs, which can serve as a reference when writing and/or as tracing practice if used with a clear plastic sleeve and dry erase marker. • A few items are revisited from the Meet the Spelling worksheets of Unit 7 to provide spelling or reading, and letter formation practice including the target sound/spelling. Consonant Digraphs Review the Sound/Spelling 1–6 ‘ch’ > /ch/ ‘sh’ > /sh/ ‘th’ > /th/ ‘th’ > /th/ ‘qu’ > /qu/ ‘ng’ > /ng/

80


Name:

Review the Sound/Spelling 1 (/ch/)

en. il eh t on ord w eh t teir w n hte dn a m tei edt c pei d eh t of e m an hetg inl ep s sr et te l eh t el cri c tns due ts e,r tuc pi h aec r :sFo no tic ire D

1

chips

c 1

2

ch i m b c o n p

p a n ch d u t j


81

Name:

Review the Sound/Spelling 2 (/sh/)

1

ship 1. shin e. utr pic gn i cht a m itsr ed nu dr o w hc ae trei w st end tsu ev

2. brush

a :sH no tic ire D 82


1 2

2

Name:

Review the Sound/Spelling 3 (/th/)

1 1

moth

2 2

1. bath e. utr pic gn i cht a m itsr ed nu dr o w hc ae trei w st end tsu ev

2. moth

a :sH no tic ire D Kindergarten | Unit 7 Assessment and Remediation Guide © 2013 Core Knowledge Foundation

83

Name:

Review the Sound/Spelling 4 (/th/)

.d e ivd or p s neil gn i rti dw ahn e th no sd or w es oh t yp oc dn a /h t/ zzy bu hti sd w ro w e th ot eeb eh t m ofr en il a aw dr st end tsu ev

1 1

this

2 2

math

that z z

zz

b

then

a :sH no tic ire D 84

zzz

zz zz


thin

Name:

Review the Sound/Spelling 5 (/qu/)

quilt

2 1

2

1

./ q/u thi w gn nni i eg bs m tei of se ru cit p eh ret dn u’ uq ‘ trei w st end tsu ev a :sH no tic ire D Kindergarten | Unit 7 Assessment and Remediation Guide © 2013 Core Knowledge Foundation

85

Name:

Review the Sound/Spelling 6 (/ng/)

ring ./ g /n

thi w ngi nd se etim fo esr tuc ip het erd un ’ g ‘n

trei w st end tsu ev a :sH no tic ire D 86


1

2 1 2

Push & Say Use Sound Boxes to have students build words with support for individual sounds. • Provide each student with the Sound Boxes page and a set of Letter Cards corresponding to the words selected for building. Students should line up the letter cards below the Sound Boxes page. Multiple copies of single consonants are needed for words such as prop. • Say a word, such as crush. • Students echo the word and then work individually to select the Letter Cards for the sound/spellings identi ed as they segment the word into phonemes. • Have students place the Letter Cards directly below the boxes in the correct positions from left to right. Tell students they will not always use all the sound boxes (e.g., four-phoneme words). • Once you see a student is ready, ask him or her to push the cards into the boxes from left to right and say the sound as he or she pushes each card. Immediately, students should run their nger under the word in one smooth motion and say the entire word blended. • Clear the board for the next word. • If additional support is needed, rst practice by asking students to ip their Letter Cards over to the blank side and Push & Say for a few practice words using the blank side of the cards. This removes the component of identifying the correct sound/spelling, allowing students to start with a focus on the sounds and their positions before adding in the task of connecting the sounds to spellings. Sound Boxes can be used in varied ways: • Select words from the Phonics—Word Lists for students to practice building and blending target sound/spellings. • Students who struggle to write the words from the Making Words activities in this section may be supported by building in Sound Boxes rst and then copying the word onto the handwriting lines. • Sound Boxes may also support students during Chaining activities. For reading, you may build or write sound/spellings in the boxes to help highlight the positions of phonemes, particularly helping to focus student attention to the correct position as spellings change to form a new word. Similarly, for spelling, students may build or write sound/spellings in the boxes for support as they break apart and record the phonemes they hear in words. Note: Though /x/ is a sound combination of /k/ and /s/ and /qu/ is a sound

combination of /k/ and /w/, they are each taught as one sound. You may praise students who recognize /x/ or /qu/ as a sound combination, but they are to treat both phonemes as one sound. For Push & Say, place the ‘x’ and the ‘qu’ Letter Card in one box to represent the sound.


87

Name:

en .d eth oni or hs rd wu o e ps w e m en etn ht oh du re p- st dn vief ne ure r Th g ,o t. fin r- h ri ou rig he ,-f to tn ee tf ur r el th m snt a ro de f ay s tu S .y oex sly, a b et S & eht aid hs w e m u ol m Pe I yti b d. vti ds ra ca ra c I cr ch no tte ae i e cet lg shu S idn p y ti7 no eh n p t eU rres as th co dn hit g uo w icn s es la eh u ,p ty orf sd sa d. n edd uo nad dne iv s t el or eh hig b p tt r rd si n ot o e tf w eg m g le er pa se m itn se d ro e xo na fs eh Bd e t dn or xob yas uo w e d S eh ht an si to to n :sTh ech sind oti no ts ra m tic ne rc tho d rie ut tet om D S el s 88


Sound Boxes: Phonics

anh t er o m esd u st ann o nso C . ay S & hs u P nad e M cht a M etis vtii acI no it ce S 7 itn heU t ith w es u ro f dsr a reC tt eL es e tht u tuo c dn a py o :sC no tic ire D

Letter Cards 1 (taught in Unit 3)

.e ga p ish t no ec i w t de ivd or p er a dsr o w gn dlii nbue h w ec no

m mt t g g d d c a o i Kindergarten | Unit 7 Assessment and Remediation Guide © 2013 Core Knowledge Foundation

89

anh t er o m d sue st ann o nso .C ay S & hs u P dn a e M hc ta M etis vtii acI no it ce S 7 itn heU t ith w es u ro f dsr a reC tt eL es e tht u tuo c dn a py o :sC no tic ire D 90


nnhf .e ga p ish t no ec i w t de ivd or p er a dsr o w gn dlii nbue h w ec on

sszz p p v e Kindergarten | Unit 7 Assessment and Remediation Guide © 2013 Core Knowledge Foundation

anh t er o m esd u st ann o nso C . ay S & hs u P nad e M cht a M etis vtii acI no it ce S 7 itn heU t ith w es u ro f dsr a reC tt eL es e tht u tuo c dn a py o :sC no tic ire D


.e ga p ish t no ec i w t de ivd or p er a dsr o w gn dlii nbue h w ec no

b b l r j y w x k k u Kindergarten | Unit 7 Assessment and Remediation Guide © 2013 Core Knowledge Foundation

91


y.a S & ush P nda e M hc at M es iitv i cta I n tio ec S 7 itn U hte hti sew ur of sd ra C r ttee L see ht uot tu c dn a yp o :sC n io cte ir :D nos it ecir D 92

ch sh qu th ng Kindergarten | Unit 7 Assessment and Remediation Guide © 2013 Core Knowledge Foundation

Phonics—Games BINGO Students apply learned sound/spelling knowledge from Unit 7 to read words as they play the traditional game, BINGO. Here, the game is tailored appropriately for student’s developmental level with only three spaces across, down, or diagonal. • The word cards are provided following the game boards. We recommend copying and cutting the boards and word cards using card stock to allow for reuse. • Any collection of tokens can be used for students to cover spaces on their game boards (e.g., cubes, beans, tiles, etc.). • As word cards are selected and read, students search for the word on their game board. • Ask students to put their nger on theword if they nd itand read it aloud to con rm they are correct before covering the space. • When students are incorrect, use the opportunity to address the confusion. • When students are correct, ask, “How did you know that was (This verbalization of knowledge or strategies used is powerful for reinforcing learning.)

?”

• The game may be played until one or all students get three spaces covered in a row, or until one or all students get “black-out” (covering the entire board).


93

Race to the Top Each student gets their own ladder, game board, and game piece and shares a set of game cards. (We recommend copying and cutting the game cards on card stock, to allow for reuse.) • For correct answers, students move up a rung; for incorrect answers, students fall down a rung. The rst one who gets to the top wins. • Using Letter Cards: Cards can be placed facedown between students. • Give the Sound: As letter cards are ipped over , students provide the correct sound. • Give the Word: As letter cards are ipped over , students provide a word that contains the sound. • Word/Picture Cards should be concealed and drawn from a container, such as a brown bag. • Read It: As cards are drawn, the word side of the card is shown to the opposing player to be read. The picture side allows for con rmation/ correction. • Spell It: As cards are drawn, the picture side of the card is shown to the opposing player to be spelled (e.g., on a dry erase board). The word side allows for con rmation/correction.

Memory Provide students with a set of cards that includes some with words and others with the corresponding images for those words (Word/Picture Cards). We recommend copying and cutting the images on card stock, to allow for reuse. For Memory, the images will need to be copied onto darker colored paper, otherwise students can see the images through the paper when they are turned over. • Model how to mix up the card s, lay them out, and take turns turning pairs over to look for matches. • The goal is to match the word with its corresponding image. • As students become comfortable with the game, it may be played independently.

