Assessment and Remediation Guide: Unit 3
Assessment and Remediation Guide: Unit 3
Assessment and Remediation Guide: Unit 3
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Assessment and Remediation Guide
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Unit 3
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 Attribution-
NonCommercial-ShareAlike 3.0 Unported License.
Guided
Reinforcement Exercise Materials Minutes
See corresponding section Lesson Templates for Warm-Up activity
descriptions.
• For Phonological Awareness: Phonemes (two or three):
Thumbs-Up Review Activity
Warm-Up 3
Dependent
• For Phonics: Match Me
• For Writing: Lowercase Letter Formation: Handwriting
Warm-Up
See corresponding sections to choose one or two activities
from Worksheets, Games, or Poems/Songs/Nursery Rhymes for
Guided Practice instruction related to remedial targets within: Activity
• Phonological Awareness: Phonemes (two or three) 12
(applying skills) Dependent
• Phonics
• Writing: Lowercase Letter Formation
Explicit
Reteaching Exercise Materials Minutes
See corresponding section Lesson Templates for Warm-Up activity
descriptions.
• For Phonological Awareness: Phonemes (two or three):
Thumbs-Up Review Activity
Warm-Up 3
Dependent
• For Phonics: Match Me
• For Writing: Lowercase Letter Formation: Handwriting
Warm-Up
See corresponding section Lesson Templates for Learning About…
activity descriptions.
• For Phonological Awareness: Phonemes (two or three):
Explicit Sound Boxes Activity
4
Instruction Dependent
• For Phonics: Review the Sound/Spelling
• For Writing: Lowercase Letter Formation: Learning About
Lowercase Letter Formation
See corresponding section Lesson Templates for Working With…
activity descriptions.
Guided Practice • For Phonological Awareness: Phonemes (two or three):
Sound Boxes cont. Activity
(working with 10
Dependent
skills) • For Phonics: Chaining
• For Writing: Lowercase Letter Formation: Working with
Lowercase Letter Formation
See corresponding sections to choose one or two activities
from Worksheets, Games, or Poems/Songs/Nursery Rhymes for
Guided Practice instruction related to remedial targets within: Activity
(applying skills) • Phonological Awareness: Phonemes (two or three) Dependent
OR
• Phonics Progress 8
Independent
Practice/Progress • Writing: Lowercase Letter Formation Monitoring
Monitoring Activities with which students have demonstrated independence Resources
may engage students when progress monitoring with individuals
is needed.
Comprehensive
Reteaching Exercise Materials Minutes
See corresponding section Lesson Templates for Warm-Up activity
descriptions.
• For Phonological Awareness: Phonemes (two or three):
Thumbs-Up Review Activity
Warm-Up 3
Dependent
• For Phonics: Match Me
• For Writing: Lowercase Letter Formation: Handwriting
Warm-Up
See corresponding section Lesson Templates for Learning About…
activity descriptions.
• For Phonological Awareness: Phonemes (two or three):
Explicit Sound Boxes Activity
5
Instruction Dependent
• For Phonics: Review the Sound/Spelling
• For Writing: Lowercase Letter Formation: Learning About
Lowercase Letter Formation
See corresponding section Lesson Templates for Working With…
activity descriptions.
Guided Practice • For Phonological Awareness: Phonemes (two or three):
Sound Boxes cont. Activity
(working with 10
Dependent
skills) • For Phonics: Chaining
• For Writing: Lowercase Letter Formation: Working with
Lowercase Letter Formation
See corresponding sections to choose one or two activities
from Worksheets, Games, or Poems/Songs/Nursery Rhymes for
Guided Practice instruction related to remedial targets within: Activity
• Phonological Awareness: Phonemes (two or three) 12
(applying skills) Dependent
• Phonics
• Writing: Lowercase Letter Formation
Activity
Independent Activities with which students have demonstrated independence Dependent
Practice/Progress may engage students when progress monitoring with individuals Progress 10
Monitoring is needed. Monitoring
Resources
Session 1 Session 2
Warm-Up Warm-Up
Explicit Instruction 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, and Writing), 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:
IF
A B C D
Student struggles with Unit 3 Student struggles with Unit 3 Student struggles with Unit 3 Student scores 20 or less
Objective: Orally blend sounds Objective: Segment a spoken Objective: Listen for phonemes on Part Two of the Unit 3
to form words (two or three one-syllable short vowel word in the initial and medial position Student Performance Task
phonemes) into phonemes of spoken one-syllable short Assessment and/or performs
vowel words (Includes listening poorly on other evaluations of
to determine if phonemes blending, segmenting, isolating
Review with Pausing Point: Blend Two
are the same or different and or recognizing the target
or Three Sounds to Form a Word
isolating beginning sounds) phonemes for Unit 3
15
Blending Boost!
Orally blending two or three phonemes is a primary focus of the activities in
Unit 2, Section II of the Assessment and Remediation Guide. Unit 3 allows
for continued development of this skill. It also provides progress monitoring
assessments for evaluating students’ ability to apply blending with the target
sound/spellings for Unit 3. The Blending Boost! 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 blending
activity may be used instead of or in addition to the Thumbs-Up Review for the
Warm-Up. If students demonstrate the need for more comprehensive instruction
with oral blending, access additional resources in Unit 2, Section II of the
Assessment and Remediation Guide.
