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unit 10
29 Instructional days (29 hours)

Segmenting, Sound Spelling, and Tricky Words


Description

The Skills strand of the Core Knowledge Language Arts program teaches students the decoding skills needed for (future) independent reading. Each Skills lesson begins with a warm-up, reviewing previously taught content in reading, writing, and/or grammar.

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.

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Bilingual Language Progressions

These resources, developed by the New York State Education Department, provide standard-level scaffolding suggestions for English Language Learners (ELLs) to help them meet grade-level demands. Each resource contains scaffolds at multiple levels of language acquisition and describes the linguistic demands of the standards to help ELA teachers as well as ESL/bilingual teachers scaffold content for their English learning students.

Credits

From EngageNY.org of the New York State Education Department. Kindergarten ELA Skills Unit 10. Available from engageny.org/resource/kindergarten-ela-skills-unit-10; accessed 2015-05-29.
This work is based on an original 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.

In This Unit

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