94


Bingo Boards 1

. O G N I B e m gal an oti i trad hte aly p ot sd or w gn di era by eg edl w o kn cs nio h ypl p ap tns due t S .s rda bo e m ag e tht u tuo c dn a py o :sC no tic ire D

hung

throb

quit

than

mash

bring

thump

shred

chunk

quiz

sang

thing

swish

that

chop

shed

bring

flash


95

Bingo Boards 2

. O G N I B e m gal an toii trad hte y lap to sd or w ngi d era by eg edl w o kn cs nio h ypl p ap tns due t S .s rda bo e m ag e tht u tuo c dn a py o :sC no tic ire D 96

throb

prong

them

hush

quench

swish

flash

long

pinch

pinch

long

quiz

swung

then

crash

thing

shut

thump


Bingo Boards 3

. O G N I B e m gal an oti i trad hte aly p ot sd or w gn di era by eg edl w o kn cs nio h ypl p ap tns due t S .s rda bo e m ag e tht u tuo c dn a py o :sC no tic ire D

broth

fresh

that

clang

fling

quit

chunk

mash

sang

quench

fling

shed

with

chop

than

hung

clang

fresh


97

Bingo Boards 4

. O G N I B e m gal an toii trad hte y lap to sd or w ngi d era by eg edl w o kn cs nio h ypl p ap tns due t S .s rda bo e m ag e tht u tuo c dn a py o :sC no tic ire D 98

crunch strong

quest

then

champ

hush

swung

broth

shred

champ

crash

quest

them

with

shut

strong crunch prong Kindergarten | Unit 7 Assessment and Remediation Guide © 2013 Core Knowledge Foundation

Bingo Cards

.)e su oref olw a to de dn e m m oc re si cko st d ar (C sd. ra o B O G IN B thi w es u ro f sd arc dr o w e tht u tuo c dn a py o :sC no tic ire D

than

that

them

then

quit

quiz

quest

quench

thing

with

broth

throb

thump

chop

chunk

pinch

crunch

champ

shed

shut

mash

hush

flash

shred

crash

fresh

swish

hung

long

sang

strong

bring

fling

prong

swung

clang


99

Name:

exl p m co er o M . dsr a C ert te L

Race to the Top

ith w d yea lp ne h w e dge l w o kn g iln ep s d/n osu yl ppa . s st dr end C a tu eru S .p itc oT /P d eh ro t W ot th ec iw a d R ey e la m ag pn e het hw ro d f e eg lip ap ap ish ies t g py eld o now :sC no ks tic nic ire oh Dp 100


. re sd tuc ra ip c e dr/ rtu o ic w p uto dn tu a c rd dn ow a g y int cop, ar po esp T , eh tu t ot to uc ec d a n R ay orF op s.e cy, ro am g m e I M no r ti oF ec .s Sd 7t ra in c U edd e si thti o-w w te es ta u er orf co de tr di het vo e g pr to er e a pa sd t ar dna C er e, tcu nil i le P d dr/ id o m W eh es t e ng :sTh alo no old it f, ce rs ri ia Dp

Word/Picture Cards 1


101


. re sd tuc ra ip c e dr/ tru o ic wp uto dn tu a c rd dn ow a g y int cop, ar po esp T , eh ut t ot to uc e d ac na Ry or op .sF c, e yr o am g m e I M no r ti oF ec .s Sd 7t ra in c U edd e si thti o-w w te es ta u er orf co de tr di het vo e g pr to er e a pa sd t ar dna C er e, tcu nil i le P d dr/ id o m W eh es t e ng :sTh alo no old it ,f ce rs ri ia Dp 102





103




. reu rsd tc a p/i cer dr tu o ic w tu dp n tuo a c rdo dn w a g y int op r ,pc ap oT es , eh tu t ot to uc ec d a na R or py .sF co, e yr o m ga m e I M no r it oF ce . S srd 7 a int c U ed eh dsi htti o-w w te es ta ur er of co t tea re er ht c eg to to er e a pa sd t ar dna C er e, tcu nil i le P d dr/ id o m W eh es t e ng :sTh alo no old it f, ce rs ri ia Dp


4 -2 2


105







107







109

Phonics—Progress Monitoring As in previous units of the Assessment and Remediation Guide, progress monitoring continues to be a form of assessment integrated into instruction. The resources create a systematic record of student mastery of skills, facilitating documentation and evaluation of student Response to Intervention (RtI). To make effective use of the progress monitoring resources provided, we recommend the following: • Incorporate progress monitoring within the Guided Practice section of the lesson plans. The resources are designed to parallel instructional tasks, allowing for brief, seamless integration. The intention is not to burden instructional time with additional assessments. • Assess only when students appear to be ready fo r a comprehensive check of the target skills. Set schedules for Progress Monitoring assessments tend to result in their overuse. The resources are intended to serve as con rmation and meaningful record of student progress, as opposed to a collection of numbers. • Utilize results to inform instruction. If student mastery of the target skills is con rmed by a Progress Monitoring assessment, then teachers can be con dent in the decision to move students forward. If students do not achieve the goal scores for a Progress Monitoring assessment, analysis of errors will indicate areas of continued instructional need.

Directions Preparation: This assessment involves asking individual students to read ten words. Copy the page of words with record sheet corresponding to the Progress Monitoring Assessment (Word Reading 1–4) you have selected, and cut out the words. • Model with the sample item. • Show the cards to the student one at a time. • Use the record sheet to record each word as the student reads. • Place a check next to each word read correctly. • For misread words, write exactly what students say as the word is sounded out. If students misread a word, prompt them to try to read the word again, letting them know their rst attempt was incorrect. • Students may bene t from the supports utilized during instruction such as blending motions and representing sounds with objects (e.g., Push & Say). Demonstrate and encourage their use during modeling with the sample item if needed. The goal is for students to eventually be capable of completing the tasks without physical supports or, at least utilizing the supports independently (without your prompt).

110


• Scoring: Scoring is ba sed on 1 point assigned for eve ry consonant digrap h in a word which is read correctly. Interpret scores as follows: • 9 or 10 points—excellent • 8 points—good • 6 or 7 points—fair • Less than 6 points—poor • Further analyze student errors to determine whether one or more types of consonant digraphs are particularly problematic. The subtotals for types of consonant digraphs at the bottom of the record sheets facilitate the identi cation of speci c problem areas. • Also examine whether there are mispronunciations occurring more frequently in a given position in words. For example, does the student read the initial sound correctly, but misread the medial and/or nal sound? • Finally, examine whether the student succeeded in reading words correctly on the second attempt. If so, the student may be rushing and may bene t from explicit instruction to slow down and look at each letter in a word sequentially, left to right. • Goal: Achieve scores of Good or Excellent (8 points or higher ). • Scores of 7 or less indicate additional reteaching and reinforcement is required from the Unit 7 Assessment and Remediation Guide, Section II, Phonics.


111

Name:

Word Reading Progress Monitoring1

wish chat pinch thin

sloth long stung shed

quilt then smash

Record Sheet for Word Reading Progress Monitoring 1: Word

StudenPtronunciation

Sample: wish sloth 1.

/s/

/l/

/o/

/th/

(1)

quilt 2. chat 3.

/qu/ /ch/

/i/ /a/

/l/ /t/

/t/ -

(1) (1)

long 4.

/l/

/o/

/ng/

-

(1)

then 5.

/th/

/e/

/n/

-

(1)

pinch 6.

/p/

/i/

/n/

/ch/

(1)

stung 7.

/s/

/t/

/u/

/ng/

(1)

/a/

/sh/

smash 8.

/s/

thin 9. shed 10.

/m/

(1)

/th/

/i/

/n/

-

(1)

/sh/

/e/

/d/

-

(1)

Total Cor rect

/10

Note : Phonemes in gray are single letter sound/spellings from previous units. Student performance with these phonemes should be noted for evaluation; however, only Unit 7 consonant digraphs are scored.

‘ch’ > /ch/ (3, 6) ‘sh’ > /sh/ (8, 10)

112

/2 /2

‘th’ > /th/ (1, 9) ‘th’ > /th/ (5)

/2 /1


‘qu’ > /qu/ (2) ‘ng’ > /ng/ (4, 7)

/1 /2

Name:

Word Reading Progress Monitoring 2

wish broth bench thud

clang than crush chip

shop quit king



Sample: wish clang 1.

/k/

/l/

/a/

/ng/

(1)

shop 2. broth 3.

/sh/ /b/

/o/ /r/

/p/ /o/

/th/

(1) (1)

than 4.

/th/

/a/

/n/

-

(1)

quit 5.

/qu/

/i/

/t/

-

(1)

/e/

/n/

/ch/

/u/

/sh/

bench 6.

/b/

crush 7.

/k/

/r/

(1) (1)

king 8.

/k/

/i/

/ng/

-

(1)

thud 9.

/th/

/u/

/d/

-

(1)

/ch/

/i/

/p/

-

(1)

chip 10. Total Correct

/10

Note : Phonemes in gray are single letter sound/spellings from previous units. Student performance with

these phonemes should be noted for evaluation; however, only Unit 7 consonant digraphs are scored.

‘ch’ > /ch/ (6, 10) ‘sh’ > /sh/ (2, 7)

/2 /2

‘th’ > /th/ (3, 9) ‘th’ > /th/ (4)

/2 /1

‘qu’ > /qu/ (5) ‘ng’ > /ng/ (1, 8)

/1 /2


113

Name:


wish them rash chop

thank pong with lunch

shift flung quiz



Sample: wish thank 1.

/th/

/a/

/n/

/k/

(1)

shift 2. them 3.

/sh/ /th/

/i/ /e/

/f/ /m/

/t/ -

(1) (1)

pong 4.

/p/

/o/

/ng/

-

(1)

flung 5.

/f/

/l/

/u/

/ng/

(1)

rash 6.