Find My Word
Use Find My Word pages A–D to have students blend the phonemes to “Find
My Word” (i.e., identify the objects) on the page.
• Provide students with a copy of the selected Find My Word worksheet.
• Review the names of the depicted items with students and see if they can
identify the category for the page (animals, body parts, things in the sky, or
vehicles).
• Pronounce the name of an object by saying the phonemes with a pause in
between (e.g., /d/ [pause] /o/ [pause] /g/).
• Students blend the phonemes and point to the picture of the object.
• Repeat until all the pictures are identified.
• Encourage students to use the blending motions they have learned to help them
blend the sounds.
• Option: Manipulatives can be used to cover pictures as they are identified.
• Variation: Students may practice segmenting phonemes by breaking apart the
phonemes in names of the objects on the page themselves
1 2 3 4
/n/ /oe/ no
1 2 3 4
22
the corresponding image. Images represent: cow, dog, duck, horse, bee, pig, cat, sheep, bird. Name:
24
the corresponding image. Images represent: sun, moon, star, rain, snow, kite, bird, bee, air. Name:
26
phoneme (left to right). Then students run their finger under the boxes (left to right) and blend the sounds to say the word. Name:
Focus:
Phonemes
(Two or Three) Teaching Materials
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 (/m/, /a/, /t/, /d/, /o/, /k/, /g/, /i/).
You may choose to complete a select review of specific phonemes with which
students demonstrated difficulty or a mixed review of all the taught phonemes.
You may want to model and discuss articulation information prior to playing the
game, especially the first time when students may encounter questions about
new information, such as voicing.
Warm-Up • Provide each student with a mirror.
Note: This • Tell students you will ask them questions about what they do to make the
Warm-Up is sounds they have learned.
an extension • Before answering, encourage students to make the sound looking in the
of the Mirror, mirror and feeling their throat for voicing. Articulation
Mirror and Chart and
Differentiate • Remind students not to shout out the answer. Instead, if the answer is Mirrors
Consonant and “yes,” show it with a thumbs-up. If the answer is “no,” show it with a
Vowel Sounds thumbs-down.
activities from • A fun way to let students check their own answer is to hide the correct
Unit 3 Lessons 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-down for the question, “Can you stretch the sound for /a/?” then
model holding the /a/ sound /aaaaaaaaaaaa/ and have students repeat.
• Continue with another question.
Keeping notes on the Articulation Chart regarding information mastered,
progressing, or unfamiliar will help you formulate questions target to student need.
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
review of all the taught phonemes. Tell students you will say a sound and a word
(see Word Lists for suggestions) and the purpose for listening is to notice where
Word Lists
Explicit the sound is in the word. Where is /_/ in the word ? Tell students they will
Instruction indicate where the sound is by putting a cube in the correct box on their Sound Cubes and
Boxes worksheet. Say samples and model touching the boxes as you segment Sound Boxes
the sounds. Then place the cube in the initial or medial position square depending
on the position of the target sound. (Be sure to demonstrate so students view
the correct directionality as you model. If you are facing students, this will be
backwards to you.) Complete most of the sample items correctly, but also provide
incorrect examples that address potential common mistakes.
Cubes and
Sound Boxes
Objective: Provide an engaging opportunity to develop target phoneme skills with
for each
decreasing support as students’ skills strengthen.
student
Working with Target Phonemes: Say the selected target phonemes and words for
students. Students use the cubes and Sound Boxes, as previously modeled by Activity
Guided the teacher, to indicate where the target sound is located in the word. Dependent:
Practice Game
Application of Skills: Select Games and Poems/Songs/Nursery Rhymes activities
allowing students to apply phoneme skills. resources
and/or P/S/
Progress Monitoring option: Incorporate progress monitoring checks here as
NR resources
needed.
Progress
Monitoring
resources
Objective: Allow students to practice target phoneme skills with high levels of
independence while striving for mastery. Continued
Independent
Practicing and Extending Skills with Target Phonemes: Revisit previously taught from Guided
Practice
activities allowing students to practice target phoneme skills with classmates. Practice
Games utilizing the picture cards are best suited for independent practice.
Focus:
Phonemes
(/k/, /g/, /a/,
/o/, /i/) Teaching Materials
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 (/k/, /g/, /a/, /o/, /i/). Review checking for
voicing by putting your hand on your throat to notice how the vowels feel and the
difference between /k/ and /g/.
• Provide each student with a mirror.
• Tell students you will ask them questions about what they do to make the
sounds for /k/, /g/, /a/, /o/, & /i/.
• Before answering, encourage students to make the sound looking in the
mirror and feeling their throat for voicing.
Warm-Up
Note: This • Remind students not to shout out the answer. Instead, if the answer is “yes,”
Warm-Up is show it with a thumbs-up. If the answer is “no,” show it with a thumbs-down.
an extension • A fun way to let students check their own answer is for you to hide the correct
of the Mirror, thumbs-up or thumbs-down behind a piece of paper and reveal it once Articulation
Mirror and everyone has decided on their answer. Chart and
Differentiate • If anyone provided an incorrect answer, model the correct articulation and Mirrors
Consonant and have students repeat after you.
