Kindergarten: Skills Unit 10 Teacher Guide

This Unit 10 Teacher Guide contains background information and resources that the teacher will need to implement Unit 10, including an alignment chart between this unit and the Common Core State Standards; an introduction including planning tools, a list of strand components, goals and objectives, and an explanation of lesson format, components, and assessment; 29 lesson plans, including objectives, planning charts, procedures and activities, take-home material, and/or assessments; a Pausing Point; teacher resources; and the workbook answer key. By the end of this unit, students will be able to:

1. With prompting and support, ask and answer questions (e.g., who, what, where, when) requiring literal recall and understanding of the details and/or facts of a fiction text;
2. With prompting and support, use narrative language to describe characters, setting, things, events, actions, a scene, or facts from a fiction text that has been read independently;
3. Read aloud in a group, with a partner, or alone at least 15 minutes each day;
4. Segment a spoken word into phonemes (e.g., given bat, produce the segments /b/ /a/ /t/);
5. Identify whether pairs of phonemes are the same or different, including pairs that differ only in voicing (e.g., /b/ and /p/);
6. Indicate whether a target phoneme is present in the initial/medial/final position of a spoken word (e.g., hear /m/ at the beginning of mat and /g/ at the end of bag);
7. Orally blend sounds to form words (e.g., given the sounds /k/…/a/…/t/, blend to make cat);
8. Read and write any one-syllable short vowel CVC words (e.g., sit, cat, wet, not, cup);
9. Begin to read and write one-syllable words containing a long vowel sound with the final –e spelling (e.g., late, bite, note, and cute);
10. Read, spell, and/or write chains of one-syllable short vowel words in which one sound is added, substituted, or omitted (e.g., at > bat > bad > bid);
11. Read, spell, and write chains of one-syllable short vowel words with consonant blends/clusters and/or consonant digraphs (e.g., stab > slab > slap > slash);
12. Read, spell, and write chains of one-syllable long vowel words with the final –e spelling (e.g., nine > line > lime > time > tame > came > cape > tape);
13. Read high-frequency words identified as Tricky Words: he, she, we, be, me, they, their, my, by, you, your;
14. Read decodable text that incorporates the letter-sound correspondences that have been taught, with purpose and understanding;
15. Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary; and
16. Spell and write any CVC, CCVC, CVCC, or CCVCC word that uses letter-sound correspondences taught in kindergarten.

Downloadable Resources

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

Common Core Learning Standards

CCLS State Standard
RL.K.1 With prompting and support, ask and answer questions about key details in a text.
RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
RL.K.10 Actively engage in group reading activities with purpose and understanding.

Curriculum Map