/r/

/a/

/sh/

-

(1)

with 7.

/w/

/i/

/th/

-

(1)

quiz 8.

/qu/

/i/

/z/

-

(1)

chop 9.

/ch/

/o/

/p/

-

(1)

10. lunch

/l/

/u/

/n/

/ch/

(1)

Total Cor rect

/10


‘ch’ > /ch/ (9, 10) ‘sh’ > /sh/ (2, 6)

114

/2 /2

‘th’ > /th/ (1, 7) ‘th’ > /th/ (3)

/2 /1


‘qu’ > /qu/ (8) ‘ng’ > /ng/ (4, 5)

/1 /2

Name:


wish thump chant prong

song math that shrub

dish quest inch



Sample: wish song 1.

/s/

/o/

/ng/

-

(1)

dish 2. thump 3.

/d/ /th/

/i/ /u/

/sh/ /m/

/p/

(1) (1)

math 4.

/m/

/a/

/th/

-

(1)

quest 5.

/qu/

chant 6.

/e/

/ch/

/s/

(1)

/n/

/t/

that 7.

/th/

/a/

/t/

-

(1)

inch 8.

/i/

-

(1)

prong 9. 10. shrub

/a/

/t/

(1)

/n/

/ch/

/p/

/r/

/o/

/ng/

(1)

/sh/

/r/

/u/

/b/

(1)

Total Correct

/10


‘ch’ > /ch/ (6, 8) ‘sh’ > /sh/ (2, 10)

/2 /2

‘th’ > /th/ (3, 4) ‘th’ > /th/ (7)

/2 /1

‘qu’ > /qu/ (5) ‘ng’ > /ng/ (1, 9)

/1 /2


115

116


Section III Fluency and Comprehension


117

118


D

C

n o i s n e h e r p m o C n d a y c n e u l F I,I I n o ti c e S r o f d e e N t n e d u t S g in n i m r te e D

n o y lr o o p s m r fo r e p t n e d u t S

f o t p e c n o C f o s n io t a lu a v e r e h t o

7 it n U th i w s e l g g ru t s t n e d tu S

le b a d o c e d d a e R : e v it c je b O

e h t s e t a r o rp o c in t a th t x te

s e c n e d n o p s e rr o c d n u o s re tt le

ti n U h it w s e l g g u tr s t n e d u t S

te a tr s n o m e D : e v ti c e j b O 7

t in r p c i s a b f o g n i d n a t rs e d n u

d n a g n i k c a tr y b s n o ti n e v n o c

ti n U h it w s e l g g u tr ts n e d tu S

a n i d u o l a d a e R : e v ti c e j b O 7

e n o l a r o r, e n tr a p a h t i ,w p u ro g

y a d h c a e s te u n i m 5 t1 s a le t a

F I

B

A

th i w n o i s n e h re p m o c d n a rd o W

t x e t le b a d o c e d

h it w ,t h g u ta n e e b e v a h t a th

* g in d n a t s r e d n u d n a e s o rp u p

d r o -w r o d r-f o w t in r p g n i w lo l o f

d a e r t x te a to g in n e t s li n e h w

f o s a e r a c i c e p s t e g r a T

) y c n e u l F (

:t n i o P g n i s u a P h it w w e i v e R

) d r o fW o t p e c n o C ( . d u o l a

, A k c ra t g n i w o ll o f y b s s e n k a e w

. C r o , B

r o / d n a e s ra h P e th rk a M

t n e d u t s fI

s p rit S e c n e t n e S

t: n i o P s e g o ri in s t u S a n P io t h it a r w ts n w o e i v m e e R D

E S U N E H T

I,I I n o ti c e S m ro f ! s u c o F y c n e lu F

to s e u in t n o c

n io s n e h re

e l g g u tr s

ts e e m t n e d tu s fI

, s n o ti ta c e p x e

h it w e u in t n o c

t n e d u t s If

to s e u in t n o c

e l g g u rt s

s t e m t n e d u t s If

, s n io t ta c e p x e

tih w e u in t n o c

s lli k S 7 ti n U

s n o s s e l d n ra t s

s ill k S 7 ti n U

s n o s s le d n a trs

E S U N E H T

p m o C d n a y c n e u l F II, I n o it c e S

n o is n e h e r p m o C d n a y c n e lu F

). s il a t e d r trfo a h C e c n e r e f e R s s ro C e e (S . s l a o g A L K C r e h t o le itp l u m r o f a ll e r b m u n a s a e r e h n o ti c n u f s l a o g A L K C t c e l e S *


119

120


Fluency Focus! Rereading familiar text is a powerful way to develop uency. At this stage, attention to uency is not on reading rate, rather it is on building a bank of words recognized automatically and developing the ability to read with expression. Word-by-word reading is expected from emerging readers. The repetition of rereading helps students develop automatic recognition of spelling patterns and also helps them build their bank of sight words (entire words recognized automatically). Automatic recognition of words frees up cognitive resources for comprehension, resulting in uid and expressive oral reading. Two engaging opportunities for rereading stories from the Seth Reader and Unit 7 Pausing Point are provided here. These activities may be done in isolation with students who need additional practice, or may be incorporated into the Lesson Template for this section. A uency activity may be used instead of or in addition to the I’m Looking For… activity for the Warm-Up if students have demonstrated mastery of Concepts about Print. A uency activity may also be used during the Independent Practice section of the lesson. “Lost Finch,” “Seth’s Sled,” “Meg’s Tots,” and “Hash and Milk” are the stories from the Unit 7 Pausing Point. These stories—along with a new story, “Chad’s Lunch”—are part of the progress monitoring assessments for this section. You may prefer not to use “Lost Finch,” “Seth’s Sled,” “Meg’s Tots,” and “Hash and Milk” for Fluency Focus! activities until after these stories have been used for progress monitoring. This would allow you to measure student performance with instructional level text before it becomes more familiar through instruction.


121

Silly Voices Students reread stories from the Seth Reader or Unit 7 Pausing Point independently, with a partner, or to the teacher using silly voices. Note: The task of applying a silly voice requires notable cognitive effort. Silly Voices should be used to motivate students to revisit text that is already very familiar from prior instruction and rereading. If students are not already reading the text with high accuracy, then rereading without silly voices to rst establish ease with word recognition is appropriate.

Print and cut out the picture cards provided on the Silly Voices worksheet, and drop them in a brown lunch bag (or something similar). Students reach inside the bag to pull out a picture card and reread the story using the voice matching the character on the card. Demonstrate for students how to use the following voices and gestures to read like the characters on the cards: • Cowboy: Straddle your chair like you are riding a horse and use a country accent. • Scuba Diver: Vibrate your pointer ngeron your lips as you read. • Sick Person: Hold your nose to sound all stuffed up. • Opera Singer: Use big arm motions and a grand singing voice. • Rock Star: Play your guitar while you read. • Robot: Move your arms like a robot, and use a monotone voice. • Ghost: Use a spooky voice. • Teacher: Point to the words, and use a teacher voice. Feel free to add others!

Partner reading options may be to • take turns reading the entire story; • have one student be the leader, reading a line at a time for the partner to echo; or • read chorally, keeping voices together to read the story.

122


Silly Voices

. esc io v liy s thi w eis otr s nig aed r re ne h w ag abf ot ou upl ot dsr ac re t acr ah c e tht uo tu c dn tna i r :sP no tic ire D Kindergarten | Unit 7 Assessment and Remediation Guide © 2013 Core Knowledge Foundation

123

Two Voices The stories from the Seth Reader and Unit 7 Pausing Point have been recreated here to be read for two voices. One student reads down column 1 while the other student reads down column 2, together completing the story. The lines read chorally (voices together) are in bold. Encourage students to practice rereading for two voices to prepare to perform the story! Story copies for two voices may also be sent home to be read with family and friends.

124


Two Voices

d ear eb ot ens il eh T. yr ot s the gn it lep ocm r hte e otg ,2 n um ocl n w do sd ae tnr de stu re h ot eh t ihle w 1 n m luo c . n ld w od ob sd nei ae ra rt r) e end the ut go s t e s n oice :sO no yv( tic la r ire oh Dc

Seth

1

2

This is Seth Smith. Seth is ten. Seth must get inbedatten.

inbedatten.

Seth can jump on his bed. but not past ten. but not past ten. Seth can stomp and romp

and stand on his hands but not past ten.

but not past ten.

Seth’s dad gets mad

inbedatten.

if Seth is not inbedatten. Kindergarten | Unit 7 Assessment and Remediation Guide © 2013 Core Knowledge Foundation

125

Two Voices

da er eb to ens il eh T. yr ot s the gn it lep ocm erh t goe t 2, n um ocl n w do sd ae tnr de stu re h ot eh t ihle w 1 n m luo c . n ld w od ob sd nei ae ra rt r) e end the ut go s t e s n oice :sO no v(y tic la r ire oh Dc 126

Seth’s Mom

1

2

This is Pat. Pat is Seth’s mom. Pact an

Pact an

fix things. Pact an

Pact an

Pact an

scrub, plan, and think. Pact an

run fast. Pact an

Pact an

sing songs.


Two Voices


Seth’s Dad

1

2

This is Ted. Ted is Seth’s dad. Ted is strong.

Ted is strong.

Tedcan

Tedcan

chop big logs with his ax. Tedcan

Tedcan lift big stumps.

Tedcan

Tedcan

crush tin cans with his hands.


127

Two Voices


Sal’s Fish Shop

1

2

Pat and Seth went in Sal’s Fish Shop.

Sal’s Fish Shop.