Vowel Sounds • Questions:
activities from
Unit 3 Lessons • Is the mouth a little bit open for /k/?
• Are lips pressed together for /a/?
• Can you stretch the sound /g/?
• Is your voice on for /k/?
• Is your voice on for /i/?
• Is the mouth a little bit open for /o/?
• Does your tongue tap in the back of your mouth for /g/?
• Can you stretch the sound for /i/?
Reminder: Keep notes on the Articulation Chart regarding information mastered,
progressing, or unfamiliar.
Contrast Phonemes
Contrast Phonemes with Similar
with Distinct Articulation
Least Difficult Articulation Features Features
(e.g., /m/ and /a/) (e.g., minimal pairs
/a/ and /i/)
Skill
/o/ Mouth is open wide and jaw is lower than for /a/ On Yes
/i/ Mouth is open wide and jaw is higher than for /a/ On Yes
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!
*Plosive sounds are difficult to pronounce in isolation making it tempting to add a short
vowel sound after the consonant sound (e.g., /buh/ instead of /b/). When you teach
these sounds, make an effort to keep the sounds as clipped as possible.
Unit 3 Lessons
Phoneme Skill/CKLA Unit 3
Goal Pausing Point
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Segment a Spoken
One-Syllable Short Chaining Chaining for Chaining Chaining
Vowel Word into for Spelling Spelling for Spelling for Spelling
Phonemes
Target
/m/ /a/ /t/ /d/ /o/ /k/ /g/ /i/
Sounds
mad at tack dam odd cat gag it
mat am tag dad mom cod got mitt
mitt add tick dot mock cog gig tick
Words mom mad tot dock tot cot tag dim
Restricted mock mat mat dog dot kit dog did
to Target dam tack mitt dim dock kid dig dig
Sounds
dim tag dot did dog kick cog kit
in Initial,
Medial, am dam cat dig cod mock kid
or Final dad cot mad cog tack kick
Positions cat kit cod cot tick gig
gag got kid got dock
at odd
it
mad apple tack dam odd cat gag inch
mat ant tag dad otter cod got ink
mitt add tick dot ox (/o/ cog gig itch
mom at, am, as* tot dock /k//s/) cot game in, is, it, if*
mock teeth dog on, off* kit go
man tie dim kid gum
Target mice toe did kick gas
Sound moon top dig cage gate
in Initial moth tree day car give
Position mouse tub date coat goat
mouth tab dime coin goal
mug tip deep cone gob
tape dish couch gap
team deck corn
dip cube
doll cup
target sound.
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 want them to say a word starting with
that sound. For example: Give me a word starting with /m/. (If students struggle
to think of a word, prompt them to look around the room for objects starting
with the target sound.)
• As students provide words starting with 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.
Picture Cards
Picture Cards are provided for use with the following games.
Closed Sorts
• Provide picture cards for 2–4 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
against themselves to get their best time.
Open Sorts
• Provide picture cards for 2–4 target sounds.
• Review the names of all pictures.
• Ask students to decide how to sort the pictures into groups according to
beginning or vowel 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.
46
stock is recommended to prevent transparency and to allow for reuse. (See directions for each under Phonemes—Games.) Name:
48
stock is recommended to prevent transparency and to allow for reuse. (See directions for each under Phonemes—Games.) Name:
Are all the children in their beds? It’s past eight o’clock!
Isolating
Target Progress Monitoring 1 Progress Monitoring 2 Progress Monitoring 3 Progress Monitoring 4
Sounds
SAMPLE: SAMPLE: SAMPLE: SAMPLE:
/m/ – man, pan /m/ – dad, mad /m/ – mat, cat /m/ – sit, mitt
1. /t/ – tip, dip 1. /k/ – cap, gap 1. /t/ – ten, den 1. /k/ – goal, coal
Target 2. /d/ – tot, dot 2. /g/ – gold, cold 2. /d/ – tug, dug 2. /g/ – goat, coat
Words
3. /a/ – dash, dish 3. /a/ – pit, pat 3. /a/ – limp, lamp 3. /a/ – lip, lap
4. /i/ – cat, kit 4. /i/ – fin, fan 4. /i/ – hit, hat 4. /i/ – mitt, mat
5. /o/ – hip, hop 5. /o/ – map, mop 5. /o/ – cat, cot 5. /o/ – top, tap
Student:
Progress Monitoring
Phonemes Skill
Date
Score
(Goal: 4 or 5
out of 5)
Date
Isolating Target
Progress
Sounds (Initial and
Monitoring #
Medial Positions)
Score
(Goal: 4 or 5
out of 5)
56
Phonemes—Progress Monitoring.) Name:
1.
2.
4.
3.
5.
1.
2.
4.
3.
5.
Blending score
58
Unit 3, Section I: Phonemes—Progress Monitoring.) Name:
1.
2.
4.
3.
5.
1.
2.
4.
3.
5.
