Kindergarten: Skills Unit 5 Teacher Guide

This Unit 5 Teacher Guide contains background information and resources that the teacher will need to implement Unit 5, 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; 16 lesson plans, including objectives, planning charts, procedures and activities, take-home material, and/or assessments; a Pausing Point; teacher resources; and the workbook answer key. By the end of this unit, students will be able to: 

1. Identify the parts of books and function of each part (front cover, back cover, title page, table of contents); 
2. 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; 
3. Demonstrate understanding of basic print conventions by tracking and following print word for word when listening to a text read aloud; 
4. Demonstrate understanding that a systematic, predictable relationship exists between written letters and spoken sounds; 
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 phoneme is present in the initial/medial/final position of a spoken word, e.g., hear /m/ at the beginning of mat and /g/ at the end of bag; 
7. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or basic code sound for every consonant 'b', 'bb' > /b/; 'd', 'dd' > /d/; 'f', 'ff' > /f/; 'g', 'gg' > /g/; 'h' > /h/; 'j' > /j/; 'c', 'k', 'ck', 'cc' > /k/; 'l', 'll '> /l/; 'm', 'mm' > /m/; 'n', 'nn' > /n/; 'p', 'pp' > /p/; 'r', 'rr' > /r/; 's', 'ss' > /s/; 't', 'tt' > /t/; 'v' > /v/; 'w' > /w/; 'x' > /x/; 'y' > /y/; 'z', 'zz', 's' > /z/; 'ch' > /ch/; 'sh' > /sh/; 'th' > /th/ (thin); 'th' > /th/ (then); 'qu' > /qu/; 'ng', 'n' > /ng/; 
8. Read and write any one-syllable short vowel CVC word, e.g., sit, cat, wet, not, cup; 
9. Read decodable text that incorporates the letter-sound correspondences that have been taught, with purpose and understanding; 
10. Speak audibly and express thoughts, feelings, and ideas clearly; 
11. Hold a writing utensil with a tripod (or pincer) grip and make marks on paper; 
12. Trace, copy, and write from memory the letters of the alphabet accurately in lowercase form; 
13. Write from left to right leaving spaces between words, and top to bottom using return sweep; 
14. Use spatial words: there, here; in, on; in front of, behind; at the top of; at the bottom of; under, over; above, below; next to, in the middle of; near, far; inside, outside; around, between; up, down; high, low; left, right; front, back; 
15. Name and use commas and end punctuation while reading orally; and 
16. Recognize, isolate, and write single-letter, double-letter, and digraph spellings for consonant sounds.  

Downloadable Resources

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Common Core Learning Standards

CCLS State Standard
RL.K.1 With prompting and support, ask and answer questions about key details in a text.
RI.K.5 Identify the front cover, back cover, and title page of a book.
RF.K.1.a Follow words from left to right, top to bottom, and page by page.

Curriculum Map