Sal had fresh fish. Sal had crabs. Sal had clams. Sal had squid. Pat got fish and shrimp.


Pat got fish and shrimp.

Two Voices


Lunch

1

2

Seth had lunch with his mom and dad.

with his mom and dad.

Pat had shrimp and chips.

shrimp and chips.

Ted had shrimp, fish, and chips.

shrimp, fish, and chips.

Seth had ham and chips.

ham and chips.

Munch, munch. Crunch, crunch. Yum,yum.

Yum,yum.


129

Two Voices


Seth’s Finch

1

2 That’s Seth’s pet finch,

Chip.

Chip.

Chip can flap his wings. Chip can much on ants and bugs. Chip can sing. Chip can land on Seth’s hand. That finch is fun!

That finch is fun!


Two Voices


Lost Finch

1

2

Seth’s pet finch, Chip, islost. Seth can’t spot him.

islost.

Pat can’t spot him. Ted can’t spot him. Chipisnot Chip is not

Chipisnot on Seth’s bed. Chip is not

on Seth’s desk. Then, at last, Pat spots Chip.

Pat spots Chip.

Chip hid inPat’s hat and slept. Kindergarten | Unit 7 Assessment and Remediation Guide © 2013 Core Knowledge Foundation

131

Two Voices


Seth’s Sled

1

2

Seth’s sled went fast.


Seth held on. Seth hit bumps but did not stop.

but did not stop.

Seth hit slush but did not stop.

but did not stop.

Then Seth’s sled hit mud. Splash!

Splash!

Seth got mud on his sled. Seth got mud onhis pants. Seth got mud on his hat.


Two Voices


Meg’s Tots

1

2 This is Meg.

Meg is Pat’s best pal. –Seth.

Pat has 1 lad –Seth.

Meg has 5 tots – Tom, Tim, Max, Sam, and Wes. Meg has quints!

Meg has quints! Pat and Ted help Meg.

Pat sets Tim and Tom on Seth’s rug. Ted sets Sam on Seth’s quilt. Pat sets Max on Seth’s bed. Ted helps Wes stand up Meg’stots!

on Seth’s desk. Meg’stots! Kindergarten | Unit 7 Assessment and Remediation Guide © 2013 Core Knowledge Foundation

133

Two Voices


Hash and Milk

1

2

Pat and Ted had lunch with Meg’s tots.

with Meg’s tots.

Max got hash on his chin. Wes got hash on his bib. Tim’s milk is on Tom. Then Tom got milk on Tim. Sam got milk on Pat and Ted.

on Pat and Ted.



135

Lesson Template Fluency and Comprehension Focus: Co m p r e h e n s i o n

Teaching

M at e r i al s

Objective: Prepare students to read text using prereading activities addressing prior knowledge needed for understanding the text. Exercise: Activate prior knowledge related to the text. Warm-Up

• Narrative genre text structure: Tell students the story for today’s lesson fits a narrative/story structure. Core elements are the characters, setting, and events/action. Preview the text to prompt discussion and thinking about each element.

book or text copy for each student

• Content: Tell students there are words and ideas important to the story. Prompt discussion and thinking regarding key vocabulary and/or concepts. Objective: Set a purpose and model using a Thinking with Reading technique to accomplish the purpose. Learning about Reading with Purpose and Understanding: • Tell students the purpose for rereading the text.


• Explain the Thinking with Reading technique they will use to help them read for the stated purpose. Identify the technique and provide the description (refer to the Thinking with Reading Chart). • Model using the techniq ue with an initial portion of the text. • Read aloud, pointing to track the text and thinking aloud to demonstrate use of the technique for the established purpose. • Include modeling an error while thinking aloud. If students do not notice the error, point it out. Correct the error to model “fixing-up” Thinking with Reading. For mistakes with word reading, refer to the Figuring Out Words chart for ideas to help correct errors.

book or text copy for each student Thinking with Reading Chart Figuring Out Words chart

Objective: Continue working with the text at an appropriate level of support (see Dimensions of Difficulty chart). Support should decrease as students’ skills strengthen.

Guided Practice

Applying Knowledge to Read with Purpose and Understanding: Continue rereading text sections with a Shared, Interactive, or Monitored level of support. Prompt students to express themselves out loud about what they are thinking and how it connects to the purpose (similar to the thinkaloud modeled during Explicit Instruction). Oral Expression keeps each student accountable for thinking with reading and fosters their ability to be purposeful with thinking. Thinking should be discussed during and after reading. Progress Monitoring option: Incorporate progress monitoring checks here as needed.

136


book or text copy for each student Progress Monitoring resources

Focus: Compre hension

Teaching

Materials

Objective: Allow students to practice a Thinking with Reading technique for a designated purpose with high levels of independence. Independent Practice

Reading with Purpose and Understanding Independently: Allow students to reread the text with a partner, practicing tracking (fun pointer wands promote engagement), decoding, and the taught Thinking with Reading technique accomplish the purpose. Student performance should mimic whatused wasto completed throughout the lesson and provide students with an opportunity to reinforce their ability to use oral language to “show” their thinking.

book or text copy for each student pointers for tracking text (optional)


137

Sample Remedial Lesson Fluency and Comprehension (Use shared reading with a book copy and target Observing.) Focus: Comprehension (Use shared reading with a book copy and target Observing.)

Teaching

Materials

Objective: Prepare students to read text using prereading activities addressing prior knowledge needed for understanding the text. For now, the emphasis is on text structure basics (Concepts about Print). Exercise: Activate prior knowledge related to the text.

Warm-Up

• Narrative genre text structure: Tell students the story for today’s lesson fits a narrative/story structure. Core elements are the characters, setting, and events/action. Preview the text to prompt discussion and thinking about each element.

book copy of “Seth’s Finch” for each student

• Content: Tell students there are words and ideas important to the story. Prompt discussion and thinking regarding: • Vocabulary—Review finch. • Concepts—What are other animals people keep as pets? Objective: Set a purpose and model using a Thinking with Reading technique to accomplish the purpose. Learning about Reading with Purpose and Understanding: • Tell students the purpose for rereading “Seth’s Finch” is to think about why Seth’s finch is a fun pet. (This text has only been used instructionally once before. Students require the higher level of support.) Explicit Instruction

• Tell students they will use observing to help them understand why a finch can be a fun pet. Observing is relating information from the text to information they already know (such as stories or books they have previously read or their general knowledge). • Echo-read the first line, tracking the text. Stop and think aloud to model observing saying, “I’ll make an observation using what I know from my own life. I have had pets, too. I have had two dogs, three cats, and a few fish. I’ve never had a bird as a pet.” • Revisit the purpose, thinking aloud and saying, “I want to think about what makes pets fun. My dogs were fun because we went on walks together. My cats were fun because they would sit on my lap. My fish weren’t very much fun because they were boring.”

138


book copy of “Seth’s Finch” for each student Thinking with Reading Chart Figuring Out Words chart

Focus: Comprehension (Use shared reading with a book copy and target Obser ving.)

Teaching

M a t er i a l s

Objective: Continue working with the text at an appropriate level of support (see Dimensions of Difficulty chart). Support should decrease as students’ skills strengthen. Applying Knowledge to Read with Purpose and Understanding: Continue rereading the next two text sections with shared reading support. • Students echo-read each line within the remaining sections. • After the middle section of the story is read, prompt thinking with: • Observing: “Let’s make an observation. Have you read about birds in other stories? What can they do?” • Revisit the Purpose: “We want to think about what makes pets fun. Why might Seth like the things Chip can do?” • After the final section of the story is read, prompt thinking with: • Observing: “Let’s think about what we may already know. How does a bird learn to land on a person’s hand?” Guided Practice

• Revisit the Purpose: “We want to think about what makes pets fun. How might Seth have fun with Chip’s trick of landing on his hand?” After reading:

book copy of “Seth’s Finch” for each student Figuring Out Words chart

• Tell students if they used observing to help understand and remember what the author wrote, they will be able to think about interesting questions about the story. • Tell students you have a question, but before they answer “yes” or “no” you want them to think about how they know the answer. Tell them they will use information from their own background, another text, or what they already know to help them decide on their answer. • Present the inferential question: “Does Seth’s finch get to come out of his cage?” • Discuss the answer and student justifica tions. Progress Monitoring option: Students have not demonstrated readiness for a running record and comprehension check of reading decodable text with initial and final consonant digraphs.


139

Focus: Comprehension (Use shared reading with a book copy and target Observing.)

Teaching Objective: Allow students to practice a Thinking with Reading technique for a designated purpose with high levels of independence.

Independent Practice

Reading with Purpose and Understanding Independently: Students are partnered to reread “Seth’s Finch.” They will take turns being the leader for echo-reading and practicing tracking with a pointer. Tell students to stop to think and talk about observations after each section. Challenge them to make new observations from the shared lesson. If possible, once partners finish, revise theones purpose by during asking the them to remember any observations they talked about together and tell you if they thought of any new reasons why pets can be fun.

140


Materials book copy of “Seth’s Finch” for each student unsharpened pencils with fun eraser tops for pointers

Revisit Text to Focus on Content Using a book copy or text copy* of stories from the Seth Reader, focus on Thinking with Reading techniques to accomplish purpose and understanding with the decodable text. It can be helpful to mark the text at natural stopping points before the lesson. Sticky notes can be put on pages in the book copy, and the text copy is provided with the text arranged in sections. *Students should always be exposed to the illustrations for picture books for initial readings, because the illustrations are there for the purpose of enhancing the text. Once the book is familiar, using a text-only copy can help focus students on decoding and understanding the text by removing picture support. In early readers that offer high text-to-picture matching, students can learn to avoid reading the text by “reading” the pictures instead!