Blending score
60
Unit 3, Section I: Phonemes—Progress Monitoring.) Name:
1.
2.
4.
3.
5.
1.
2.
4.
3.
5.
Isolating sounds score
62
Unit 3, Section I: Phonemes—Progress Monitoring.) Name:
1.
2.
4.
3.
5.
1.
2.
4.
3.
5.
Isolating sounds score
IF
A B C D E
Student struggles Student struggles Student struggles with Student struggles with Student scores 20
with Unit 3 Objective: with Unit 3 Objective: Unit 3 Objective: Read Unit 3 Objective: Read, or less on Part Two
Recognize, isolate, and Recognize, isolate, and write any spell, and/or write of the Unit 3 Student
write the spellings for and write single letter one-syllable short chains of one-syllable Performance Task
short vowel sounds spellings for consonant vowel CVC words short vowel words Assessment
(/a/, /o/, & /i/) sounds (/m/, /t/, /d/, /k/, and/or performs
& /g/) poorly on other
evaluations of reading
and spelling with the
target letter-sound
correspondences
for Unit 3
Review with Pausing Point: Read Two- and Three- Then, target specific areas of
Sound Words and/or Spell Two- and Three-Sound weakness by following track
Words with Spelling Cards A, B, C, or D.
67
Lesson Template
Phonics: Target Sound/Spellings
(‘m’ > /m/, ‘t’ > /t/, ‘d’ > /d/, ‘c’ > /k/, ‘g’ > /g/, ‘a’ > /a/, ‘o’ > /o/, ‘i’ > /i/)
Focus:
Phonics:
Target
Sound/
Spellings Teaching 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 from Unit 3.
You may choose to complete a select review of specific sound/spellings with which
students demonstrated difficulty or a mixed review of all taught sound/spellings
(see Sound/Spellings Chart).
• Provide each student with a set of Letter Cards for the sound/spellings
target in the Warm-Up. Sound/
Warm-Up Spelling
• Tell students you will either say the sound or show the spelling.
Chart, Letter
• If a sound is provided, students should find the corresponding spelling Cards
(Letter Card)
• 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 re-teach sound/spellings.
Review the
Explicit • Remind students of the articulation needed to make the target sound (See
Sound/
Instruction the Articulation Chart in Section I).
Spelling
• Discuss the picture of the sound and briefly review the strokes for letter
formation.
• Have students complete the bottom of the page by writing the sound/
spelling on the handwriting line for the images utilizing the target sound.
Focus:
Phonics:
Target Sound/
Spelling
(‘i’ > /i/) Teaching 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 from
Unit 3.
(Students are working well with all consonants that have been taught and
struggling with the vowels. Short /a/ has been explicitly taught and is reviewed
here. Short /i/ will be the focus in today’s lesson.)
• Provide each student with a set of Letter Cards (‘m’, ‘t’, ‘d’, ‘c’, ‘g’, ‘a’,
& ‘o’).
• Tell students you will either say the sound or show the spelling.
Sound/Spelling
Teacher Prompt Student Response
Chart and Letter
Warm-Up
/m/ ‘m’ Cards for (‘m’,
‘t’, ‘d’, ‘c’, ‘g’, ‘a’,
‘t’ /t/
& ‘o’; NOT ‘i’)
‘d’ /d/
/k/ ‘c’
/g/ ‘g’
/a/ ‘a’
‘o’ /o/
•
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.
directions under Phonics—Games.). Note: Consonants used in the initial and final position when building words are provided twice on this page.
t
g
d
m
t
g
d
m
76
(See directions within the Lesson Template Warm-Up section.), Push & Say (See directions under Phonics—Worksheets.), and Race to the Top (See Name:
directions under Phonics—Games.). Note: Consonants may be used in the initial and final position when building words are provided twice on this
page.
Phonemes
Consonants with
Continuous Sound
(i.e., can be stretched) /m/
Consonants with
Plosive Sound
(i.e., cannot be stretched)
/t/, /d/, /k/, and /g/
Unit 3 Lessons
Phonics Skill/ Unit 3 Pausing
CKLA Goal Point
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Sound/Spelling Review
Recognize, Isolate, Teacher
and Write the Modeling; Teacher Teacher
Sound Sprints; Simon Says
Spellings for Short Meet the Modeling; Modeling;
T-Chart T-Chart Sounds
Vowel Sounds (/a/, Spelling Meet the Meet the
Sort Sort
(/a/) Spelling Spelling
/o/, and /i/)
(/o/) (/i/)
Sound/Spelling Review
Recognize, Isolate,
and Write Single Teacher Teacher
Modeling; Teacher Modeling; Teacher Teacher
Letter Spellings for Sound Sprints; Simon Says
Meet the Modeling; Meet the Modeling Modeling;
Consonant Sounds Sounds
Spelling Meet the Spelling & Meet the Meet the
(/m/, /t/, /d/, /k/, and (/m/) Spelling (/d/); Spelling Spelling
/g/) (/t/) T-Chart (/k/) (/g/)
Sort
Stomp
Label the and Spell;
Teacher Eraser
Read and Write Any Picture; Label the Label the Word Box; Label the Picture;
Modeling; Word Man; Circle
Spelling Spelling Picture; Picture; No Ride for You!; Real Word
One-Syllable Short Meet the Connect It Reading Connect It Spelling;
Worksheet Hopscotch; Spelling Circle or Silly Word; Word Reading
Vowel CVC Word Spelling Practice Stomp and
Practice Hopscotch Spelling; Sprints; Circle Spelling
(/a/) Spell
Pack Word
Wheel
All activities promote CKLA Goal: Demonstrate understanding that a systematic, predictable relationship exists between written letters
and spoken sounds.
