Kindergarten English Language Arts

This Unit 3 Workbook contains worksheets which accompany many of the lessons from the teacher guide for Unit 3. By the end of this unit, students will be able to:

1. Demonstrate understanding that a systematic, predictable relationship exists between written letters and spoken sounds;
2. Segment a spoken word into phonemes, e.g., given bat, produce the segments /b/ /a/ /t/;
3. Identify whether pairs of phonemes are the same or different, including pairs that differ only in voicing, e.g., /b/ and /p/;
4. 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;
5. Listen to one-syllable words and tell the beginning or ending sounds, e.g., given dog, identify the initial /d/ or final /g/;
6. Orally blend sounds to form words, e.g., given the sounds /k/.../a/.../t/, blend to make cat;
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', 'hh' > /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/ (them); 'qu' > /qu/; 'ng', 'n' > /ng/;
8. Read and write any one-syllable short vowel CVC word, e.g., sit, cat, wet, not, cup;
9. Read, spell, and/or write chains of one-syllable short vowel words in which one sound is added, substituted, or omitted, e.g., at > bat > bad > bid;
10. 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. 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;
14. Recognize, isolate, and write the spellings for short vowel sounds; and
15. Recognize, isolate, and write single-letter, double-letter, and digraph spellings for consonant sounds.