141

Thinking with Reading Chart Thinking with Reading

Activating prior knowledge of text structure

Description Before reading, activate knowledge of basic print structures (e.g., text directionality), general genre structures (e.g., list format within a nonfiction text), or features specific to a text (e.g., table of contents) to establish a foundation that helps students predict and acquire information during reading.

Specific Application to Stories from the Seth Reader Using a book copy, examine knowledge of narrative genre. Prompt student thinking about nar rative features encountered in the Seth Reader: characters, setting (often requires inference and relies on illustrations), and events/actions. Pre-assess and support knowledge of key vocabulary:

g n i d a Activating prior e R knowledge of e r related content o f e B

Before reading, activate knowledge of vocabulary and concepts related to the information in the text to support students’ ability to make meaning during reading.

• “Seth”: Review romp. • “Seth’s Mom”: Think about multiple meanings for the word plan (noun and verb). • “Seth’s Dad”: Review stump. • “Sal’s Fish Shop”: Review clam and squid. • “Lunch”: Discuss munch and crunch as onomatopoeias: a word that imitates a sound. • “Seth’s Finch”: Review finch. Also ad dress concep ts with p rompts such as: • “Seth”: What do people do at bedtime? • “Seth’s Mom”: Does being talented mean you are good at many things, very good at one thing, or could it be both? • “Seth’s Dad”: How do you make your body strong? • “Sal’s Fish Shop”: Do you know the names of some different kinds of fish that we eat? • “Lunch”: Where do people eat lunch? • “Seth’s Finch”: What are other animals people keep as pets? Students may read to find out:

Setting purpose for reading

142

Before reading, use p reviewed information about the structure and content to inform

• “Seth”: What does Seth do at bedtime? • “Seth’s Mom”: What does Pat do for work and for

setting appropriate purpose for reading the text.an The purpose should spark s tudent interest and attention to the reading. The purpose is established in the Explicit Instruction section of the lesson and revisited throughout.

fun? • “Seth’s Dad”: How does Ted show he is strong? • “Sal’s Fish Shop”: Why do Seth and his mom go to Sal’s shop? • “Lunch”: Does everyone have the same lunch? • “Seth’s Finch”: Why is Seth’s finch a fun pet?


Thinking with Reading

Monitoring

Specific Application to Stories from the Seth Reader

Description During reading, stop and think after sections of text to evaluate whether you are understanding the text or not. Students often do not put effort into making meaning while reading without being explicitly taught and reminded to do so. This is especially true of readers who have to devote a great deal of cognitive energy to decoding, and who may be les s intrinsically motivated to read. Encourage students to begin sharing their thinking with, “That makes s ense because…” Presenting a related scenario that does not make sense may help students engage in this reflection. For example: If the dog went to the vet, first

The stories are divided into three or four sections. After each section, stop and see if students can recall the information from the section just read.

ask, “Does it make sens e for a dog to go to the vet?” Then ask, “Would it make sense if the author told us the dog called the vet?” Monitoring helps student self-correct decoding errors. Consider if a student reads “bit ox ran on” instead of “but ox ran on.” If the student is monitoring, he/she may think, “bit ox ran on” doesn’t make sense, prompting review of the text for correction.

g in d a e R g in r Visualizing u D

During reading, stop and develop images in your mind relating to the text provided by the author. Developing rich imager y helps readers remember and think more deeply about the text. Prompt students to close their eyes when visualizing. Provide time for thinking before having students share their visualizations. Encourage students to begin with, “In my head I saw…” Challenge students to add details to their visualizations without deviating from the text. For example, if a student says she sees three cats, ask: “ Where are the cats?”; “Do the cats all have collars on?”; “What color are the cats?” If deviations from the text do occur, prompt self-reflection by asking, “Does your picture match what the author told us?”

Using a text-only copy, read selections and visualize related images. Describe or draw visualizations, challenging students to add details.

Prompt observations by starting discussions with questions such as:

Observing

During and after reading, relate information from the text to information you already know. Encourage students to begin with, “Something I already know about this is...”. Stopping to reflect on reading and connect ideas and information to prior knowledge helps readers remember and learn from the text.

• “Seth”: Is your bedtime like Seth’s? • “Seth’s Mom”: Who are other people you know who fix things? • “Seth’s Dad”: What are other things you have to be strong to be able to do? • “Sal’s Fish Shop”: What kind of seafood do you eat? • “Lunch”: Can you think of another story where the characters eat lunch? • “Seth’s Finch”: Can you name other animals that eat ants and bugs? (Various birds, reptiles, amphibians, and spiders)


143

Thinking with Reading

Summarizing

After reading, reconstr uct an abbreviated version of the text highlighting the big ideas. Students tend to offer specific recall of ideas, often in random order. Prompting students to think about the beginning, middle, and end of early narrative texts can help them structure ideas sequentially. Through discussion, encourage student to connect the details they remember to a big idea for each section, which promotes summarization skills and higher level thinking. For example:

Specific Application to Stories from the Seth Reader

Ask stu dents to tell you ab out and /or draw a pi cture representing the big ideas from the beginning, middle, and end.

• Details—In the beginning, there was a cat and a dog and a pig and a hog. • Summar y—We met the four animals in the story.

g n i d a e R r e tf A

Sample Questions

Questioning

144

Description

During and after reading, answer and ask questions related to the text. Questions that promote meaningful comprehension include 1) literal (remembering information as stated in the text), 2) inferential (providing accurate responses based on connecting prior knowledge and information from the text), and 3) critical (making appropriate determinations supported by the text). For literal questions, encourage students to go back to the text to show you where the author provides the information to answer the question. You may say, “Please find and read the line in the story showing the answer.” For inferential questions, encourage students to defend their response using information from the text, as well as prior knowledge. For evaluative questions, encourage students to explain their logic. Often answers are not right or wrong, but explanations should stem from the text and be plausible.


Literal: • “Seth”: Does Seth know how to do a handstand? • “Seth’s Mom”: Is Seth’s mom a fast or slow runner? • “Seth’s Dad”: What does Ted use to chop the tree? • “Sal’s Fish Shop”: Does Pat buy clams? • “Lunch”: Who eats the most food? • “Seth’s Finch”: Where can Seth’s finch land? Inferential: (Accept reasonable answers.) • “Seth”: What could help Seth calm down and get ready for sleep? • “Seth’s Mom”: Does Seth’s mom know how to use tools? • “Seth’s Dad”: Do you think Ted lives in the city? • “Sal’s Fish Shop”: Do Pat and Seth like seafood? • “Lunch”: Do you think Seth likes seafood? • “Seth’s Finch”: Does Seth’s finch get to come out of his cage? Evaluative: • Attention to critical questioning is incorpor ated in Unit 8.

Figuring Out Words Sound out the letters.

Look at ALL the letters.

hats

Read the words again.

Dad has his cat

Use words you know.

If I know man, then I know tan


145

Dimensions of Difficulty Lessons can be crafted to be more or less dif cult by varying the level of instructional support for reading and the format of the text. The chart below illustrates how lessons can be designed to be more or less challenging across both dimensions. Note: Keep in mind that students should be engaged in actually reading with their eyes on print as much as possible. For the Modeled level of support, the teacher is responsible for reading, and students should be encouraged to follow along, tracking text. For the Independent level of support, individual engagement is required as students read independently. For the Shared, Interactive, and Scaffolded levels of support, round-robin reading, wherein

students can “tune out” until it’s their turn, is not recommended. Instead, small groups of students may • read aloud with the teacher chorally (all voices together) or echo (all voices repeat); • read aloud with a partner chorally (voices to gether) or taking equal turns (e.g., page by page); or • read aloud as a group chorally (all voices together) or individually (voices jumbled as students read at different paces).

Least Difficult

Level of Support for Reading Modeled

Shared

Interactive

Scaffolded

Independent

146

Read from a text copy (excludes illustrations)

Description

Teacher reads aloud with fluency and uses “thinking aloud” to demonstrate application of skills or strategies. Teacher and students read to gether. Students follow along with text and choral-read (voices together) or echo-read (voices repeat) familiar refrains. Teacher and students read together, taking turns. Students read sections with the direct, immediate support of teacher feedback and modeling. Teacher plans and delivers lessons related to text. The instruction supports student reading of instructional level text. Students readindependent “easy” text that either at their levelisor is a familiar reread, requiring little or no support from the teacher.