79
Phonics—Word Lists
Letter Cards
Needed ‘m’ > /m/, ‘a’ > /a/, Adding ‘o’ > /o/, ‘c’ > /k/,
Adding ‘i’ > /i/
for Sound/ ‘t’ > /t/, and ‘d’ > /d/ and ‘g’ > /g/
Spellings
mat > at > tat > dat dog > cog > tog > mog > it > mit > dit > git
Manipulating gog
dad > mad > ad > tad
Initial Position cot > tot > dot > mot > got
Only dam > tam > mam >
am
dad > mad > mat > at tag > tad > dad > mad > mat dig > gig > mig > mid > did > dim > gim > gid >
> ad > dad > mad > cat > gat > gag git > it > mit > mig
at > mat > mad > dad dad > dam > gam > cam > dim > did > gid > gig > tig > dig > did > mid > tid
> tad > ad cat > mat > mad > tad > tim
Manipulating dad > tad > mad > mat tag > gag > gad > mad > tad gig > tig > dig > did > dim > tim > mim > mit > dit
Initial and > at > ad > am > dam > cad > cat > mat > mag > dig
Final Position > mam > mad
mom > tom > tot > dot > cot
Only ad > at > mat > mad > got > gom
> tad > mad > dad
dod > dom > om > ot > mot
> dam > am > tam
> tot > dot
> tad
cot > got > tot > dot > dog >
tog > cog
at > mat > cat > cot > dot > dig > gig > gag > tag > tad > mad > dad > did >
tot > tat dim
cod > cot > cat > mat > mad it > at > cat > mat > mad > dad > did > dig > dog
> dad > cad > dot > dit
ad > at > cat > cot > tot > it > at > mat > mad > mid > did > dig > gig > git
dot > dated
gim > mim > mit > git > dit > dat > gat > gad >
tag > tad > dad > ad > at > gid
cat > cot > got > tot > tat
it > at > mat > cat > cot > dot > dit
dag > cag > ag > og > om >
gag > tag > tad > dad > did > dig > dag
Manipulating com > dom > gom > gam
N/A, ‘a’ > /a/ is the > gag
Initial, Medial, at > mat > mad > mid > did > dad > dat
only vowel in this
and Final category. at > cat > cot > got > dot > dog > dot > got > tot > cot > cat > cot > cog
Position dog > gog > gag > gat
tig > gid > gad > gam > gom > com > tom > tid
am > ad > at > cat > cam >
dam > dad > mad > mac > mot > ot > og > ig > mig > mog
mat > mam ag > cag > dag > dat > dit > git > gat > gag
cog > dog > dot > cot > cod dod > dom > om > im > mim > mit > mid > mod
> tod > tad > tag > gag >
gat > cat > cot dim > dig > did > dad > mad > mat > cat > dat >
dit
got > dot > cot > cat > at > it > dit > dot
tad > dad > mad > mid > did > dig > tig > tag
Note: Pseudowords are often included in the chains, especially at this early stage when the number of real words
that can be read or spelled is limited. Spelling pseudowords also forces students to solely use phonics knowledge
because they cannot rely on memorized spelling. You may wish to point out when a word is not a real word or ask
students to identify when a silly word is included.
Instruction section.)
mat 2
3
1
84
knowledge of letter formation, and apply phonics knowledge with practice items. (See directions within the Section II Lesson Template Explicit Name:
Instruction section.)
Instruction section.)
dad 1
2
86
knowledge of letter formation, and apply phonics knowledge with practice items. (See directions within the Section II Lesson Template Explicit Name:
Instruction section.)
Instruction section.)
dog 1
2
88
knowledge of letter formation, and apply phonics knowledge with practice items. (See directions within the Section II Lesson Template Explicit Name:
Instruction section.)
Instruction section.)
mom 1
90
knowledge of letter formation, and apply phonics knowledge with practice items. (See directions within the Section II Lesson Template Explicit Name:
Instruction section.)
into the boxes from left to right and say the sound as they push each card. Immediately, students run their finger under the word in one smooth
motion and say the whole word blended.
m
Directions: Students use the letters surrounding the center box to make words and write the words on the lines provided below.
c -ad d
g
m
Directions: Students use the letters surrounding the center box to make words and write the words on the lines provided below.
c -am d
t
t
Directions: Students use the letters surrounding the center box to make words and write the words on the lines provided below.
c -at d
g
m
Directions: Students use the letters surrounding the center box to make words and write the words on the lines provided below.