Read from the book copy (includes illustrations

Most Difficult


147

7 it n U

g in s u a P

n o ti a trs n o m e D

t in o P

; se a r h P e h t k r a M

s e ri to S

7 1 ’s th e S “

6 1

” h c in F

s; p rit S ce n te n e S

n o ti a rt s n o m e D

e h t rk a M

e s ra h P

s’ th e S “

” ch n i F

s e ri o t S

5 1 ” h c n u L “

4 1

” h c n u L “

sh i F s’ l a “S

” p o h S

1 1

s’ th e S “

” d a D

0 1

’s h t e “S

” m o M

3 1

h is F s l’ a S “

” p o h S

; se ra h P

s’ th e S “

’s h t e “S

” m o M

2 1

tr a h C e c n e r e f e R so r C sl li k S n io s n e h e r p m o C d n a y c n e u l F 148

s n o s s e L 7 ti n U

e th k r a M

” h t e “S

9

” d a D

” h t e “S

8 7 6

5 4 3 2 1 l/l i k S n io s n e h e r p m o C

l a o G A L K C

e t tra s n o m e D

c i s a b f o g n i d n ta sr e d n u

y b s n o it n e v n o c t in r p

g in w lo l o f d n a g n i k c ra t

d r o w -r o f rd o w t n ir p

t x e t a o t g n i n e t si l n e h w

f o t p e c n o C ( d u lo a d a e r

) rd o W

t a h t t x e t e l b a d o c e d d a e R

-r te t e l e th s te a r o p r o c n i

s e c n e d n o p s re o c d n u o s


,t h g u a t n e e b e v a h t a h t

d n a e s o p r u p th i w

* g n i n d ta sr e d n u

7 it n U

g in s u a P

”; h c in F

s’ th e S “

7 1 6 1

e k a T ’s th e S “

” h c in F

;” ch n u L“

e k a T

e y m r o to H S

4 1

”; h c n u L “

e k a T

e y m r o to H S

sh i F s’ l a “S

” p o h S

e k a T ,” d a D

e y m r o to H S

s’ h t e “S

2 1 ’s th e S “

1 1

”; d a D

0 1

e k a T

e y m r o o t H S

’s h t e “S

” m o M

p u ro G

k r o W

9 ll a m S

8

n o ti p O

7 l p u a m o r S G

6

k r o

n o ti W p O

ll p a u m ro S G

n k r o o it p W O

) 2 p u o r G (

ll p a u m ro S G

k r o W

n o ti p O

) 2 p u ro (G

ll a m S

5

n rk o o it W p O ) 2 p u ro (G

p u o r G

4 3 2 1 l/l i k S n io s n e h e r p m o C

l a o G A L K C

, p u ro g a n i d u o l a d a e R

e n o l a r o r, e r tn a p a th i w

s te u in

e m a n e d u l c

d n a s a m

m 5 1 t s a le t a

( in y a d h c a e

m o c e s u d n a

s i ” g n i d n ta s r e d n u d n a e s o p r u p tih w t, h g u a t n e e b e v a h t a h t s e c n e d n o p s e rr o c d n u o s re tl e e h t s te a r o p r o c n i t a h t t x te le b a d o c e d d a e R “ :

n e k o p s d n a rs tte e l n e tt ir w n e e w t e b s ti s x e ip h s n o ti a l re le b a t ic d re p , c it a m e t s y s a t a th

e y m r o to H S

5 1

3 1

s n o s s e L 7 ti n U

s e ri o t S e m o H e k a T

; g in d a e R ce tic ra P

t in o P

le i h w n io t a tu c n u p d n e

) y c n e lu F ( ) y ll ra o g in d a e r

g in d n ta s r e d n u te ra t s n o m e D l: a o G A L K C e t o m o r p s e it i itv c a ll A

. s d n u o s

la o G A L K C *

s il ta e d e th f o g in d n ta rs e d n u d n a ll a c lre a r e tli g n rii u q e r ) n e h w , re e h w ,t a h w , o h w ,. g . (e

: s l a o G A L K C g n i w o ll o f e h t y b d tre o p p u s

s n o ti s e u q r e w s n a d n a k s a t,r o p p u s d n a g n it p m o r p h ti W •

n io t c a m o fr ts c a f r o , e n e c s a , s n

t x e t n o ti c a f o s t c fa o /r d n a

ly t n e d n e p e d in d a e r t x e t n tio c in n o ti a m r fo in fy ir a l c o t s n ito s e u q r e w s n a d n a k s A •

tio c a , s t n e v e , s g n i h t , g n tit e s , rs e t c a r a h c e irb c s e d to e g a u g n la e v ti a rr a n e s u t,r o p p u s d n a g n it p m o r p h ti W •

il a t e d l a n io it d d a e d i v o r p tr, o p p u s d n a g in t p m o r p th i w ,

y tl n e d n e p e d n i d a e r n e e b s a h t a th t x te

d n a ts n e v e d n a , s g in h t , s e c la p , le p o e p r ia li m fa e b ri c s e D •

tr o p p u s d n a k c e h c o t s n o ti a r t s u ill e th g in s u ,y tl n e d n e p e d n i d a re t x te n o ti c a m o fr s n ito ra t s liu l e b ir c s e d t,r o p p u s d n a g n it p m ro p h it W •

ry o t s e h t f o n o i s n e h re p m o c

rd o w n w o n k n u n a f o g in n a e m e th to e u l c a s a d e – d n a , s e – , s – s n o ti c e in e th e s U •


149

150


Comprehension: Stories


151

Name:

Text Copy

Seth This is Seth Smith.

Seth is ten. y.r ot s e tfh o eis po c y nlo textthi w tns due ts ed iv or p to eg pa ish t yp oc dn tna i r :sP no tic ire D 152

Seth must get in bed at ten. Seth can jump on his bed, but not past ten. Seth can stomp and romp and stand on his hands, but not past ten. Seth’s dad gets mad if Seth is not in bed at ten. Kindergarten | Unit 7 Assessment and Remediation Guide © 2013 Core Knowledge Foundation

Name:

Text Copy

Seth’s Mom This is Pat.

Pat is Seth’s mom. y.r ot s e tfh o eis po c y nlo textthi w tns due ts ed iv or p to eg pa ish t yp oc dn tna i r :sP no tic ire D

Pat can fixthings. Pat can scrub, plan, andthink. Pat can run fast. Pat can sing songs.


153

Name:

Text Copy

Seth’s Dad This is Ted.

Ted is Seth’s dad. y.r ot s e tfh o eis po c y nlo textthi w tns due ts ed iv or p to eg pa ish t yp oc dn tna i r :sP no tic ire D 154

Ted is strong. Ted canchop big logs with his ax. Ted can lift big stumps. Ted can crush tin cans with his hands.


Name:

Text Copy

Sal’s Fish Shop Pat and Seth went in Sal’s Fish Shop. y.r ot s e tfh o eis po c y nlo textthi w tns due ts ed iv or p to eg pa ish t yp oc dn tna i r :sP no tic ire D

Sal had fresh fish. Sal had fresh shrimp. Sal had crabs. Sal had clams. Sal had squid. Pat got fish and shrimp.


155

Name:

Text Copy

Lunch Seth had lunch with his mom and dad. y.r ot s e tfh o eis po c y nlo textthi w tns due ts ed iv or p to eg pa ish t yp oc dn tna i r :sP no tic ire D 156

Pat had shrimp and chips. Ted hadshrimp, fish, and chips. Seth had ham andchips. Munch, munch. Crunch, crunch. Yum, yum.


Name:

Text Copy

Seth’s Finch That’s Seth’s pet finch, Chip. y.r ot s e tfh o eis po c y nlo textthi w tns due ts ed iv or p to eg pa ish t yp oc dn tna i r :sP no tic ire D

Chip can flap his wings. Chip can munch on ants and bugs. Chip can sing. Chip can land on Seth’s hand. That finch is fun!


157

Name:

Text Copy

Lost Finch Seth’s pet finch, Chip, is lost. y.r ot s e tfh o eis po c y nlo textthi w tns due ts ed iv or p to eg pa ish t yp oc dn tna i r :sP no tic ire D 158

Seth can’t spot him. Pat can’t spot him. Ted can’t spot him. Chip is not on Seth’s bed. Chip is not on Seth’s desk. Then, at last, Pat spotsChip. Chip hid in Pat’s hat and slept.


Name:

Text Copy

Seth’s Sled Seth’s sled went fast. Seth held on. y.r ot s e tfh o eis po c y nlo textthi w tns due ts ed iv or p to eg pa ish t yp oc dn tna i r :sP no tic ire D

Seth hit bumps but did not stop. Seth hit slush but did not stop. Then Seth’s sled hit mud.

Splash! Seth got mud on his sled. Seth got mud on his pants. Seth got mud on this hat. Kindergarten | Unit 7 Assessment and Remediation Guide © 2013 Core Knowledge Foundation

159

Name:

Text Copy

Meg’s Tots This is Meg. Meg is Pat’s best pal. y.r ot s e tfh o eis po c y nlo

Pat as 1 lad—Seth. Meg has 5 tots—Tom, Tim, Max, Sam,

textthi w tns due ts ed iv or p to eg pa ish t yp oc dn tna i r :sP no tic ire D

and Wes. Meg has quints!

160

Pat and Ted help Meg. th’s rug. Pat sets Tim and Tom on Se Ted sets Sam on Se th’s quilt. Pat sets Max on Seth’s bed. h’s desk. Ted helps Wes stand up on tSe Kindergarten | Unit 7 Assessment and Remediation Guide © 2013 Core Knowledge Foundation

Name:

Text Copy

Hash and Milk Pat and Ted had lun ch with Meg’s tots. y.r ot s e tfh o eis po c y nlo textthi w tns due ts ed iv or p to eg pa ish t yp oc dn tna i r :sP no tic ire D

Max got hash on his chin. Wes got hash on his bib. Tim’s milk is on Tom. Then Tom got milk on Tim. Sam got milk on Pat and Ted.


161

Comprehension—Progress Monitoring As in previous units of the Assessment and Remediation Guide, progress monitoring continues to be a form of assessment integrated into instruction. The resources create a systematic record of student mastery of skills, facilitating documentation and evaluation of student Response to Intervention (RtI). To make effective use of the progress monitoring resources provided, we recommend the following: • Incorporate progress monitoring within the Guided Practice section of the lesson plans. The resources are designed to parallel instructional tasks, allowing for brief, seamless integration. The intention is not to burden instructional time with additional assessments. • Assess only when students appear to be ready fo r a comprehensive check of the target skills. Set schedules for Progress Monitoring assessments tend to result in their overuse. The resources are intended to serve as con rmation and meaningful record of student progress, as opposed to a collection of numbers. • Utilize results to inform instruction. If student mastery of the target skills is con rmed by a Progress Monitoring assessment, then teachers can be con dent in the decision to move students forward. If students do not achieve the goal scores for a Progress Monitoring assessment, analysis of errors will indicate areas of continued instructional need.