- -it d
g
m
Directions: Students use the letters surrounding the center box to make words and write the words on the lines provided below.
c -og t
d
t
Directions: Students use the letters surrounding the center box to make words and write the words on the lines provided below.
c -ot d
g
a d
g
m
t
102
below. Name:
i d
g
m
t
Note To Teacher
Reviewing the names of images prior to utilizing them in activities is typically
prudent. However, in this section, only images familiar to students are utilized
and it is likely review will not be necessary.
BINGO
Students can apply learned sound/spelling knowledge from Unit 3 to read
words as they play the traditional game BINGO. Here, the game is tailored
appropriately for students’ developmental level with only three spaces across,
down, or diagonal.
• The word cards needed to copy and cut out are provided following the game
boards. We recommend copying and cutting the boards and word cards from
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 finger on the word if they find it and read it aloud
to confirm 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).
106
to play the traditional game BINGO. (See directions under Phonics—Games.) Name:
cat
dot
dot
mat
got
cod
mom
mom
it
at
gig
got
dim
dog
BINGO Boards 1
Directions: Copy (card stock is recommended to allow for reuse) and cut out the game boards. Students apply phonics knowledge by reading words
to play the traditional game BINGO. (See directions under Phonics—Games.)
Name:
it
did
gig
dim
mat
mom
at
did
am
cot
got
dog
gig
tag
dot
cod
dad
mad
108
to play the traditional game BINGO. (See directions under Phonics—Games.) Name:
dim
cog
mom
dot
got
cod
dog
mad
at
tot
am
cat
mat
cog
BINGO Boards 3
Directions: Copy (card stock is recommended to allow for reuse) and cut out the game boards. Students apply phonics knowledge by reading words
to play the traditional game BINGO. (See directions under Phonics—Games.)
Name:
at
dig
dig
am
cod
mad
did
tag
cot
cot
dad
dog
gig
tag
got
dim
cog
dad
BINGO Cards
Directions: Copy (card stock is recommended to allow for reuse) and cut out the words cards for use with BINGO Boards. (See directions under
Memory
Provide students with a set of cards which include some with words and others
with the corresponding images for those words (Word/Picture Cards). 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.
• Model how to mix up the cards, 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.
112
when played with Letter Cards. More complex phonics knowledge is applied when played with Word/Picture Cards. (See directions under Unit 3, Name:
Section II, Phonics—Games.)
Memory, copy (darker colored card stock is recommended to prevent seeing through and allow for reuse) and cut out, separating word and picture cards.
114
(card stock is recommended to allow for reuse) and cut out word/picture pairs, fold along the middle line, and tape together providing two-sided cards. For Name:
Memory, copy (darker colored card stock is recommended to prevent seeing through and allow for reuse) and cut out, separating word and picture cards.
Memory, copy (darker colored card stock is recommended to prevent seeing through and allow for reuse) and cut out, separating word and picture cards.
Directions
Preparation: This assessment involves asking individual students to read five
words. In addition to Word Reading, assessments for Pseudoword Reading are
also included. Pseudoword Reading assessments are provided as an option
if you suspect students have memorized some of the words and are using
automatic word recognition instead of applying decoding knowledge. This may
be the case with students in need of remediation and reteaching who have
had extended and repeated opportunities to work with these specific words.
Copy the page of words with the corresponding record sheet for the Progress
Monitoring Assessment (#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.
dot did
tag cat
mom gig
Record Sheet for Word Reading Progress Monitoring 1:
‘c’ > /k/ (4) /1 ‘a’ > /a/ (1, 4) /2 ‘t’ > /t/ (1, 4) /2
‘m’ > /m/ (2) /2 ‘o’ > /o/ (2) /1 ‘d’ > /d/ (3) /2
dot mat
cot got
dad dig
Record Sheet for Word Reading Progress Monitoring 2:
‘c’ > /k/ (1) /1 ‘a’ > /a/ (2, 3) /2 ‘t’ > /t/ (1, 3, 4) /3
‘m’ > /m/ (3) /1 ‘o’ > /o/ (1, 4) /2 ‘d’ > /d/ (2, 5) /3
dot dim
mad cot
tag dog
Record Sheet for Word Reading Progress Monitoring 3:
‘c’ > /k/ (4) /1 ‘a’ > /a/ (1, 2) /2 ‘t’ > /t/ (2, 4) /2
‘m’ > /m/ (1, 3) /2 ‘o’ > /o/ (4, 5) /2 ‘d’ > /d/ (1, 3, 5) /3
dot cod
tot gag
dig mat
Record Sheet for Word Reading Progress Monitoring 4:
‘c’ > /k/ (3) /1 ‘a’ > /a/ (4, 5) /2 ‘t’ > /t/ (1, 5) /3
‘m’ > /m/ (5) /1 ‘o’ > /o/ (1, 3) /2 ‘d’ > /d/ (2, 3) /2
tid dit
mod tam
gid cag
Record Sheet for Pseudo Word Reading Progress Monitoring 1:
‘c’ > /k/ (5) /1 ‘a’ > /a/ (4, 5) /2 ‘t’ > /t/ (3, 4) /2
‘m’ > /m/ (1, 4) /2 ‘o’ > /o/ (1) /1 ‘d’ > /d/ (1, 2, 3) /3
tid tog
cad mot
gim dag
Record Sheet for Pseudo Word Reading Progress Monitoring 2:
‘c’ > /k/ (1) /1 ‘a’ > /a/ (1, 5) /2 ‘t’ > /t/ (3, 4) /2
‘m’ > /m/ (2, 4) /2 ‘o’ > /o/ (3, 4) /2 ‘d’ > /d/ (1, 5) /2
tid dod
mim gad
tig cam
Record Sheet for Pseudo Word Reading Progress Monitoring 3:
‘c’ > /k/ (5) /1 ‘a’ > /a/ (4, 5) /2 ‘t’ > /t/ (2) /1
‘m’ > /m/ (1, 5) /3 ‘o’ > /o/ (3) /1 ‘d’ > /d/ (3, 4) /3
tid mig
gat dat
com tod
Record Sheet for Pseudo Word Reading Progress Monitoring 4:
‘c’ > /k/ (2) /1 ‘a’ > /a/ (1, 4) /2 ‘t’ > /t/ (1, 4, 5) /3
‘m’ > /m/ (2, 3) /2 ‘o’ > /o/ (2, 5) /2 ‘d’ > /d/ (4, 5) /2
IF
A B
Student struggles with Unit 3 Objective: Hold a Student performs poorly on other evaluations of
writing utensil with a tripod (or pincer) grip and lowercase letter formation for the target
make marks on paper (Trace, copy, and write letter-sound spellings for Unit 3
lowercase letters ‘m,’ ‘a,’ ‘t,’ ‘d,’ ‘o,’ ‘c,’ ‘g,’ & ‘i’)
If student meets
If student continues
expectations, then
to struggle
continue with Unit 3
Skills Strand Lessons
THEN USE
Section III: Writing: Lowercase Letter Formation
Focus:
Lowercase
Letter
Formation Teaching Materials
Objective: Literally warm up the large and small muscles of the arms and
hands used for writing. Activity
Warm-Up
Exercise: Choose two or three handwriting warm-up exercises. (See Dependent
Handwriting Warm-Up Exercises for suggestions.)
Objective: Allow students to practice letter formations near mastery with high
levels of independence. In addition, bolster writing readiness with fine motor
activities if needed.
Practicing and Extending Skills with Lowercase Letter Formation:
Guided Practice
Independent • Practicing Lowercase Letter Formation: Revisit previously taught
Fine Motor
Practice activities allowing students to practice the letter formation(s) in the
Activity
lessons.
resources
• Refining Fine Motor Skills: Engage in an activity promoting fine motor
strength and skill. (See Fine Motor Activities for suggestions. These
activities should be previously taught and practiced before students
are expected to engage with them independently.)
Focus:
Lowercase
Letter
Formation
(‘a’ and ‘d’) Teaching Materials
Objective: Literally warm up the large and small muscles of the arms and
hands used for writing.
Warm-Up Exercise: Weighted ball
• Chair sit-ups
• Pass around a weighted ball
Objective: Model the target lowercase letter formation.
Learning about Lowercase Letter Formation: Tell students they will practice
drawing the picture of /a/ and /d/, because the line is important to determine
the difference between them.
• Demonstrate drawing /a/ on the board and saying the letter formation
chant while doing so. (‘a’: Circle to the left, add a short line to me; then
the little /a/ is what you will see.) Seat students on the floor in front of
the board so they are looking up (chin down, eyes up) to help access
their visual memory.
• Repeat (tracing the first letter), inviting students to draw in the air using
their pointers and saying the chant with you. Students should move Dry erase
their whole arm from the shoulder when drawing in the air. board, dry erase
Explicit • Repeat, drawing in the air and saying the chant, this time with eyes marker, and
Instruction closed. Prompt students to pay attention to how their arm and hand tissue
move and feel while their eyes are closed. Pointers for
• Draw a new large picture of /a/ asking students: each student
• Where do I start my line?
• Which direction does it go to make a picture of /a/ for writing?
• What do I draw next?
• Draw additional samples, saying the chant, and make the mistake of
adding a long line down to the circle. If students do not catch your
error, point out your line is too long and makes the /a/ look like a /d/.
Redo the /a/ correctly.
• Repeat steps 1–5 for /d/. (‘d’: Circle to the left, add a long line down to
me; then a little /d/ is what you will see.)
Refining Steps
Surfaces Methods
(Gross to Fine Motor)
• Classroom dry erase board or chalkboard
• Easel
Step 1 Large vertical surfaces • Chart paper taped to the wall
Implements such as a paintbrush with water on the
chalkboard supports large strokes. Implements such as
crayons on easel paper encourage more refined strokes.
• Table or desk covered with paper
• Cookie sheet with rice or shaving cream
• Sand table/box
• Poster board
Step 2 Large horizontal surfaces • Full newspaper sheet
Using the pointer finger in rice, shaving cream, or sand
supports large strokes. Refined strokes are encouraged by
using the tripod grip with implements: drawing with the point
of a paintbrush in rice, shaving cream, or sand and using
crayons and markers on paper.