Running Record and Understanding Directions • Print and copy the Student Copy and Record Sheets for the selected progress monitoring assessment for each student being assessed. This assessment should be administered individually. If students are unfamiliar with searching for text support for answers (see steps for a second point below), modeling should be provided prior to administering the assessment. • After taking a running record of student oral reading, ask students the ve questions for the selected Progress Monitoring assessment. Note: Initially, DO NOT allow students to look back in the story to nd answers if they are unknown or unsure. Students should provide their best answer from memory of the story rst. Avoid frustration by assuring students they will have the chance to look back at the story after answering the questions the best they can.

• First, record 1 point for each question if it is answered correctly. • A second point for questions 1–3 is earned by nding text support for the provided answers. Put the copy of the story back in front of the student and explain you want him/her to show you where the answers for questions 1–3 are located in the story. • Restate the rstquestion and the answer provided. • Say, “Please nd and read theline in the story showing the answer.” 162


• Record one additional point for questions 1–3 if the correct text support is found and read. Note: If incorrect answers are corrected at this point, students get the point for nding the text support and keep no point for providing an initial incorrect answer. Therefore, a question with an initial incorrect answer that is corrected when searching for text support receives a total score of one point. A pattern of initial incorrect answers that are corrected when students look back at the text may indicate a challenge with organizing and storing information from reading into memory.

• Repeat steps for a second point for questions 2 and 3. • Scoring: Student performance should be recorded as either accurate or not, using any form of symbols (e.g., checks and Xs or 1s and 0s), record the total score out of 8 at the bottom. Note: Students will receive explicit instruction with inferential and evaluative questions in later units. It is informative to evaluate student readiness for these higher level questions now. If questions 4 or 5 are consistently missed, students may still score well enough to move on, and the need for speci c attention to these forms of questioning will inform instructional planning as students progress through subsequent units.

• Goal: 6–8 points. • Scores of 5 or less indicate additional reteaching and reinforcement may be required from the Unit 7 Assessment and Remediation Guide, Section III, Fluency and Comprehension. • The Running Record and Understanding assessments follow the format of an informal reading inventory, which provides a comprehensive evaluation of reading skills. Student performance with word recognition is also scored. The goal is scores within 89–100%. Scores of 88% or less indicate additional reteaching and reinforcement may be required from the Unit 7 Assessment and Remediation Guide, Section II, Phonics.


163

Name:

Student Copy Progress Monitoring 1

Lost Finch Seth’s pet finch, Chip, is lost. Seth can’t spot him. Pat can’t spot him. .1 nrgi toi no sM se r ogr P ro f da re ot eg ap si th hit w st ne udt s dei vo

Ted can’t spot him. Chip is not on Seth’s bed. Chip is not on Seth’s desk. Then, at last, Pat spotsChip. Chip hid in Pat’s hat and slept.

r :sP no tic ire D 164


Name:


Seth’s Sled Seth’s sled went fast. Seth held on. Seth hit bumps but did not stop. .2 nrgi toi no sM se r ogr P ro f da re ot eg ap si th hit w st ne udt s dei vo r :sP no tic ire D

Seth hit slush but did not stop. Then Seth’s sled hit mud.

Splash! Seth got mud on his sled. Seth got mud on his pants. Seth got mud on his hat. Kindergarten | Unit 7 Assessment and Remediation Guide © 2013 Core Knowledge Foundation

165

Name:


Meg’s Tots This is Meg. Meg is Pat’s best pal.

Pat has 1 lad—Seth. .3 nrgi toi no sM se r ogr P ro f da re ot eg ap si th hit w st ne udt s dei vo r :sP no tic ire D 166

Meg has 5 tots—Tom, Tim, Max, Sam, and Wes. Meg has quints! Pat and Ted help Meg. th’s rug. Pat sets Tim and Tom on Se

Ted sets Sam on Seth’s quilt. Pat sets Max on Seth’s bed. Ted helps Wes stand up on th Se’s desk. Kindergarten | Unit 7 Assessment and Remediation Guide © 2013 Core Knowledge Foundation

Name:


Hash and Milk ch with Meg’s tots. Pat and Ted had lun

Max got hash on his chin. .4 nrgi toi no sM se r ogr P ro f da re ot eg ap si th hit w st ne udt s dei vo

Wes got hash on his bib. Tim’s milk is on Tom. Then Tom got milk on Tim. Sam got milk on Pat and Ted.

r :sP no tic ire D Kindergarten | Unit 7 Assessment and Remediation Guide © 2013 Core Knowledge Foundation

167

Name:


Chad’s Lunch Chad King had lunch with his dad. Chad had hot dogs and milk. Chad’s dad had fresh fish and chips. .5 nrgi toi no sM se r ogr P ro f da re ot eg ap si th hit w st ne udt s dei vo

Chad and his dad had fun.

Then, bang! Chad hit his cup with his hand. Chad’s milk went splash on his dad’s lap.

r :sP no tic ire D 168


Running Record and Understanding: Progress Monitoring 1

Record Sheet for Unit 7 Section III, Comprehension Student:

Date:

Place the Student Copy of “Lost Finch” for progress monitoring in front of the student. Tell the student that they will read a story called “Lost Finch.” Tell the student that the story is about a boy whose cats make a mess. Keep a running record on this sheet as the student reads the story.

Lost Finch Chip is not on Seth’s bed. Seth’s pet finch, Chip, is lost. Seth can’t spot him.

Chip is not on Seth’s desk.

Pat can’t spot him.

Then, at last, Pat spotsChip.

Ted can’t spot him.

Chip hid in Pat’s hat and slept. [43 (total words) (# of errors)] / 43 (total words) = (% accuracy)

Ask the student the questions below. The record sheet provides a space for recording scores for performance on individual questions as well as the overall total. 1. What is the nch’s name? (Chip) 2. Did Ted nd Chip? (No, Pat found Chip.) 3. What was Chip doing while they were looking for him? (Sleeping) 4. Did it take a long time to nd Chip? (Yes, because they looked many places rst and the author wrote “at last.”) 5. Would Chip like to sleep in a shoe? (Students may say yes because it’s a cozy spot like the hat, or no because it would be stinky. Accept any plausible answer.) 5.

1.

and

/2

2.

and

/2

3.

and

/2

4.

/1

/1 Total:

/8


169


Analysis for Unit 7 Section III, Comprehension List Uncorrected Errors

Notes • Did the apostrophe in Seth’s or can’t cause problems? • Are there speci c errors involving the digraph spellings ‘ch’ or ‘th’? • Are errors consistently in the initial, medial, or nal position of theword? • Are there errors related to the decoding of initial and/or nalconsonant clusters? • Are speci c letter-sound correspondences consistently missed, and if so, which ones? • Does the student need to sound out words, or are the words said in a blended fashion? • Does the student lose his/her place?

Accuracy Errors

%

N o t es

0 or 1

96 –100

2– 4

89 – 95

Teacher judgment is required to determine if additional instruction from the Unit 7 Assessment and Remediation Guide is needed, or if the student is ready to move on.

5+

0 – 88

Weak. Discontinue test. Additional instruction from the Unit 7 Assessment and Remediation Guide is recommended.

Very good. Okay to move on.

Comprehension Q u e s t i on s 7 or 8


6

Good. Okay to move on.

5

Fair. Consider discontinuing test and providing additional instruction from the Unit 7 Assessment and Remediation Guide. If student is not overly

0– 4

170

N ot e s

frustrated, you may wish to move on. Weak. Discontinue test. Additional instruction from the Unit 7 Assessment and Remediation Guide is recommended.




Date:

Place the Student Copy of “Seth’s Sled” for progress monitoring in front of the student. Tell the student that they will read a story called “Seth’s Sled.” Tell the student that the story is about a boy whose cats make a mess. Keep a running record on this sheet as the student reads the story.


Seth’sSpla Sled sh!

Seth held on.

Seth got mud on his sled.

Seth hit bumps but did not stop. Seth got mud on his pants. Seth hit slush but did not stop.

Seth got mud on his hat.

Then Seth’s sled hit mud.

[45 (total words) (# of errors)] / 15 (total words) = (% accuracy)

Ask the student the questions below. The record sheet provides a space for recording scores for performance on individual questions as well as the overall total. 1. How did Seth stay on the sled? (Held on)

1.

and

/2

2.

and

/2

3.

and

/2

4.

/1

5. Will Seth’s mom be mad? (Yes, because he is muddy, or no because she’ll be happy that he had fun. Accept any plausible answer.) 5.

/1

2. Does Seth hit grass? (No, not mentioned) 3. What did Seth get mud on? (Name at least two: sled, pants, and hat) 4. Was Seth on a big hill? (Yes, because he “went fast.”)

Total:

/8


171



Notes • Did the apostrophe in Seth’s cause problems? • Are there speci c errors involving the digraph spellings ‘th’ or ‘sh’? • Are errors consistently in the initial, medial, or nal position of theword? • Are there errors related to the decoding of initial and/or nalconsonant clusters? • Are speci c letter-sound correspondences consistently missed, and if so, which ones? • Does the student need to sound out words, or are the words said in a blended fashion? • Does the student lose his/her place?