• Large construction paper
Medium horizontal • Legal size paper
Step 3
surfaces • Brown grocery bag
• Folded/cut newspaper sheet
• 8.5 x 11 paper plain or in a plastic sheet protector
sleeve*
Small horizontal surfaces • Individual dry erase boards or chalkboards
Step 4
(large strokes) • Small construction paper
• Notepads
• Paper plates
Same as Step 4. Instead of using the full surface for large
Small horizontal surfaces
Step 5 strokes, students draw small strokes: tracing or free form,
(small strokes)
filling in shapes, on lines, etc.
*Dry erase markers and an eraser (tissue, sock, other cloth) can be used to write and erase on plastic sleeves,
allowing students to reuse worksheets or other practice pages.
Hold a Writing
Utensil with
a Tripod
(or Pincer)
Play with Clay;
Grip and Handwriting
Make Marks Worksheets;
Meet the Meet the Meet the Meet the Meet the Meet the Meet the Meet the
on Paper Handwriting Rainbow Label the Label the Label the Rough Around
Spelling Spelling Spelling Spelling Spelling Spelling Spelling Spelling
(Trace, Copy, (‘m’) (‘a’) (‘t’) (‘d’)
Practice
(‘o’) (‘c’) (‘g’) (‘i’)
Letters Picture Picture Picture the Edges; Sort
and Write by First or Middle
Sound; Circle
Lowercase Spelling
Letters ‘m,’
‘a,’ ‘t,’ ‘d,’ ‘o,’
‘c,’ ‘g,’ and
‘i’)*
*Incorporates CKLA Goal: Use spatial words in Meet the Spelling activities.
All activities promote CKLA Goal: Demonstrate understanding that a systematic, predictable relationship exists
between written letters and spoken sounds.
140
Students should say the letter formation chant or the sound as he or she writes the letter. Name:
142
Students should say the letter formation chant or the sound as he or she writes the letter. Name:
144
Students should say the letter formation chant or the sound as he or she writes the letter. Name:
146
Students should say the letter formation chant or the sound as he or she writes the letter. Name:
148
Students should say the letter formation chant or the sound as he or she writes the letter. Name:
150
Students should say the letter formation chant or the sound as he or she writes the letter. Name:
152
Students should say the letter formation chant or the sound as he or she writes the letter. Name:
154
Students should say the letter formation chant or the sound as he or she writes the letter. Name:
1
1
1
1
1
1
2
2
2
2
2
2
3
3
3
3
3
3
1
2
3
156
sound as he or she writes the letter. Name:
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
2
1
1
1
1
1
2
1
158
sound as he or she writes the letter. Name:
1
1
1
1
1
1
2
2
2
2
2
2
1
1
1
1
1
1
1
160
Student should say the sound as he or she writes the letter. Name:
1
1
1
1
1
1
2
2
2
2
2
2
1
2
162
1. short line down (lift); 2. dot on top. Student should say the sound as he or she writes the letter. Name:
1
1
1
1
1
2
2
2
2
1
2
164
Formation—Games.) Name:
166
Name:
i
c
g
o
m
d
d
o
m
i
i
t
c
a
o
c
c
d
a
a
t
t
g
o
m
Alphabet Mural 1
Name:
Alphabet Mural 2
Directions: Ask students to circle the pictures of the letter sounds learned in Unit 3. (See directions under Lowercase Letter Formation—Games.)
i c s m b g
o h a u j p
e w r l t d
v n d o f z
c q k y a i
x m g t
Kindergarten | Unit 3 Assessment and Remediation Guide 167
© 2013 Core Knowledge Foundation
Lowercase Letter Formation—Fine Motor Activities
Variations for Practicing
• Draw in trays of sand, rice, or shaving cream.
• Draw shapes on vertical surfaces: paper taped to the wall or easel, dry erase
board, or chalkboard. (A damp sponge can be used for drawing practice on a
chalkboard.)
• Put hair gel with food coloring or glitter in a sandwich bag. Force all the air out
and seal tightly. Place the bag on a flat surface and practice letters. Squish the
gel flat again to use repeatedly.
• Draw with doodle programs on touch screen technologies.
• Using eye droppers with water and food coloring to decorate coffee filters
Date
Progress
Monitoring
Sample:
m
a
t
d
Kindergarten | Unit 3 Assessment and Remediation Guide 173
© 2013 Core Knowledge Foundation
Name:
o
c
g
i
Sample:
d
c
t
g
Kindergarten | Unit 3 Assessment and Remediation Guide 175
© 2013 Core Knowledge Foundation
Name:
i
a
m
o
Sample:
i
c
m
o
Kindergarten | Unit 3 Assessment and Remediation Guide 177
© 2013 Core Knowledge Foundation
Name:
g
t
a
d
Sample:
g
o
c
t
Kindergarten | Unit 3 Assessment and Remediation Guide 179
© 2013 Core Knowledge Foundation
Name:
i
a
m
d
President
Linda Bevilacqua
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 find 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.
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 field 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), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O. Loretan),
PS 104Q (The Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q (Goldie Maple Academy),
Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School, Thomas Jefferson Classical
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.
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.
Unit 3
Assessment and Remediation Guide
Skills Strand
Kindergarten