Accuracy Errors

%

N o t es

0 –2

96 –100


3–5

89 – 95


6+

0 – 88


Comprehension Q u e s t i on s 7 or 8 6

N ot e s Very good. Okay to move on. Good. Okay to move on. Fair. Consider discontinuing test and providing additional instruction from

5 0– 4

172

the Unit 7 Assessment and Remediation Guide. If student is not overly frustrated, you may wish to move on. Weak. Discontinue test. Additional instruction from the Unit 7 Assessment and Remediation Guide is recommended.




Date:

Place the Student Copy of “Meg’s Tots” for progress monitoring in front of the student. Tell the student that they will read a story called “Meg’s Tots.” Tell the student that the story is about a mom and her babies. Keep a running record on this sheet as the student reads the story.

Meg’s Tots This is Meg.

th’s Pat sets Tim and Tom on Se rug.

Meg is Pat’s best pal. th’s quilt. Ted sets Sam on Se

Pat has 1 lad—Seth. Pat sets Max on Seth’s bed. Meg has 5 tots—Tom, Tim, Max, Sam, and Wes. Ted helps Wes stand up on Se th ’s desk. Meg has quints! [59 (total words) (# of errors)] / 59 (total words) = (% accuracy)

Pat and Ted help Meg.

Ask the student the questions below. The record sheet provides a space for recording scores for performance on individual questions as well as the overall total. 1. How many kids does Pat have? (One—Seth) 2. Who helps Meg? (Pat and Ted) 3. How many kids sit on the rug? (Two—Tim and Tom) 4. Why do Pat and Ted help Meg? (Because “Meg is Pat’s best pal.”)

1.

and

/2

2.

and

/2

3.

and

/2

4.

/1

5. What are the safest spots for the quints to sit? (Student might say the rug or the quilt because they won’t fall or the bed and the desk because the adults are holding them. Accept any plausible answer.) 5.

/1 Total:

/8


173



Notes • Did the apostrophe in Pat’s or Seth’s cause problems? • Are there speci c errors involving the digraph spellings ‘th’ or ‘qu’? • Are errors consistently in the initial, medial, or nal position of theword? • Are there errors related to the decoding of initial and/or nalconsonant clusters? • Are speci c letter-sound correspondences consistently missed, and if so, which ones? • Does the student need to sound out words, or are the words said in a blended fashion? • Does the student lose his/her place?

Accuracy Errors

%

N o t es

0 –2

96 –100


3– 6

89 – 95


7+

0 – 88




5 0– 4

174





Date:

Place the Student Copy of “Hash and Milk” for progress monitoring in front of the student. Tell the student that they will read a story called “Hash and Milk.” Tell the student that the story is about ve babies eating lunch. Keep a running record on this sheet as the student reads the story.

Hash and Milk ch with Pat and Ted had lun Meg’s tots.

Then Tom got milk on Tim. Sam got milk on Pat and Ted.

Max got hash on his chin. [38 (total words) (# of errors)] / 38 (total words) = (% accuracy)

Wes got hash on his bib. Tim’s milk is on Tom.

Ask the student the questions below. The record sheet provides a space for recording scores for performance on individual questions as well as the overall total. 1. Who is the tots’ mom? (Meg) 2. What are the kids having for lunch? (Hash and milk) 3. Did Pat and Ted get messy? (Yes, Sam spilled milk on them.)

1.

and

/2

2.

and

/2 /2

3.

and

4. Was Meg there? (No, because she was not mentioned during the story events.)

4.

/1

5. Do you think Pat and Ted will have lunch with the tots again? (Student might say yes because they had fun or no because it was such a mess. Accept any plausible answer.)

5.

/1

Total:

/8


175



Notes • Did the apostrophe in Meg’s or Tim’s cause problems? • Are there speci c errors involving the digraph spellings ‘ch’, ‘th’, or ‘sh’? • Are errors consistently in the initial, medial, or nal position of theword? • Are there errors related to the decoding of initial and/or nalconsonant clusters? • Are speci c letter-sound correspondences consistently missed and if so, which ones? • Does the student need to sound out words or are the words said in a blended fashion? • Does the student lose his/her place?

Accuracy Errors

%

N o t es

0 -1

96 -100


2- 4

89 - 95


5+

0 - 88


Comprehension Q u e s t i on s 7-8 6


5 0- 4

176





Date:

Place the Student Copy of “Chad’s Lunch” for progress monitoring in front of the student. Tell the student that they will read a story called “Chad’s Lunch.”Tell the student that the story is about a boy, his dad, and a mess. Keep a running record on this sheet as the student reads the story.

Chad’s Lunch Chad King had lunch with his dad.

Then, bang! Chad hit his cup with his hand.

Chad had hot dogs and milk. Chad’s dad had fresh fish and chips. Chad and his dad had fun.

Chad’s milk went spla sh on his dad’s lap. [43 (total words) (# of errors)] / 43 (total words) = (% accuracy)

Ask the student the questions below. The record sheet provides a space for recording scores for performance on individual questions as well as the overall total.

1. With whom did Chad have lunch? (Dad)

1.

and

/2

2. What did they eat? (Name at least two: hot dogs, milk, sh, and chips)

2.

and

/2

3. What happened during the lunch? (Chad hit his cup and it splashed on Dad.)

3.

and

/2

4. What might Chad have been doing to cause the spill? (Pointing at something, turning around, or reaching across the table, all because he “hit his cup with his hand.”) 4.

/1

5. How do you think Chad’s dad felt? (Student might say surprised because he got splashed or upset because he got wet. Accept any plausible answer.)

5.

/1 Total:

/8


177



Notes • Did the apostrophe in Chad’s cause problems? • Are there speci c errors involving the digraph spellings ‘ch’, ‘th’, ‘sh’, or ‘ng’? • Are errors consistently in the initial, medial, or nal position of theword? • Are there errors related to the decoding of initial and/or nalconsonant clusters? • Are speci c letter-sound correspondences consistently missed, and if so, which ones? • Does the student need to sound out words, or are the words said in a blended fashion? • Does the student lose his/her place?

Accuracy Errors

%

N o t es Very good. Okay to move on.

0 or 1

96 –100

2– 4

89 – 95


5+

0 – 88




5 0– 4

178



CORE KNOWLEDGE LANGUAGE ARTS SERIES EDITOR-IN-CHIEF E. D. Hirsch, Jr.

PRESIDENT Linda Bevilacqua

EDITORIALSTAFF

DESIGN AND GRAPHICS STAFF

Carolyn Gosse, Senior Editor – Preschool Khara Turnbull, Materials Development Manager Michelle L. Warner, Senior Editor – Listening & Learning

Scott Ritchie, Creative Director Kim Berrall Michael Donegan Liza Greene Matt Leech Bridget Moriarty Lauren Pack

Mick Anderson Robin Blackshire Maggie Buchanan Paula Coyner Sue Fulton Sara Hunt Erin Kist Robin Luecke Rosie McCormick Cynthia Peng Liz Pettit Ellen Sadler Deborah Samley Diane Auger Smith Sarah Zelinke

CONSULTINGPROJECT MANAGEMENTSERVICES ScribeConcepts.com

ADDITIONALCONSULTINGSERVICES Ang Blanchette Dorrit Green Carolyn Pinkerton

ACKNOWLEDGMENTS These materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some of those singled out here already know the depth of our gratitude; others may be surprised to nd themselves thanked publicly for help they gave quietly and generously for the sake of the enterprise alone. To helpers named and unnamed we are deeply grateful.

CONTRIBUTORSTO EARLIER VERSIONS OF THESE MATERIALS Susan B. Albaugh, Kazuko Ashizawa, Nancy Braier, Kathryn M. Cummings, Michelle De Groot, Diana Espinal, MaryE. Forbes, Michael L. Ford, Ted Hirsch, Danielle Knecht, James K. Lee, Diane Henry Leipzig, Martha G. Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson, Elizabeth B. Rasmussen, Laura Tortorelli, Rachael L. Shaw, Sivan B. Sherman, Miriam E. Vidaver, Catherine S. Whittington, Jeannette A. Williams We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright, who were instrumental to the early development of this program.

SCHOOLS We are truly grateful to the teachers, students, and administrators of the following schools for their willingness to eld test these materials and for their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake Lure Classical Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation Academy, New York City PS 26R(The Carteret School), PS30X (Wilton School), PS50X (Clara Barton School), PS96Q, PS 102X (Joseph O. Loretan), PS 104Q (The Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (ClaraCardwell), PS 333Q (Goldie Maple Academy), Sequoyah Elementary School, South ShoreCharter Public School, Spartanburg CharterSchool, Steed Elementary School, Thomas Jefferson Classica l Academy, Three Oaks Elementary, West Manor Elementary. And a special thanks to the CKLA Pilot Coordinators Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day support to teachers using these materials in their classrooms was critical.


179

CREDITS Every effort has been taken to trace and acknowledge copyrights. The editors tender their apologies for any accidental infringement where copyright has proved untraceable. They would be pleased to insert the appropriate acknowledgment in any subsequent edition of this publication. Trademarks and trade names are shown in this publication for illustrative purposes only and are the property of their respective owners. The references to trademarks and trade names given herein do not affect their validity. All photographs are used under license from Shutterstock, Inc. unless otherwise noted.

180


Unit 7 Assessment and Remediation Guide Skills Strand

KINDERGARTEN

The Core Knowledge Foundation www.coreknowledge.org

ckla_gk_arg_unit7

Recommend Documents